Motivating Employees through Training and Benefits

Motivating Employees through Training and Benefits Free Online Research Papers The success of any organization depends on the ability of managers to provide a motivating environment for its employees. Motivated employees are more productive, happier, and stay with the organization longer. One of the primary tasks a manager faces is to find out what motivates their staff. By understanding employee needs, managers can understand what rewards to use to motivate them. Advanced economies are constantly evolving. There is a general sense that the pace of change has accelerated in recent years, and that we are moving in new directions. Central to these notions is the role of technology, particularly information technology. The implementation of these technologies is thought to have substantial impact on both firms and their workers. Globalization and increasing international competition also contribute to the sense of change. In this environment, greater attention is being paid to the management and development of human resources within firms. Education and training are increasingly seen as an important investment for improved prosperity- both for firms and individual workers. This paper studies what motivates employees and designing a motivation program based on those needs, drives, and expectations. NEW TRENDS IN HUMAN RESOURCE MANAGEMENT With todays workforce, becoming increasingly diverse, and organizations are doing more to maximize the benefits of the differences in employees, Human Resource managers are evolving from the old school sideline player to the front-line fighters. Organizations are relying on managers to get the people who get the job done, and of course, make the company money. People have always been central to organizations, but their strategic importance is growing in todays knowledge-based business world like never before. An organizations success increasingly depends on the knowledge, skills, and abilities of its employees, particularly as they help establish a set of core competencies, which distinguish one organization from its competitors. When employees talents are valuable, rare, difficult to imitate and organize, an organization can achieve a sustained competitive advantage. In order to compete through people, an organization has to be able to do a good job of managing their human capital: the knowledge, skills, and capabilities that add value to the organizations. Managers must develop strategies for identifying, recruiting, and hiring the best talent available. Develop these individuals in ways that are specific to the needs of their individual firms, encourage them to generate new ideas while familiarizing them with the company strategies, invite information sharing, and rewarding collaboration and team work. The basis on which compensation payments are determined, and the way they are administered, can significantly affect employee productivity and the achievement of organizational goals. It is generally recognized that firms that innovate are more profitable, grow more rapidly and create a larger number of jobs. Within a firm, the process leading to innovation requires a high level of human capital among workers. In order to participate fully in this process, workers must not only acquire strong basic knowledge through the education system but also need to have opportunities to acquire training in the labour market. Training taken within the firm could extend the knowledge acquisition process and help workers to renew or adapt previously accumulated skills and enable them to fully contribute to the improvement of productivity or to innovation (see Figure 1). Figure 1 Human Resource Managements front-line fight is to get the organization in order. Evidence points to a more active interest in and careful implementation of human resource management. Management is, by definition, getting things done through people. If managers are to increase productivity, reduce costs, and improve their organizations competitive advantage, they must focus on how properly manage personnel. Creating effective motivation and leadership, recruiting and retaining the right personnel, rewarding and treating employees fairly, establishing an environment that supports the people and benefits the organization, the Resource Manager looks towards a future with exciting challenges and opportunities for managing an organizations most valuable resource its people. UNDERSTANDING EMPLOYEE DRIVES AND MOTIVATIONS Definition of Employee Motivation The heart of motivation is to give people what they really want most from work. The more you are able to provide what they want, the more you should expect what you really want, namely: productivity, quality, and service. When you think about it, the success of any facet of your business can usually be traced back to motivated employees. From productivity and profitability to recruiting and retention, hardworking and happy employees lead to triumph. Unfortunately, motivating people is far from an exact science. There is no secret formula, no set calculation, and no work sheet to fill out. In fact, motivation can be as individual as the employees who work for you. One employee may be motivated only by money. Another may appreciate personal recognition for a job well done. Still another may work harder if she has equity in the business. The way I believe you motivate people is to make it clear not only what goals the company is trying to achieve but also why the goals are important to society. It is important that employees feel a sense of passion and deep interest in doing a good job, no matter how big or little the job may be. Matching the right job with the right person will further help to motivate employees. An employee who feels mismatched with their job will feel frustrated and motivation will decrease. Many individuals express frustration in performing the same responsibilities repeatedly . The ability of a company to structure career planning programs, including job rotations, skills training, and project management assignments are of interest to many employees. Providing immediate recognition for a job well done is most rewarding. This will likely ensure work to continue to be good throughout the day, week, or month. If recognition is only given at specific times, employees will only be motivated closer to the time the recognition or reward is expected. Advantages of Employee Motivation A positive motivation philosophy and practice should improve productivity, quality, and service. Motivation helps people: achieve goals; gain a positive perspective; create the power to change; build self-esteem and capability; manage their own development and help others with theirs. Disadvantages of Motivating Staff There are no real disadvantages to successfully motivating employees, but there are many barriers to overcome. Barriers may include unaware or absent managers, inadequate buildings, outdated equipment, and entrenched attitudes, for example: We dont get paid extra to work harder. Weve always done it this way. Our bosses dont have a clue about what we do. It doesnt say that in my job description. Im going to do as little as possible without getting fired. Such views will take persuasion, perseverance, and the proof of experience to break down. Basic Principles to Remember 1. Motivating employees starts with motivating yourself. A great place to start learning about motivation is to start understanding your own motivations. The key to helping to motivate your employees is to understand what motivates them. So what motivates you? Consider, for example, time with family, recognition, a job well done, service, learning, etc. How is your job configured to support your own motivations? What can you do to better motivate yourself? 2. Key to supporting the motivation of your employees is understanding what motivates each of them. Different things motivate each person. Whatever steps you take to support the motivation of your employees, they should first include finding out what it is that really motivates each of your employees. You can find this out by asking them, listening to them and observing them. 3. Recognize that supporting employee motivation is a process, not a task. Organizations change all the time, as do people. It is an ongoing process to sustain an environment where employees can motivate themselves. If you look at sustaining employee motivation as an ongoing process, then you will be much more fulfilled and motivated yourself. 4. Support employee motivation by using organizational systems (for example, policies and procedures) do not just count on good intentions. Do not just count on cultivating strong interpersonal relationships with employees to help motivate them. The nature of these relationships can change greatly, for example, during times of stress. Instead, use reliable and comprehensive systems in the workplace to help motivate employees. For example, establish compensation systems, employee performance systems, organizational policies and procedures, etc., to support employee motivation. In addition, establishing various systems and structures helps ensure clear understanding and equitable treatment of employees . THEORIES OF HUMAN MOTIVATION Hierarchy of needs theory Abraham Maslow proposed the theory called hierarchy of needs theory . Maslow believed that within every individual, there exists a hierarchy of five needs and that each level of need must be satisfied prior to an individual pursues the next higher level of need. As the individual progresses through the levels of needs, the preceding needs lose their motivational value. The five levels of needs, according to Maslow are 1. Physiological Needs These needs include food, water, and sex, which are essential for us to survive. If these needs are not met, then all other needs will not be a source of motivation. 2. Safety Needs This refers to the need to feel safe from physical and emotional harm. 3. Social Needs These needs are concerned with social interactions with others. The individual needs to feel a sense of belonging, affection, acceptance, and friendship. 4. Esteem Needs Esteem is concerned with the feelings of self-confidence derived from achieving something, and the recognition and prestige that comes with that achievement. 