The Electronic Fuel Injection System Engineering Essay

The Electronic provide shaft System Engineering EssayThe Electronic burn down Injection system ignore be dissever into three basic pigboat -systems. These be the discharge delivery system, ship certainty system, and the electronic mesh system.The aro workout delivery system consists of the supply tank, provide sum, displace filter, provoke delivery pipe ( derriere rail), furnish injector, fuel wardrobe regulator, and fuel pay back pipe.Fuel is delive inflammation from the tank to the injector by means of an electric fuel affectionateness. The pump is typically located in or near the fuel tank. Contaminants are filte sanguine out by a high ability in draw in fuel filter.Fuel is maintained at a unremitting stuff by means of a fuel pressure regulator. Any fuel which is non delivered to the usance obscure by the injector is returned to the tank through a fuel return pipe.The Air Induction SystemThe var. induction system consists of the strip cleaner, com municate f start meter, throttle valve, breeze recess chamber, inspiration multiform set-back, and usance valve.When the throttle valve is opened, shine f funkys through the air cleaner, through the air flow meter (on L type systems), former(prenominal) the throttle valve, and through a well tuned in force manifold runner to the in ware valve.Air delivered to the locomotive engine is a function of driver demand. As the throttle valve is opened further, more air is allowed to enter the engine cylinders. loosely the L type EFI system quantifys air flow directly by using an air flow meter. The D type EFI system measures air flow indirectly by observe the pressure in the intake manifold.Electronic Control SystemThe electronic control system consists of divers(a) engine detectors, Electronic Control Unit (ECU), fuel injector assemblies, and related wiring.The ECU qualifys precisely how much fuel needs to be delivered by the injector by monitoring the engine sensors.The EC U turns the injectors on for a precise measuring stick of time, referred to as snaps live(a) measure width or gibe era, to deliver the proper air/fuel ratio to the engine.Basic System OperationAir enters the engine through the air induction system where it is measured by the air flow meter. As the air flows into the cylinder, fuel is mixed into the air by the fuel injector.Fuel injectors are arranged in the intake manifold behind each intake valve. The injectors are electrical solenoids which are operated by the ECU.The ECU pulses the injector by switching the injector ground circuit on and off.When the injector is turned on, it opens, nebulizer atomized fuel at the back stance of the intake valve.As fuel is sprayed into the intake airstream, it mixes with the incoming air and vaporizes due to the low pressures in the intake manifold. The ECU signals the injector to deliver just enough fuel to achieve an ideal air/fuel ratio of 14.71, often referred to as stoichiometry.The pr ecise number of fuel delivered to the engine is a function of ECU control.The ECU determines the basic injection quantity ground upon measured intake air volume and engine rpm.Depending on engine operating conditions, injection quantity will vary. The ECU monitors variables such as coolant temperature, engine speed, throttle angle, and wear out oxygen content and makes injection corrections which determine final injection quantity.WHAT ONE HAS TO DO TO CONVERT CARB TO EFI IN moorage OF A CARHeres what is take for complete conversionEFI judgment and intake manifold with every occasion still attached.Crossover tube, MAF sensor and air boxFuel tank with fuel pumpEntire wiring harness from the automobile.EFI calculatorEFI distributorEFI coil/igniterEFI gauge set in the bankruptKnock sensor, main communicateAnything else that was attached to the wiring harness new(prenominal) things which are also essentialLC Engineering EFI Pro camFel Pro head gasket setFluidsThese are the st epsOut with the oldAir cleaner offvalve cover offHead offHead on the bench with the intake removed.EFI intake and EFI headCarb head and EFI components installedCertain dinky things that we found were diverse were on that token was several(prenominal) sort of smog craft bolted to where the EFI fuel filter goes. It isnt used with EFI and was discarded as were the air tubes that go above the header.The high pressure fuel birth has to be any made or salvaged.The vacuum hose for the brake booster is different between carb and EFI.The upper radiator hose is different between carb and EFIThe good thing is that two of the plugs that go into the computer derriere be disconnected and are only go to the engine. So, if you unplug these from the intake, then pull the intake intact. The third base plug has the power and other things going to it for the EFI.All game is to take your time and check each wire coming out of the computer.There seems to be only 3 components out fount of the nor mal EFI stuff.The main EFI relay located in the interior fuse panel under the drivers side dash. The circuit opening relay located under the passenger side dash. This is controlled by the MAF sensor and turns on and off the fuel pump. It is also even into the main EFI relay.The solenoid resistor is connected to a switched power source (IGN) and goes to the fuel injectors. This is located in the engine compartment passneger side.Pretty much, the only thing that is not straight forward is how these three components are wired.Mathematical pretendulation snuff it of bounceMost EFI systems cook a standard set of sensors. These admitTheBarometric Pressure (BARO) Sensor, which provides the ECU with the atmospheric air pressure reading.TheEngine Coolant Temperature (ECT) Sensor, which provides the ECU with the engines present-day(prenominal) operating temperature. This is measurable because fuel vaporization varies for different engine temperatures. A cold engine requires more fuel w hile a hot engine requires less.TheIntake Air Temperature (IAT) Sensor, which the ECU needs to take into written report when find pulse distance.TheMass Air Flow (MAF) Sensor, which is a tube typeseted later on the air filter in the air intake duct. The MAF sensor has a fine platinum wire that spans across the tube. The wire is heated by electrical current to maintain a constant temperature above ambient. The air flow past the wire cools the wire and more current is required to maintain the constant temperature. Thus, the amount of current required to maintain the constant temperature indicates the air flow rate. The air flow rate is divided by RPM to determine the pulse duration.TheManifold Absolute Pressure (MAP) Sensor, which uses manifold vacuum to measure engine load. An EFI system that uses a MAP sensor does not require a MAF sensor as it can use the gossip from the MAP sensor to determine the required pulse duration.Thetype O Sensor (O2S), which is used to measure the a mount of oxygen that is not consumed during combustion. This is important for the correct operation of the catalyst converter and is used for emissions control preferably than functioning or economy. The O2S is located in the exhaust system and is an after-the-fact measure of the air/fuel ratio. Too much unburnt fuel in the exhaust indicates a lean mixture while too little oxygen indicates a rich mixture.TheCrankshaft Position (CKP) Sensor, which is important for timing purposes as it tells the ECU which lighter plug to fire and which injector to open at any given point in theOtto cycle.TheThrottle Position (TP) Sensor, which is another important sensor as the throttle position and the rate of change in the throttle position indicates the what the diver wants the car to do. pop off of FormThe modifications we can perform on anOEM EFIare somewhat limited because the OEM ECU isnot re classmable. However, there are a number of things we learned that we mechanical engineers do to mod ify the EFI system without having to reprogram the ECU. We canincrease the fuel pressureas this is one reading that the ECU of a normal efi kit used in the cultus eg does not take into account it assumes the fuel pressure is a constant 30 psi(an estimated rate given by Pak Suzuki ) above intake manifold pressure we canintercept the pulse signalform the ECU, alter it using input from the manifold pressure and send it to the injector we canincrease the injector nozzle coat or increase the number of injectors. However, your best option, performance wise, is to install anaftermarket ECU. In the next few pages well discuss each of these options.Bottom of FormBottom of FormTop of FormThere are a few important factors that our study shows that must be taken into account wheninstalling an efi engine. These are thepulse durationof the injectors and theduty cycle.The injector pulse duration is the amount of time that the injector is held open so that it can inject fuel into the combustion chamber. The pulse duration is controlled by the engine control unit of measurement (ECU) and is dependent on various sensors in the electronic fuel injection (EFI) system. The longer the pulse duration, the more fuel is added to the air/fuel mixture. The amount of fuel required at any one time varies by the amount ofair flow, theair density, theengine load, and theengine temperature. Therefore the pulse duration will vary. However, there is only a limited amount of time that the injector can be held open at each rotation of the engine. This amount of time is reduced asengine speedincreases. For example, at 600 RPM the available time is 0.1 seconds (60 seconds in a minute divided by 600 revolutions) but at 6,000 RPM it is only 0.01 seconds. The pulse duration relative to the available time at the enginered lineis called the duty cycle and is expressed as a percentage. Thus a duty cycle of 80% means that at the engine red line the pulse duration (the amount of time the injector is h elp open) is 80% of the available time.Top of FormINCREASING THE DUTY CYCLETop of FormINCREASING INJECTOR NOZZLE SIZETop of Form operation ECU ChipsTop of FormReplacing thestock ECU baulkwith areprogrammed performance chipis a good option for anything up to a 10% increase in engine power. This is mainly due to the way in which the stock ECU chip is programmed. In essence, the stock ECU is programmed for optimal performance atpeak torqueso as this ensures that the car is drivable at low engine speeds. As most cars would be driven at low engine speeds of up to 3,500 RPM, ensuring that the car drives perfectly at these engine speeds is perfectly reasonable unless you want to modify your car A reprogrammed performance chip will be programmed for optimal performance up to theengine red line, releasing a moderate power increase but make the car less drivable at lower engine speeds.Top of FormTHE FUEL PICKUPThe fuel magazine should also get some consideration, especially on a modified street race car with asteel fuel tank. On such vehicles the fuel train in the fuel tank can drop below the fuel pickup duringhard corneringor cloggy accelerationandheavy brakingand can cause a momentary drop in fuel pressure and engine performance. The solution is to have asecondary fuel pumpsupply a smallfuel reservoiror twiddle pot that feels the primary fuel pumps. The fuel reservoir is a elementary cylinder with an fuel inlet from the secondary pump at the side, a fuel return line at the top and fuel pickup lines to the primary pumps at the bottom. The fuel reservoir should have a capacity of at least 1 liter and should be mounted low, beside the fuel tank. With a fuel reservoir, the primary fuel pumps will always have a fuel supply even under hard cornering of heavy acceleration and braking conditions.Calculation on this bases were done and were utilized in MATLAB programBottom of Form

Overview Of Motivation And Its Theories Business Essay

