Android Research Paper free essay sample

Android has numerous developers writing applications (apps) all over the world. First of all the developers write their script in Java, and then download the apps from the third party sites or online stores. In February 2012, 450,000 apps were available for Android but the estimated number of downloads since December, 2011 was more than 10 billion. There are over 300 million Androids in use and over 850,000 devices activated every day. In August 2005, Google acquired Android Inc. Prototypes were being shown to network operators and cell phone manufacturers. The goal of Android was to create a successful real-world product that improves the mobile experience for end users. Each Android version is named after a dessert; I. 2. 3 Gingerbread – This improved gaming performance, soft keyboard and copy/paste features. ANDROID II. 3. 0 Honeycomb – supported larger screen and tablet oriented. III. 3. 1 Honeycomb – USB host mode information to cameras and other devices. IV. 3. 2 Honeycomb – optimization for a wider range of screen sizes and zoom to fill screens. We will write a custom essay sample on Android Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page V. 4. Ice Cream Sandwich- This version had new features added to the smartphones such as photo enhancements, offline email searching , facial recognition unlock, network data, and usage monitoring . Market Share As of October, 2011 Apple is starting to take the lead in the smartphone market, 37% of the smartphone buyers chose the iPhone. Android is still on top but its numbers are starting to shrink. The reason Android is still on top is because it has an excess of equipment manufacturers that make new devices every week. Finally, Apple finally has figured out that they should be adding new devices also. At first iPhone was only available from ATT since March 2011, but when the iPhone came to Verizon, the only reason Verizon sales did not go through the roof was because they have expensive contracts and high early termination fees. In 2012, Android and iOS application revenues are considered to be six billions dollars. Smartphones such as the iPhone 4S and the new Android devices continue to make their way into more and more customer’s hands. An Apple iOS has sold over 315 million devices, but Android technically still outsells Apple.

ACT Exact Start Time and End Time

ACT Exact Start Time and End Time SAT / ACT Prep Online Guides and Tips In addition to all your ACT studying, you need to prepare for test day. When exactly does the ACT start? What time will you hand in your scantron sheet, gather your arsenal of No. 2 pencils, and leave the test center? Is timing the same for all students, or does it vary by location? This guide will go over the exact start and end time of the ACT so you can plan your Saturday morning. Assuming you haven't arranged an alternative testing date or other accommodations, what time do you need to arrive? ACT Test Day: When Do You Need to Arrive? You must be in the test center by 8:00 am at the very latest. Test administrators are strict about denying entrance to latecomers. Since students are usually admitted at 7:45 am, you should really aim to arrive between 7:30 and 7:45 am. There's often a line of students waiting outside, so it's definitely a good idea to get there earlier than 7:45. You'll check in with your admission ticket and ID and find your room. Seats are assigned, but first you might have to store your bag and snacks somewhere outside of the testing room. Once everyone is checked in and seated, the proctor will pass out the test booklets and scantrons. She'll give you instructions about how to fill out your personal details and take the ACT. All of this takes about 30 minutes to an hour,depending on how many students there are and how long it takes everyone to get settled in. Although you'll arrive to the test center by 7:45, you'll actually start taking the ACT between 8:30 and 9:00.From the point you start in on your first English question, how long does the exam take? How Long Is the ACT? Added together, the four multiple-choice sections of the ACT (English,Math,Reading, andScience) take a total of two hours and 55 minutes. With the 40-minute optional Writing section, this time increases to threehours and 35 minutes. Here is an overview of the time you'll get on each ACT section (including breaks). I've also included exact start and end times (with the assumption that the test starts at 8:30 am). ACT Section Total Time Start Time End Time English 45 mins 8:30 am 9:15am Math 60 mins 9:15am 10:15am Break 10 mins 10:15am 10:25am Reading 35 mins 10:25am :00am Science 35 mins :00am :35am Break (some students leave) 5 mins :35am :40am Writing (optional) 40 mins :40am 12:20 pm TOTAL 3 hrs 5 mins (w/out Writing) 3 hrs 50 mins (w/ Writing) - - Besides the four sections, you'll get a 10-minute break. This break is always after Math and before Reading. If you're taking the ACT with Writing, you'll also get a five-minute break first. If not, this is when you'll hand in your test and leave the testing center. On rare occasions, some students might be asked to take an extra fifth section (lucky them). This section will come at the end of the test. Don't worry- it won't be scored. It's just used to test out material for future ACTs. The questions could be multiple choice or student-produced responses. In the past, this section has been just 16 minutes long. Typically, without this rare extra section, the ACT is threehours and five minutes or three hours and 50 minutes(with the Writing section and breaks). Apart from a slight variation in start time to get everyone checked in, though, are there any other differences in how long the test takes at different test centers? Are There Any Variations in the ACT Schedule? The ACT should be three hours and five minutes or three hours and 50 minutes across the board. Since it's a globally administered admissions test, test-taking conditions should be standard for all students. The only exception involves accommodations for extended time or Special Testing. Other slight variations in the ACT schedule might occur if a proctor isn't strict with break time, or if students take extra time to return to the test room. There could also be a delay if a proctor has to dismiss a student from the testing room, although she might wait until the test is over to deal with an issue so as not to interrupt everyone else. Generally speaking, everyone taking the ACT will get the same amount of time. Because of this, you can know what to expect for your Saturday morning schedule and when to arrange to be dropped off and picked up. When Will You Leave the ACT Testing Center? Students taking the ACT are generally dismissed around 12:15 pm, and those taking the ACT with Writing are dismissed around 1:15 pm. Beyond the test, it takes a few minutes for the proctors to collect everyone's tests and for the students to gather their belongings and leave. The proctor will dismiss everyone, and you'll be all done and free to go. The ACT is a time-intensive, pressure-packed test for most students. Besides arranging your pick-up and drop-off times and knowing what to expect, though, is there anything else you can do to prepare for ACT test day? How to Plan Your ACT Test Day Schedule The ACT is already stressful as it is- you don't want to add to your stress by running late or feeling clueless on test day. Instead, you should familiarize yourself with exactly what's coming and have a plan for those things that are in your control,such as your schedule. You don't want to be rushing and diving through doors just before they close. That would just distract you, create anxiety, and be no fun for anyone. Therefore, leave early and give yourself plenty of time to arrive at the test center by 7:30 am- 7:45 at the latest. Pack your bag the night before with everything you need, such as No. 2 pencils and an approved calculator. Go to bed early, and eat a nutritious breakfast that will fuel your test-taking for the next few hours. Bringing a snack and water for the break is a good idea, too. Don't underestimate the effects your physical state can have on your mental clarity! After all, who can focus on trigonometry problems when their stomach is rumbling for everyone to hear? Staying energized and hydrated, as well as taking advantage of your break time to move around out of your desk,will be refreshing and help you reset before diving into the challenging Reading section. Put simply, prepare yourself so the morning of your test goes as smoothly as possible. Bring everything you need and know your exact testing schedule. Then by 12:15 or 1:15 pm, you'll be all finished and ready to celebrate completing the ACT! What's Next? Do you feel pressed for time on the ACT? Are you worried about getting to all the questions? Learn our expert strategies for how to stop running out of time on ACT Reading andACT Math. Did you know that more recent ACT practice tests are better representations of what you'll get on test day, while the older ones are a little too easy? At least, that's what test experts say. Read here about whether or not the ACT has been getting harder in the past few years. Want to improve your ACT score by 4 points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Finance and Management Essay Example | Topics and Well Written Essays - 1750 words

