Causes of the Revolutionary War Essays

Causes of the Revolutionary War Essays Causes of the Revolutionary War Essay Causes of the Revolutionary War Essay In 1763, the French and Indian War ended by the final defeat of the French and their Native American allies in America. When the Americans thought the British were leaving, they did the exact opposite. The British brought in more soldiers and these same American colonists found themselves locked with the British more violent than ever. Britain sent more troops to receive money for their war depts. This was shocking news for the America’s English colonists because there was still the policy of salutary neglect existing. Due to this violent control, Americans felt unfair and as if they had no choice to follow what the British say. To stand up as one voice towards Britain, the American colonists justified in waging war and breaking away from Britain. Therefore, the American colonists were reasonable in doing this. When the British put new taxes on stamps and pamphlets, they viewed it as a way of American colonists contributing to war depts. and in return for all they did for them in the French and Indian War. According to Document 1, Thomas Whately, an advisor to the British Chancellor of the Exchequer, George Grenville, believed that the Americans should contribute to the government in preserving and maintaining all the advantages they’ve received. They thought the colonists should be willing to pay higher taxes without a doubt but in the eyes of the American colonists, the new taxes that the British created were viewed to be for the purpose of increasing the revenue. In Document 2 Dickinson writes, â€Å"Never did the British Parliament, [until the passage of the Stamp Act] think of imposing duties in America for the purpose of raising a revenue. † In addition, the fact that Britain didn’t even bother to ask about their opinions before putting these new taxes, made the colonists feel as if they were threatened with no rights. This is when the American colonists decide to justify in waging war and break away from Britain. As time went on, colonists became more upset and violent. One of the reasons why colonists became more violent was because many colonies were persuaded â€Å"that the government is going to make absolute slaves of them. †(Document 4) One tragic event that occurred due to the colonists becoming violent was the Boston Massacre. â€Å"A crowd of Boston boys and men surrounded a number of British soldiers and began taunting and cursing them while pelting them with snowballs. †(Document 3) This led the frightened soldiers to fire their guns into the crowd as self-defense. In the end several people were dead and many more wounded. The Boston Massacre caused many more colonists’ anti-British feelings to arouse. According to these documents, we can see that the American colonists were justified in waging war and breaking away from Britain. This was to prove their point and more importantly, to stand up as one voice. They believed that the British were putting taxes just to increase revenue and believed that they had the single purpose of collecting money. This is a reasonable belief because there was no explanation given to them and they had no say in the matter whatsoever. This is why the colonists acted the way they did.