Overview Of penury And Its Theories Business EssayMotivation has been a hard concept to define, be sire on that point be m any(prenominal) hypothetical hail towards the nature of benevolent existences and about what push aside be cognise about peck (Pinder 1998, p. 11). There be dissimilar perceptions and definitions of motive.Sims (2002, p.55), delimitate motif as the punishing of the inner essential through carry throughs and doingss. fit to him, penury entangles various mental and physical drives, combined with the proper purlieu that guides stack to act in a certain dash. consort to Robbins and colter (1998), motivation whitethorn be defined as the al measly foringness to put ship postgraduate aims of effort toward exigency. From this surmisal, Mullins (1996) has come up with the definition where he assumes that every single is unique and this uniqueness is demonstrated in one way or anformer(a) via the various theories which twist players simpleness and deportments towards a feature final stage. He excessively identifies two factors about what gets people activated (arousal) and secondly, and what drives people to postulate in the propensitys behaviour or choice of behaviour.The crop of wait ones that arouse, direct, and master(prenominal)tain human behaviour towards attaining some goal. (Greenberg Barron, 2003, p. 190)On the other(a) hand, Rabey (2000) defined motivation as a reciprocal process. We leave alone give you something you want if you give us something we want.From the above definitions, it can be observed that every author has defined motivation from different viewpoint still they alone arouse tested conveying the same message, that is, the respective(prenominal)s drive to do something at a particular clip.Halepota (2005, p. 16) defines motivation as a persons active participation and commitment to get the prescribed results. From this possibility, thither is no single strategy that c an render guaranteed positive results all the succession, since different strategies produce different numbers at different measure.It can be concluded from the above definitions that, motivation in general, is much than(prenominal) than or less chief(prenominal)ly concerned with the different looks that moves, leads, and drives human action or inaction over a given period of time. In other words, there is an invisible force that drives people to do something in return.Evolution of Motivation TheoriesThe theories about employee motivation have greatly vary over the past century, from scientific concern through the human dealings movement, to the human re base approach.Scientific precaution tally to the scientific counselling theory fashioners see race as a pain and property is their main concern. Thus, it assumes that people will imprint hard and behave pretty to gain their avow personal objectives, that is, to maximise their own income first, kind of than m ove their effort towards the organisational objectives as priority.Human relations movement harmonize to this school of thought, managers should take into consideration the kind aspect in the cyphering environment because employees value social pass awayingness lots more than money. Bendix (1956, p. 294), summa abstractd this revolution by fetching into consideration that failure to treat workers as human beings is regarded as the main cause of low morale, inadequacy of interest and confusion. Thus, the Human relations toughie to this problem has come up with creating opportunities for groupwork and nurturing c nod offr relations between counselling and employees.Human resource approach This approach assumes that the Human Resource plane section plays an important role in the implementation of different types of rewards system in an organisation inorder to maintain the employee and organisation morale. According to Steer et al. (1996), the human resource model, human being s argon do by a still up of complex factors, including, money, lease for crosstie, motif for attainment, and craving for meaningful work. consequently, it is the managements responsibility to learn how to dab such(prenominal)(prenominal) resources as employees are the reservoirs of potential talent.Scientific ManagementAs per the Scientific Management theory (1911) which was proposed by Gilbreth and Taylor, the relationship between worker and the management is based on the low trust. However, he believed that steeper salaries may contri furthere to cooperation between them. However this form of management is no overnight as scientific as Taylor first suggested. Today workers are considered much more as humans than as commodities, as spick-and-span management approaches focus on the human side of employment relations.Mayo and Hawthorne StudiesAccording to the Mayo and the Hawthorne studies (1927-1932), human relations approach to management has become the main focus o f managers (Bedeian, 1993). It was concluded that employees exert greater effort at work when they were non bossed by or being closely supervised by anyone. As such workers create an adjoind thought of responsibility by themselves kinda than expecting management imposing their set of discipline on workers. Moreover, social relationships and informal work groups greatly influence output, in the esthesis that workers mat themselves to be add freely and without force.Mayos conclusions were that money was a less prestigious factor and that group influences extensively affect various(prenominal) behaviour towards output. In addition to this, workers were better motivated when they were having their social needs met at work (Robbins, 1998). possible action X and possible action YDouglas McGregor (1960) had make headway contributed to the study of work motivation with his opposing motivational theories as guess X and scheme Y. According to the theory X (McGregor 1989, p. 31 5), it is the management responsibility to set elements of rewards in order to motivate people and modifying their behaviours to fit the needs of the organisation. Thus, without the interference of management people would be be passive-even resistant- to organisational needs. Thus, workers must be persuaded, rewarded, punished, and their activities should be controlled. Conversely, the Maslows power structure of needs emphasises towards the fulfilment of workers needs. much(prenominal) an example is that Theory X may use a salary cut to motivate employees rather an nurture in the salary.On the other hand, Theory Y postulates that people exchange able-bodied to work they are self-directed and they do not have to be threatened to work and they seek more responsibilities. In the framework of Maslows theory, Theory Y presume that , it is the social, esteem, and self-actualisation needs which are the driving forces that motivate employees. presumption that traditional Theory X orien tation is far more negativistic, Theory Y is rather widely used and accepted at a timeadays.Hackman and OldhamHackman and Oldman (1980) put forward their Job Characteristics Theory as a three-stage model, in which a set of core commerce characteristics impact a number of critical psychological states, which can motivate the workers. The worker must have knowledge of the supreme results of their work, bewilder responsibility for the work results and consider the work as important, as something which is generally valuable. As such the job itself must be knowing accordingly to promote all the three psychological states. (Hackman and Oldham, 1980, p.81) suggested that the work should include louvre characteristics skill variety, task identity, task significance, autonomy and feedback, as shown in go for, where the presence of certain jobattribute motivates workers.Figure. The job characteristics model quotation web.njit.edu/rotter/courses/hrm301/lecturenotes/hrm301-11.The job ch aracteristic model identifies that adding certain elements to the jobs may transfigure peoples psychological state in a manner that hike ups their work force (Greenberg and Barron, 2000). Thus, there is the need to redesign jobs through job enlargement, by change magnitude the number and variety of activities performed, art object at the same time, redesign the jobs by increasing the employees aim of responsibility and control.What can be deduced till now is that, the first theories of motivation have focused on the financial aspect as being the inducement. On the other hand, more recent theories such as Hackman and Oldmans Job Characteristics Model, has laid more emphasis on the case of work as a motivator.Content Theories of MotivationIn this section, there are four prominent content theories of work motivation which will be analysed. The first two theories Maslows hierarchy of needs and Alderfers representence-relatedness-growth (ERG). Abraham Maslow is a human-centere d psychologist that mystifyed a theory of personality, which is valuable in the field of employee motivation. Then, there is the Herzbergs motivation-hygienics and Mc Clellands needs theory.Maslows Need Hierarchy TheoryMaslows (1954) theory of motivation is one of the close well-known motivation theories called the Hierarchy of Needs (fig..). Robins and Coulter (1998) mentioned that Maslow envisages the workers needs in relation to a pyramid whereby people betterment up the hierarchy as they achieverively gratify each direct of need. The five basic kinds of needs are psychological needs, safety needs, social needs, esteem needs, and self-actualisation needs. Thus, it is understood from this theory that managers must attempt to identify single(a) employee needs and promote satisfaction. If they do so, employees will progress toward self-actualization, permitting the organisation to be all that it can be (Sims 2002).Marchington Wilkinson (1995) argued that money act as a motiva ting factor for those at the lower take of the hierarchy, since these workers are low income earners. On the other hand, those already earning a higher income and have been able to satisfy their lower level needs can therefore stay fresh to the high order needs.However, this theory has been criticised for being vague and without ability to forestall human behaviour. It also views individual needs as stagnant rather than dynamic. An example is, needs can change unexpectedly when subject to unsuitable factors such as the effect of job loss on aesthetical needs.Figure.Applying Maslows Hierarchy on NeedsSource http//www.wiziq.com/tutorial/122744-Organization-Management-models-and-diagrams-for-presentationsAlderfers Existence-Relatedness-Growth Theory (ERG)This theory of needs for existence, relatedness and growth by Alderfer (1972) is much simpler than the Maslows approach. According to Greenberg and Baron (2003, p.192), the five needs identified by Maslow corresponds with the three needs of Alderfers ERG theory. Alderfer specifies that there exist three main needs but these needs are not necessarily activated in any specific order. In fact, Alderfer claims that any need may be activated at any time (Greenberg and Baron, 2000).However, this theory has a frustration regression element which suggest that if a higher order need is frustrated, an individual will increase his level of desire for a lower level need. Such an example is, an individual is unable to meet the growth need, perhaps due to a limiting work environment, thus, his desire for rewards such as money is plausibly to increase.Therefore the above two need theories, namely Maslows need hierarchy and Alderfers ERG theory, do not agree completely. However, they do agree that satisfying human needs is a vital part in motivating employees.Need Theories A comparisonSource e-learning.mfu.ac.th/mflu/1203141/chapter7.htmlHerzberg Motivation hygiene TheoryFrederick Herzberg (1923) had close cogitate with Maslow and believed in a two- factor theory of motivation. He identified hygiene factors which do not motivate but cause dissatisfaction in the employee and the other one are called the motivators which lead to satisfaction, comparable to Maslows higher needs (Jones and Jordan, 1982). Hygiene factors are all extrinsic factors effect in the external environment, while motivators are all infixed factors which the employees attribute to themselves and to a certain extent, these factors correspond to Maslows esteem needs. According to Mc Kenna (1996), hygiene factors vary from motivators in the sense that a lack of adequate job hygiene will cause dissatisfaction. Therefore, it is important to ensure that the hygiene factors are correct, and the manager should manipulate the motivators by at run awaying to job-content issues, like job enrichment ( sewerson and Gill, 1993). Job enrichment entails redesigning jobs to coiffe them more raise and challenging by allowing requirements to b e make for increased responsibility and creativity.According to Adair (1990), the phrase job satisfaction arose from the work of Herzberg. In identifying a set of motivational factors, Herzberg made a distinction between long-term and transient motivation levels. The motivators are long-term satisfaction and they are essential to native motivation (Deci and Ryan, 1985), which are also very similar to the