Finance and Management - Essay Example Product cost involves the determination of the cost incurred in the manufacturing of goods or provision of services. Manufacturing organizations, just as Worplestrop Partnership has to determine their products costs for two reasons. First is for decision-making and for the reason of external reporting. In manufacturing their products, Worplestrop Partnership would incur material costs, labor costs and other overhead costs that are associated with the manufacturing of the products (Hansen, Mowen & Guan, 2009). In determining the product cots for decision purposes, an organization will only use relevant costs to arrive at the cost of a product. This form of costing method is referred to as direct costing method. In this case, only the variable costs will be included since they are the ones that can influence the management decisions. Management has control on the costs and can formulate and implement decisions that can reduce the cost elements and increase the returns of the company (B aginski & Hassell, 2003). On the other hand, Worplestrop Partnership has to determine the product costs for the purposes of external reporting. Here product costs are determined to help arrive at the best price to charge for the manufactured products. All the costs that are incurred by the company including the overhead costs and other fixed costs are apportioned in order to charge them on the consumers’ of the manufacturing company’s products. This form of costing is referred to as absorption costing or total costing in which all costs direct and indirect, sunk, and future costs are used in settling at the selling price of the products. Absorption costing has the advantage of considering all the costs incurred by the business since even the fixed costs are incurred for the purposes of manufacturing (2002). Worplestrop Partnership should therefore calculate the product costs using the two approaches for the realization of the two different objectives i.e. management us e and external decisions. for the purpose of setting the product prices, Worplestrop should use absorption costing because it incorporates all the costs incurred by the business hence elaborate. Apart from the two costing methods, Worplestrop partnership could also use the activity based costing method or throughput method. In activity-based method, the organization will charge the overhead costs to the departments depending on the level of activity and the cost drivers. Here, Worplestrop would determine all the activity that increase the costs and determine the factors that increases the costs of the activities. From there, the management will allocate the overhead costs to the centers. This method will make managers control the costs and eliminate the unnecessary activities that do not add value to the business hence increasing the efficiency and effectiveness of the business (Hansen, Mowen & Guan, 2009). The method has widely been used by many organizations despite the fact that it is complex. The last accounting method is the throughput method in which the product price is determined by adding only the material costs used in the manufacturing of the products. All the other costs are expensed and are not included in the calculation of the final price. This method is easy to simple to use. However, the method is not recommended by the generally accepted accounting principles and should therefore not be employed. This

Foreign Workers Strike and Protests in UAE Literature review

Foreign Workers Strike and Protests in UAE - Literature review Example Another factor is the way that residence permits are used to make sure that expatriates stay tied to one particular employer. This article shows that restrictive employer practices in the UAE are contributing to calls for strikes among foreign workers. Bohning, W.R. (1996) Employing Foreign Workers: A manual on policies and procedures of special interest to middle- and low-income countries. Geneva: International Labour Organization. This handbook is an exhaustive guidebook on all the HRM mechanisms that could be useful for countries and companies which employ a large number of foreign workers. It deals with all the usual processes of hiring and firing, along with the rights of the workers and employers in terms of sickness benefits, remuneration and choice of location and living conditions. It is interesting to note that there is no section on worker rights to strike, or take part in any other kind of industrial action, but instead there is a reference to the desirability of â€Å"s pecial complaint and redress mechanisms† (p. 73). ... This book contains a collection of articles on managing human resources in different countries within the Middle East area. It is structured country by country and there is an introduction and concluding chapter by the two main editors. The fourth chapter is on the United Arab Emirates and is written by Abubakr Mohyeldin Tahir Suliman. This analysis gives brief introductions on the political and economic background to the UAE and then highlights some of the main HRM challenges which face the country including â€Å"employee theft, conflicts of interest, discrimination in hiring and promotion, quality control issues, and misuse of proprietary information† (p. 65) Although some of the data used in this article is quite old, it does give a good summary of the different industries which have developed in the last fifty years. It attributes the advanced state of HRM in the UAE to the contribution of well qualified and experienced foreign workers. Suliman explains the role of the UA E National Human Resources Development and Employment Authority (Tanmia) and the various professional Institutes which aim to manage the process of Emiratisation. He notes also that â€Å"there are no labor unions, and freedom of association is not recognized as a fundamental right in the UAE. Accordingly strikes are illegal†¦Ã¢â‚¬  (p. 74) Significantly, there are no institutions in the UAE which offer specialized degree or certificate courses in HRM and this is an interesting finding which may help to explain why the whole issue of striking foreign workers is not being adequately approached in UAE at the present time. Godwin, S.M. (2006) Globalization, Education and Emiratisation: A Study of the United Arab Emirates. The Electronic Journal on Information Systems in Developing Countries

A History of the Popes Essay Example | Topics and Well Written Essays - 250 words

A History of the Popes - Essay Example The church that was established at the site of the burial place of Peter seems to be insinuated in the film, â€Å"A History of the Popes, Saints and Sinners: Upon This Rock† as the fulfillment of the words of Jesus saying upon Peter, he will build his church. This seemed to have even been strengthened during the time of Pope Leo who very articulately explained the humaneness and divinity of Jesus, making people declare that Peter has spoken to him. The next episode of the film entitled â€Å"Between Two Empires† reflects the fight for power between the political and religious empires in Rome. The religious empire ruled by a pope, decides on what is to be rightfully implemented by the political empire headed by an emperor. However, absolute power has been quite coveted by emperors. On the contrary, popes did not like to give full authority to emperors. Therefore, a long history of contentions between the two empires has been documented. In addition, personal interests played a great role in the historical facts created by emperors and popes. Interestingly, it was not only the emperors who did not play fair for power. Instead, the popes also showed some vicious acts such as murder like the death of John VIII, Leo V and John