Funny St. Patricks Day Sayings and Quotes

Funny St. Patricks Day Sayings and Quotes The Irish are famous for two things. One, they can drink like a fish and keep the spirit flowing. Two, they know how to take a joke. The Irish also love to joke, especially about themselves. They dont care about political correctness and other such mumbo-jumbo. For them, a below-the-belt barb is an expression of endearment. The Irish are also noted for their tremendous sense of humor. Their quick-wittedness is evident in these Irish sayings and quotes. Some famous witty Irishmen like Oscar Wilde, George Bernard Shaw, Conan OBrien and F. Scott Fitzgerald have achieved global fame for their extraordinary wit and wisdom. Their words reveal their brilliant imagination. Embrace Irish humor on St. Patricks Day. The Irish love their culture, history, and traditions. They love cracking jokes and drinking beer (like Guinness) and Irish whiskey (like Jamesons or Bushmills).  However, if you dont have an appetite for insults, watch out for their sharp tongue the Irish spare no one in their quick comebacks. If you are celebrating St. Patricks Day, arm yourself with witticisms to level the playing field. Quotes About The Irish Sidney LittlewoodThe Irish dont know what they want and are prepared to fight to the death to get it. Oliver HerfordThe Irish gave the bagpipes to the Scots as a joke, but the Scots havent seen the joke yet. Winston ChurchillWe have always found the Irish a bit odd. They refuse to be English. John Pentland MahaffyIn Ireland, the inevitable never happens and the unexpected constantly occurs. Irish BlessingMay God bless and keep in good health your enemies enemies. Brendan BehanIf it was raining soup, the Irish would go out with forks. Ann KennedyThe one thing us Irish have is the ability to laugh at ourselves. God bless us all. Stephen ColbertThe shamrock is a religious symbol. St. Patrick said the leaves represented the trinity: the Father, the son and the holy spirit. Thats why four-leaf clovers are so lucky; you get a bonus Jesus. Ralph Wiggum, The SimpsonsAnd thats where I saw the leprechaun. He told me to burn things! Margot Leitman, Lewis Blacks Root of All EvilSt. Patricks Day is a holy day for Roman Catholics in Ireland to pray and a day for drunk people to vomit with their pants down in New Jersey. Jon StewartMaking it [St. Patricks Day] a great day for the Irish, but just an OK day if youre looking for a quiet tavern to talk, read or have a white wine spritzer. Jimmy FallonAnd on me final night, I got as lucky as a clover, I met a purdy lassie, drunk enough to come on over. Steven, BraveheartIn order to find his equal, an Irishman is forced to converse with the Almighty. Laura KightlingerIts a big deal about whether or not gays can march in the St. Patricks Day parade, and I have to say that on some level I kind of see their point. Because when you think about it, it is a real macho heterosexual event. Bunch of guys in short skirts on a cart made of rose pedals sharing a bagpipe. Thats not for sissies. Jay LenoThis is St. Patricks Day in Los Angeles, Luck O The Irish Recipes. Delicious Irish guacamole. Corned beef and guacamole. Irish SayingIf youre enough lucky to be Irish, youre lucky enough! Ellen DeGeneresThe legend goes that St. Patrick drove the snakes out of Ireland. I was thinking ... that must be hard to put all the tiny seatbelts on all the snakes. Conan OBrienSt.Patricks Day is named for St. Patrick, the first guy to feed Guinness to a snake. Lewis BlackWhos this Patrick anyway? The patron saint of liquor distributors? Heres the real truth, he didnt get rid of snakes in Ireland. He just got rid of the ones he was seeing. Sean MoreyI come from an Irish family. St. Patricks Day was our big holiday. The night before wed hang up our stockings and in the morning theyd be full of beer.

Staff Motivation Assignment Example | Topics and Well Written Essays - 2000 words

Staff Motivation - Assignment Example For higher incomers, such as managers, job promotion and recognition are more important than money. In the contrast, low incomers are motivated be financial factors such as salary and bonus. Hertzberg (1968) two factors theory determines the motivation factors and hygiene factors do not motivate but create dissatisfaction if they are not present. In certain period of time, employees feel financially secured and better off financially; hygiene factor can be an effective motivator. Money loses its attractive as if motivational factors among managers. Managers may be not motivated by money, but by job promotion through achievement. They can be considered to be at the highest level of "motivational need". What's more, according to Hertzberg, working conditions is a hygiene factor, offering people unique incentives and morale boosters that contribute to a changing, exciting, and motivation work environment. Excellent work conditions would give them more job satisfaction and motivation. McClelland (1987) identified three major needs, which are achievement, power and affiliation. The findings from this study show that money is the most important motivator for workers at Jury's Inn, especially for low-income workers. Furthermore, the findings indicate that job promotion and recognition are important factors to motivate workers at Jury's Inn because job promotion and recognition are related tight to financial rewards. In addition, salaries and benefits, interpersonal relationships and offering incentives and morale boosters have been found as the main effective motivators. In order to support the aim, this working paper provided literature review, which including motivation theories, the critically analysis of motivation and reward system on workplace culture and work value. Moreover, for the sake of investigating the effective motivation; the relevant research methodology has been used. Studies of some of the best United States and Australian hotels (Gray, 1992) also suggest that the cement which binds skilled and motivated employees to their organization, who are thus more enthusiastic, more committed and potentially more productive than their competitors' employees, is clear and ongoing communication between hotel managers and their employees. The management of the Jury's Inn should also take the advantage of the communication process in order achieve the higher level of performance from the employees. A modern and a more permanent approach to motivation are through job enrichment (Wright, 2004). This involves putting meaning into jobs. In other words, it is putting Herzberg's two-factor theory into effect by building motivators into the job. These motivators include achievement, growth, responsibility, advancement and recognition. This approach can also work for Jury's Inn staff. According to the approach the hotel should plan to change the job contents of the employees in order to motivate them as explained by Ross (1998) in his article A practical theory of motivation applied to hotels. A number of research studies (Rothbard, 2001; Niehoff , Moorman, Blakely & Fuller, 2001; Bloom, Yorges & Ruhl, 2000) have indicated that the job content is an important factor in motivating people. So the content of a routine or repetitive task must be restructured to provide motivation to the performer of that job.