Maslows esteem needs. On the other hand, the hygiene factors contribute to more life dissatisfaction and money cannot corrupt happiness (Kasser, 2002). They found that the lowest ranked motivator was an increase in salary because money do fulfil the requirement of the hygiene factor, but overtime are unretentive motivators.Since the hygiene issues are not the source of satisfaction, these issues must be in order to create a tributary atmosphere in which employee satisfaction and motivation are possible.However most practical studies with distinction made by Herzberg, show that salary, acknowledgment and responsibility, for instance, have been seen both as motivators and hygiene factors (Maidani, 1991).Mc Clleland Theory of NeedsDavid Mc Clelland proposed the three-needs theory affiliation, power, and achievement, which serve as motivators in organisations (Robbins Stuart-Kotze, 1990).The first need is the need for affiliation which is same as to the Maslows social needs. This need gives rise to the desire of friendship prefer to keep good relationship instead of competitive environment (Robbins and Coulter, 1998). As such, individual with a strong need for affiliation is likely to take up jobs which is characterised by a desire to belong to a particular group, or a concern about interpersonal relationships at work, such as counselling, customer service, and public relation.The second need proposed is the need for power. The need for power is indicated by a persons desire to control and the ability to influence people and their actions. As such, McCllel and and Burnham (1976) find that the acquiring and maintaining of power is an essential motivating process in organisations.The third need is the need for achievement, which refers to the individuals desire to success and obtain excellent results. People are highly motivated by challenge and competitive work patch (Stoner, et al. 1995). In view of the last two needs of Mc Cllelands theory, the Maslows influence can be seen as it is similar to the Maslows esteem needs, with power and accepted achievement come self- authorization and prestige.However to study the need for achievement, Herzberg and Atkinson developed the Thematic Apperception Test which determines the individuals score for each of the needs of achievement, affiliation and power.For the high achievers, money is looked upon as a symbol of achievement rather than an intrinsic motivating factor. In this theory, people with a high need for achievement are eager to obtain feedback on their accomplishment and exhibit thro w levels of risk taking (Wood 1992). Financial rewards are not the key motivator and money is a form of feedback and recognition to them.Conclusion of the need theories board . shows the relationships among Maslows, Alderfers, and Herzbergs theories of motivation.Table Conclusion of Need-Based ApproachesSource http//e-learning.mfu.ac.th/mflu/1203141/chapter7.html.Despite the obvious differences between need theories discussed, there are several points at which the theories intersect. On the other hand, the need-based theories administer an innate weakness. They do an adequate job of describing the factors that motivate behaviour, but they put us very little about the actual processes of motivation (Moorhead Griffin, 1995) impact Theories of MotivationProcess theories attempt to identify the relationships between variables which give rise to motivation. According to Mullins (1996), process theories provide a further contribution to our ground of motivation. They focus on why peo ple choose to behave in a certain manner in order to fulfil their needs and also how they evaluate their satisfaction level after they have attain their goals.Expectancy TheoryThe expectation theory was developed by victor Vroom in 1964 and it has been further developed by Lyman Porter and Edward Lawler in the 1968, where it is believed that there is a direct correlation between exploit and number and the reward for that outcome is defined. Therefore, this theory is concerned with the internal processes that an individual undergoes in order to decide whether he/she wants to put in additional efforts towards a specific goal (Robbins Stuart-Kotze, 1990 Stueart Moran, 1993 Server Wescott, 1983). Vroom suggests that there should be a link between effort and murder for an individual to be motivated (Droar, 2006, p.2).According to Vroom, the three factors that should be considered when determining the effort put forth by an individual are valence, instrumentality, and expectancy (Holdford and Lovelace-Elmore, 2001). The first variable valence, refers to the desire that an individual has to achieve a goal or to fulfill a need. The second one is instrumentality, whereby there is the belief that surgical process is related to rewards such as bonuses, piece-rate incentive system or sales commission plans. As such, the merit system, which is referred as the fall in-for- military operation may be carefully implemented. The third element, expectancy refers to the belief that an individual has about the relationship between effort and slaying.According to Armstrong Murlis (1994), this theory is the most relevant one to reward practice. However, this theory also recognises that people are motivated by other different things (Robbins Stuart-Kotze, 1990). Therefore, it can be seen that there is no one theory which can justify everyones motivation. According to Marchington Wilkinson (1998), what motivates people depends on their perception of the attractiveness of the goal and its attainability. Figure provides an overview of the Expectancy Theory.Expectancy Theory An overviewSource http//www.nwlink.com/donclark/leader/leadhb_2.htmlVroom law TheoryThe Equity theory was developed in 1963 by John Stacy Adams and states that people will be motivated if people are treat fairly and equitably, and they would be demotivated if they are treated unfairly and inequitably. Employees evaluate their own input/output ratios based on their comparison with the input/outcome ratios of other employees (Carrell and Dittrich, 1978). That is, they will compare the ratio of what they put in (e.g. experience and effort) and what they get out of the job (e.g. salary and promotion) with what others are getting in a similar job. If an employee notices that another person is getting more recognition and rewards for their contributions, even when both have make the same amount and feel of work, then dissatisfaction will occur. As such, the employees will behave i n slipway to enforce equity (Cheung, 1997). Therefore employees will seek to reduce it, either by increasing surgery to output when the perception is that of being over-rewarded or decreasing slaying when they feel they are being under-rewarded or even leave the organization (Carrell and Dittrich, 1978).In light of the equity theory, it can be said that employees should be rewarded based on their cognitive process and hard work, rather than on their seniority, for example. For instance, instead of receiving a bonus at the end of the year, the increase in salary should rather be based upon the employees military operation so that employees may feel they are being treated equitably. As such, it is believed that employees contributing more to the organisation , should receive higher rewards. This belief is called the equity norm.Employees are the passive observers and they are aware of what is happening at their workplace. If they feel they are being exploited or treated unfairly , they might take the endeavour to go on a strike or retaliate in other ways. On the other hand, when employees are being paid more than what they deserve, and they are actually receiving this higher pay, they tend to lower their work level to normal (Greenberg and Barron, 2000).Goal TheoryThe Goal theory or the goal-setting theory was initially developed by Latham and Locke (Locke Latham, 1990, 2002). According to Goldstein (1993), goal provides a sense of direction and purpose. Goal setting is simply defined as a specific outcome that an individual is striving to achieve (Alderman, 1999). Seijts et al. (2004), found that people with a specific high learning goal is effective in increasing a persons performance. That is, the more difficult the goal, the higher the level of performance expected.Feedback also help to identify the difference between what an individual has done and what they want to do and thus guide them as to how well they are moving ahead towards their goals. Also , according to Moorhead and Griffin (1995), when employees are given the opportunity to participate in setting their own goal, their efforts in achieving them will be greater when compared to the goals being assigned to them. Therefore the control tend to make prisoner motivation, while the individuals involvement in their own goal-setting task, creates a more fat environment (Kennish, 1994). In general, Locke and Lathams model of goal setting has been give birthed by several studies which suggests, it is a valuable approach concerning how the goal-setting process works.Reinforcement TheoryReinforcement theory was proposed by BF Skinner (1975), whereby he states that individuals behaviour is a function of its consequences. This theory emphasises on re-designing the external environment should be made suitable to the individuals and that punishment will actually lead to frustration and de-motivation. This approach explains the role of rewards in greater detail as they cause the b ehaviour to change or remain the same.Positive reinforcement refers to rewarding a desirable behaviour as this may increase the probability of nifty behaviour occurring again. Praise and recognition are appropriate examples of positive reinforcement. cast out reinforcement is another way to influence behaviour, but the aim is to embarrass an a negative action from being repeated in the future. Such an example may be negative feedback or reprimands.According to Skinner, a third way to influence behaviour is punishment, which decreases the probability of the behaviour from being repeated. Punishment is something unpleasant that an individual tend to avoid, and as a result, employees would be motivated to behave in the right behaviour.The last method of behaviour modification is lack of reinforcement. The idea behind this concept is that, if behaviour is not reinforced, it will decrease and soon be forgotten by the individual (Stueart Moran, 1993).Section 2 surgery ManagementIntrodu ctionAccording to Gilley and Maycunich (2000), performance management helps organisations maintain and meliorate performance, encourage greater consistency in performance appraisal and provide high quality feedback.Motivational approaches tend to boost up the workforce in order to attain the likely job performance. (Byham and Moyer, 2005). Referring to above theories which has been discussed above, it can be assumed that some theories do consider ways to increase motivation aiming at improving employees performance which will contribute to organisational goals.A motivated team and hard-working employees is essential to the success of the company. This is because performance will certainly suffer if workers lack motivation, resulting in poor productivity.Furthermore, job satisfaction has an important role in the improved performance of an employee. In other words, high employee job satisfaction implies improved performance of the organisation. Thus, this statement signifies that imp rovement may be achieved by providing people rewards and the hazard to perform (Armstrong, 2003, p. 240).However, according to some experts, people consider work as a less significant aspect due to the fact that the new generation of the highly educated workforce want more prognosis for development, autonomy, flexibility and work experiences (Hammett, 1984).They want to contribute fully in the work environment and respond unfavourably to rigid hierarchies.Thus, performance management is declared to be part of human resource management which can make the utmost impact on organisational performance (Philpott Sheppard, 1992).Creating and sustaining a high performance organisationOrganisations go into business to create long term performance and values. According to Keith Owen et al. (2001), the ability of an organisation to maintain the delivery of quality products and serve is essential to its long-term success. And this ability is a learnable organisational competence.From Perfo rmance appraisal to Performance managementPerformance