Athletic Directors Leadership Traits and Job Satisfaction

Athletic Directors Leadership Traits and Job Satisfaction This chapter will provide a review of the literature and research related to the purpose of the study. Because research identifying specific leadership traits of high school athletic directors is almost nonexistent, this literature review begins with a summary of: (a) leadership defined (b) general educational leadership traits and theories, (c) roles and responsibilities, (d) job satisfaction and finish with the (e) summary. Leadership Defined Leadership is a term that can be found throughout all workplaces. The meaning of leadership can be defined in a variety of ways. According to Fiedler (1967), leadership is defined by managing group work with appropriate control and organization. According to Dr. Jamie Williams (Sugarman, 1999), leadership is like gravity. You know its there, you know it exists, but how do you define it? Nahavandi (2008) explained that researchers disagree with leadership definitions because of the fact that leadership is a complicated phenomenon mixed with the leader, the follower, and the situation. For example, Coach John Woodens ability to motivate his mens basketball program at UCLA to win 11 national championships during his coaching tenure provides evidence of Woodens transformational leadership. Wooden inspired his players to play to the best of their ability and to never accept losing. He was also instrumental in making sure that his players stayed very humble in the process. Hughes et al. (2008) explained that some researchers have paid attention to the leaders personal traits while others have focused on the relationship between leaders and followers or situational factors that influence leadership behavior. Roach and Behling (1984) defined leadership as the procedure of guiding an organized team toward achieving its objectives. This is definition is accepted by any sports team that wins a championship or achieves their team goals. Rost (1993) defined leadership as influence dynamics among leaders and followers who attempt to bring true organizational changes that reflect their common goals. Daft (1999) stated that in the new era represented by a dramatic change, an old philosophy of control-oriented leadership is not effective anymore, and that leaders should make effort to retain soft elements of leadership qualities in addition to hard management skills. Watkins and Rikard (1991) defined leadership as the process of influencing the activities of an organized group toward goal achievement. There are many categories, given the different ways the influencing process is played out. Three such categories are transactional leadership transformational leadership, and situational leadership. Leadership Traits and Theories Theories of leadership have evolved and debate over the act of leadership, and what is required, continues. This study will explore the leadership traits of high school athletic directors and if they correlate with job satisfaction. According to Young, et al (2010), the documentation of educational leadership traits for high school athletic directors is scarce. However, the traits of organization, roles and responsibilities and job satisfaction of high school athletic directors are prevalent in previous research. Since the twentieth century there have been many researching leadership and creating theories to go with their findings (Dulewicz Higgs, 2003; Grint, 2000; Higgs, 2002; Kets de Vries, 1993). Leadership theories can be grouped into one of eight theory categories. These eight theories are the Great Man theory, trait theories, contingency theory, situational theories, behavioral theories, participative theories, management theories and relationship theories. This research will look into the details of the trait theory, behavioral theories, situational theories, and transformational and transactional leadership. Trait theories will identify which characteristics are shared by leaders. According to Shead (2010) since certain traits are associated with proficient leadership, it assumes that if you could identify people with the correct traits, you will be able to identify leaders and people with leadership potential. Trait theory takes on the assumption that leaders are born with leadership traits or not. This idea appears to be incorrect. Shead (2010) states that it is possible for someone to change their character traits for the worse and that someone who is known for being honest can learn to become deceitful. In addition, someone who is deceitful can learn to become honest. Often times we look for honesty, drive, goal oriented, competent and intelligent people to become our leaders. Between 1940 and into the late 1990s, researchers (e.g., Dulewicz Higg s, 2003; Partington, 2003) categorized approaches to leadership theory improvements into several schools, according to time order. Trait school, behavioral school, contingency school, and visionary school were considered the four major trait schools. The trait school leadership theories were largely popular in the 1940s. Stogdill (1974) referred to the Great Man Theory, which stated that leaders are different from followers due to common leader traits. Additionally, Turner (1999) supported Stogdills (1974) claim about leaders being different from followers by explaining that leaders are born into being great leaders and not made into great leaders. Hogan (1991) explained that traits refer to repetitive patterns in a persons behavior and the trait approach attempts to explain peoples behavioral trends in terms of certain strengths of traits that they retain. Stogdill (1974) also stated that leaders traits are shown through hardwork, friendliness, conscientiousness, and willingness to take on responsibility rather than personality, ambition and physical makeup such as height. Turners (1999) research supports Stogdill (1974) by showing that effective managers have traits such as energy and drive, self-confidence, and highly effectiv e communication skills. The behavioral approach to leadership was well studied between the 1940s and 1960s. During this time period, researchers from the University of Michigan and The Ohio State University posited that leaders behaviors can be explained within two independent factors called consideration and initiating structure (Fleishman, 1973; Halpin Winer, 1957). According to the Ohio State researchers, the term consideration applies to the degree in which leaders show support and friendship towards followers, while the phrase initiating structure applies to the manner in which leaders stress the importance of achieving goals and tasks. According to Bower Seashore (1966), the behavioral students conducted by the University of Michigan researchers posited that effective group performance shows a relationship with four dimensions of leadership behaviors: support, interaction facilitation, goal emphasis, and work facilitation. The leader support behaviors shows a relationship with concern for subordinat es, while interaction facilitation shows a relationship with reconciling relational conflicts among group members. Bower and Seashore (1966) explained that in sum, goal emphasis and work facilitation are job-centered dimensions, but leaders support and interaction facilitation are employee-centered dimensions. Recent studies by (e.g., Curphy, 2003; Smither, London, Flautt, Vargas, Kucine, 2003) have claimed that considering certain leadership behaviors are adopted for effective leadership, leadership can be developed. The behavioral school states that, leaders can change their behavior via reflection, organizational development systems, and 360-degree feedback amongst others (McCauley, Ruderman, Ohlott, Morrow, 1994). According to Bass (1985), these two categories are points on a continuum of leadership behavior. Athletic directors are going to fall into one of the two leadership categories. Bass (1998) described transformational leadership as behavior that transcends the need for rewards and appeals to the followers higher order needs, inspiring them to act in the best interest of the organization rather than their own self-interest. Thus, leaders must possess high ethical and moral standards in order to provide the highest reward to the organization. One might infer that even the most ethically and morally charged athletic director cannot possibly provide the highest rewards each and every year to the organization that he/she represents. However, ethics and morals are two very important characteristics in an individual when determining the type of leader one might become. Leadership styles are known to change, and thus a transformational leader could dip into the realm of transactional leadership and vice versa. Generally, personality and character traits can provide us with the determination as to whether or not you are a transformational or transactional leader. According to Bass (1998) transformational leadership is universally applicable. He proposed that regardless of culture, transformational leaders inspire followers to transcend their own self-interests for the good of the group or organization. Followers become motivated to expend greater effort than would usually be expected. If an AD exemplified Basss transformational leadership model, coaches in the school would offer up all that they have to support the athletic director and school that they work for. For example, the athletic director buys-in to the complete offerings of his/her current employer as we continue to transform the area of athletics. According to Sugarman (1999), excellence in leadership is acquired by people who have a strong sense of vision, have passion and are able to get people to commit 100% and take the necessary action to see that vision becomes a reality. Great leaders excel in the art of communication and motivation, mutual respect, instilling confidence and enthusiasm, and showing credibility and integrity on a consistent basis. Various high school athletic directors and coaches all across the United States create programs teaching their student athletes leadership styles and how they can be applied. One popular program that was used to establish athletic leadership for Wheeler High Schools football team in Valparaiso, Indiana is based off the acronym for L.E.A.D.E.R.S.H.I.P. Coach Snodgrass of Wheeler High School utilized the L.E.A.D.E.R.S.H.I.P. program that he learned while attending the Indiana Football Coaches Association Annual Clinic in 2003. According to Snodgrass (2004), the acronym is as foll ows: Influence, Integrity, Communication, Attitude, Courage, Sacrifice, Goals, Servant-Hood, Vision, and Perseverance. Each one of these terms forms a strong resilient leadership program for any athletic program. The athletic director must decide how important it is for him or her to provide this type of leadership program to his or her student athletes, school administration, and school community. With the proper education comes an ability to manage, facilitate, and guide. A true leader, however, does not simply read books or study what leadership should be. Rather, a true leader is someone who shows transformational or transactional traits naturally. Providing a program like the one that Wheeling High School provided for its football players shows that the leadership is transformational at this school. Giving the students an opportunity to understand what leadership is all about and how leadership is applied in everyday life allowed those football players at Wheeling High School i n Valparaiso, IN to become stronger individuals in the classroom, community, and field. The football coach for this team showed his athletic director a true meaning of transformational leadership. Bolman and Deal (2003) stated that leadership is universally offered as a panacea for almost any social problem (p. 336). Within the athletic arena, leadership is a term used to describe any event which coaches, staff members, administrators, and ADs go above and beyond their normal work day. Bolman and Deal (2003) noted further that if leaders lose their legitimacy then they lose the capacity to lead. For example, a high school athletic director has authority but not necessarily leadership. Additionally, a leader is also not necessarily a manager. Many managers do not know how to lead. Bennis and Nanus (1985) asserted that managers do things right, and leaders do the right thing. It is very important for high school athletic directors to understand the distinction between the terms leader and manager because high school athletic directors will not produce a successful leadership style if they cannot distinguish differences in leading and managing. Leadership and management can be situational. According to Hersey and Blanchard (2001) the situational leadership model combines task and people into a two-by-two chart, which shows four possible leadership styles: telling, selling, participating, and delegating. Bolman and Deal (2003) stated this model distinguishes four levels of subordinate readiness and argues that the appropriate leadership style depends on the situation. The four styles are as follows: Leadership through participation involves having a high relationship with ones subordinates with low tasks involved. This style is used when followers are able but unwilling or insecure to accomplish the task at hand. According to Sugarmann (1999), Vince Lombardi says, Leaders are made, they are not born; and they are made just like anything else has ever been made in this country by hard work. Additionally, Sugarmann (1999) stated that leading by example is paramount to becoming known as a great leader. Leadership through selling is exemplified when there is a high relationship value with followers and the tasks level is high. This style is used when followers are unable, but willing or motivated to accomplish the tasks at hand. The third style is leadership through delegation, and this is used with there is minimal relationship with followers and a low task requirement. The style is used when followers are able and willing or motivated to accomplish the tasks at hand. The four possible leadership styles explained by Hersey and Blanchards (2001) situational leadership model are significant in the maturation process of a high school athletic director. Each one of these leadership styles could be used during varying circumstances within the athletic directors position. Hersey and Blanchards (2001) situational leadership concept provides supporting information that in order to become an effective leader one must consider all four styles within the situational leadership model. Situational Leadership Situational leadership is another theory that focuses on the development of the follower and styles of each leader being exhibited. Hersey and Blanchard (2001) stated that there are four leadership styles (S1 to S4) that match the development levels (D1 to D4) of the followers. The four styles suggest that leaders should put greater or less focus on the task in question and/or the relationship between the leader and the follower, depending on the development level of the follower. The four leadership styles are named, S1 telling and directing, S2 selling and coaching, S3 participating and supporting and S4 delegating and observing. Hersey and Blanchard (2001) situational theory is broken down as follows: S1: Telling / Directing Follower: R1: Low competence, low commitment / Unable and unwilling or insecure Leader: High task focus, low relationship focus When the follower cannot do the job and is unwilling or afraid to try, then the leader takes a highly directive role, telling them what to do but without a great deal of concern for the relationship. The leader may also provide a working structure, both for the job and in terms of how the person is controlled. The leader may first find out why the person is not motivated and if there are any limitations in ability. These two factors may be linked, for example where a person believes they are less