Soil Mechanics (Geotechnics Essay Example | Topics and Well Written Essays - 1000 words

Soil Mechanics (Geotechnics - Essay Example Soil is composed of particles such as silt, clay, gravel and sand and they can also contain other gases that exist in between these particles. The study of soil is very important because this is what makes the study of geotechnical engineering possible. This is a subtopic in civil engineering and it is a very complex topic. Soil mechanics is applicable in many ways as far as building and construction is concerned and some of the best examples are such as building foundations of bridges, dams and sustaining systems of buried pipelines. This is very important because it ensures that buildings do not fall apart easily in the modern world and this contributes a lot to the development of different cities world wide. The study of soils is also very important because it contributes a lot to good agricultural products. Many areas of engineering depend on soil mechanics and some of these areas are such as coastal engineering, geophysical engineering and hydrology among other areas. One of the best ways of approaching the topic on geotechnics and drainage is through understanding the composition and genesis of soils. This is one of the best examples of a diagram that clearly defines the formation of soils as far as volumes of water, air and solid is concerned. The V?, V?, and Vs represent the amount of solids, air and water present in a specific mixture of soil. W?, W?, and Ws in the diagram above stand for the weights of solids, air and water within a soil mixture and M?, M?, and Ms stand for the masses of water, solids and air found in a mixture of soil. The formulae for calculating the weights of all the named particles present is Mass multiplied by the acceleration of gravity which is; Ws=Mg. Types of Triaxial Tests There are several types of triaxial tests but the most common ones are; Consolidated Drained also known a CD, Consolidated Undrained tests which is also referred to as UD and Unconsolidated Undrained. In the consolidated drained or CD, the test is done th rough consolidating and shearing while compressing it with the drainage. In the second type of test, the sample is not drained and in the third type of test, the sample is constantly compressed. This is an example of soil horizons from www.wikipedia.com . A; can be referred to as the colluviums or top soil, B; is the Residual soil that is mature and C; is weathered rock. In most cases, soil deposits become affected by how they are transported to the specific location where they can be found. Understanding the formation and deposition of soils makes it quite easier and understandable especially when it comes to dealing with geotechnics calculations. Clay is composed of several minerals that form structures that look like a sheet which have a length range of 10 x 10 ?7 and 4 x 10?5 and its thickness ranges from 9 x 10?9 and 2x 10?6 and their surface area is large. Through understanding the formation of soils, one can easily understand how different stresses and shears are formed in di fferent phases on a normal circumstance and all this is part of the study of geotechnics (Chen 2010). Stress strain curve diagram. Looking at the curve above, one can easily predict the stability of the soil by measuring the shear strain against its shear strength Cell pressure kN/m2 Deviator stress kN/m2 kN/m2 2 (a). Normal and Over- Consolidated Stratum Normally consolidated stratum is one which is very dense and packed tightly as one goes deep the strata. An over-consolidated clay stratum is one which occurs when water is squeezed out of the ground with