5. Self-Actualization Needs This level of needs is concerned with achieving ones full potential and dreams. It is only when these needs are met that workers are morally, emotionally, and even physically ready to satisfy the needs of the employer and the customers. Two-factor theory Fredrick Herzburg developed another popular theory of motivation called the two-factor theory . Herzburgs findings suggest there are two factors that contribute to employee satisfaction and dissatisfaction. The first is referred to as motivators, which includes responsibility, advancement, and recognition. The other is known as hygiene factors. These factors include the work environment, management, salaries, and company policies. Unsatisfactory hygiene factors can act as de-motivators, but if satisfactory, their motivational affect is limited without motivators. Thus, Herzberg has put emphasis on the psychological needs of the employees in designing jobs. Reinforcement theory Another theory, developed by B.F. Skinner, is the reinforcement theory . This theory is a behavioral approach. The main point is consequences influence behavior. According to the reinforcement theory, there are four ways to modify behavior. The first and most affective way is positive reinforcement, which refers to rewarding a desirable behavior to strengthen the likelihood that it will be repeated. The second way a manager can modify behavior is negative reinforcement, which is defined as removing a negative stimulus in the environment after the behavior occurs. Another way to modify behavior is punishment, which decreases the chances of the behavior to occur. The last method of behavior modification is lack of reinforcement. The idea behind this method is that if a behavior is not reinforced in any way that it will decrease in frequency, and be eliminated. Expectancy theory The last theory of motivation this paper will cover is the expectancy theory , proposed by Victor Vroom. Unlike the reinforcement theory, this theory is concerned with internal processes that an individual undergoes in order to decide whether they want to put forth the effort to strive towards a specific goal. According to Vroom, there are three important elements to consider when determining motivation. The first element is valence, this refers to the desire an individual has to achieve a goal or fulfill a need. The second element is instrumentality, this is the belief that if an individual gives a certain level of performance, then a desirable outcome is expected. The third element is expectancy, this is the belief an individual has about the relationship between effort and performance, if one exerts a high level of effort, then one can expect good performance. What motivates people depends on their perception of the attractiveness of the goal and its attainability. Regardless of which theory is followed, interesting work and employee pay are important links to higher motivation. Options such as job enlargement, job enrichment, promotions, monetary and non-monetary compensation should be considered. TRAINING Providing opportunities to learn new technologies, methods and accomplish new achievements are significant in capturing prolonged interest from high potential staff. Giving people the opportunity to gain exposure and implement new programs while building self-esteem and credibility is valuable for both the company and the employee. Opportunity and recognition of accomplishments can prove to be a much more lucrative incentive than any financial considerations a company may offer. Today organizational operations cover broad areas and require continuous training for effective job performance, evolutions in product areas, and corporate growth. In order to have effective training programs organizations can utilize a systems approach. Key areas of this approach include needs assessment, program design, and evaluation. Needs assessment begins with organizational analysis. Managers must establish a context for training by deciding where training is needed, how it connects with strategic goals, and how organizational resources can best be used. In designing a training program, managers must utilize principles of learning in order to create an environment that is conducive to learning. The evaluation of a training program should focus on several criteria: participant reactions, learning, behavior changes on the job, and bottom line results. There are two types of training, classroom training supported by the employer and on-the-job training supported by the employer. Classroom Training Classroom training (sometimes called formal training) is defined as training activities with a predetermined format, pre-defined objectives, specific content and progress that can be monitored or evaluated. Occupation appears to have a significant impact on the probability of taking classroom training, but not much on the probability of taking on-the-job training. The various categories of workers (except managers) are less likely than professionals to take classroom training. Thus, professionals not only have better access to training but they are also more inclined to take it, if available. Permanent workers are more likely than non-permanent workers to take classroom training (of around nine percentage points) and on-the-job training (five percentage points). Since firms are less likely to recover their investment in training for temporary workers, they will be less inclined to support training for these workers (especially the most costly training). Temporary workers may also be less interested in investing time in training if they see few benefits in it. Further, participation in classroom training increases with level of education, these two forms of investment appearing to be complementary. However, this effect appears to be limited to post-secondary education since the effect of a high school diploma (compared with no high school diploma) is not significant. Having a university diploma increases the probability of taking classroom training by 12 percentage points. The probability of taking on-the-job training does not appear to be substantially affected by the level of education. One possible explanation of this phenomenon is that this type of training is more useful at the beginning of employment in order to assimilate the characteristics inherent to the work performed, and that this applies to all workers regardless of level of education. On-The-Job Training By definition, on-the-job training is given during work hours and at the workplace (in a location that is not necessarily separate from the production facilities). On-the-job training involves four steps : 1. DESCRIBE the performance to be learned. 2. DEMONSTRATE how to do it. 3. REVIEW the employee doing it. 4. REINFORCE the employee for what s/he did well. If needed, Step 5 is REPEAT steps 2-4. Step 1 Describe DESCRIBE what the learner will be learning. In doing this, describe WHAT the task is, HOW it is done, and WHY it is done that way. Bear in mind, the ability to do something well usually depends on three components: Attitudes, Skills, and Knowledge. So be sure to describe the particular attitudes, or perspectives, that are vital to doing the task excellently. In addition, explain how excellent performance of the task is important to the company. Also, explain how it can contribute to an employees career development. Step 2 Demonstrate DEMONSTRATE how its done. If the tasks performance involves a particular speed, first demonstrate how its done at regular or full-speed, then demonstrate it at half-speed, or step-by-step. For the step-by-step demonstration, consider having the trainee/s read aloud the procedure for each step prior to you’re doing it, if applicable. Also, consider fortifying your demonstration with a follow-up visual aid (photo, video tape, computer CD). Step 3 Review Have the trainee try it while you REVIEW his/her performance. Before s/he starts, ease the tension by explaining, â€Å"No one expects perfection first time out. So just relax, enjoy it and give it your best effort - whatever happens will be fine.† If it is a complex multi-step process, suggest that the person refer to the manual between steps. Finally, if applicable, have the trainee explain what they are doing while they are doing it. Step 4 Reinforce REINFORCE the trainee for good performance. To do this, point out what the trainee did well and praise him or her for it. This is vital to creating a positive attitude and motivation to continue learning. Therefore, no matter how weak the persons first performance might be, always pick out the strongest aspect of their demonstration and commend them on it. General Benefits from Employee Training and Development There are numerous sources of online information about training and development. Several of these sites suggest reasons for supervisors to conduct training among employees. These reasons include: Increased job satisfaction and morale among employees Increased employee motivation Increased efficiencies in processes, resulting in financial gain Increased capacity to adopt new technologies and methods Increased innovation in strategies and products Reduced employee turnover Risk management, e.g., training about sexual harassment, diversity training CONCLUSION Every employee has a need for self-expression, entertains plans for professional development and career advancement, wishes to be accepted as family member, feel respect towards management and pride in his/her work, receive acknowledgment and reward, be listened to and trusted. Through strategic communications, it is manager’s duty is to share with employees’ company goals, market, industry and business information and futures plans, and invite employees to give feedback. We must learn how to place people in a role where they can use their abilities and make progress towards the realization of personal goals. Misplacements can cause a company substantial financial loss due to turnover, accidents, lawsuits, rebates, refunds, loss of customers and sales. Fair benefits and pay is the cornerstone of a successful company that recruits and retains committed workers. If you provide a living wage for your employees, you can then work on motivational issues. Without the fair living wage, however, you risk losing your best people to a better-paying employer. It is important for employees to know that management is aware of their existence, recognizes them, remembers their names and greets them. Managers who fail to greet employees or respond to greetings lead to a high degree of de-motivation, lack of trust, and disloyalty. We must learn how to create a corporate culture and a supportive work environment. This is done through leadership and management excellence, a human approach, effective human resources strategies, positive discipline, fair and just treatment to all, clearly defined policies, career and personal development training programs (including cross-training and job rotation), organizational communications, tools to facilitate communication, team assignments, reward programs, objective appraisals, adequate pay, benefits and company activities . Research Papers on Motivating Employees through Training and BenefitsThe Project Managment Office SystemAnalysis of Ebay Expanding into AsiaOpen Architechture a white paperResearch Process Part OneTwilight of the UAWIncorporating Risk and Uncertainty Factor in CapitalMarketing of Lifeboy Soap A Unilever ProductPETSTEL analysis of IndiaBionic Assembly System: A New Concept of SelfInfluences of Socio-Economic Status of Married Males