capable than they should be may be in some form of denial or other coping. They follower may also lack self-confidence as a result. If the leader focused more on the relationship, the follower may become confused about what must be done and what is optional. The leader thus maintains a clear do this position to ensure all required actions are clear. S2: Selling / Coaching Follower: R2: Some competence, variable commitment / Unable but willing or motivated Leader: High task focus, high relationship focus When the follower can do the job, at least to some extent, and perhaps is over-confident about their ability in this, then telling them what to do may demotivate them or lead to resistance. The leader thus needs to sell another way of working, explaining and clarifying decisions. The leader thus spends time listening and advising and, where appropriate, helping the follower to gain necessary skills through coaching methods. Note: S1 and S2 are leader-driven. S3: Participating / Supporting Follower: R3: High competence, variable commitment / Able but unwilling or insecure Leader: Low task focus, high relationship focus When the follower can do the job, but is refusing to do it or otherwise showing insufficient commitment, the leader need not worry about showing them what to do, and instead is concerned with finding out why the person is refusing and thence persuading them to cooperate. There is less excuse here for followers to be reticent about their ability, and the key is very much around motivation. If the causes are found then they can be addressed by the leader. The leader thus spends time listening, praising and otherwise making the follower feel good when they show the necessary commitment. S4: Delegating / Observing Follower: R4: High competence, high commitment / Able and willing or motivated Leader: Low task focus, low relationship focus When the follower can do the job and is motivated to do it, then the leader can basically leave them to it, largely trusting them to get on with the job although they also may need to keep a relatively distant eye on things to ensure everything is going to plan. Followers at this level have less need for support or frequent praise, although as with anyone, occasional recognition is always welcome. Note: S3 and S4 are follower-led (p. 259-261). Roles and Responsibilities The focus on the athletic director as an employee, leader, and representative of interscholastic athletics is needed to understand the gravity of where athletic directors come from and who they have become today. Todays athletic directors have many difficult tasks. It is their job to ensure that interscholastic athletics perform at a very high level. In addition, it is imperative that athletic directors maintain the integrity of the student-athlete. Davis (2002) states that previously, leadership ability was assumed because of athletic success. Today, those in athletic director positions are getting more training and education in administrative leadership. The training and education allow the athletic director to begin providing leadership at the beginning of his/her job. Thus, the success of the interscholastic athletic program hinges on the type of leadership training and education received by the athletic director. Athletic directors job descriptions will continue to evolve as the requirements to managing a successful program evolve. One sample written job description of an athletic director for a small private school in Florida shows that their athletic director will perform the following duties: direct the athletic program, assure that the school complies with all policies and procedures of the Florida High School Athletic Association (FHSAA), supervise the scheduling of all athletic contests, identify and recommend the hiring and firing of coaches for each sport, ensure that all school policies and procedures are followed by the entire coaching staff (including, assistant coaches), in addition to many other duties as assigned by the headmaster of the school. After reviewing this job description one could see how little time there might be for an athletic director to provide direct leadership. With all of the tasks listed within the job description the athletic director must provide leadershi p more via example, rather than through direct communication with his/her student-athletes and coaching staff. Doing nothing more than following the specific tasks list of the job description above would associate the athletic director with transactional rather than transformational leadership. Simply following the task list of the job description would essentially provide the student-athletes with a basic and universal athletic program. The athletic director would also be performing his or her job duties for the sake of getting the most basic job done. This shows the community that the interest level of providing leadership on a much higher level to the community, student-athletes, and administration is obsolete. Most people are able to complete the tasks that are provided for them by a school administration. What exactly does this do for the advancement and recognition of the efforts put forth by the student-athletes, as well as teaching the student-athletes and coaches the value of having strong ethics and morals? The next sample job description is from a public school in Virginia: Athletic Director Requirements and Responsibilities are to work with administration and the assistant athletic director to create and maintain a comprehensive program for student activities that emphasizes positive public relations, coaching performance, and student recognition, utilize a computerized software program for scheduling, prepares and distributes schedules for athletic and academic competitions, including contracts where required, supervise the preparation and distribution of eligibility lists, ensure that all students participating in athletic or academic competition are eligible, and have a Virginia High School License (VHSL) physical form and Stonewall Jackson High Schools Handbook (SJHS) sign off on file, oversee the athletic/academic activities budget, approve all athletic expenditures, follow school procedures for ordering, and determine allocations for athletic/academic program with the principal, obtain officials, ticket takers, clock operators, announcers, etc. f or all home events, work with the transportation department to arrange transportation for away events and practices where necessary, attend district, regional, and state VHSL meetings, ensure that annual equipment and uniform inventories are conducted by head coaches, and assist head coaches in updating equipment/uniforms, assist principal in selection of coaching staff, complete evaluation form for each head coach with an endorsement by the principal at the end of the season, ensure that head coaches submit required documentation in a timely fashion at the end of each season, including evaluation form for assistant coaches, inventories, end of season reports, etc, work with the Booster Club in coordinating their activities, including presenting requests for funding for all programs to the Booster Club, submit news releases on awards, etc. to local media, supervise the maintenance of the Sports Zone web page and ensure that it is up-to-date at all times, inform local media, official s, coaches, bus drivers and administrators immediately upon cancellation of an event and rescheduled dates as soon as available; post cancellations/rescheduled games on web site, prepare money for ticket takers, water for officials, scoreboard, PA system, etc. for home events, supervise events in conjunction with the building administrators, serve as a liaison between school clubs, departments and administration for scheduling events which do not conflict with VHSL athletic and academic events, work with custodial staff for proper maintenance of facilities and equipment. When comparing the two job descriptions above, one can see how important the athletic director position is to interscholastic athletics. Each athletic director shares many of the same responsibilities regardless of the population within the school with which they are employed. As an employee, the Athletic Director is the second most important position next to the schools Principal. High school athletic directors are vital to ensuring that the climate of the school which they direct will stay positive and energized. The athletic director as a leader is an integral part of the school system. Each year, the job description of athletic directors becomes more complex. Recently, responsibilities added to the athletic directors job description are (a) purchasing and distribution of equipment, supplies, and uniforms, (b) planning and scheduling for the use of facilities, (c) public relations, (d) fund-raising, (e) legal and medical protection for coaches and student-athletes, (f) compliance with national and state policies and procedures, (g) administration of events, (h) completion of the goals and objectives of the school, and (i) implementation and management of media events (Smith, 1993). These responsibilities make it highly unlikely that just one individual can effectively manage a successful interscholastic athletic program, especially at a large school with a c omprehensive athletic program. ADs must be willing to put the time and effort into getting the job done. According to Barnhill, (1998) in order to do so, a high school athletic director must call on his/her support staff, such as coaches and other administrators at the school. Additionally, Barnhill (1998) stated the high school athletic director must be a leader with the ability to delegate and manage delegated tasks. If the athletic director fails at delegating and managing the tasks necessary to lead a successful athletic program, his/her coaches will begin to lose faith in the athletic directors ability to lead. The many responsibilities that an athletic director assumes when taking a position within administration are largely dictated by the athletic directors fellow administrators. The athletic directors position is supported by many other administrators such as the director of development, dean of students, director of advising, director of admissions, and director of college recruitment to name a few. The director of development will help the athletic director with fundraising for athletics, the dean of students assists the athletic director with student-athlete disciplinary issues, the director of admissions assists the athletic director in qualifying the students for eligibility, and the director of college recruitment assists the athletic director in qualifying student athletes for colle ge recruitment. With all of these administrators working together the leadership within the school is strong and successful. The athletic directors ability to recruit co-workers to assist in leading the department of athletics as well as the institution itself would classify him/her as a transformational leader. As stated earlier according to, Bass (1997) transformational leadership is universally applicable. He proposed that regardless of culture, transformational leaders inspire followers to transcend their own self-interests for the good of the group or organization. In order for this to occur the transformational leader must possess certain characteristics to inspire followers. According to Parks and Quarterman (2003) stated, those characteristics include: trusting his or her subordinates, meaning that a good leader will make use of employees energy and talent. The key to productive relationship is mutual trust. Secondly, develop a vision for employees to follow a visionary leader. They want to know what they are working for. Thirdly, keeping his or her cool, explains that leaders demonstrate their met tle in crisis under fire. They inspire others to remain calm and to act intelligently. Fourth, they are experts at what they do, informing us that employees are much more likely to follow a leader that radiates confidence, is intuitive, and continues to master the profession. Fifth, they invite dissent, meaning a leader is willing to accept a variety of opinions and integrate them. Sixth, they simplify the position, so that leaders can focus on what is important and reach elegant, simple answers to complex problems by keeping the details to themselves. Lastly, they encourage risk. Risk encourages employees to take chances and readily accept error (p. 179-180). One who exudes all of these characteristics is often seen as a leader in sport that is few and far between. While it is important that any leader become an effective manager, being an effective manager and an effective leader are two different matters. According to Hersey and Blanchard (2001) the definition of management is the process of working with and through individuals and groups to accomplish organizational goals (p. 9). In addition, they defined leadership as the process of influencing the activities of an individual or a group in effort toward goal achievement in a given situation (p. 78). Some theorists suggest that both management and leadership are necessary to those who seek professional management in high school athletics and other sport careers. Parks and Quarterman (2003) stated that many athletic directors find themselves involved with management as a process approach. This approach sees managers using interactive activities such as planning, organizing, staffing, directing, coordinating, reporting, and budgeting in order to accomplish the goals and objectives of the organ ization or institution. Conversely, the remaining athletic directors consider themselves as a leader in some capacity. As previously noted, two possible leadership styles of high school athletic directors nationwide are transformational and transactional. According to Bass (1985), transactional leaders are engulfed in the way of thinking that compliance is the key. The coach will get rewarded if he/she follows directions and orders. Additionally, Bass (1985) identified two factors as composing transactional leadership. Leaders can transact with followers by rewarding effort contractually, telling them what to do to gain rewards, punishing undesired action, and giving extra feedback and promotions for good work. Such transactions are referred to as contingent reward (CR) leadership. Field and Herold (1997) described transactional leadership as a reward-driven behavior, where the follower behaves in such a manner as to elicit rewards or support from the leader. If a high school athlet ic director is primarily transactional in style, coaches who work for that high school athletic director will only pursue the notion of success if they know ahead of time that there is a reward for achieving that success. In some instances, a primarily transactional leadership style may actually derive from the athletic directors own quest for external, tangible rewards. So, the question arises with many transactional leaders as to why they are involved with coaching or administration if all they are looking for is an end reward? Some administrators in athletics have not had relevant sports management training and likely have developed expertise in other areas, such as business, physical education, or simply general education. A high school athletic director with a traditional business background might be brought in by the administration simply to raise funds for the athletic program, manage the program, and direct the program much like one would manage a corporate operation. Likewi se, a high school athletic director who is brought in with a physical education background is traditionally done so because of his or her success with coaching the student-athlete and having the ability to get through to the student-athlete as needed to provide a successful interscholastic program. The umbrella that encompasses this can be very lucrative for the school if done correctly. In other words, an athletic director who has a physical education background starts out building r