Discrimination Worksheet Essay Example for Free

Discrimination Worksheet Essay †¢ What is discrimination? How is discrimination different from prejudice and stereotyping? Discrimination is unfair treatment to different categories of people based on many things including race, religion, culture, orientation, and so on. Prejudice is, in my terms, judging someone without actually knowing anything about them. Stereotyping is very similar to prejudice but it is widely known groups that people are placed in like jock or nerd. Discrimination is different because you are acting on the hatred you have for people instead of just thinking about it. For example, it is the difference between thinking about killing someone and actually doing it. Discrimination is probably the most hurtful because you are being open about it to someone instead of thinking it to yourself. †¢ What are the causes of discrimination? Many things can cause discrimination. The main thing, I would say, is it is a learned behavior. This means these people who discriminate were probably raised to feel this way towards a certain group of people. What you learn growing up can stay with you for the rest of your life. Here you are a defenseless child who knows nothing but are told to hate a certain group of people, you are going to listen because you were raised to. Then, when you’re older, you will automatically discriminate against this group because you were told to. There is discrimination against people of other races because they have a different skin color which makes them â€Å"different.† There is discrimination against gay people because we don’t understand why they â€Å"choose† to be that way. These are just a couple examples of what causes discrimination. †¢ How is discrimination faced by one identity group (race, ethnicity, religious beliefs, gender, sexual orientation, age, or disability) the same as discrimination faced by another? How are they different? I think discrimination is faced by all groups the same in one way, they are all getting treated unfairly because of their race, ethnicity, religion, etc. I don’t think there is a single person in life, even a white male, who has not experienced some form of discrimination in their lifetime. However, other than that one fact, I think everyone faces discrimination differently. People of different races deal with being called a lot of names. Also, people with different religions get made fun of for what they believe. Women receive a lot of negativity when they try to move up in a company because â€Å"the man† is supposed to. Gay men and women are frequently told they are going to Hell and God doesn’t approve. The funny this is, most gay people I know believe in God and go to church regularly! Discrimination is faced by many different groups in very different ways.

Social Construction Of Race Essay -- Race Racism Ethnicity Essays

Social Construction Of Race In society, race clearly affects one’s life chances. These are the chances of getting opportunities and gaining experience for progression. The social construction of race is based on privileges and availability of resources. Looking at society and the formation of race in a historical context, whites have always held some sort of delusional belief of a â€Å"white-skin privilege.† This advantage grants whites an advantage in society whether one desires it or not. This notion is often commonly referred to as reality.   Ã‚  Ã‚  Ã‚  Ã‚  In order for one to understand how racism has come to be what we know it as today, we must first examine the Constitution of the United States. This document clearly states, â€Å"We the People of the United States.† The question proposed from this statement is, who exactly are â€Å"the People?† The constitution deemed that only free people were considered whole, and ultimately they were the ones the Constitution reflected most positively upon. The rest of the population was considered to be three fifths of a human being. That could be and in fact was interpreted by saying non-free people were only three fifths as important as a property owning white males. In addition to the Constitution, the Declaration of Independence also posed many questions of racism. The Declaration of Independence was written to sever ties in which people were denied their unalienable rights. However, the Constitution was still denying several people of their...