Proofreading Exercises to Identify Errors in Verb Tense

Proofreading Exercises to Identify Errors in Verb Tense Verb tenses tell you when the action in a sentence is happening The three verb tenses are past, present, and future. Past tense verbs describe when something has happened, present tense verbs describe things that are continuous or that are happening now, and future tense verbs describe things that havent happened yet but are likely to occur in the future. Instructions In each of the following paragraphs, some of the sentences contain errors in verb tense. Write out the correct form of any verb that is used incorrectly, and then compare your findings with the answers provided further below. Hands Up! Recently in Oklahoma City, Pat Rowley, a security guard, deposit 50 cents in a City Hall vending machine and reach in to get a candy bar. When the machine catch his hand, he pull out his pistol and shoot the machine twice. The second shot sever some wires, and he got his hand out. The Christmas Spirit Mr. Theodore Dunnet, of Oxford, England, run amok in his house in December. He ripped the telephone from the wall, thrown a television set and a tape-deck into the street, smash to bits a three-piece suite, kicked a dresser down the stairs, and torn the plumbing right out of the bath. He offer this explanation for his behavior: I was shock by the over-commercialization of Christmas. Late Bloomers Some very remarkable adults are known to have experience quite unremarkable childhoods. English author G.K. Chesterton, for instance, could not read until the age of 8, and he usually finish at the bottom of his class. If we could opened your head, one of his teachers remark, we would not find any brain but only a lump of fat. Chesterton eventually become a successful novelist. Similarly, Thomas Edison was label a dunce by one of his teachers, and young James Watt was called dull and inept. Mona Lisa Leonardo da Vincis Mona Lisa is one of the most famous portraits in the history of painting. Leonardo took four years to complete the painting: he begun work in 1503 and finish in 1507. Mona (or Madonna Lisa Gherardini) was from a noble family in Naples, and Leonardo may have paint her on commission from her husband. Leonardo is said to have entertain Mona Lisa with six musicians. He install a musical fountain where the water play on small glass spheres, and he give Mona a puppy and a white Persian cat to play with. Leonardo did what he could to keep Mona smiling during the long hours she sit for him. But it is not only Monas mysterious smile that has impress anyone who has ever view the portrait: the background landscape is just as mysterious and beautiful. The portrait can be seen today in the Louvre Museum in Paris. Hard Luck A bank teller in Italy was jilted by his girlfriend and decide the only thing left to do was kill himself. He stolen a car with the idea of crashing it, but the car broken down. He steal another one, but it was too slow, and he barely dent a fender when he crashed the car into a tree. The police arrive and charge the man with auto theft. While being questioned, he stab himself in the chest with a dagger. Quick action by the police officers saved the mans life. On the way to his cell, he jumped out through a third-story window. A snowdrift broken his fall. A judge suspends the mans sentence, saying, Im sure fate still has something in store for you. Answers Here are the answers to the above verb-tense exercises. Corrected verb forms are in  bold  print. Hands Up! Recently in Oklahoma City, Pat Rowley, a security guard,  deposited  50 cents in a City Hall vending machine and reached  in to get a candy bar. When the machine caught his hand, he pulled out his pistol and  shot  the machine twice. The second shot  severed  some wires, and he got his hand out. The Christmas Spirit Mr. Theodore Dunnet, of Oxford, England, ran amok in his house in December. He ripped the telephone from the wall;  threw a television set and a tape-deck into the street; smashed  to bits a three-piece suite, kicked a dresser down the stairs, and tore the plumbing right out of the bath. He  offered  this explanation for his behavior: I was​  shocked  by the over-commercialization of Christmas. Late Bloomers Some very remarkable adults are known to have  experienced  quite unremarkable childhoods. English author G.K. Chesterton, for instance, could not read until the age of eight, and he usually  finished  at the bottom of his class. If we could  open  your head, one of his teachers  remarked, we would not find any brain but only a lump of fat. Chesterton eventually  became  a successful novelist. Similarly, Thomas Edison was  labeled  a dunce by one of his teachers, and young James Watt was called dull and inept. Mona Lisa Leonardo da Vincis  Mona Lisa  is the most famous portrait in the history of painting. Leonardo took four years to complete the painting: he  began  work in 1503 and  finished  in 1507. Mona (or Madonna Lisa Gherardini) was from a noble family in Naples, and Leonardo may have  painted  her on commission from her husband. Leonardo is said to have  entertained  Mona Lisa with six musicians. He  installed  a musical fountain where the water  played  on small glass spheres, and he  gave  Mona a puppy and a white Persian cat to play with. Leonardo did what he could to keep Mona smiling during the long hours she  sat  for him. But it is not only Monas mysterious smile that has  impressed  anyone who has ever  viewed  the portrait: the background landscape is just as mysterious and beautiful. The portrait can be seen today in the Louvre Museum in Paris. Hard Luck A bank teller in Italy was jilted by his girlfriend and  decided  the only thing left to do was kill himself. He  stole  a car with the idea of crashing it, but the car  broke  down. He  stole  another one, but it was too slow, and he barely  dented  a fender when he crashed the car into a tree. The police  arrived  and  charged  the man with auto theft. While being questioned, he  stabbed  himself in the chest with a dagger. Quick action by the police officers saved the mans life. On the way to his cell, he jumped out through a third-story window. A snowdrift  broke  his fall. A judge  suspended  the mans sentence, saying, Im sure fate still has something in store for you.

Topic list in the file Essay Example | Topics and Well Written Essays - 2250 words

Topic list in the file - Essay Example By the end of the 20th century, there was a complete turnaround of gender norms comprising of mixed and reversed roles among both genders from the reserved gender roles that were exhibited and practiced at the onset of the 20th century. This paper will analyze the characteristics of the 20th century gender norms and the way these norms were enforced and justified by both genders. On the first phase of the analysis, gender norms that surfaced in the first half of the 20th century will be discussed, each with their respective enforcements. This phase contains significant gender evolutionary milestones like women suffrage, and women’s increased responsibility in acting as subordinates to men during the first and second World Wars. The second phase that constitutes the second half of the 20th century displays more dynamism in gender norms reconstruction. These go on till finally, there is a form of gender norm balance and satisfaction from both ends at the end of the 20th century. The need for a more aligned gender norm definition does not stop, as the same plea flows over into the 21st century. The conclusion of the defined characters will be succeeded with a brief explanation of the challenges that were encountered in a continual bid to adopt and accept the changes in gender norms through the 20th century. Gender norms transition: 1900 – 1950 The onset of the 20th century carried itself along with the strict gender norms that were adhered to at the close of the 19th century. The increased industrial age had amplified the disparities in the gender norms where the men were categorized as the society’s producers and the women classed as protectors of the comfort havens the men came to roost after their daily works. The women in the society thus maintained a low profile in the society with their area of confinement maintained as the household where they took care of the children, prepared food, and carried out other household chores that would ta ke away that burden from their men’s activity list (Ryan 34). In the years that preceded the 1920s, women’s suffrage was the key fight by women that aimed at giving the native-born American woman the power to participate in politics and the right to vote. This fight had persisted during the last 40 years of the 19th century with associations such as the American Women’s Suffrage Association (AWSA) by Lucy Stone and Henry Blackwell in 1869 and National Women’s Suffrage Association (NWSA) by Susan B. Anthony and Elizabeth Cady Stanton in the same year. The cries for women’s suffrage were initially ignored by the chauvinistic-dominated male administration. The years between 1910 and 1920 marked the most active years for the fighting for women’s right to vote and emphasized by an active lobbyist, Catt, who utilized her personal relation skills to obtain more than 500,000 signatures attesting for women’s suffrage. Since the advent of polit ics, it was a preserve of men whose position in politics was justified by claims of them being able enough to make decisions. Further, it was alleged that women were too religious to soil their morality in politics, which was allegedly dirty. It was preferred that they kept their sanctity and helped uphold the moral values in families and the society (Ryan 58). After many years of activism, 1922 was the year of victory when women participated for

Influenza Vaccine Research Paper Example | Topics and Well Written Essays - 1000 words

Influenza Vaccine - Research Paper Example This is to control the seasonal influenza. Influenza vaccine is justifiable on the scientific and public health debate. The old people who are usually more than 65 of age may be at risk of getting influenza. There is a need to carry out a wide immunization to the aged. However, information available in some countries may be limited. The data have to be shown that the old people are at risk of influenza. This data must be collected and made available on the basis that they can be used relevantly (Steckel, 2007, P.90). The same old group has to be presented the same data so that they can understand that they are at risk. Education is a key for them. They need to know the facts about influenza. Development of projects for stronger promotion of influenza vaccine among the old for both their own benefit, and that of their close care-takers. Offering routine free vaccination to the old encourages them to continue. This can be done by setting up policies that will provide the old a better l ife when infected with influenza. Financial and administrative barriers should be removed because they prevent the elderly persons from receiving influenza vaccine, use of standing programs should be introduced. Strategies have to be set in place to ensure the implementation of successful influenza vaccine. Personnel projects staff that are to be constituted in each given area and solely be responsible for giving vaccines to the old and the disabled. Self- reporting strategies and data submitted by those are responsible for caring the old people. Giving priorities to the old and the disabled will encourage them rather than letting them act on their own. When it comes to administering the vaccine, the old should be well informed and provided with the necessary support. Those who are close should help encourage the old to take the vaccines and educate them that they will have a less risk of exposure to transmission of influenza. Providing free transport to the aged and help them get t he vaccine at a lower cost, encourages them since they have less to struggle. Tracking of vaccines Use of administrative data This can easily be done by issuing labels and leaflets to patients who have been given the vaccine. This will help trace the amount and the use of the vaccine. In other scenarios, the issuer may wish to alter or change the name of the product so that it includes the unique code of the vaccine. Biological data This is done by an expert report or a current expert report. The following data may be used. Sampling and analyzing the composition of the vaccine, and use of clinical trial formula. Sometimes the advancement of the vaccine can be related to the manufacturing formula. This gives the actual formula of the vaccine effects and tracing. The copy of approved specifications of the vaccine can be recorded in a tabular form and then analyzed critically. If the vaccine has some sort of outcome, e.g. the passage level, then the same can be measured. Each of the wo rking effects can be compared to the approved specifications. Stability tastes sometimes is essential for good tracking results. A monthly or an annual stability testing control is sometimes good to adhere. Clinical data A well- revised report or an addendum, which is related to the current expert report, can be used. In other tests of clinical studies, tracking of new vaccine is