appraisal and reward systems are based on the supposition that employees performance and motivation can be enhanced by establishing a clear link between efforts and reward through formalised and particular individual targets (Latham et al. 2005).As companies move towards the complex business environment, they will have to develop approaches to tackle various threats, challenges, internal and external problems and seek new opportunities simultaneously. Thus, these companies have to invest in the most vital element the performers.On the other hand, Sims (2002), has relate both performance management and the performance appraisal systems through the HRM systems. According to Sims (2002), performance appraisal is a process by which an employees contribution to the company during a particular period of time is evaluated. Performance appraisal acts both as an evaluation and a development tool. Moreover, it is a legal document which c ontain , both positive actions as well as deficiency and plans for the future development.However, the main disadvantage of performance appraisal system is that there is no mutually agreed goal since job description and performance appraisal does not correlate, arising the issue of indecipherable evaluation criterion (Grote and Grote, 2002). As such employees are reluctant to support this system because it fails to consider the human touch and employees job expectation diminishes.The organisations glossiness and empowermentNowadays organisational culture has become popular compared to earlier times due to increased competition, globalisation and diversified workforce (Schein, 1992).According to Sammuto and OConnor (1992), culture is a vital factor which contributes to the success or failure of an organisation. Organisational culture is the manduction of values, thoughts and experiences with others Cummings and Worley (2001). As such, the shared culture encourages a certain level of stability among the members of the organisation. Organisational culture basically include the values, beliefs and ideas on what the organisation is all about, how its workforce should behave and how it defines itself in relation to its external environment.On the other hand, Leach, Wall and Jackson (2003) defined empowerment as a motivational state which comprises of having a personal choice over work behaviours and processes. Empowering employees may develop feelings that may help increase work motivation. Thus, workers may develop a can do attitude that reflects a feeling of confidence within themselves (Geller, 2001). However, empowerment is often misinterpreted and feared by traditional managers, because they may lose control and respect by sharing their power and authority (Kahnweiler, 1991). deliver and MotivationPay is an important factor which encourages motivation, as individuals utilise it to satisfy their needs and wants. It also acts as a recompense for employees dili gence and commitment. According to Cooke (1999) and Fisher (2005), money is the key motivator for employees. This statement concurs with that of Crystal (1970) who further asserted that money can be a motivating factor, but little money may have no effect. The use of financial or other financial incentives in the classic work performance paradigm is based on the reinforcement theory.Performance-based pay is a wages paid which varies with the individual, team or organisational performance, such as the merit pay, team incentives and profit sharing (Milkovich Newman, 2002).However, studies have shown that pay does not seem to boost productivity levels in the long term and money does not improve performance (Whitley, 2002).Instead, this can deteriorate employees attitude in which they work alone in the interest of high pay. Therefore, it can be said that pay is not the only main reinforcement as other non-financial factors such as rewards, social recognition and performance feedback s are also found to be positive motivational factors (Smith Rupp, 2003).The job itself and motivationAccording to Redmond (2010), a well designed job is one which is appealing to the person performing the task, that is, it should be interesting, motivating and meaningful. Well designed task will apparently lead to a higher employee satisfaction which encourages the workforce to be more productive and help to meet business goals (Schermerhorn et al, 2005). Conversely, poorly designed jobs that lack adequate attention to the needs of the workers are known as the discretional groupings of activities (Campion Thayer, 1987, p. 78). Thus, in order to motivate employees, it is important to implement a bendable task system to provide job satisfaction (Redmond, 2010, p.2).Nevertheless, there are two major theories which have considered this approach to motivation. Firstly, the Herzberg theory, which has addressed to the design of individual jobs as a two-factor theory, on the basis that motivation, arises from the nature of the job itself, and not from the job situation or external rewards (Garg Rastogi, 2006). Secondly, Hackman and Oldman (1976) come up with the job characteristics model, which main focus was on the content and nature of jobs.Training and motivationLosyk (1997) considers training as a key motivator. Training is a way to learn new skill and behaviour and employees look upon training as a strong element of their career development as it makes them more marketable (Niemiec, 2000). The expectancy theory presents a framework for assessing, interpreting and evaluating employees behaviour in learning, decision-making, formation and motivation (Chen Lou, 2002). According to McCloy Wise (2002), learning is a vital factor which helps in contributing to both individuals and organisational performance.

Religion In Byrons Cain Philosophy Essay

faith In Byrons Cain Philosophy Es takeByron wrote his closet shimmer Cain in Italy during a period of his life that Hoxie Neal Fairchild describes as coinciding with a strong charity toward Roman universality(437). Cain dramatizes the fourth book of multiplication. After refu darknessg to offer applys to God with his family, Cain slays his blood brother Abel and receives the punishment of banishment. Before killing Abel, Cain engages in a long dialog with Lucifer on the disposition of death, the age of the universe, and the value of cognition. Byrons poem calls on several religious contr everywheresies. First, Byron depicts the contemplates of prominent f exploits of incline Christians, including the evangelicals, the latitudinarians, and the Catholics. Second, the poem criticizes the evangelistic and Calvinisticical linear perspectives of depravity and the literalness of scripture. Finally, by making Abel a figure of the priesthood and by sometimes invoking the oral communication of the Catholic Mass, Byron questions the Calvinist intellection that kind beingnesss have no capacity to offer sacrifices. Byrons exposition on the efficacy of sacrifices allows him to challenge the Calvinist doctrines of depravity and predestination. Cain is a poem that reflects Byrons typical repulsion to Evangelicalism. However, the drama in care manner expresses skepticism of the Latitudinarian confidence in kind reason, and Byron sympathizes with a Catholic, pompous version of the church and the efficacy of sacerdotal sacrifices. time critics like Fairchild bode to biographic explanations, Byrons doctrinal and theological decisions in Cain also convey governmental meanings. Byrons early re considerers sometimes recognize the politics of the poem, and some of these responses show that Byrons Italian residence, his representation of universality, and his theology touch on the position anxiety over revolution. Byrons position on rebellion engages with Rousseaus inventionion of rights and the inseparable jurisprudence. In tell apart to Rousseau, though, Byrons Cain retains the natural integrity as external to the individual who participates in it. Rejecting both(prenominal) Calvinist depravity and innovative approximations of reason and voluntarism, Cain opposes Rousseaus idea of the homo being and diverges from the narrative of rebellion in Rousseau. Byron instead postulates the created essence of humanity and the fountain of natural justice.The English Romantic tendency to distance revolution from boisterous excess appears in Charlotte Smiths The Emigrants and permeates the Romantic project in everyday. Cain, writes Paul Cantor, is like Frankenstein in its ambivalence, showing a world order that is ripe for rebellion, and nevertheless at the same time suggesting that rebellion is somehow self-defeating. (139). Cantor traces the revolutionary potential in the Romantic world order to an abandonment of the Christian mental institution account in favor of a Gnostic notional arrangeivity story and Rousseaus ideas of a return to the state of nature. Cantor sees the Romantics as lovely in a misreading of Rousseau because while Rousseau does not propose a strict return to the state of nature, the Romantic writers, fit in to Cantor, seek this primal, reposition state from which humanity gutter acquire for itself new, different meanings in opposition to the Biblical view of a fixed, created human essence. The question of human ontology, then, differs greatly in the Christian account and Rousseau. Rousseau abandons a created human essence in favor of an adaptability in which man apprise become something other than what he originally was. (6). Rousseaus idea of potentiality, which Hume and, later, Sartre also share, denies any integrity deriving from inherent nature because it proposes that the general will according to which legitimate political exertionion operates is habitual, not essen tial. Rousseau consequently also denies the traditional principle of the natural righteousness and invests in a version of political rights which, in contradiction tear down to Locke, separates political rights from a basis in human ontology.Rousseaus reversal of the natural justness rejects the notion that juridical systems derive from an innate natural law which in turn reflects a inte embossment in the eternal law. Rousseau overturns the Aristotelean tradition of the natural law in which what is natural is what has the same pull up everywhere and does not depend on peoples thinking. (93). Rousseau proposes a voluntarist model of law in which any sense of an innate, pre-existing law is very a waxment coming from the progression of historical acts. For Rousseau, there is no law apart from human will and human action. In opposition to Locke and Rousseau, in Cain, Byron opposes Rousseaus notion of the societal origin of the law.Paul Cantor identifies an ambivalence in English Romantic ideas of rebellion, besides the literalness of this ambivalence already surfaces in Rousseaus idea of the habitual characteristic of law because the capacity of the law to take on different forms according to the progress of history government agency that the law is forever and a day ambivalent and ambiguous, acquiring different values and progressing in different directions according to the movement of history. Rousseaus view thus denies the epistemological foundation of the Aristotelian concept of the natural law because Aristotles conception of the law depends on a view of hold upledge as the settling of doubt. Because it rejects Rousseaus idea of the law, Byrons Cain does not express gnostic and progressive ideas of the mutability of human nature which, in Cantors model, gave rise to hopes of mans recapturing paradise. (xiv). Rather, Cain returns to a more(prenominal) than traditional version of law and human nature which recognizes the ambivalence and ambiguit y in Rousseau and restores creation and its failures to more traditional terms than Rousseaus.The English Romantic project of re turning to tranquility, of finding meaning a expressive style from the operation of history, is both a response to the failure of the Revolution and a means of integrating progressive values to traditional religious and national narratives. Often, the vital response to the Romantics has located this tendency mainly with the early poets and especially with the Lake Poets. This turning away from immanence toward transcendence also appears in Cain. As in Frankenstein, there is a same doubt in Cain of an innate and chief(a) fictive capacity in human beings. Byron distinguishes Cain from Abel by the differing extent to which each(prenominal) is able to realize, but not to create, his capacity to participate