The Cove Analysis

The Cove: Analysis of Rhetorical and Cinematic Strategies The general reason for a documentary is to put forth factual information while attempting to convince the viewing audience of a specific point of view. The film crew behind ‘The Cove’ does this in a way that is informative and accurate, while presenting the information in a manner that allows the viewer to draw their own opinions. ‘The Cove’ follows famous Dolphin Trainer-turned-activist Ric O’Barrey into the dangerous land of Taiji, Japan, where dolphin genocide is occurring.The ‘dolphin trade’ that is taking place kills thousands of dolphins every year. While those behind the dolphin-capture and trade suggest that it is a Japanese tradition to murder dolphins for food and other goods, most of the civilians of Japan are completely oblivious to these affairs. Though many are against it, the phenomenon that is dolphin-capturing has not been stopped. This film makes a point to teach the audience about the events in the cove of Taiji, raise awareness of the inhumane dolphin-slaughter, and gain support and funding to stop the dolphin decimation.In order to persuade viewers to want to fight for the lives of these cetaceans, the film makers and producers use a series of rhetorical strategies, cinematic techniques, and recurring motifs to draw the audience in and capture their hearts with a pitiful and sympathetic understanding. â€Å"The Cove† has caused me to lament with the dolphins living in the cove of Taiji, compelling me to actively attempt to end dolphin-massacre, which is exactly what this successful documentary set out to accomplish.In order to convince the viewers of their point, director Louie Psihoyos and activist Ric O’Barrey use a combination of the rhetorical strategies logos, ethos, and pathos. The most prominent strategy applied in this film was the use of pathos. Pathos is defined as ‘an element in experience or in artistic rep resentation evoking pity or compassion. ’ (Mirriam-Webster) This strategy was first made prevalent as we watched dolphins being held in captivity. Even when they weren’t in their natural habitat, the dolphins were smiling, making an immediate connection with the viewer.Another moment when pathos is instated occurs when Ric emotionally recounts the personal story of the well-known and loved Flipper committing suicide in his arms. Not only does this invoke a sense of emotion in the viewer but it automatically puts us on Ric’s side, as he fights against anyone trying to harm them. The most conspicuous use of pathos is when we actually witness film of the dolphins being treated terribly and coldheartedly murdered by the Japanese dolphin traders.The image of innocent sea creatures being killed, grabbed, and run over by boats instantly lurches the viewing audience into distress, which is the reaction set out to attain by the film makers. The second rhetorical strategy used in this film is logos, or the appeal based on logic or reason (RPI. edu). The film makers present us with this method throughout the movie when statistics about the dolphins are projected on a black screen. This gives viewers straight information that seems unbiased and factual, in a sense that no images or scenes interact with the information given.Logos is also used when Ric is explaining to the viewer that dolphin’s have high levels of mercury. He makes the connection that if the Japanese people knew how high the mercury levels were, they would stop eating them. Also, many people are scammed into eating dolphin while assuming a purchase of another animal. So, the fact that many Japanese citizens have high mercury levels, and in many cases, mercury poisoning, means that dolphins should stop being consumed as a food source. This makes sense based on logic and reason.The last rhetorical strategy used in this film is ethos, or the ‘appeal based on the character of the speaker. An ethos-driven document relies on the reputation of the author. ’ This is obvious throughout the film, as Ric and Louis gain our confidence and trust as valid sources. They are able to attain our certainty by supplying us personal accounts of their scientific background. Also, we find out that Ric O’Barry is one of the most famous dolphin trainers in the world. His connection to the well-known television show, Flipper, puts him in an honest and authentic position in the viewers eye.This film used not only rhetorical strategies to convince the audience of a specific viewpoint, but also well-known cinematic techniques. Because the style of this film is a documentary, the actuality of this film automatically makes it more believable, plausible and realistic. If this was a film only based on true events and used actors or scripted stories, it would be harder to side against the dolphin traders, and seen more as a sad, entertainment type movie. Throughout the movie, the voice of the director or the activists is playing while the clips are being shown.This not only allows them to speak directly with the viewer, but lets beliefs and annotations flow freely. The exposition of a film is ‘background information, regarding setting, characters, and plots. ’ It is important in ‘The Cove’ because an introduction to the matter at hand is necessary, and it also presents the initial position and stance regarding the issue. In the film, montage clips are often used showing dolphins in distress and captivity. These clips are often juxtaposed to scenes of wild and free dolphins, roaming the ocean and jumping through waves.This creates a sense of drama, and gives us something to compare and contrast. It sets up a ‘good and bad’ or ‘right and wrong’ which is important when proving a point. A very common technique used in this film, as in most documentaries, is the interview. Well-qualified scholars and activists, divers, and volunteers were chosen carefully. Interviews can be very helpful when trying to get point across because specific questions can be asked to get certain answers. The setting of an interview is also taken into account. For example, in Ric O’Barry’s interview, we see that there is a dolphin painting in the background.We also can see that he is in a home-like setting. This is easily relatable and makes us think that his life revolves around the small cetaceans. Also, the fact that those being interviewed are all in accordance shows that the view and opinion is shared by many, and is therefore a valid belief. Some of the most persuasive information comes from the repeated structures throughout the movie. Camera angles, lighting, and background sound effects all are chosen carefully and attempt to convince the viewer of a specific attitude. For example, we quickly note that the Japanese dolphin traders are the antagonists of this film.Every shot we see of the man named ‘personal space’ is from a personal camera and tends to be very close-up. The obvious protagonists are the main ‘characters’ because we are able to sympathize with them. A dolphin is shown drowning after taking its last breath. Once this scene is over, the camera turns to the two divers, and shows that their faces are filled with sorrow. Concurrently, we see the men laughing as dolphin is drowning right in front of them. These scenes were not chosen at random, but rather were selected to further intensify the cruelty of the traders and capitalize on the glory that we see in our narrators.Lighting has a large part in the mood of a film. Whenever the editor’s want us to view something as ‘bad’, shots that are dark, dramatic, or in night vision are shown. This contrasts the bright colors and lights that accompany our dolphin heros in scenes and interviews. The music and sound effects also affect the manner of a film. For i nstance, whenever we were meant to feel happy, aquarium music would play, as opposed to the deep and dark lighthouse bells ringing when the dolphin cove was on screen. I believe that the most effective technique used in this film was the feeling of suspense.Many of the images were captured through ‘hidden camera. ’ This provides a sense of reality and lets us know for a fact that what we are seeing is raw film. Also, the sense of secrecy reveals how urgent this situation is. Although this, in my opinion, was the most persuasive, the combination of every strategy was necessary to the documentary’s success. This film was able to use cinematic and filmography techniques along with a strong sense of rhetoric to generally convince the viewers of the makers’ beliefs and point of view on the topic at hand.