Conan Doyle Essay Example for Free

Conan Doyle Essay In the The Blue Carbuncle Sherlock Holmes solves the mystery of a stolen diamond. The criminal in this story is a man named James Ryder. After James Ryder had stolen The Blue Carbuncle he stuck it down a gooses throat. The goose that had the diamond was distributed the Breckenridge Stall, then sold to a goose club at the Alpha Inn. Sherlock Holmes bumps into James Ryder outside the Breckenridge Stall. Sherlock Holmes makes the criminal confess to what he had done. Sherlock Holmes then lets him go free because he thinks that he will not commit any more crimes, because of how fearful he was. It was quite important for Sir Arthur Conan Doyle to create a strange atmosphere because it adds to the tension. All three stories have strange and unusual atmospheres, but each storys atmosphere is different. In The Red Headed League, Conan Doyle describes the area of Saxe-Coburg Square. He shows how unpleasant and muddled the area is. It was a pokey, little, shabby-genteel place, where four lines of dingy two-storied brick houses looked out into a small railed-in enclosure, where a lawn of weedy grass and a few clumps of faded laurel bushes made a hard fight against a smoke-laden and uncongenial atmosphere. The words that are used here show the messiness and unpleasantness of the area. The words pokey, little, shabby-genteel, dingy and smoke-laden all give a pretty good idea that the area was quite chaotic. In The Speckled Band Conan Doyle created a thrilling and frightening atmosphere, as if it was a horror story. The Speckled Band was set at Stoke Moran in Surrey, which is where Julia Stoner was killed. At the beginning of the story when Helen Stoner is talking to Sherlock Holmes about her problems she describes how the night was when Julia was killed. It was a wild night, this shows that that night was unlike any ordinary night. The wind was howling outside, and the rain was beating and splashing against the windows. This describes a lot of the atmosphere; it shows that the weather was quite stormy. This also explains why Helen couldnt sleep. Suddenly, amidst all the hubbub of the gale, there burst forth the wild scream of a terrified woman. Conan Doyles intended effect was to thrill the reader; Conan Doyle has achieved this by using the words wild, howling and beating. Here the writers effect was to try and scare or thrill the reader. Whereas in The Blue Carbuncle the atmosphere was a little different. It was a bitter night. Here, Conan Doyle is trying to show the reader that it is cold outside. He achieves this by describing the night as bitter. The reader will also know that it is cold because Holmes and Watson both put on their ulsters and cravats. Outside, the stars were shining coldly in a cloudless sky, here Conan Doyle is trying to show the reader that the area is very calm and peaceful, unlike in The Red Headed League where the area is busy and unpleasant. Sir Arthur Conan Doyle used different ways to show that these stories take place in the 1880s and 1890s. Most of the time he mentions carriages, which were used in that time. Nowadays carriages are not used because they have been replaced by cars. In The Red Headed League when Sherlock Holmes is memorising all the shops at Saxe-Coburg Square he comes across a shop that makes carriages. McFarlanes carriage-building depot. Here the writer intended to show the reader that this was a time where carriages were used as a form of transport. The effect on the reader is that the reader knows this story is set in the 1890s. Conan Doyle also uses dates and newspapers to show that these stories are set in the 1880s and 1890s. In The Speckled Band and The Red Headed league Conan Doyle mentions the date, but he does not mention the date in The Blue Carbuncle. In The Speckled Band, right at the beginning of the story while Dr. Watson is narrating, he says It was early in April, in the year 83; hear the writer is showing the reader that this story is taking place in the year 1883. In The Red Headed League, the note that Jabez Wilson shows to Sherlock Holmes had a date on it. The note said, THE RED-HEADED LEAGUE IS DISSOLVED. October 9, 1890. Also when Mr. Wilson is showing Sherlock Holmes the advertisement he mentions the date on the newspaper. It is The Morning Chronicle of April 27, 1890. Just two months ago. By saying that the newspaper was from two months ago, Conan Doyle is telling the reader that this story was set in 1890. Conan Doyle did not always use the same techniques, to show that each story was set in the 1880s and 1890s. Unlike The Speckled Band and The Red Headed League, in The Blue Carbuncle there are no dates to show that the story is set in the 1880s and 1890s. Conan Doyle uses different techniques to show that this story is also set in that time. In The Blue Carbuncle and The Red Headed Conan Doyle refers to gas-lit lamps, as gas lamps were used in the 1880s and 1890s. In The Blue Carbuncle when Sherlock Holmes and Dr. Watson were jus about to leave the Breckenridge stall, Watson narrates Turning round we saw a little rat-faced fellow standing in the centre of the circle of yellow light which was thrown by the swinging lamp. He also says, He sprang round, and I could see in the gas-light that every vestige of colour had been driven from his face. Also in The Red Headed League Watson says, We rattled through an endless labyrinth of gas-lit streets until we emerged into Farrington Street. These references to gas lamps show that the stories were set in the 1880s and 1890s. Conan Doyle also referred to matches in The Speckled Band. Even though we use matches nowadays, we do not use them for the same purposes as in the 1880s and 1890s. In those times they were used to see in the dark or to light lanterns. When Helen stoner is talking about what happened to her sister Julia she mentions a match. In her right hand was found the charred stump of a match, and in her left a match-box. This shows that when Julia woke up she struck a match to see what was going on. The value of money in the 1880s and the 1890s was much different than the value for money now. At that time people were paid around i 4 a week, which was considered quite a lot of money. Whereas, people now are paid much more and with i 4 you cant really buy much. The social differences in those times also show that these stories were based in the 1880s and 1890s. If you look at Helen Stoner, she was a rich woman that lived in a big house with servants. In those times rich people were considered superior to poorer people. Nowadays you wouldnt find servants working for rich people, because weather your rich or poor you have rights. The audience or readers would recognise the places named in the stories, which are all in England. The intended effect of the writer was to make the reader feel as if he or she was in the story itself, which would make it feel more dramatic. Conan Doyle achieves this by using areas in London that most people live in. Places such as Holborn and Harrow. Sir Arthur Conan Doyle used very unusual titles for his stories to intrigue the reader. When a reader sees the title The Speckled Band, he or she wouldnt think of a venomous Indian snake. The reader wouldnt know what to think, which make them want to read the story to see what The Speckled Band is. The same with The Red Headed League, which is a very unusual title. The reader wouldnt think that that The Red Headed League was a club for read headed people who were paid i 4 a week for copying the Encyclopaedia Britannica. Conan Doyle uses these unusual titles to throw the reader off track. In The Speckled band Conan Doyle makes the reader think that the gypsies are the ones that killed Julia Stoner. He makes it look like all the evidence points to them. Helen Stoner says, perhaps to these very gypsies in the plantation. I do not know whether the spotted handkerchiefs which so many of them wear over their heads might have suggested the strange adjective which she used. The effect on the reader was that he or she would be thrown off track to make the story feel more interesting. Sir Arthur Conan Doyle uses some very interesting openings to grab the readers attention. Also, every character that Conan Doyle introduces is different in some way, which makes the story feel more interesting and also to intrigue the reader.

Christopher J.H. Wright Essay -- Religion, Jesus, Old Testament

Introduction In the book by Christopher J.H. Wright, Knowing Jesus Through the Old Testament, the author argues the very existence of Jesus Christ in the New Testament is portrayed within the Old Testament. Wright writes, â€Å"the deeper you go into understanding the Old Testament, the closer you will come to the heart of Jesus† (ix). Wright explains many Christians love Jesus, but do not know much about the Scriptures that He read. This is the author’s intention of the book, bringing the readers to a deep understanding of the Old Testament and gaining a greater understanding of Jesus. The purpose of this review is to summarize and critique Wright’s work along with presenting the strengths and weaknesses of the book. Wright has a profound love for the Old Testament Scriptures and wants to portray that to his readers. Wright studied Old Testament economic ethics for his doctorate at Cambridge, England. His book, God’s People in God’s Land came from his doctoral work. His passion for the Old Testament is demonstrated by two other works that focus on God the Father and the Holy Spirit in light of the Old Testament. Summary Wright asserts the understanding of Jesus starts with Matthew 1:18. It is the previous 17 verses that most do not regard as it is just a list of names. These names, Wright says, are part of a much larger story and without recognizing these names one cannot fully understand Jesus (1). The story is that of the Old Testament and the genealogy links the Old and New Testaments together. Wright says, â€Å"The Old Testament tells the story which Jesus completes† (2). Wright continues to break down the genealogy and reaches back to Abraham to proclaim that through Abraham, all nations of the earth will be blessed (4). Th... ... of Jesus while trying to convey his true identity (142-158). Less space could have been given concerning the names of Jesus while still reflecting the point Wright was trying to convey. While more ground is covered than needed, the author, as Long states, presents the information in an engaging manner. Conclusion Wright brings his readers through the Old Testament so they can have a greater understanding of Jesus. He presents the information in an engaging manner, but at times Wright can overstate his purpose. Pastors and lay people alike can benefit from reading Wright’s book as he brings people closer to Jesus by deepening their understanding of the Old Testament. This review has outlined the strengths and weaknesses of the author’s book to give readers an insight into Wright’s theological perspective of the Old Testament in light of the New Testament.