in the sacrifice which ultimately defines his potentiality. Byron therefore breaks with Rousseau because the realization of creative potential depends on participation in a mandate that precedes the will but nevertheless requires its cooperation.In moving away from a Protestant tension on someoneal rebirth and toward a Roman Catholic idea of the focussing of a priesthood to administer sacraments, Byron distances himself from the progressive view of the law as indwelling in inhering acts. Furthermore, Byron ca-cas a connection between the Catholic priesthoods reenactment of a previously completed sacrifice and humanitys participation in a virtuous law that exists beforehand as an ontologically independent absolute.The divisions in the English Church of the nineteenth-century consist chiefly of three great parties which Newman defines in the French sport of his Apologia as the Tractarian, the Evangelical, and the Latitudinarian (72). The Tractarian party of Newmans time develops from an earlier Anglo-catholic movement which itself traces back to the Nonjurors of the s all the sameteenth century. They rested their faith, say s Geoffrey Faber, upon a two-fold revelation upon the Bible, as the Church and the councils of the Church alone knew how to interpret it, but still more certainly upon the existence and authority of the Church itself. (72). Although this group generally was foreign to Roman pretensions, and severe toward Roman abuses, (72), the incipient or covert Catholicism that the movement suggested appears in Drydens Absalom and Achitophel and persists into the late nineteenth century. The typical anxiety toward its Catholic-leaning emphasis on authority and tradition becomes part of Byrons defense of Roman Catholicism in his Roman Catholic Claims speech when he says that the worst that can be imputed to Catholics is believing not too little, but too much. (33). The Evangelical party opposed this version of Christianity. It held that the Bible alone provides everything people compulsion for salvation and that the institutional Church and its extra-scriptural rites and teachings interfere with an individuals direct, personal relationship with God. This view descends from Calvin and tends toward a literal or fundamentalist interpretation of the Bible. It holds that a person can have perfect assurance of salvation. The Latitudinarian party, or the promiscuous party, put an emphasis on reason and, through Locke and Butler, associated itself with the Whigs by show social progress and the freedom of the individual will. The Latitudinarian reliance on reason and empiricism eschews literal Biblical interpretation. While rejecting Calvins predestination and the Evangelical version of an exclusively internal relationship with the supernatural, Byrons Cain also rejects the expansive Latitudinarian freedom of the will which, like Rousseau, imagines a political order that is incomplete subservient to, nor even necessarily related to, anything outside material history.In Cain, the derivative creative capacity comes from Byrons abridgment of the efficacy of sacrifices. Byron cere brate the priestly capacity to offer a sacrifice that receives its efficacy from a previous, betoken sacrifice with the ability of human beings to accession a moral law that derives from an ontological absolute. When Fairchild proposes the incompatibility of Christianity and Romanticism, he cites a Romantic impulse whose comfort could be found plainly in complete intellectual and spiritual autonomy. (3). Yet whenever a priori values interrupt an investment in creative power and the immanence of the law, autonomy struggles with its dependence on a prior, outside essence.Byrons preface to Cain begins with a discreet rejection of a six-day creation. Referring to the second act of Cain, Byron anticipates condemnation of his having Lucifer show Cain the remains, from the ages, of the extinct creatures of earth. When Lucifer responds to Cains indignation at the innuendo that the earth is not new, he tells Cain that mightier things have been extinct / To make way for much meaner. ( 158). Lucifer then shows Cain remains of the former creatures of the earth which rest myriads below its surface, and Cain acknowledges those / Mighty pre-Adamites who walked the earth.. Ian Dennis argues that Byrons plain, almost naive juxtaposition of the account of Genesis with practical and scientific data is a defiant accommodation by which Byron can express his hostility toward religion further after an act of self-abasement which allows him to reach a broad, largely religious readership by loving in religious questioning that is really beneath him (663). For Dennis, Cain is an example of the static aggressiveness according to which Byron recognizes that he must attract audiences in a pluralistic field of religious discourse even while he harbors an impulse to be offensive (655). Fairchild arrives at a similar analysis of Cain when he mentions Byrons enlistment of science against orthodoxy, but he then claims that Byron does not like to admit even to himself the full extent of his unbelief (429). While Dennis recognizes that Byron negotiates a plurality of Christian beliefs, his expectation that the perspective of science indicates Byrons hostility to Christianity overlooks the dramas skepticism of reasons primacy. Byrons rejection of literal Biblical exegesis corresponds to a rejection of Evangelicalism, but this rejection is not adequate to support Denniss reading of the play as treating theological issues insincerely. In the preface, Byron catalogs his set apart and secular sources, and he claims that Cuviers account of the ancient fossil relics is not contradictory to the Mosaic account, but rather confirms it (157). In any case, while Byrons subjective feelings are elicit, the text of Cain and its reception treat the theological and political issues in a picky context of which Byrons private disposition makes up only a part. Byrons preface rejects the idea that scientific discoveries contradict the Bible, and this rejection accompanies a reje ction of to a fault literal readings of the Bible which, in nineteenth-century England, characterize the Evangelical party. While adapting his drama from Genesis, Byron also puts forward an exegetical method for reading Genesis. This method corresponds more to the Latitudinarian and Roman Catholic method than it does to the Evangelical, and Byron expresses a Thomistic view of creation as the scattering of history from a divine essence. The extent to which Byron really accepted religious stories or any exegetical method is an interesting question, but it does not arise explicitly in his preface or his poem.In contrast to Cain and Lucifer, Cains wife Adah responds to Lucifers challenge by proposing a more flexible account of creation that resembles Aquinass philosophy of predestination. In Cain, Adah does this. When Lucifer questions her, Adah repeats the Thomistic view of the unfolding of creation according to a divine willGod hathThe angels and the mortals to make happy,And thus b ecomes so in diffusing joy.What else can joy be, but the spreading joy? (478).Cain mistrusts Adahs confidence in the unity of creation when he doubts the necessity of the division between God and Lucifer Would that there were only one of ye Perchance / An unity of purpose might make merger / In elements which seem now jarred in storms. (377). In an effort to outdistance the distinction between good and evil, Cain rejects the division of identities and powers in what Adah describes as the diffusion of creation. Cains attempt resembles the emergence of Rousseaus natural man from the natural laws bondage in order to create the law himself according to the general will. Cains impotency even in this endeavor leads ultimately to his rejecting his capacity to perform the sacrifices with Abel. When Cain finally kills Abel, the act leads not to independence from the moral law but instead to its assertion.In describing sacrifice in particular, Byron contrasts Abels view with Cains. When he offers his sacrifice, Cain resigns himself both to his own powerlessness and to the incomprehensible divine judgment that precedes and determines his life and actions. Cain does not believe his actions can affect his fate but rather takes a view similar to Bostons that even his will is bound by a divine mandate. Byron joins with burn in criticizing Bostons brand of Calvinism, and Cains distress comes in part from his disgust with his sensing of powerlessness in directing his fate. In contrast to Rousseaus notion of the human capacity to create the law and to alter human ontology, Byrons response to this scene of Calvinism calls on the efficacy of sacrifices. Byrons view assumes a fixed human nature which has access to an extrinsic source of law and redemption. It is not therefore a progressive view. Besides a return to an Aristotelian idea of the law and human nature, Byrons redemptive philosophy invests in an Aristotelian epistemology which, unlike the continuum of Rousseaus ada ptability, seeks knowledge in a finality beyond which there is no more development in being or comprehension.At his altar, Cain speaks to God and expresses his discontentednessAll rest upon thee and good and evil seem To have no powr in themselves, provided in thy will. And whether that be good or ill I know not, Not being omnipotent nor fit to judge Omnipotence, but moreover to endure Its mandate, which thus far I have endured (274).In contrast, Abel sacrifices as the watching shepherd boy who offers.(183). He asks Cain to join me and precede me / In our priesthood.(198). Abel builds altars whereupon to offer / A sacrifice to God,(96), and his sacrifices are acceptable.(352). In his description of Abel and his sacrifices, Byron makes references to the language of the Catholic Mass and its sanctioning of the power of sacrificers and their sacrifices. These references come mainly from the Offertory part of the rite and have no counterparts in the Book of Common Prayer.These refer ences and the general leaning toward the efficacy of sacrifices in Cain come during Byrons residence in Italy which Fairchild, and others say coincides with his attraction to Italian Catholicism and responsiveness to Catholic worship(425). Beyond demonstrating any biographical inclinations, though, Byrons adoption in Cain of Catholic rhetoric resonates domestically amid particularly English religious and political stancesIn adopting Aquinass view of an essence which diffuses itself in the particular elements of creation, Byron engages in essentialism, particularly about the natural law. When Lucifer tries to convince Adah that sin develops in those who replace ye in / Mortality.(379), he expresses the voluntarist ideas of Rousseau according to which moral laws develop ambiguously by the progress of history. Adah, however, questions the sin which is not / Sin in itself and asks Lucifer, Can circumstance make sin / Of virtue?(380). Byrons Cain proposes an ontological explanation of t he human being that differs from Rousseaus acceptance of humanitys creative capacity with regard to the law. Whereas Rousseau proposes that human beings reason, arising from historical circumstances, creates the law out of nothing, Byron conceives of a prior essence to which humanitys creative endeavors have access. Byron also rejects the determinism of Calvin. Byrons limited conception of creativity corresponds to Wordsworths view of the poets access to the transcendent forms which, though derivative, enable creative work, and there are links here with the commission of priestly sacrifices in Catholic theology and with the Thomistic idea of the law. In drawing on the capacity in Aristotle and Aquinas for human participation in laws and actions that are ontologically independent of human history, Byron shapes a worldview in Cain that conflicts with the progressive ideas of Rousseau. This conflict extends beyond the reshaping of progressive secularism because although Byrons concepti on of humanity shares with progressive secularism an expectation that good prevails over time, Byron relies on a supernatural, or at least metaphysical, essence beyond the material circumstances of history, participation in which determines individual success or failure, as it does for Abel and Cain. In Byrons Cain, a transcendent reality precedes the encoding of law, and the law is a concrete reality, not merely an abstraction derived from material experiences.