Letter From Birmingham Jail Essay -- Papers

Letter From Birmingham Jail The American civil rights movement through the 1950's and 60's was a turning point for our country as a whole. Probably the most influential leader of that time was Dr. Martin Luther King, Jr. King became a leader because of his ability to captivate crowds with his powerful speeches. One of the most important letters he wrote was while he was incarcerated in Birmingham, Alabama. The letter was to eight fellow clergymen that were from Alabama. The "Letter From Birmingham Jail" was in response to some criticism from the clergymen. King calmly tries to state his purpose for his crusade for civil rights in the south. He uses three rhetorical strategies in his letter like: facts, allusions, and questions to inform the clergymen about what he and his people are dealing with as a whole "Injustice anywhere is a threat to justice everywhere" said King in his letter (page 317). King asks his readers questions about him and his people's actions and then answers them in an intelligent and strong willed manner. He asks, "Why direct action? Why sit-ins, marches, and so forth? Isn't negotiation a better path?" (page 318). King asked the questions that the clergymen would have asked him. By asking those questions, then he can answer the questions that are main points in his letter that clarify some of the actions that have been enforced in the south. This was a strong rhetorical strategy for King to persuade ... ...tegies such as facts, allusions, and questions almost as perfectly as can be used in a letter. He made his reasons concise and straight to the point. Do I think he could have written a better letter? Not at all, that was the best letter I have ever seen in my life. Martin Luther King Jr. was a well educated man of great promise a couple more years. This letter was an excellent account of his powerful words that he can produce and a good example of his extreme intelligence. I am going to leave you a question to think about. How could the country as a whole have been different with Martin Luther King Jr. around this world a couple years longer? Bibliography: The Dolphin Reader- Lee Sulton 1997