LCT

Two short stories that share both similarities and differences are â€Å"The Yellow Wallpaper† by Charlotte Perkins Gillian and â€Å"A Rose for Emily† by William Faulkner. The saltcellars and differences between these short stories Is evident upon close examination of point of view, symbolism and theme. Both of these stories examine the life of women who live under the thumbs of men. These stories were both written during a time when women were seen as inferior to men. The stories tell about protagonists who both live a recluse lifestyle because of the men around them.The Yellow Wallpaper† by Charlotte Perkins Gillian tells the story of an unnamed protagonist who suffers from some type of illness that occur after the birth of her child. Her husband, and brother are doctors and do not think there is anything wrong with her that a little rest and relaxation will not cure. He insists she isolate herself from all types of physical and mental stimulation until she is completely well again. They move Into a temporary place until she becomes well. The husband locks the protagonist In a room that resembles a Jail cell. It has yellow wallpaper ailing off the walls with indistinguishable patterns.The protagonist starts a diary. The diary passages tell the story of a woman who Is profoundly affected by the yellow wallpaper, and whose mental stability continues to decline. She eventually sees a pattern looking like bars and eventually a woman locked in the cell. The diary also reveals the desire for the woman to take the wallpaper down and free the woman she imagines is trapped, but also to free herself. Two days before the end of the stay in the temporary home the woman loses her mind completely and walks aimlessly round the room, becoming the trapped woman. A Rose for Emily† by William Faulkner opens with a funeral for Emily Grievers. Emily lived an Isolated life and no one had been In her house for the past decade. Emails house was once one of utmost beauty In the town, but now was Just old. The town stopped billing Emily for taxes way back In the eighteen hundreds. The younger generation was not pleased with this previous agreement and decided to try to collect the money she owed. Everyone felt sympathy for Emily when her dad died. People did not think there was anything wrong with her except that she did not ant to let go of her dad.After the death of her boyfriend, Emily rarely leaves her home. Emily ages and eventually dies in bedroom that has been unoccupied for many years. After that, the townspeople enter the room that had been closed off for four decades as far as they knew (Faulkner, 2008) â€Å"The Yellow Wallpaper† is told from the point of view of the female character. The readers are told about her hopes, dreams, and thoughts. The reader Is taken along with her as she travels the road to Insanity. The reader Is aware of the change In her thought processes as she abandons reality In hopes of gaining fr eedom.The narrator Is described a sick woman who has been abandoned and denied access to the help she needs. The reader is able to feel her desperation and connect with her in a way that was not the reader and that makes it possible to empathic with the character. â€Å"The Yellow Wallpaper† was written by a woman making this struggle more personal and relatable. Charlotte Perkins Gillian herself struggled with being a woman during this period. She uses her own inner anguish to help the readers understand the female character's point of view. The reader identifies with the woman and feels Orr for her.On the other hand, in â€Å"A Rose for Emily/' is told from the point of view of an outsider. She is a recluse who commits a terrible crime. The reader is never told Miss Emily thoughts and therefore is left to speculate about what she was thinking. They are never allowed to go deep into her insanity. She is described as â€Å"a tradition, a duty, and a care, a sort of heredita ry obligation upon the town (Faulkner 548). † She seems to be a cold, hard woman who avoids any type of human contact. The harsh way Miss Emily is described may lead to hatred from some readers.The readers may also not have sympathy for her because she is described as such a cold woman. William Faulkner was aware of the feelings of society towards women, but he could not completely relate to the difficulties women faced during this time. During Faulkner life women were seen as weaker than men, and they were expected to be submissive to their husbands. As a man during this time he was unable to separate himself from the reality he was living in to write â€Å"A Rose for Emily'. He never had a man trap him, or keep him from reaching his dreams.He never had the experiences a woman had during this time. The point of view of â€Å"A Rose for Emily' is the same way Faulkner felt towards the women in his life. He felt like an outsider to the females. He could only imagine what the females around him thought and felt. The point of view and the way the stories are told is clearly dependent on the gender of the authors. If Faulkner had been a female Miss Emily may have been more relatable than she is in a story written by a man. The reader may have been made more aware of her thoughts and feelings and even understood why she committed the crime.She may have been seen as a desperate and lonely woman who omitted the crime because she was desperate to escape the isolation. If the author of â€Å"A Yellow Wallpaper† were a man maybe John would have been portrayed as more of a hero. He may have been portrayed as a devoted husband who gave everything he could to try to help his sick wife. The narrator may be seen as a burden to the husband who is trying his best to help his wife. Both of these stories are about desperate, isolated women, but the point of view and the author's perception have a huge impact on the way the women are portrayed in the stories.A comm on theme for â€Å"A Rose for Emily and â€Å"The Yellow Wallpaper is oppression. Many men during the nineteenth century had an oppressive nature toward the females in their lives. Both â€Å"A Rose for Emily' and â€Å"The Yellow Wallpaper† show how oppression can eventually lead to depression and without treatment damage the female protagonists. Each protagonist, the writer of the Journal in â€Å"The Yellow Wallpaper† and Emily in â€Å"A Rose for Emily' were subjected to so much isolation that they both began to become depressed.The reader is aware of the depression, but the people closest to them in the stories are completely clueless. Emily is always was crazy then†, referring to her refusal to admit the death of her father. The woman in â€Å"The Yellow Wallpaper† says, â€Å"he does not believe I am sick! And what can one do,† when describing her husband's lack of acknowledgement to her depression. Both of these women were left alone to face their problems. One of the main sources of their depression was the men in their lives. For Emily, it was her father who kept men from calling on her.The narrator recalls â€Å"all the young men her father had driven away. † Emily suffered so severely from this she never married, and later poisoned her boyfriend and then kept the corpse so he is unable to leave her. Emily father was described as a dominating man. The narrator explains how the town viewed things â€Å"her father a sprawled silhouette in the foreground, his back to her,† eluded to his oppressive nature. In â€Å"The Yellow Wallpaper† it was the woman's husband, who also happened to be her doctor.Her husband locked her in a room claiming she was not sick, but did have â€Å"a slight hysterical tendency†, leaving her to hallucinate and believe she sees a woman trapped behind the ugly, tattered, yellow wallpaper. These hallucinations serve as a symbol of the oppression and her desire to e scape the control of her husband. A quote in â€Å"A Rose for Emily' is â€Å"She would have to cling to that which had robbed her, as people do,† Emily hung on to her father by refusing to acknowledge his death and also by remaining in the hose she grew up in. She later decayed from the oppression that stole her freedom.The main character in â€Å"The Yellow Wallpaper† hung on to her husband because according to her, â€Å"it is so hard to talk with John about my case, because he is so wise, and because he loves me so†. She depends on him and also fears him too. He took her freedom away and left her mentally worn down too. These stories talk about men who still ad old-fashioned beliefs and convictions at a time when the attitudes and beliefs of the world were changing. The women suffered from the way they were treated by the men they were supposed to trust and love. The setting of â€Å"A Rose for Emily' is a town made up by Faulkner.It takes place in Jeffers on, Handicapped County, Mississippi. It takes place at the county seat of Jefferson. While Faulkner made up the actual town, it can be seen as a typical town in the south around the mid to late eighteen hundreds through the mid nineteen hundreds. This story focuses on the end of the slavery era and the confusion that ensued when that all ended. It also looks at the future generations and how they dealt with the way of life that existed before they were in charge. The setting in â€Å"The Yellow Wallpaper† helps to illustrate the attitude.It helps to show the different elements that hint at the isolation. â€Å"It's a fancy house, yes, but more saliently, it stands back away from the road and contains many â€Å"locks† and â€Å"separate little houses† (Perkins, 2008, p. 409). Makes one realize everything is isolated even the house. The narrator is locked too large room with many windows, but the windows are barred to keep her trapped. John also seems to refer t o her like an infant saying things like she is a â€Å"blessed little goose† (Perkins, 2008, p. 410). The room she is trapped in was once a nursery too.Also, the story was written during a time when women were seen as inferior to men. The setting in â€Å"The Yellow Wallpaper† by Charlotte Perkins Gillian is a colonial mansion that the main character sees as a good place for her to recover from her healthy again. She is not fond of the room. It used to be a nursery. The â€Å"condition† of the woman becomes worse and leads to insanity after she is confined to the room covered in ugly, tattered, yellow wallpaper. After spending countless hours and days in the room the woman becomes obsessed with the patterns on the wallpaper.She begins to imagine a woman trapped behind bars in the paper. Eventually, she slips into insanity and begins to believe she is the woman trapped behind the bars in the paper, desperate to escape. On the other hand, â€Å"A Rose for Emily' is set during the Civil War. The story is not told in chronological order like â€Å"The Yellow Wallpaper† by Charlotte Perkins Gillian. The small town where the story takes place is an important part of the story. The Grievers family lived in the same small town for any generations. The townspeople did not like the Grievers family because they were snobbish.Emily was not able to escape the ideas the townspeople had about her and her family. They always saw her as a snobbish Grievers. The townspeople decided to let Emily not pay taxes after the death of her father. They wanted her to be financially secure since she was on her own now. The environment she was in did not allow for change so she had no choice but to continue to be snobbish towards the townspeople and keep to herself. William Faulkner was born into a traditional family from the South. He grew up in Oxford, Mississippi. He served in the Royal Air Force during the First World War.Most of the stories he wrote from a farm in Oxford. Faulkner characters, while made up are based on the everyday characters of historical advancement and decline of the South. Faulkner stories are based upon the historical drama that was actually happening around him in his Southern Mississippi town. It talks about the changes that were happening and the legacy left behind from older generations. He talked about how the younger people were adapting to such drastic changes in the South (â€Å"William Faulkner Biography†, 2013). Charlotte Gillian Perkins was born in the town of Hartford, New England.