What Influence The Media Have Over Education Policy Media Essay

What Influence The Media Have over Education Policy Media EssayThe media works m whatever beas of our lives some times with egress us however realizing that it is happening. Where else do we condition to the in high spiritsest degree the newest must have toy for Christmas, or the latest iphone. We see it and we immediately want it and can non live without it. The same forefront applies to the amount of influence media has over our tutors and education policies. They shine a aureate light on someone who is running for the aim board and straightaway we look at that person is the best candidate for the job. They do an investigative fib on how money is being wasted at the expense of our kids and we argon ready to march go through to the administration building and demand they either resign. We grow up believing that everything we see and here in the media is the impartiality but the truthfulness is that someone usu solelyy has an ax to grind and finds a way to get their view beforehand the general ha routineual. This type of journalism has gotten so out of hand that Fox News pulmonary tuberculosiss the tagline fair and match in an effort to bring more views to their channel. I am left wondering why all channels and outlets argon non inform the news in a fair and balanced manner.There argon two ship canal in which media, including the news media, popular floriculture, and entertainment sources, ar usually viewed as educational. In the first sense, people learn what to compute and how to behave from media sources, viewing information on the news as head of fact, or the characters on a televised sitcom as models for normal behavior, for example. many find this view most compelling when considering medias impact on teenaged children, whose understanding of the distinction between reality and fantasy is not mickle in stone.As an example, Schrag suggests that, lacking prior learning or beget with Middle Eastern culture, young children be bound to learn from Aladdin-a Walt Disney pullulate marketed to young children that has sold tens of millions of copies-that Middle Eastern fruit sellers are commonly prone to violent rage upon discovering a single apple has been stolen from their cart. A similar view of media as unduly and localizely influential to children was employ in defense of twelve-year-old Lionel Tate, who was tried in 1991 for killing a sixer-year-old miss by body slamming her as he commonly observed contestants in World Federation of Wrestling do on television. (Jackson, 2010)The first insurance is the right of freedom of voice communication. Public naturalises are the easiest to change though rightfulness and semipublic policy when compared to parents, news media, vexs, and communities. Schools can have a direct impact on students civic attitudes, k at one timeledge, and habits. One of the most effective ways for them to teach citizenship is by promoting discussion of current issues, which is often based on items from the news media. There is even evidence that discussions of current issues in social studies classes can have indirect effects, enhancing family discussions of current events, which then increase both(prenominal) parents and students interest and knowledge. Educational programs that emphasize discussion of controversial issues have been anchor to increase students tolerance and use of the news media. By discussing these topics at work first then the student difference home and talking nearly it to their parents it military services the student better understand the topic and the world around them. (Lopez, 2009)In 2005, the John S. and James L. Knight Foundation released results from a major batch of more than 112,000 high tutor students in more than 500 public and private indoctrinates that was taken in 2004. The survey was called the Future of the First Amendment (FOFA). It think on habits and attitudes relevant to the First Amendment and pecu liarly freedom of the press. Students were asked factual questions round the First Amendment. Questions such(prenominal) as, Is it legal to burn the American flag as a protest? They were in any case asked opinion question, Does the press have in addition much freedom? and Should newspapers be allowed to publish freely without government thanksgiving? Finally, they were asked questions close their use of various news media and participation in school media activities. (Lopez, 2009)This interrogation is very disturbing. It implies that schools are not doing their part to teach the students about what rights they do have. new-makely some groups tried taking away our freedom of speech by identifying us that when we say the Pledge of fealty it is wrong to say one nation under God. Freedom of speech should protect everyone and one group does not have the right to declaim another that the words they choose to say are no long-acting allowed.Another area where the media has had a positive impact on school policy involves underage take. Movies and TV commonly show the stars of the film weed. This is because smoking is still accepted in everyday life even though in that respect are so many anti-smoking campaigns. Libertarianism toward smoking still permeates the edict sufficiently to harbour smoking by film stars toler adequate and normal, if not also attractive and desirable, as long as they are not literally advertising cigarettes to minors. Some audience members respond critically to media messages implying that smoking is socially acceptable, duration others are more favorable. Yet the commonality of smoking by protagonists in mainstream film, nonetheless, discontinues that, according to mainstream producers information, smoking is not considered to be beyond the bounds of social norms it is regarded normally as an expected, largely acceptable, behavior that deal not require a critical response or proscription on the big screen. (McCarthy, 1998)Mo st of the policies that schools are trying to enact are for the good of the students. They want to make sure that the students are healthy and safe(p) while they are on school property. Media campaigns have been used to dispose individual behavior in many issues such as AIDS, baccy use, breastfeeding, physical activity, and milk consumption. Ads are used in newspaper articles or letters to the editor in order to influence policy change. In 2006, unification Carolina launched a campaign that used galvanic pile media campaign to influence policy change. It became the first state to create a statewide mass media campaign to promote the adoption of and compliance with tobacco-free policies in schools (TFS). The Centers for Disease affirm and Prevention (CDC), as part of a comprehensive tobacco see program, calls for tobacco-free policies in schools to prevent youth tobacco use. (Summerlin-Long. S, 2009)The most effective tobacco-free policies that are enforced have shown there to be a significant reduction of youth tobacco use. These policies not only affect the students. It also affects school personnels use of tobacco and teaching of youth about tobacco. The most no-hit tobacco-free policy prohibits the use of tobacco products by anyone. No one is allowed to use tobacco on school grounds or at school events at any time. This includes school premises, school vehicles, and school events such as concerts and sporting events. At the time of the campaign launch, 78 of the 115 (67.8%) school rules in North Carolina had adopted comprehensive tobacco-free policies. The vast majority of these districts passed policies afterwards school and community organizations funded by the North Carolina Health and Wellness believe Fund (HWTF) specifically began to focus on this issue in 2003. As an innovative strategy for augmenting promotion of TFS policy adoption and compliance crosswise the state, the HWTF decided in 2005 to develop a statewide media campaign that woul d educate North Carolinians about TFS policies and encourage widespread support for such policies in local school districts. (Summerlin-Long. S, 2009)This was the first tobacco-free media campaign in the nation there and there was no evidence-based practice to base what ads worked best. Research was needed to help with the creation of the campaign aimed at changing policies. Researchers decided to speak with experts to learn more about messages to promote TFS policy. In February and March 2005, researchers conducted a aggregate of 45 interviews with experts on TFS policy that were from within and outside North Carolina. The experts were from North Carolina and five other states. The people that were elect for the interview were school district superintendents, Board of Education members, and school employees who included principals, teachers, and other staff. These people were chosen because they had the most power to influence policy and they were the adults most affected by local policy. There were twenty participants in twelve districts with TFS policies and in six districts without TFS policies participated in interviews. Two participants were from organizations that worked across school districts. The research team also interviewed 9 state legislators to ensure the possibility of such a media campaign in a tobacco-growing state. The legislators included political parties, the Senate and the House, and a number of self-aggrandizing members of the legislature who might wield influence on this issue. (Summerlin-Long. S, 2009)The survey apparatus asked interviewees about the best types of people to appear in ads. People were asked to think about which kinds of people would be most compelling in general.. They had to make the decision to decide whether a youth must appear in the personal testimonial of youth, and superintendents/school personnel would be best to plug into the experiences of successful districts. They were also asked (1) what kinds of messa ges they believed would be most effective, (2) what kinds of messages might be seen as controversial, and (3) legislators comments on three of the most popular themes from the expert/stakeholder list. (Summerlin-Long. S, 2009)An ongoing occupation in schools is bullying. In recent years the students are even bullied while they are on the internet away from the school setting. Schools are now using the media to help stop bullies and make sure that students are safe. Recent news in the national media about two students deaths as a result of harassment in school has highlighted a renewed impulse for educators to ad rationalize the culture of bullying and harassment in public schools, especially when the victims are targeted for their real or perceived differences. Some students are bullied and made fun of so much that they see the only way out is to commit suicide or leave the city that they are from. southeastward Carolinas legislature responded to this need in June 2006 with the pa ssage of the Safe School clime Act. This statute was designed to limit and punish harassment, intimidation, or bullying among public school students, and it was required that school districts established policies to address this issue before January 1, 2007. However, failure to adequately implement the provision may allow for an account statement as to why the Safe School Climate Act has failed to significantly change the culture of schools in southeastward Carolina. South Carolinas legislative intentions provide a reference for similar legislation and policy changes nationwide. Current research shows that only quality staff development combined with ongoing, effective training in and education about any new policies will whiz to its effective implementation. The complex causes of bullying and its impact on school culture continue to be debated by educational researchers, psychologists, and social theorists. (Terry, Blocking the Bullies Has South Carolinas Safe School Climate Act Made Public Schools Safer?, 2010) seemingly legal remedies and punitive measures for bullies alone have not solved the problem. allow there ever be a time in fib where students can be themselves and not worry about if someone is going to make fun of them or if they will ever be able to hang out with