Thomas Nagel’s: The Absurdity of Life

In this term paper, I will discuss about life, death and the absurdity of life, by showing the different methods of this term paper which are the following the synthesis, analysis, critique and the last one is the conclusion. Personally, I admit that the book of Thomas Nagel entitled â€Å"The view from nowhere† as my one reference, is so difficult to comprehend and I think, this reference or book is not fit for the first timer who takes the philosophy course. But rather, I think it is intended only for those experts’s in philosophy course, who can easily understand the chapters in the book.However, in spite of that difficulty that I have been experienced, what I did was to go beyond my best with pressing mind just to give some insights of that book and of course, so that the readers will give some intention to read this works. However, when I did this term paper, I always kept on thinking that this difficulty, is part of my training, even though it gives my mind so pai nful but I never stop to work on it, just for that difficulties. Even though, the book implies a very analytic approach.Indeed, I’m happy to say that the book teaches my mind to think beyond this world and it gives me some techniques to expand my mind and more so to acknowledge my topic which is the absurdity of life. Honestly, I haven’t finished reading the book but I think if I’m going to continue reading the book, although every chapter have a connection and has difference interpretation, it would makes my mind more complex to dissect the different insights of every chapters. I read only the last chapter of the book which focuses more about life.Because I think, it would make me interesting to discuss about life, because some people or majority are now have this kind of fear to face life and to face death. So, in this term paper, I also dedicate my work to those people who are struggling about the different phobia in life. Thus, I heard some voices that would say that the book is an interesting book. But, I deny there words and I did not affirm yet. In the sense, that it’s very hard to understand the different connections in every chapter. In the other sense, I have also this feeling to affirm on what they said, in the sense that it gives us enlightenment and wider mind.Thomas Nagel as contemporary philosopher wanted to break the vicious circle regarding many possibilities that would happen in life and even in death. Yes, possibility would positively happen in our life but as my suggestion, we will minimize the fear in life in all that we experience because we know that â€Å"The one† guides us in every steps of our journey. I. Synthesis: Life is like the â€Å"analogy of the spider†1 where directly appeared in the urinal of the men’s room who have a unique attitude of existence.It keeps on moving until it finds a comfortable and secure place to continue feeding any tiny attractive insects. So, from this anal ogy I think the spider has two standpoints here by looking at life. These two standpoints here are the characteristics in life which are synthetic and analytic. It is somehow called as the passivity of life in looking to the physical world because it seems that it keeps on moving to find the infinite satisfaction but as human being can’t satisfy. Thomas Nagel presented life as instances, while explaining the metaphysical life.However, as I could see Nagel somehow used also the anthropological explanation about life. As what I understood the book of Nagel that life is the center in the universe. It simply means that if we negate to recognize life, the universe also affected and experience negation because universe is composed of bodily life, which every living organism seems to experience existence. As Blondel said, that we should recognized our responsibility or duty to live life. It means that life would undergo a certain process to go back to the origin.In other words, it h as certain path of reflexive to think what should life to be. There is a movement in life which seems to be the prime mover in controlling the condition of the world. Thus, dissatisfaction in life is unavoidable but as human being, we keep on desiring more and more and we think that all what we desire can achieve it. As Maurice Blondel would say â€Å"never stop† continue to seek what is in life. As Blondel said â€Å"it can be less perfect but it cannot be perfect as we seek life. This means that we can achieve what should life to be but not totally.As human being, we have life and we try rendering life by moving self to attain the very meaning of life. However, we should not forget to go beyond the contradiction of freedom is infinite reality as Blondel said. We should act life according to our norm, rendering ourselves into action in sacrifices that undergo a hectic process to attain the very meaning of life. Thomas Nagel, emphasis life in general. Including the life of t he animals, and as we can see the different animals, keeps also in finding the space in this world wherein they were capable to survive whatever challenge that would give to nature.Like for example the life of a turtle that is not incapable of living in the limited water, so the turtle would be transfer near in the abundant water areas such as in fishpond, near in the posits where the water keep on flowing towards the certain area where the turtle is capable to live. However, it doesn’t matter like this situation but there is a slight the same standpoints. Indeed, Thomas Nagel presented life as instances or in the word accidental and still a mystery. A mystery which is cannot be solved in a logical way. Thus, life for me has something to negate the objectivity and it is necessary in life, as Thomas Aquinas would say.If we try to looks at the case of life in our time, we possible know the flow of life; it has been a structure to make. However, we annunciated to someone by just comparing our existence to other self. LIFE: â€Å"The point of objectivity with respect to value runs the risk of having value behind altogether. We may reach a standpoint so removed from the perspective of human life that all we can do is to observe: nothing seems to have a value of the kind it appears to have from inside and all we can see is human desires, human striving – human valuing as an activity or condition†2As far as I understand from this footnote, it seems that it aims to negate the human life so that we could somehow focus only on the objectivity as basis to look at life giving distance to evaluate life beyond the value of life itself. It is just like to deny the essence of life and then transcend in objective way, so that we can evaluate life by observing the condition of the world. â€Å"The uneasy relation between inner and outer perspectives, neither of which we can escape, makes it hard to maintain a coherent attitude toward the fact that we exist , toward the meaning or point our lives†3 4Yes, since we exist in a mystery or accidental way by means of our parents. We cannot detached the coherent attitudes of life because of the fact that we are imperfect being that have the access to look at the physical world as full of dissatisfaction and as well as looking the content of the world objectively. In other hand, by doing such different functions in our existence, we can slowly know the identity of what should life to be. â€Å"The same person who is subjectively submitted without destroying it – leaving him divided.And objection self, noticing that it is personally identical with the object of its detachment, comes to feel trapped in this particular life – detached but unable to disengage and dragged along by a subjective seriousness it can’t even attempt to rid of† It means that Thomas Nagel from this passages life reduced from universal to particular which the individual life. We have indivi dual insights by looking at life. That there is something things that we not yet to know in each individual, that is why Nagel reduce the objective self.However, it is like this if we try to compare our self to other personally, it seems that there is something that makes us human being different and yet we cannot grasp at it easily, as if we are passive to grasp it. As if, it is known to us but we cannot hold it and that makes everyone unique. It is just like comparing the two people and then eliminates the thing makes different. â€Å"No doubt many who have experienced the discomfort of objective detachment from themselves simply forget about it and live inside the world as if there were no external view†5It means that sometimes as we continue to live in the world, we sometimes forget the basis in life to go back the objective detachment and we simply live our life miserable without seeing the external world, as if we are in blind fold to see the external world. Thomas Nage l emphases that we should not forget what govern life to find the very essence of it by looking the flow of life itself. â€Å"The wish to live so far as possible in full recognition that one’s position in the universe is not central has anelement of the religious impulse about it, or at least an on acknowledges and includes it can be fruitful, even if complete integration inevitably eludes us†6 We cannot deny the fact that most human being searched life through religious impulse or spiritual aspects. Because, some would think in the sense that it can somehow find the authentic answer of life, on what life should be. Even though, some people believe in different doctrines it is necessary to them to worship because they believe that by means of worshiping to something, it can trigger to answer stands of life.I believe that many did this way as contemplation to transcend there self to find the answer of life. â€Å"The external standpoint and the contemplation of death lead to loss of equilibrium in life. Most of us have felt a constant undertow of absurdity in the projects and ambitions that give our lives their forward drive†7 Life is like a substance it has the capacity to transcend in every moment, and it has mind that keeps on thinking in advance on what will happened about natural phenomenon of life basing to the objective reality.It is somehow like putting life into distance and fronting with the external standpoint in able to destroy the objective reality. However, it is always keep on contemplating to transcend life itself looking to others which also keep on wondering that is why the external would allow breaking life into death. If we look the very context of life, it seems that if we could look closely the phenomenon beyond life, there is something would appear that life is like cycle. If there is life, there is also the time of death, which is call as the natural phenomenon of life?So, we could not confiscate life because life i s only cooperating according to existence. I addition , if put life in the particular box and then life would able to get out from that certain box, the life would separate from the external reality and it would create a phenomenon which is in negative side which is death. â€Å"The real me is not merely part of my world. The person who I am is a contingent on me, I depend for my existence on TN, and TN depends on the world and is inessential to it.This is another of the discomforts of being someone in particular; my world depends for its existence on his birth, even though he also appears in it as a character. It is eerie to see oneself and one’s entire world in this way as a natural product†. 8 Thomas from this footnote refers his life according to TN which remind him the being ness of his self in particular. It means that without TN as body, the self which represent as I of Thomas Nagel cannot exist anymore in particular.In addition, there should be something body w hich can represent the whole life of Thomas Nagel which can recognize regarding his existence where he depend on it. In other words, If we elaborate the whole point, I which is TN represents as the one who is doing the action and it would combine the self so that we can see the being ness of Thomas Nagel. MEANING: â€Å"In seeing ourselves from outside we find it difficult to take our lives seriously. This loss of conviction, and attempt to regain it, is the problem of meaning of life†. 9So, Thomas Nagel stated that if we look at life outside vision, we could see the self has a genuine problem. Because, if we put self outside reality it has lots of possibility to be consider and it has potential to not attain the meaning of life. This problem is quite difficult to reconcile. In this problem, I will give this my answer, regarding this one by exposing my analysis at successive parts of the term paper. â€Å"The capacity for transcendence brings with it a liability to alienatio n, and the wish to escape this condition and to find a larger meaning can lead to even greater absurdity.Yet we can’t abandon the external standpoint because it is our own. †10 Transcendence is a factor to attain knowledge, but in this case it’s quite different. Thus, if we keep on transcending her, the life would become absurd it is. We can somehow arrived into absurdity and its very depressing point that the life would arrived into negation. Because if try to put life in the external reality we can somehow see the concrete issue of life to be absurd. Although, we have been sets the different aim in living our existence. In fact, in this footnotes, we could not say that life can attain the meaning of life.Moreover, if keep on transcending ourselves externally, we can not say in the first place that life has a reason to be exists because life in the first place it’s a mystery and aside from that it’s full of negation of permeated by neurotic obsessi on. â€Å"The real problem is with external point of view, which cannot remain a mere spectator once the self has expanded to accommodate it. It has to join in with the rest and lead this life from which it is disengaged. As a result the person becomes in significant part detached from what he is doing†. 