Fear of Failure in Athletes

Fear of failure is the motive to avoid failure in achievement situations. It is not difficult to imagine a Division I college basketball athlete at the foul line, with no time left on the clock and a tied score. Is it the fear of failure or the achievement of success that determines whether the athlete will make the shot? Athletes of all levels and abilities fear failure, because of different experiences and developments. The fear of failure can be developed for a number of reasons and how the athlete copes with failure determines their success.A multidimensional, hierarchal model of fear of failure was created by David Conroy to attempt to analyze the different consequences of failing that lead to the fear of failure. Fear of failure can be represented in a hierarchal structure with five lower order factors and a single higher order factor, representing a general fear of failure. The five lower order fears of failing include fears of experiencing shame and embarrassment, fears of de valuing one’s self estimate, fears of having an uncertain future, fears of important others losing interest, and fears of upsetting important others (Conroy 2004).These fears show similar patterns with measures of self-talk, achievement goals, and contextual motivation. To investigate whether the hierarchal model was similar to the previous mentioned measures Conroy conducted a study between two different groups of athletes. Conroy chose 438 students from a large university that were engaged in recreational physical activities to complete the Performance Failure Appraisal Inventory. He also chose 71 female members of a Division I track team to complete the Performance Failure Appraisal Inventory, Achievement Goal Questionnaire for Sport, and the Sport Motivation Scale.Conroy found that all lower order fear of failure scores exhibited the same pattern of correlations with scores for self-talk while failing, achievement goals, and contextual motivation. Conroy learned that when the individuals thought they were going to fail, they reacted in a manner that resembled the original consequences they fear. The findings of this study suggest that different forms of fear of failure vary in their maladaptiveness. Fears are generally accepted as a standard during childhood and are considered an adaptive emotional reaction to threat.Therefore, it is acceptable to assume that fear of failure is developed during an athletes childhood. Three factors have been associated with the development of children’s fear of failure, parent-child communication and interaction, family climate, and parental high expectations and demands (Sagar 2009). To learn whether young athletes’ fear of failure comes from their parents Sagar conducted interviews on three families of young elite athletes. The athletes were 13 to 14 years old and competing at national or international levels.The interviews and observations were conducted with one family at a time during a three to fo ur week period. The results helped to better understand how the fear of failure was conveyed between parents and athletes. Sagar’s findings revealed failure was conveyed through parental punitive behavior, parental controlling behavior, and parental high expectations. The most common fears of failure reported were fears of others’ negative judgment, of not attaining aspirations, and of non-selection to future competitions.Sagar proved that parental view of failure influences the way young athletes view and interpret fear of failure. Sagar decided to further her research and initiate a study that would explain whether educational programs could help the parent-child relationships, thereby, helping to reduce the athletes’ fear of failure. Sagar comprised two separate programs that taught parents about the fear of failure and their importance in the development of their child’s fear of failure.A questionnaire administered after the program showed that the pa rents reduced their punitive behaviors and adopted more favorable ways of reacting to their child’s failures. The programs helped the parents to improve the condition of their interaction with their children and reduce the children’s levels of fear of failure. The cognitive-behavioral techniques used were proved helpful and could be implemented to other athletes to help reduce the children’s levels of fear of failure. One of the ongoing debates within the research is whether athletes fear failure or the consequences of failure.It is obvious that athletes interpret winning as a standard for success and losing as a standard for failing, but failure can be interpreted by the athlete’s perception of failure. Sagar conducted a study to distinguish what specifically athletes fear about failure. She interviewed nine British elite athletes aged 14-17 years old. Sagar asked questions concerning the athletes’ perceptions of consequences of failure. Examples of questions included, â€Å"tell me how you behaved after that failure† and â€Å"describe how you felt after that failure. The athletes described the consequences of failure as diminished perception of self, no sense of achievement, emotional cost of failure, letting down significant others, negative social evaluation, lose motivation and drop out, tangible losses, have an uncertain future, having reoccurring thoughts of failure, and intangible losses (Sagar 2007). The consequences that were perceived by all nine athletes were diminished perception of self, no sense of achievement, and emotional cost of failure. The athletes described consequences of failure that they disliked and wanted to avoid and deemed them as threats that they anticipated and feared.Multiple athletes reported a loss of motivation after failure, which in turn means failure could prevent athletes from reaching their potential. Furthermore, it is logical to assume that fear of failure can potentially by harmful to athletes’ performances, as fear of failure itself might be a threat to achieving their desired goal. Effective coping responses to fear of failure are exceptionally important in athletes. Athletes who do not posses effective coping skills to deal with situations that involve failure and are likely to experience negative effects such as, poor performance or the possibility of dropping out of the sport (Sagar 2009).Sagar created an experiment to examine the effects of fear of failure on athletes and how the athletes coped with the