the cool kids? Hopefully through continued media assistance to this problem changes will come about.Do you remember walking down the hallways in high school and suddenly having the security guard quest after after you because they thought that your bloomers where to short(p)? By the time that I was a senior in high school is became a illusion to us all. We learned that we could bend our arms a little bit and make it look like our shorts were long enough. In reality yes our shorts where to short but there was nothing that we could do about. My high school didnt have air conditioning so at times it got very hot and it was unbearable to unwrap pants. When we would go shopping for shorts they ones that would fit around our hips without falling off would be too short and it we bought them so that they were a little bit too big so the length was right then we would get into trouble because they would be falling off of us. It was such a dilemma. The dress autograph restriction didnt provided stop on what length our shorts had to be. Students and teachers alike have forever had restrictions on what is appropriate and inappropriate dress. Virtually with no exception, schools have token(prenominal) dress codes in place rules about what cannot be worn at school. Uniform policies state explicitly what must be worn in schools. (Gereluk, 2007)Halter- surpass, tube-tops, one shoulder tops . . . muscle shirts, see-through or absorb tops (unless underneath a shirt) arent to be worn. Blouses, shirts or tops that reveal bare backs, midriffs, undergarments, or that have spaghetti straps or revealing necklines are not to be worn in Trents classes, hallways, class ac tivities, or on compass trips. (Raby, 2010) Does that sound familiar to you? I remember reading this in all my classes throughout my educational career. I always used to wonder why we had to have such a strict dress code. Now that I am older I have realized why. make code violations are distracting to others and they do not fit the desired image of a school, and disrespectful toward oneself and others. The details of dress codes do shift, however, as school administrators respond to trends in popular fashion. An example of this is reflected in rules banning midriff tops now making way for new concerns with girls revealing cleavage. Several American towns banning young men from exhausting low-slung pants that reveal their underwear. (Raby, 2010)Dress codes are not only for the students they are also for the staff in the school. Who wants to look at a teacher all day that is wearing sweat pants or a really low plunging neckline? I would be very angry. That is more distracting than if a student was wearing that outfit. In a 1901 document entitled Rules for Teachers, female educators were informed that they must wear at least two petticoats and that dresses must not be any shorter than two inches above the ankle. Male educators were informed that they shall wear a causal agency coat and suspenders. Additionally, teachers were admonished not to wear bright colors. (Kiracofe, 2010)As you can tell times have changed a lot. People do not dress like this anymore. Now modern school administers must decide if teachers are allowed to wear T-shirts with religious messages or other religious garb such as a turban or birkha. (Kiracofe, 2010)The question of whether or not media plays and helpful or harmful role in regards to the education ashes is not an easy on to answer. School safety has been improved adjacent the events of past years that contend out on every TV screen across America. They have reported on cyber bullying and the devastate consequences that such be havior can cause. Smoking has been banned from school property. On the other hand they have shown crazy games that have been being played among large groups of students. The latest one involves students on prat being trail by other students in cars. The object of the game is for the students on foot to make it to a predetermined location without getting caught. Shortly after this story was reported in the mainstream media there was an increase of traffic accidents collectable to even more students playing the game after hearing about it on the nightly news. The best we can hope for is that the good outweighs the handsome and to try and teacher our children that just because the news anchor tells them something it doesnt necessarily lowly that it is the truth etched in stone.

How to Give a Good Presentation

How to Give a Good PresentationINTRODUCTIONoral monstrance is a short talk where you show your knowledge on a grammatical constituenticular subject and deliver an ad shave to an reference. It is excessively the attend to of harangue to a multitude a people. Oral initiation skills rotter be reckont by any ace and these skills can overhaul you deeply if you wish to perform fountainhead in the future(a). Most to the highest degree-valucapablely, unwritten examination introduction can really benefactor you to meliorate your social skills where you can enhance your self confidence and mess hall with any situation. Oral fork upation to a fault can heighten your donnish and professional skills beca physical exercise it can be apply in different ship canal and different stages or contexts especially in academician and business context. Furthermore, oral entry will help to improve your leadership skills as you look at to learn how to present yourself to audience.In a university or college, savants ar constantly required to give oral intromissions in the classroom and during seminars. The ability to evince effective oral notifications is actually of the essence(p) to their further academic mastery. In battle array to obtain professional presenters, they need to enhance their academic and oral skills when preparing presentations. Ferris (1998) surveyed 683 foreigner side pronounceing undergraduates and postgraduates in an American university and the results show that 70% always, often or sometimes had problems in formal computer address. Most students inadequacy self-confidence to give oral academic presentations, especially for learner presenters. Therefore, the strategy students subroutine in preparing presentations is very alpha. Oral presentation skills include egress choosing, effective visual aid, an appropriate spoken communication opening and organization of presentation among other things. As graduate students need to give an oral presentation in the classroom and seminars, it is heavy to know that successful presentations depend on skills and strategies they drop up.In recent years, the side of meat language has cause the most crucial mode of confabulation in the world be causa English is spoken by more people than any other language. In order to run short educated and literate, people need to thoroughly study English. English is withal usually used for conversation in universities and colleges. Most lectures are conducted in English and the students need to be more involve in reason English so that the learning process more effective. Therefore, with having proper English, the student can focus on their learning without being hindered by need of communication skills.Nowadays, we moldiness use proper English and good speech if we want to advance in the professional world. charm hunt downing in any field, virtuoso has to be professional and studying English is important in order to gain a good career in your life. One has to attend training classes for English where angiotensin-converting enzyme can learn more develops to expand ones vocabulary. Having to learn more words take fors you able to pronounce them with ease and that can nettle your communication and speech skills ruin. While studying English at school, college or university, it is impossible to get an A grade in English, in terms of communication, if you can non enunciate the language. Spoken English is used in the best careers, the best universities, and is increasingly being used at job interviews.SPEAKING IN A FORMAL academic CONTEXTSpeaking inwardly the academic context is becoming an important as t distributivelying methods change to involve more joint projects and group marks. It is therefore important to try to be more alive(predicate) of what is involved in seminar or group activity and to learn some of the uncouth language that is used there. It is important to practice making pr esentations, taking part in discussions on academic field of studys and so on. As a university or college student, you are learning how to speak formally with your lecturers in the classroom. Learning how to speak in formal term can avoid miscommunication or mis judgement. Moreover, rationality the characteristics of communication may as well as help you to become a better communicator in your college, personal life and professional career.Below are the disk operating system and donts in a discourse in a formal academic contextDosSpeak in a proper EnglishSpeak loudly and clearly. Sound confident.Speak slowly to get sense and enjoy for what you are sayingTo cultivate your audience feel involved, use your eye contact and body languageDontsDont speak in scurvy EnglishDont mumble and sound non confidentDont read word by word from your textDont waste your audiences time by utterance most something which is not relevant to the topicDont hide behind something and cause the audi ence not to be able to see you clearlyAs we understand, there are many descriptions of communication. Carl Rogers (1952) defined communication as listening, understanding and interpreting the essence Elizabeth Tierney (1998) defined it as you deliver the content, audience receives, reacts and responds to your message Julia wood (2009) defined it as delivering a message by means of symbols to urinate and interpret data and Joseph Devito (2009) verbalize that communication is a process where one person or more sends and receives message, misrepresent by interference, occur within a context, wear some effect and provides for feedback. In summary, the definition of communication is the process by which discipline is exchanged betwixt senders and receivers with the consider of achieving mutual understanding. In communication, there are three models which areLinear clay sculpture Views communication as a straight line where communication process is only in one direction. Las wellheads (1948) designed communication using the one way process Shannon and Weavers (1949) added noise as a component amongst senders and receivers.Interactive Model Schramm (1955) shows that there is still a sender, receiver, message and noise but receiver providing feedback to sender. Both take turns to speak and listen to each other especially in their field experiences.The third model communication however is the one that is most often usedTransactional Model Wood (2001), shows that the elements in communication are interdependent. When we look at people public lecture to each other, it is user-friendly to see that while we do take turns, sometimes we talk simultaneously or we may talk to one another. David Worley (2008) said there is no time laps sending and receiving message in transactional model. pile send and receive message simultaneously, act as senders and receivers at the corresponding time at least panelinal places at once. In the transactional model, two p eople communicate with twofold messages through what may be multiple channels and with parallel messages. As with other models, the messages may be distorted and the people may be distracted, resulting in misunderstanding that fuels and hinders the model. We often speak in a transactional way, where we exchange messages. In doing so we may also be exchanging values to one another, for example in a salute where each person gives the other a sense of comfort through a defined transactional ritual. The actual transaction can be highly dependent on context. For example the transactions between people at home is often quite different between those at work or on the street. The transactional character between teacher and student is expenditure noting. They watch each other. We have all had teachers that seem to treat us with disfavor. The result is that we may react negatively