11This is just a problem of self from external reality, when it is on the way to expand in leading life into disengaged which can detached from the I, which is the one doing such action. However, this is remaining a problem of self, in putting self into external reality. Once, it is reconcile already, it will give us such conclusion about what should the possibility of life to be. It is absurd or it is life a meaning. This is the clue of this paper, to dissect the essence of life. â€Å"The internal view resist to reduction to a subject interpretation of its contents which the external view tries to force on it.But this puts the objective standpoint in conflict with itself. Finding my objectively insignificant, I am nevertheless unable to extricate myself from an unqualified commitment to it – to my aspirations and ambitions, my wishes for fulfillment, recognition, and understanding, and so forth. The sense of absurd is the result of this juxtaposition†. 12 The fact that the self govern from external reality, the self would return into passivity which can test the objectivity to create a conflict and the internal reality would reduce to particular self.The standpoints of objectivity will calculate the particular object. â€Å"The loss of self in the individual sense is thought to require by the revelations of an impersonal view, which takes precedence over the view from here. And apparently it is possible for some individuals to achieve this withering away of the ego, so that personal life continues only as a vehicle for the transcendent self, not as an end itself†. 13 The particular individuals can achieve the ego of others, if the ego or the â€Å"I† will sensitive on counteracting the possibility of transcendence.Moreover, transcendence is the factor to recall all the past experience of the particular self. But, it will cause also the conflict in the part of transcendence, if the Ego will not aware of the external reality. So, that would that the self should be careful of transcending while looking the self to the external or outside reality because as Thomas Nagel said that it will the possible can that the life will absurd and he agreed about that thought. â€Å"I would rather lead absurd life engaged in the particular than a seamless transcendental life immersed in the universal†. 14As what I understood from this passage from the book, it seems that Thomas Nagel would rather like to project his vision of life in the particular subjective standpoints than to project life in the universal objective reality. Here, we can see the important of particular subjectivity and we can also find here th e deduction point of view about life, wherein life reduces from universal to particular subjectivity. I would rather to affirm the point of Thomas Nagel that life should be in the particular stands so that it will become easy to us to eliminate the habitual weakness in life which are the failures.â€Å"Objectivity is not content to remain a servant of the individual perspective and its values. It has a life of its own inspiration for transcendence that will not be quieted in response to the call to reassume our true identity. This shows itself not only in the permanent disaffection from individual life that is the sense of the absurd†. 15 The objectivity has a life, as what Thomas Nagel clarifies from this passage, in which can drives the whole rule of transcendence. So, objectivity is not the things subject can be independent itself. It is a matter of looking at the particular subjective reality.â€Å"The external standpoint plays an important positive role in human motivat ion as well as a negative one, and the two cannot separate. Both depend on the independence of the external view and the pressure it puts us under to bring it into our lives. The sense of the absurd is just a perception of the limits of this effort; reached when we ascend higher on the transcendental ladder than a mere human individuality can follow, even with the help of considerable readjustment†. 16 It means that if our life climb to objectivity and yet it will not successfully fulfill to complete, the will arrived to absurdity.In this passage, it seems that we can find two movements here of life. To go up to objectivity and to retreat from the objectivity to go down, return to particular subjective being and yet this would be the primary cause of absurd life. Thomas Nagel agreed with this kind of thought and he presented that the subject not the complete in objectivity, it would full to go down and then, he said that this is the origin of the absurdity in life. In addition , we transcend objectively and yet we fail to reach the completeness of our transcendence and the possible life to do is to go back into particular.This is the reason why our life will absurd and Thomas Nagel defended on this argument, in saying partially that life will absurd through this instances. We can copy this argument by citing again the analogy of certain spider which chain in the men’s urinal room. So, if we try to trace back the analogy of the spider, it seems we can find the same cases to what Thomas Nagel saying about the absurdity of life. So, in the case of the spider, since the spider is in chain for almost ten years and the only thing that the spider can do is to keep climbing the wall up and down in any moment.The same also about the reason why our life will be absurd according Thomas Nagel. This point will be included in the part of my critique. â€Å"Finally, there is an attitude which cuts through the opposition between transcendent universality and paro chial self – absorption and that is the attitude of nonegocentric respect for the particular†. 17 As what my analogy would explain this passage that there is something an impulse of cutting the universal and particular which can be the cause of life to be absurd.However, from this instance in times of cutting both universal and particular, it would try to say that the subject or the individual self can be the attitude of nonegocentric of the particular subjectivity. DEATH: â€Å"Particular things can have a noncompetitive completeness which is transparent to all aspects to all aspects of the self. This also helps explain why the experience of great beauty tends to unify the self: the object engages us immediately and totally in a way that makes distinctions among points of view of irrelevant†.18 It seems that particular can freely stand transparently to all aspects of self with no competitions to objective reality. The particular here also has its own unifying id entity which cultivate by any subject. Most of us can deal about personal self without consulting to the other self and it is an overview of the independent of particular to stand alone and looking only in future by using present individual self. This is formally called as unifying idea of the particular which is the principle of particular itself.However, this could not suppose that this is only the attitudes or characteristic of particular, which is to unify the principle itself, as a basis in looking to other reality. But rather, the particular has also consists of several transparent characteristics to set as guidelines to eliminate the completeness of the objectivity. â€Å"Our constitutional self – absorption together with our capacity to recognize its excessiveness make us irreducibly absurd even if we achieve a measure of subjective-objective integration by bringing the two standpoints closer together.The gap is too wide to be closed entirely, for anyone who is fully human†. 19 From this footnote, Thomas Nagel put self as having limitation to integrate other subject which irreducible to reach the point of absurdity of life in each subject-objective by bringing the two standpoints, in which the two points have a connection to limit the movement of self to other self which can possible, made the absurdity of human life. This is still the problem here, even if life will organized other subject which also had life.So, the capacity of self here is quite limited, in short self has limited territory to move. Unlike, the part objectivity, it us has universal movement which means the objectivity has the unlimited to move anytime. â€Å"We are so accustomed to the parallel progress of subjective and objective time that there is some that there is some shock in the realization that the world will go calmly on without me after I disappear. It is the ultimate form of abandonment†.20 It simply means that if the self will experienced in track of death, the objective time will not stop to function but it will spontaneously working to keep on transcending and transcending, even if all existence will in that track of death. The objective still continues to exist and do the function to the world. â€Å"In our objective conception of the world, particular things can come to an end because the possibility of their non- existence is allowed for.The possibility of both the existence and the nonexistence of a particular object, artifact, organism, or person is given by actualities which underlie either possibility and coexist with both of them. Thus the existence of certain elements and truth of the laws of chemistry underlie the possibility of synthesizing a particular chemical compound, or of decomposing it. Such possibilities rest on actualities†21. The issue here regarding this footnote, is that particular things was already have a place wherein it was being actualize and this actuality is no other than death.It is someho w the same with the act and potency. In such life continue moving towards the existence itself and yet as a result is the actuality to be actualize which is death. Death is actuality, because the possibility of nonexistence is allowed to enter in the particular things which the human being is involved which underlie for this stage to not again exist. â€Å"This is a very strong form of nothingness, the disappearance of an inner world that had not been thought of as a contingent manifestation at all and whose absence is therefore not the realization of a possibility already contained in the conception of it.It turns out that I am not the sort of a thing I was unconsciously tempted to think I was a set of ungrounded possibilities as opposed to a set of possibilities grounded in a contingent actuality†22 From these footnotes, refers to the definition of death and it is being referred also to the possibility of realization that had been set to be actualizing as ungrounded series to the possibility of life. This realization that I’m referring to is not â€Å"in the future events† but it is rather in the present events of life.It is just like that we can only think in the present but nothingness comes, nothing cans future to think of. â€Å"Another reason to regard death without too much concern is that everyone’s mortality is part of the general cycle of biological renewal which, like the fact that hawks eat mice, it makes no sense to deplore†. 23 Practical speaking death is a part of life which all of the living things including us are subject to dies. On other hand, life has a biological renewal, even if our life will absurd to exist.As Blondel said that life and death has no other way to escape, but to undergo a process to of life which is death is natural to be taken those who exist. Our life is not permanent here on earth. We only barrowed these lives in order for us exist. â€Å"My death was going to occur in consequence of the end of the world†. 24 It means that if human being experienced life to exist, human being also will have to experience death which is the consequences of our existence. Human life is not permanent even other living being it has the access to take death. In short, no one is excused to take life in death.Because, our life here on earth were pass by and because of the very fact that we are mortal being. In short, all things living organism is subject to destined in death. However, living organism even human being hasn’t known what specific time death will come to us, we just unaware of the time to take death. Conclusion: Well, based on the footnotes that I have been explained, the Skeptical mind of Thomas Nagel looking at life, he really believes that life will absurd by putting life in external reality and proving the common ground of human being which gives us a view that the life will absurd.Thus, I would like first to elaborate why our life will absurd by again us ing the analogy of the spider. So, as I look at the analogy of the spider, for almost ten years in chain in the men’s urinal room, so, the only thing that can spider did was to repeated and repeated climbed up in the wall finding the tiny attractive insects to feed as means survival and yet it goes down where the spider started to climb from that particular wall any moment of instances and that makes the absurdity of the life.However, if we try also to elaborate our life as human being, we can see the big deal here about the absurdity of life by just looking at our self to the objective reality, in which our life are restless, always keep on in desiring and struggling just to go beyond the objective reality and yet, we fail to go beyond objectively because we have only limited capacity to grasp that, then we stop to go beyond and go back the origin because we cannot hold the very beyond of life because we are limited to reached that beyond ness and we cannot force ourselves t o tap for something divine for us, that’s why our life will arrived at absurdity.I will negate the idea of Thomas Nagel because actually in the very nature of life there is no infinite movement to escape from this absurdity of life and this is the very nature of life because, in the first place, we were exist in mystery way with limited knowledge of the external reality. So, what we should to do is only to accept whatever the consequence of our existence.On the other hand, Thomas Nagel considered this absurdity as a consequence of our existence. However, as we know that life will have the access to be absurd, then we should not let our life do what is not good for us but to rather, continue nurture our life in right path. I therefore, conclude that life wills absurd because our life has a limitation to look at objectively and the limitation is hindrance to absurd life.