effects that fear of failure induced before competition. Sagar interviewed nine British athletes aged 14-17 years old that were competing at the national level and had experience competing at the international level. The interview allowed each athlete to individually relate to his or her own experiences in a free and open manner. The athletes were asked questions aimed to determine their perceptions of failure in sport, how their fears aff ected them, and how they coped with their fears.All of the athletes perceived failure as outcome oriented, such as losing, not winning, or getting beaten. The athletes described their coping strategies as mental disengagement, try not to let fear of failure affect them, become quiet and seek isolation, not talking about fear of failure, humor, chilling out, positive self-talk, positive reinterpretation, lowering goals, seeking emotional social support, increasing effort to prevent failure, and confronting their fears. All of the athletes that were interviewed identified with mental disengagement.Although, not all of the strategies identified are effective responses to the fear of failure. For example, increasing effort to prevent failure included increased training by athletes. Increased training can lead to overtraining, a possible source of burnout, which could accidentally lead to athletes’ withdrawal of the sport. Despite the fact that some of the athletes viewed increase d training as a positive outcome of fear of failure, increased training may not be an effective response to fear of failure. Therefore, athletes engaged in both effective and ineffective coping strategies to deal with the effects of failure before competition.Individuals high in fear of failure utilize self-regulatory strategies that can be harmful to their athletic performance, well being, and interpersonal behavior (Sagar 2009). Therefore, Sagar created a study to investigate whether fear of failure predicts antisocial behavior in the university and sport contexts, and whether sex compromises this prediction. Sagar interviewed 176 male students and 155 female students from 2 British universities, with an average age of 20. 11 years. The athletes had been competing for their schools for an average of 1. 80 years.Sagar used three different analyses to measure fear of failure antisocial behavior in sport, and antisocial behavior in university. The study showed, on average, antisocial university behavior occurred rarely for males and never to rarely for females, whereas antisocial behavior in sport occurred rarely to sometimes for males and rarely for females. The strongest fear reported for both sexes was experiencing shame and embarrassment. The weakest fear reported by males was the fear of devaluing one’s self estimate and for females the weakest fear reported was important others losing interest.Further analysis of fear of failure revealed that several significant differences occurred between male and females, but there was not a significant difference between sexes involving antisocial behavior. The study shows that fear of failure may contribute to more frequent student engagement in antisocial behavior in the university and sport contexts. The fact that males are more competitive and have a greater desire to win could explain the sex differences within the fear of failure. Thus, this study suggests that fear of failure might increase the frequency of antisocial behavior.The tendency to approach success is a function of the person’s motive to approach success as well as the situational factors (Gill 2008). Most athletes that participate in sports do so, because they want to achieve something. Although, to be able to achieve something, you must get past a fear of failure. Researching aspects of motivations regarding orientations and achievement can further understand how an athlete deals with fear of failure. In general, someone that is task oriented, rather than outcome oriented will have less fears of failure (Weinberg & Gould 2007).Focusing on personal performance can lead to greater control, more motivation, and less fear of failure. A task-oriented person has high perceptions of their own competence, so it is easier for them to feel good about themselves and not worry about failure. Those who are outcome oriented have lower perceptions of their competence. Therefore, they are more likely to give less effort to prot ect their self worth. Martin and Marsh (2003) concluded that fear of failure may be viewed as a friend or a foe, â€Å"a friend of sorts, but not a very good one†¦ [or as] a foe, but with some self-protective advantages. Research surrounding all aspects is still not extensive enough to draw strong conclusions about how fear or failure develops or how to treat fear of failure. Although, ignoring fear of failure and the problems associated with fear of failure could have negative consequences for individuals in achievement settings. Researchers should be encouraged to continue studying the coping behaviors of athletes in various age groups and investigate how people who play important roles in the lives and in the development of young elite athletes contribute to their development of fear of failure.Further research will inform prevention, assessment, diagnosis, and possibly the treatment of fear of failure in sports. References Conroy, D. E. , (2004). The unique psychological m eanings of multidimensional fears of failing. Journal of Clinical Sport & Exercise Psychology, 26, 484-491. Gill, D. , & Williams, L. , (2008). Motivational Orientations: Achievement and Competitiveness. Martin, A. J. , Marsh, H. W. (2003). Fear of failure: Friend of foe?. Australian Psychologist, 38, 31-38. Sagar, S. S. , Boardley, I. D. , Kavussanu, M. (2011). Fear of failure and student athletes’ interpersonal antisocial behavior in education and sport.British Journal of Educational Psychology, 81, 391-408. Sagar, S. S. , (2009). Fear of failure in youth sport: Building on the momentum of the new research. Sport & Exercise Psychological Review, 5, 5-15. Sagar, S. S. , Lavallee, D. , Spray, C. M. (2009). Coping with the effects of fear of failure: A preliminary investigation of young elite athletes. Journal of Clinical Sports Psychology, 3 73-98. Sagar, S. S. , Lavallee, D. , Spray, C. M. (2007). Why young athletes fear failure: Consequences of failure. Journal of Sports Sc iences, 25, 1171-1184. Weinberg, R. , Gould, D. , (2007). Motivation.