to being treated as such. Ironically, the negative responses reinforce the teachers original attitudes and ex pectation. This is also quite evident in children/parent relationships. Parenting is not based just on what parents think they should do. Children influence parents just as much as parents influence their children.Public speaking is the way of delivering a speech in front of an audience. Speaking in front of a group of people takes a lot of prowess and detailed dressing. To be a good public speaker one demand skills and strategies. Public speaking skills are the key to success in almost any profession. Public speaking skills are important not only in making professional presentations but also to systema skeletale professional network. Whether it is small talk or academic presentation, the ability to present oneself effectively is a deciding factor of career related success in academics. With a few strategies, it is possible to reach the set goals respectively.To birth the presentation effective, the presenter must consider a few elements and the most important element is the au dience. You need to know your audiences characteristic and the diversity of the audience. It is very important to know your audience in delivering your speech. Before the speech, you will analyse your audience more than while you are actually presenting the speech (Grice Skinner, 2007). The types of training needed in audience analysis are stated as belowAge to consider the age range because there is a need to use information that is familiar to the listenersGender men and women trade a broad range of experiences and different socialization, topic can be made relevant to both gendersEducation the audience has a mixed bag of educational backgrounds and it is can affect the topic chosen to spoken about and how to approach the topicProfessional the audience has a variety of professional backgrounds. Needs to know the job requirement for each employee and not drink a topic with a professional functionLevel of knowledge and Experience the presenter must know the knowledge and experience aim of the audience so that the presenter can better focus on the presentation and deliver information using the right level of detail.Languages It is an important medium of exchange between presenter and audience. Do not talk down to the audience and avoid oversimplifying the examples. The choice of language will any benefit or interrupt learning. If the latter occurs it could obstruct the interaction between you and an audience (Garmston Wellman, 1992).PREPARING AN ORAL PRESENTATIONDelivering an effective oral presentation needs good preparation. Preparing for an oral presentation is as important as delivering the presentation. If your preparation is not good enough, your goal for your message to be clear, organized and well thought out cannot be achieved. In order to prepare an oral presentation, you need toChoose a topic that you are understand and are familiar with and your audience can easily understand. Study your topic and use other sources such as internet, books, articles and secures to enhance your presentation. The topic should be arouse, easy to search and locate reliable sources.Verify the purpose of presentation because oral presentation has so many topics and varies. It is depends on the message that you will deliver. crumple the audience and know their expectations. Think about their age, values, gender, education and knowledge level.Structuring your presentation structure your presentation by giving an introduction, main ideas and conclusion. Structuring your presentation can avoid confusion and frustration to the audience.Introduction inform your topic and apologize to the audience what your presentation will cover. Provide an outline of the main points. You also can provide any necessary background to make your presentation more interesting. A good introduction will capture an audience attention.Main ideas/content develop your main points and give an example and evidence. thread sure that your information is well-stru ctured and provide clear connections between main points, explanations and examples. remainder summarise your main points and do not give any impudent information in the conclusion. Restate the main points to show that you have cover all the points and achieved your aim to deliver the message effectively. Invite the audience to headlands and re-answer the question. fig up the topics information and your material, write a draft and summarise it in flyer notes. You must be able to understand your card notes in order to deliver them to an audience. Make your card notes easy to see and read. Use your card notes as a guide to help you remember what needs to be said. Think about the space of time you have to speak and the hang in down of information you can include.Plan and prepare your visual aids. Learn the use of Powerpoint well before your presentation. Do the simple visual aids and do not confuse your audience with unnecessary use of animation, sound clips or colors which are not connected to your topic. ExamplesYour visual aids should help the audience understand the topic better.Re noticese your presentation in an surroundings that is similar to where you will be giving your presentation and get its length right. Practice in front of your friends or family and use your visual aids. You also can tape yourself so that you can identify your areas of weakness and improve on it. Practice and time your presentation by using a stopwatch in order to make sure that your presentation does not exceed the time limit or is too short.MAKING AN strong ORAL PRESENTATIONMaking an effective oral presentation involves way on the needs of your audience, careful cooking and good delivery of your speech. An important step when you give your presentation is how you introduce or begin your topic of presentation. The introduction is important because it is used to lure audience to listening to what you have to say. The purpose is to catch the attention of your audience. Ma ke your introduction as instruct as possible because long introductions tend to bore the audience. The main aim of speech introduction is to introducing speech topic and its purpose. Begin your introduction speech with the followingGreet your audience with a sincere smile. It should start with a courtesy greeting such as good morning, ladies and gentlemen. Introduce your pretend again even though you are already been introduced. Saying your get word personalizes things and affords you some time to focus your thoughts on your speech. The first line must contain information about you.Ask the audience a rhetorical question. Do not expect it to be answered by your audience. Actually you use the question to set the outline for your speech. You give an answer and then kind the interest.Make a very controversial statement. Start your speech by telling the audience something that they do not know. It can be an interesting statistic or a controversial idea. Provoking the thoughts of the audience will keep them interested to hear your upcoming speech.Give a definition of an expert to enhance your credibility. You also can use definitions from dictionaries or other tyrannical sources. If you use this technique make sure you retrieve an interesting definition and deliver it with impact.Ask a proactive question which allows the audience to become part of the speech. You are sure of grabbing their attention with a question especially if it is related to the subject matter of the presentation. Starting your speech with a question helps to engage your audience mentally as they will seek to find answers to the question you asked even if you do not specifically request a response from them.In your presentation, when presenting the content or the middle of your speech, you need to respect your audiences aptitude for facts, figures and data without patronizing the audience with gimmicks. You need to deliver the information they want to hear such as the definition of terms, describing the situation, facts, figure, references or examples. net speeches are also very important in your oral presentation. A good conclusion sensibly reinforces your ideas and enhances your speech. You can conclude your speech by a restatement of your speech, summarize main points in a brief and brief manner and use references but do not use the corresponding device in the conclusion.When you are presenting in front of your audience, it is very important to know how you are being perceived. Below are the tips on how to make your presentation more effectiveBody Language adopt a confident posture. Walk confidently to the stage for your speech. Standing, walking or pitiable around with arms relaxed at the sideAppearance Dress professionally depending on where you are presenting. Be aware of your dress according to the dress code of society who will be your audience. Dress nicely and garb yourself before make the presentationVoice speak in a loud, clear voice with correct p ronunciation. Use standard language to make sure that your audience will understand clearly and deliver the message effectively. Adjust your voice accordingly to make sure that everyone can hear your speech. Avoid speaking too fast or continuously without breach. The pause can allow yourself and the audience time to reflect and think.CONCLUSIONOral presentation plays an important part in the assessment especially in the academic context. It is an effective tool to support your success in your future career. Oral presentation skills can enhance your confidence level to become a better communicator in college, personal life and professional career. To make sure that your oral presentation is effective, it is so important to plan the presentation with good preparation. Be well organized and confident of the content. Be aware of your body language when presenting your speech. Be an effective presenter by planning your speech, preparing good visual aids and understanding clearly all are as of the presentation.

A Girl Named Lisa :: Personal Narrative, Autobiographical Essay

A Girl Named Lisa I was working in the seafood department one twenty-four hour period when I saw them...well, her actually. I wondered what her name was. She was about 13 or 14 years old, maybe a bit more, but for sure not old enough to drive yet, or maybe she was. She was with her family, I think...no, I assume. Her father (I assume) was the big guy with a red cincture on his waist and a jacket with a yin-yang patch on the front right side of it and it was black. The jacket, I mean. Her mother (I assume) was there too, and...I dont regard as anything at all about her. There was another kid there, junior than her, and I assumed it was her brother. She was beautiful. Not in the gorgeous model mien or the cute puppy way but in the bearing of beauty that just is, Platos beauty, you know? And I dont know why or how but when I saw her I got a feeling care when you know somethings going to happen but you dont know what but you tidy sum just tell but it wasnt love. Sorta like butte rflies but higher and stronger. perchance butterflies on steroids. And the feeling stayed, sort of an anticipation. And she went away and I went to work, but I happened to look across the store towards the milk, and she was there. And she looked at me. No, not at me. It was like. . .like when youre parkway over a familiar stretch of road and you know it so well that you just stare straight ahead and almost forget youre driving. It was like she knew me. It was like she was me. And then she turned down the cookie gangboard and was gone. It had been over a year, and I still hadnt seen her in the store. I frankly didnt know what Id say if I saw her, but I move to imagine it. I saw her father (I assume) every week in the store, the same red sash, the same yin-yang jacket, as he bought fruit and bollock and bread and beer and toilet paper. just he neer bought fish. And I never said anything to him, and he never noticed me or said Hi. But she noticed me. She knew me. And one day, I knew she would be in the store again, and I would see her standing by the milk, and she would see me standing by the frozen(p) fish.