Leadership: Invictus Movie Report Essay

Clint Eastwood, with his movie Invictus, notches another success which uses a rugby championship as a means for examining South Africa’s transition from apartheid. Two characters are highlighted: Nelson Mandela (played by Morgan Freeman) the new president of South Africa (1994-1999) and the captain of the Springboks, Franà §ois Pienaar (played by Matt Damon). After being locked up for 27 years, Nelson Mandela returns to politics. He symbolizes the new South Africa in which Black and White have the same rights, and the same opportunities. Mandela is calm and confident, but fully aware that his country could erupt into political violence with the least provocation. Mandela’s strategy is to embrace his opposition, a tactic that distances him from his core supporters. But some of his fellow compatriots disagree with that. The main example is when the chief of his bodyguards, who asked more men, refuses to work with the white bodyguards of the former president Frederik de Klerk. Part of being a great leader is setting your organization on a new course well before anyone else can see it. At that moment in the movie Nelson Mandela surprises his bodyguard by showing integrity and by saying: â€Å"The Rainbow Nation starts here. Reconciliation starts here. Forgiveness starts here too.† Black people think that they will get revenge from all the persecutions and all the acts of racism. But Nelson Mandela as their leader has already a new plan for his Nation: gather these two populations and create a modern country without racism. To achieve his goal he uses the white population symbol, the Springboks team, as the key factor. He demonstrates here his ability of visioning. Since South Africa is hosting the 1995 World Cup, Mandela throws his support behind the Springboks, who are representing the country. Those who don’t oppose the sport’s racist undertones have little regard for the team’s ability to compete on a world stage. Nelson Mandela uses the rugby team to change mentalities. The president wants the team to be good enough to impress other rugby nations. However it’s composed by a majority of white players who don’t care about Nelson Mandela’s plan, except for one, Franà §ois Pienaar. Pienaar is the captain of the Springboks, and has a role of leader. He wants to inspire his teammates with the use of the right techniques. â€Å"How do we get them to be better then they think they can be? That is very difficult, I find. Inspiration perhaps. How do we inspire ourselves to greatness when nothing less will do? How do we inspire everyone around us? I sometimes think it is by using the work of others.† Nelson Mandela, with these words, wants Pienaar to lead by examples and to become a source of inspiration for his teammates but also for his nation. Mandela says some of the most powerful words to achieve convincing Pienaar â€Å"This country is hungry for greatness†. Black people want to change the name of the rugby team, but Mandela shows up at the committee meeting. Mandela explains that removing the name and colors would merely reinforce the fears of the country’s white minority. Besides, he has a bigger plan: to turn a symbol of apartheid into a unifying force. Brenda Mazibuko knows that’s a risky move and she confesses her thoughts to the president â€Å"You’re risking your political capital, you’re risking your future as our leader.† Great leaders make the right choice, even when it is not the most popular one. A popular choice is what the crowd wants, what they understand. That’s why Mandela goes against the unanimity to impose his opinion, and he is not afraid of doing so: â€Å"The day I am afraid to do that is the day I am no longer fit to lead† Nelson Mandela’s answer to Mazibuko’s fear. He accepts his responsibilities and changes the majority’s opinion, especially when he talks about â€Å"Our enemy†, when he emphasis the importance of rugby for Afrikaners. â€Å"You elected me as your leader. Let me lead you now†. Franà §ois Pienaar receives the message loud and clear and tries to inspire his teammates by asking them to learn the new national anthem, by visiting Mandela’s cell, by taking them all over the country to play with black children. Some of them don’t want to go there and don’t want to learn this anthem. Pienaar has one sentence that impacts people minds: â€Å"Times change, we need to change as well†. That’s the start of this new fighting spirit that leads the Springboks to the World cup championship game. In this movie we have the feeling Pienaar learns from a great leader, Mandela, and he gets how to be one in the last game. All the team is defeated. The Springboks don’t succeed to stop Lomu, the best New Zealand player. Pienaar takes his responsibilities and leads the others to victory. â€Å"Come boys. What the heck are we doing? Lomu is killing us. Forwards, we must start scrumming. We must disrupt them at the first phase. Can’t allow Lomu to get the ball in space. He’s freaking killing us. But listen, if Lomu gets the ball, whoever’s there†¦ James, Joost†¦ hit the fucking guy, hold onto him, hold him. Help will come, help will be there. He may break my arm. He may break my leg. He may break my neck. But he is not going to get past me.â€Å" Franà §ois Pienaar becomes what Mandela was expecting him to be before the World Cup. He is the captain of the new symbol of South Africa. He has not only inspired his teammates but also all the white population. He is now an example for everyone. Francois’ last speech is an inspirational one. During the final game against New Zealand, Pienaar impresses his teammates with his communication skills and his energy. â€Å"Heads up! Look in my eyes. Do you hear? Listen to your country! Seven minutes. Seven minutes. Defense! Defense! This is it! This is our destiny! Kom Bokke.† These few words go way beyond the game. It’s not a normal game. He wants to help his new family, Mandela’s family which is composed of 42 million people. And they both achieve building this rainbow nation.