Free Essays on San Francisco Earthquake

On April 18, 1906, shortly after 5:00 a.m., a great earthquake struck San Francisco and a long narrow band of towns, villages, and countryside to the north-northwest and south-southeast. Many buildings were wrecked; hundreds of people were killed; electric power lines and gas mains were broken. Fires broke out and burned wildly for days, utterly out of control because of severed water mains. The ground had broken open for more than 270 miles along a great fault - the San Andreas rift. The country on the east side of the rift had moved southward relative to the country on the west side of the rift. The greatest displacement had been 21 feet about 30 miles northwest of San Francisco. Nearly all the scientists in California began immediately to assemble observations on the results of the quake. Professor A.C. Lawson, chairman of the geology department at the University of California, took the first steps that led to Governor George C. Pardee's appointment, three days after the shock, of a State Earthquake Investigation Commission to unify the work of scientific investigations then under way. The members of this Commission were Professor Lawson, Chairman; J.C. Branner, professor of geology at Stanford University; Charles Burckhalter, director of the Chabot Observatory at Oakland; W. W. Campbell, director of Lick Observatory; George Davidson, professor of astronomy at the University of California; G.K. Gilbert, geologist of the U.S. Geological Survey; A. O. Leuschner, professor of astronomy at the University of California; and H.F. Reid, professor of geology at Johns Hopkins University. With the exceptions of Gilbert and Reid, none of the Commission members were the n known as students of earthquakes. Nevertheless, they were a distinguished and highly competent group of men. Two of the geologists and two of the astronomers were then members of the National Academy of Sciences and three others subsequently became members of that body. ... Free Essays on San Francisco Earthquake Free Essays on San Francisco Earthquake On April 18, 1906, shortly after 5:00 a.m., a great earthquake struck San Francisco and a long narrow band of towns, villages, and countryside to the north-northwest and south-southeast. Many buildings were wrecked; hundreds of people were killed; electric power lines and gas mains were broken. Fires broke out and burned wildly for days, utterly out of control because of severed water mains. The ground had broken open for more than 270 miles along a great fault - the San Andreas rift. The country on the east side of the rift had moved southward relative to the country on the west side of the rift. The greatest displacement had been 21 feet about 30 miles northwest of San Francisco. Nearly all the scientists in California began immediately to assemble observations on the results of the quake. Professor A.C. Lawson, chairman of the geology department at the University of California, took the first steps that led to Governor George C. Pardee's appointment, three days after the shock, of a State Earthquake Investigation Commission to unify the work of scientific investigations then under way. The members of this Commission were Professor Lawson, Chairman; J.C. Branner, professor of geology at Stanford University; Charles Burckhalter, director of the Chabot Observatory at Oakland; W. W. Campbell, director of Lick Observatory; George Davidson, professor of astronomy at the University of California; G.K. Gilbert, geologist of the U.S. Geological Survey; A. O. Leuschner, professor of astronomy at the University of California; and H.F. Reid, professor of geology at Johns Hopkins University. With the exceptions of Gilbert and Reid, none of the Commission members were the n known as students of earthquakes. Nevertheless, they were a distinguished and highly competent group of men. Two of the geologists and two of the astronomers were then members of the National Academy of Sciences and three others subsequently became members of that body. ...

History of the Electric Blanket

History of the Electric Blanket The first crude electric blanket was invented in the early 1900s. The heated bed coverings bore little resemblance to the electric blankets we are familiar with today. They were big and bulky heating devices that were dangerous to use, and the blankets were really considered an oddity. An inventor called S.I. Russell patented an electric blanket and some consider him the inventor of the modern electric blanket. Use in Sanitariums In 1921, electric blankets started receiving more attention after being regularly used in tuberculosis sanitariums. Tuberculosis patients were routinely prescribed lots of fresh air, which included sleeping outdoors. The blankets were used to keep the patients warm. When any product comes to public attention, attempts to improve design begins and the electric blanket was no exception. Thermostat Control In 1936, the first automatic, electric blanket was invented. It had a separate thermostat control which automatically turned on and off, in response to room temperature. The thermostat also served as a safety device, turning off if hot spots in the blanket occurred. Later, thermostats were wired into the blankets and multiple thermostats were used. This basic design remained until 1984 when thermostats-free electric blankets were introduced. Warming Pads Heated Quilts That in 1946 the first automatic electric blanket went on sale in the US for $39.50, but the term electric blanket was not used until the 1950s- prior to that, these blankets used to be called warming pads or heated quilts Todays electric blankets can respond to both room and body temperatures. The blankets can even send more heat to your cold feet and less to your torso.

Aids and How It Spread Globally Essay Example | Topics and Well Written Essays - 1500 words

Aids and How It Spread Globally - Essay Example The disease is primarily caused by the HIV virus i.e. the Human Immunodeficiency Virus. It was in the year 1982 that the term was first used; while earlier indication of such type of disease was termed as 'Grid' i.e. Gay related immune deficiency (BBC, 2006). The disease started from the African region. In the year 1981 the medical fraternity started noticing that a number of patients in the African region are dying from a disease, which they believed must not have been serious enough (CBC News, 2006). The seriousness of the fatal infection became more striking when the disease soon found its way into other countries and first case of AIDS death was reported in Canada in the year 1982. The western world took notice and researches into the symptoms and nature of the infection led to its categorization as Acquired Immune Deficiency Syndrome. The virus HIV, leads to gradual weakening of the immune system of the body and in such situations even everyday infections start becoming life threatening. Research and development into finding a permanent solution to cure the disease have not yet been successful. Though, the life expectancy of AIDS patients have become much more now. While earlier, the patient would have died within months of the disease, now an AIDS patient can expect to lead a normal life for 12-15 years after getting infected with the HIV. The HIV Our immune system which is supposed to work like a defense mechanism against the infections is badly damaged when the Human Immunodeficiency Virus target the immune system. This virus attacks a particular type of white blood cells called CD4+ cells. After taking full control of the cell the virus then inserts its own genes into the cell's DNA2. Subsequently, the virus starts using the DNA cell to manufacture more virus particles. The CD4+ host cells gradually starts dying and as the number of CD4+ cells become less in the human body, the immune system of the body starts weakening. The HIV is a retrovirus containing two single-strand liner RNA molecules per virion and reverse transcriptase. The structure of this virus is said to be simple than many other viruses, but it has proved to be very difficult to defeat. After infecting the body, the virus goes into human blood, sexual fluids and breast milk. Therefore, the virus is passed on to another person, if his or her fluids come in con tact with any of the infected fluids. How the Disease Spreads As the HIV virus infects the blood, sexual fluids and breast milk, the disease can spread to another healthy person when; i. A healthy person starts having sexual intercourse with the infected person. In order to save the infection being passed onto to another person as a result of sexual intercourse, condoms are the best defense mechanism. Adopting such protective mechanism doesn't allow the sexual fluids to come in contact with each other. The UNAIDS report (2008) indicates that the educative and informative programs are indeed having a good impact on the youth of 15-24 years and there are reductions in risky behavior3. ii. A healthy person shares the injection needles and body piercing equipment with another infected person. In such cases, doctors advise that injection needles should be properly sterilized before being passed on to another person. Often drug addicts do not take such care and they make

Leadership Development Essay Example | Topics and Well Written Essays - 250 words

Leadership Development - Essay Example Moreover, physicians constitute to twenty percent of the entire hospital board members whilst other supplementary clinicians contribute to approximately five percent. Nurses need to view themselves as fundamental decision makers who are extremely capable of influencing health results (Watts & Gordon, 2012). This process mainly entail undertaking campaign that mainly foster engagements of the well trained nurses to public policy and corresponding health care association boards mainly at the state and national levels. There ought to be leadership at each level that will mainly incorporate program for engaging staff nursing and empowering floor nurses thus advancing patient care (Watts & Gordon, 2012). The alterations ought to be tested over certain duration and implemented in case they prove to be helpful. Moreover, the program has advanced patient results encompassing eradication within falls with harms and corresponding 30-day hospital readmission rates. There is a massive chance of transforming culture of the health care when the nurses are better equipped and capable to mainly practice and enact full degree of their underlying education and