Definition and Examples of Parallelism in Grammar

Definition and Examples of Parallelism in Grammar In English  grammar, parallelism is the similarity of structure in a pair or series of related words, phrases, or clauses. Also called parallel structure, paired construction, and  isocolon. By convention, items in a series appear in parallel grammatical form: a noun is listed with other nouns, an -ing form with other -ing forms, and so on. Kirszner and Mandell point out that parallelism adds unity, balance, and coherence to your writing. Effective parallelism makes sentences easy to follow and emphasizes relationships among equivalent ideas (The Concise Wadsworth Handbook,  2014). In traditional grammar, failure to arrange related items in parallel grammatical form is called faulty parallelism.   Etymology From the Greek, beside one another Examples and Observations Buy a bucket of chicken and have a barrel of fun.(Slogan of Kentucky Fried Chicken)How vain it is to sit down to write when you have not stood up to live!(Henry David Thoreau, A Year in Thoreaus Journal: 1851)The loss we felt was not the loss of ham but the loss of pig.(E. B. White, Death of a Pig. The Atlantic, January 1948)When you are right you cannot be too radical; when you are wrong, you cannot be too conservative.(Martin Luther King, Jr., Why We Cant Wait. Signet, 1964)Immature poets imitate; mature poets steal.(T.S. Eliot, Philip Massinger, 1920)It took a man like Madiba to free not just the prisoner, but the jailer as well; to show that you must trust others so that they may trust you; to teach that reconciliation is not a matter of ignoring a cruel past, but a means of confronting it with inclusion and generosity and truth. He changed laws, but he also changed hearts.(President Barack Obama, speech at the memorial service for former South African president Nelson Mandela, D ecember 10, 2013) After a few miles, we drove off a cliff.It wasn’t a big cliff. It was only about four feet high. But it was enough to blow out the front tire, knock off the back bumper, break Dad’s glasses, make Aunt Edythe spit out her false teeth, spill a jug of Kool-Aid, bump Missy’s head, spread the Auto Bingo pieces all over, and make Mark do number two.(John Hughes, Vacation 58. National Lampoon, 1980)New roads; new ruts.(Attributed to G. K. Chesterton)Hes quite a man with the girls. They say hes closed the eyes of many a man and opened the eyes of many a woman.(Telegraph operator to Penny Worth in Angel and the Badman, 1947)They are laughing at me, not with me.(Bart Simpson, The Simpsons)Voltaire could both lick boots and put the boot in. He was at once opportunist and courageous, cunning and sincere. He managed, with disconcerting ease, to reconcile love of freedom with love of hours.(Attributed to Dominique Eddà ©)Truth is not a diet but a condiment.(Attributed to Chri stopher Morley) Some of the people said that the elephant had gone in one direction, some said that he had gone in another, some professed not even to have heard of any elephant.(George Orwell, Shooting An Elephant. New Writing, 1936)Our transportation crisis will be solved by a bigger plane or a wider road, mental illness with a pill, poverty with a law, slums with a bulldozer, urban conflict with a gas, racism with a goodwill gesture.(Philip Slater,  The Pursuit of Loneliness. Houghton Mifflin, 1971)Unlike novelists and playwrights, who lurk behind the scenes while distracting our attention with the puppet show of imaginary characters, unlike scholars and journalists, who quote the opinions of others and shelter behind the hedges of neutrality, the essayist has nowhere to hide.(Scott Russell Sanders, The Singular First Person. The Sewanee Review, Fall 1998)O well for the fishermans boy,That he shouts with his sister at play!O well for the sailor lad,That he sings in his boat on the bay!(Alfred L ord Tennyson, Break, Break, Break, 1842) [Todays students] can put dope in their veins or hope in their brains. . . . If they can conceive it and believe it, they can achieve it. They must know it is not their aptitude but their attitude that will determine their altitude.(Rev. Jesse Jackson, quoted by Ashton Applewhite et al. in And I Quote, rev. ed. Thomas Dunne, 2003) Effects Created by Parallelism [T]he value of parallel structure goes beyond aesthetics. . . . It points up the structure of the sentence, showing readers what goes with what and keeping them on the right track.(Claire K. Cook, Line by Line. Houghton Mifflin, 1985) Several studies have shown that in conjoined structures, even without ellipsis, parallelism of many types is helpful to the processor,  in that the second conjunct is easier  to process if it is parallel to the first in some way . . ..(Katy Carlson,  Parallelism and Prosody in the Processing of Ellipsis Sentences.  Routledge, 2002) Parallelism has the potential to create rhythm, emphasis, and drama as it clearly presents ideas or action. Consider this long, graceful (and witty) sentence that begins a magazine article on sneakers: A long time ago- before sneaker companies had the marketing clout to spend millions of dollars sponsoring telecasts of the Super Bowl; before street gangs identified themselves by the color of their Adidas; before North Carolina States basketball players found they could raise a little extra cash by selling the freebie Nikes off their feet; and before a sneakers very sole had been gelatinized, Energaired, Hexalited, torsioned and injected with pressurized gas- sneakers were, well, sneakers.[E.M. Swift, Farewell, My Lovely. Sports Illustrated, February 19, 1990] First note the obvious parallelism of four clauses beginning with the word before and proceeding with similar grammatical patterns. Then note the parallel list of sneaker attributes: gelatinized, Energaired and so on. This is writing with pizzazz. It moves. It almost makes you interested in sneakers! Of course you noticed the nice bit of word play- the sneakers very sole.(Lauren Kessler and Duncan McDonald, When Words Collide: A Media Writers Guide to Grammar and Style, 7th ed. Thomson Learning, 2008) Pronunciation: PAR-a-lell-izm

Biography of Rita Levi-Montalcini, Nobel Prize Winner

Biography of Rita Levi-Montalcini, Nobel Prize Winner Rita Levi-Montalcini (1909–2012) was a Nobel Prize-winning neurologist who discovered and studied the Nerve Growth Factor, a critical chemical tool the human body uses to direct cell growth and build nerve networks. Born into a Jewish family in Italy, she survived the horrors of Hitlers Europe to make major contributions to research on cancer and Alzheimers disease. Fast Facts: Rita Levi-Montalcini Occupation: Nobel Prize winning neuroscientistKnown For: Discovering the first nerve growth factor (NGF)Born: April 22, 1909 in Turin, Italy  Parents Names: Adamo Levi and Adele MontalciniDied: December 30, 2012 in Rome, ItalyEducation: University of TurinKey Accomplishments: Nobel Prize in Medicine, U.S. National Medal of ScienceFamous Quote:  If I had not been discriminated against or had not suffered persecution, I would never have received the Nobel Prize. Early Years Rita Levi-Montalcini was born in Turin, Italy, on April 22, 1909. She was the youngest of four children from a well-to-do Italian Jewish family led by Adamo Levi, an electrical engineer, and Adele Montalcini, a painter. As was the custom in the early 20th century, Adamo discouraged Rita and her sisters Paola and Anna from entering college. Adamo felt that the womans role of raising a family was incompatible with creative expression and professional endeavors. Rita had other plans. At first, she wanted to be a philosopher, then decided she wasnt logically minded enough. Then, inspired by Swedish writer Selma Lagerlof, she considered a career in writing. After her governess died of cancer, however, Rita decided she would become a doctor, and in 1930, she entered the University of Turin at the age of 22. Ritas twin sister Paola went on to great success as an artist. Neither of the sisters married, a fact about which neither expressed any regret. Education Levi-Montalcinis first mentor at the University of Turin was Giuseppe Levi (no relation). Levi was a prominent neurohistologist who introduced Levi-Montalcini to the scientific study of the developing nervous system. She became an intern at the Institute of Anatomy at Turin, where she grew adept at histology, including techniques like staining nerve cells. Giuseppe Levi was known for being something of a tyrant, and he gave his mentee an impossible task: figure out how the convolutions of the human brain are formed. However, Levi-Montalcini was unable to obtain human fetal tissue in a country where abortion was illegal, so she dropped the research in favor of studying nervous system development in chick embryos. In 1936, Levi-Montalcini graduated from the University of Turin summa cum laude with a degree in Medicine and Surgery. She then enrolled in a three-year specialization in neurology and psychiatry. In 1938, Benito Mussolini banned  non-Aryans from academic and professional careers. Levi-Montalcini was working at a scientific institute in Belgium when Germany invaded that country in 1940, and she returned to Turin, where her family was considering emigrating to the United States. However, the Levi-Montalcinis ultimately decided to remain in Italy. In order to continue her research on chick embryos, Levi-Montalcini installed a small research unit at home in her bedroom.   World War II In 1941, heavy Allied bombing forced the family to abandon Turin and move to the countryside. Levi-Montalcini was able to continue her research until 1943, when the Germans invaded Italy. The family fled to Florence, where they lived in hiding until the end of World War II.   While in Florence, Levi-Montalcini worked as a medical doctor for a refugee camp and fought epidemics of infectious diseases and typhus. In May 1945, the war ended in Italy, and Levi-Montalcini and her family returned to Turin, where she resumed her academic positions and worked again with Giuseppe Levi. In the fall of 1947, she received an invitation from Professor Viktor Hamburger at the Washington University in St. Louis (WUSTL) to work with him conducting research on chick embryo development. Levi-Montalcini accepted; she would remain at WUSTL until 1977.   Professional Career At WUSTL, Levi-Montalcini and Hamburger discovered a protein that, when released by cells, attracts nerve growth from nearby developing cells. In the early 1950s, she and biochemist Stanley Cohen isolated and described the chemical which became known as the Nerve Growth Factor.  Ã‚   Levi-Montalcini became an associate professor at WUSTL in 1956 and a full professor in 1961. In 1962, she helped establish the Institute of Cell Biology in Rome and became its first director. She retired from WUSTL in 1977, remaining as emerita there but splitting her time between Rome and St. Louis.   Nobel Prize and Politics In 1986, Levi-Montalcini and Cohen were together awarded the Nobel Prize in Medicine. She was only the fourth woman to win a Nobel Prize. In 2002, she established the European Brain Research Institute (EBRI) in Rome, a non-profit center to foster and promote brain research.   In 2001, Italy made her a senator for life, a role which she did not take lightly. In 2006, at the age of 97, she held the deciding vote in the Italian parliament on a budget that was backed by the government of Roman Prodi. She threatened to withdraw her support unless the government reversed a last-minute decision to cut science funding. The funding was put back in, and the budget passed, despite attempts by the opposition leader Francesco Storace to silence her. Storace mockingly sent her crutches, stating that she was too old to vote and a crutch to an ailing government. At the age of 100, Levi-Montalcini was still going to work at the EBRI, now named after her.   Personal Life Levi-Montalcini never married and had no children. She was briefly engaged in medical school, but had no long-term romances. In a 1988 interview with Omni magazine, she commented that even marriages between two brilliant people might suffer because of resentment over unequal success.   She was, however, the author or co-author of over 20 popular books, including her own autobiography, and dozens of research studies. She received numerous scientific medals, including the United States National Medal of Science, presented to her at the White House by President Ronald Reagan in 1987. Famous Quotes In 1988, Scientific American asked 75 researchers their reasons for becoming a scientist. Levi-Montalcini gave the following reason:   The love for nerve cells, a thirst for unveiling the rules which control their growth and differentiation, and the pleasure of performing this task in defiance of the racial laws issued in 1939 by the Fascist regime were the driving forces which opened the doors for me of the Forbidden City. During a 1993 interview with Margaret Holloway for Scientific American, Levi-Montalcini mused:   If I had not been discriminated against or had not suffered persecution, I would never have received the Nobel Prize.   Levi-Montalcinis 2012 obituary in the New York Times included the following quote, from her autobiography: It is imperfection- not perfection- that is the end result of the program written into that formidably complex engine that is the human brain, and of the influences exerted upon us by the environment and whoever takes care of us during the long years of our physical, psychological and intellectual development. Legacy and Death Rita Levi-Montalcini died on December 30, 2012, at age 103, at her home in Rome. Her discovery of the Nerve Growth Factor, and the research that led to it, gave other researchers a new way to study and understand cancers (disorders of neural growth) and Alzheimers disease (degeneration of neurons). Her research created fresh pathways for developing groundbreaking therapies.   Levi-Montalcinis influence in nonprofit science efforts, refugee work, and mentoring students was considerable. Her 1988 autobiography is eminently readable and often assigned to beginning STEM students. Sources Abbott, Alison. Neuroscience: One Hundred Years of Rita. Nature 458 (1909): 564–67. Print.Aloe, L. Rita Levi-Montalcini and the Discovery of NGF, the First Nerve Cell Growth Factor. Archives Italiennes de Biologie 149.2 (2011): 175–81. Print.Arnheim, Rudolf, et al. Seventy-Five Reasons to Become a Scientist: American Scientist Celebrates Its Seventy-Fifth Anniversary. American Scientist 76.5 (1988): 450–63. Print.Carey, Benedict. Dr. Rita Levi-Montalcini, Nobel Winner, Dies at 103. The New York Times December 30, 2012, New York ed.: A17. Print.Holloway, Marguerite. Finding the Good in the Bad: A Profile of Rita Levi-Montalcini. Scientific American  (2012, originally published 1993). Print.Levi-Montalcini, Rita. In Praise of Imperfection: My Life and Work. Trans. Attardi, Luigi. Alfred P. Sloan Foundation 220: Basic Books, 1988. Print.Levi-Montalcini, Rita, and Stanley Cohen. Rita Levi-Montalcini- Facts. The Nobel Prize in Physiology or Medicine 1986.  Web.

Spss work and analysis Coursework Example | Topics and Well Written Essays - 1000 words

Spss work and analysis - Coursework Example The complete data is fed through MS Excel and converted to SPSS 16.0. Suitable tables are presented depicting the influence of each variable on unemployment. Regression Analysis: The regression is measure of functional relationship between a dependent variable and one or more independent variable(s). Here in this study, we consider the unemployment as dependent variable and the other variables such as real GDP, Net Export, investment and consumption as independent variables individually since the unemployment depends on all the other influencing and independent variables. The data is analyzed through SPSS 16.0 package and the procedure adopted is linear regression with all the independent variables taken individually. The real values are itself considered instead of log or ln of the variables since they showed more significant correlations better than that of log or ln of the variables and also many values are missing for log or ln of the variable Net Export since the original values are negative. The data is secondary data collected through internet from the year 1995 to year 2010 for 16 years for each quarter (totally 64 values). Table 1: Table representing the descriptive statistics of the variables under study Descriptive Statistics Variable Descriptives Value Std. Error unemployment Mean 1810.4688 45.87412 95% Confidence Interval for Mean Lower Bound 1718.7966 Upper Bound 1902.1409 Median 1675.5000 Variance 134683.840 Std. Deviation 366.99297 Minimum 1392.00 Maximum 2485.00 Range 1093.00 Skewness 0.748 0.299 Kurtosis -0.953 0.590 real GDP Mean 298521.3906 4084.62665 95% Confidence Interval for Mean Lower Bound 290358.9156 Upper Bound 306683.8657 Median 302297.0000 Variance 1067787189.480 Std. Deviation 32677.01317 Minimum 238611.00 Maximum 344809.00 Range 106198.00 Skewness -0.350 0.299 Kurtosis -1.189 0.590 Net Export Mean -5819.9062 657.69968 95% Confidence Interval for Mean Lower Bound -7134.2142 Upper Bound -4505.5983 Median -7470.0000 Variance 2768440 7.991 Std. Deviation 5261.59748 Minimum -13985.00 Maximum 4492.00 Range 18477.00 Skewness 0.596 0.299 Kurtosis -0.925 0.590 Investment Mean 28364.5781 665.84459 95% Confidence Interval for Mean Lower Bound 27033.9939 Upper Bound 29695.1624 Median 28858.0000 Variance 28374337.486 Std. Deviation 5326.75675 Minimum 17033.00 Maximum 45721.00 Range 28688.00 Skewness 0.090 0.299 Kurtosis 1.095 0.590 Consumption Mean 182284.2812 2985.04017 95% Confidence Interval for Mean Lower Bound 176319.1545 Upper Bound 188249.4080 Median 187349.5000 Variance 570269748.809 Std. Deviation 23880.32137 Minimum 137588.00 Maximum 213214.00 Range 75626.00 Skewness -0.468 0.299 Kurtosis -1.208 0.590 Table 2: Table representing regression analysis Independent variables real GDP Net Export Investment Consumption R 0.306 0.493 0.515 0.306 R2 0.094 0.243 0.265 0.093 Adj R2 0.079 0.231 0.253 0.079 Standard Error of the estimate 352.16 321.89 317.11 352.24 F 6.42* 19.89** 22.381** 6.39 Significance of F 0.014* 0.00 0** 0.000 0.014* Constant 2837.493** 2010.53** 2816.90** 2666.74** Regression coefficient -0.03* 0.034** -0.035** -0.005* Interpretation: From the above regression output, it is concluded that real GDP has a significant influence on unemployment (with probability

Ancient Magical Practices Essay Example | Topics and Well Written Essays - 1500 words

Ancient Magical Practices - Essay Example In ancient times, there was no such division. Magical practices encompassed both the passive and aggressive forms of magic with no real dividing line between the two. Early scrolls containing instructions for spell casting would combine both sides of magic on their pages with little regard to whether one was aggressive and one was not. The early practitioners used their spells and amulets in much the same way Christians used their prayers and various symbols. Each incorporated the names of various important figures in their religion into their spells and charms. In fact, the Christian incantations were phrased much like the hexes of those who practice magic. There are many similarities in the way each set phrased their spells or incantations, such as the way each asks for assistance from a deity, whether for themselves or someone else. The magical texts used more key words, words believed by ancient peoples to contain more power than a normal word. Often these parts of the hex or spe ll were written in a different language or alphabet, which would possibly have enhanced their power in the spell. The Christian incantations used some of these words, gradually less and less as they were replaced with biblical quotes. This practice can even be linked to modern prayer rituals where certain words or segments of biblical text are repeated to enhance the experience and are expected to yield greater results on behalf of the deity. Both forms of religion are enlisting the aid of their respective incantations and amulets in an effort to gain what they desire, whether is the destruction of an enemy, the protection of a loved one, or their own renewed health. For the magical practitioner, the path laid out to follow to that goal may be vastly different depending upon what is sought. For example, if one is seeking vengeance against someone else, enlisting the aid of a deity, in magic there will more than likely be a complicated ritual involving herbs or some other form of offering to be placed in a certain area while the incantation is read to invoke the favor of the deity. In Christianity, there would be a short incantation to request favor from God to request what the person wishes. However, other spells or rituals could be very similar, such as the request for protection. In both instances, the request is generally very simple and may be followed by the wearing of an amulet believed to protect the wearer against harm (Various). Where the magical practitioner has assigned different tasks to different deities, Christians have also assigned different tasks or areas of responsibility to saints, lower deities, from the Holy Trinity. Christian saints are often people of great faith in their religion who have passed away. This practice is similar to magical practices in that each creates amulets for different deities or saints who protect the wearer against different ailments or other problems in life. To aid against a specific problem, the amulet may be placed on different parts of the body, or placed in different areas throughout the home to increase effectiveness. There is often some sort of short incantation that accompanies these amulets, usually printed on the back or around the edge, whether the amulet is Christian or magical. The only difference between the two types of amulets aesthetically is what is depicted or inscribed on them. Christianity and ancient magic truly have more in common in their practices than modern followers of either might like to believe. They were and still remain each a type of religion, encompassing the same basic belief that there are deities who will assist human beings in their day to day lives. They