Chapter 2 The Employment Law Toolkit Essays - Labour Law

Chapter 2 The Employment Law Toolkit Essays - Labour Law Chapter 2 The Employment Law Toolkit: Resources for Understanding the Law and Recurring Legal Concepts Notes: Guide to Reading Cases (43): -Stare Decisis and Precedent: oOnce a judge renders a decision in a case it is followed in that jurisdiction the case thus becomes precedent for future cases involving that issue oFederal Courts consist of trial courts (US District Court for a particular district), courts of speak (US Circuit Court), and the US Supreme Court Supreme Court decisions apply to all jurisdictions District they can look to other jurisdictions if no precedent has been set they are not bound to follow it oStates have court systems parallel to the federal court system trial court, intermediate court of appeals, and a state supreme court Once the case is decided by the state supreme court, it can be heard by the US Supreme Court if there is a basis for appealing it to that court oFederal side, once a case is heard by the US Supreme Court, here is no other court to which it can be appealed If they dont keep with the laws intended purpose, Congress can pass a law that reflects that determination -Understanding the Case Information: oPlantiff (one suing): one who brings a civil action in court (district level) oDefendant (one being sued): one against who the case is brought (district level) oCourt of appeals or Supreme Court level, the first name reflects who appealed Appellant: one who brings an appeal Appellee: one against whom an appeal is brought oSupreme Court Level Petitioner: One who appeals a case to the Supreme Court Respondent: one against whom a case is appealed at the Supreme Court oUnder the case name is a case citation, full case can be located in a law reporter with it Federal Reporters contain the cases of the US Circuit Courts of Appeal from across the country Federal Supplement Reporters, contains US district court cases oJudge or justice judge oversees the lower courts, higher courts is justices CJ stands for chief justice oLegal terms legalese oIf the case is a trial decision by the district court based on the merits of the claim, the court will provide relief either for the plaintiff or the defendant oMotion to Dismiss: request by a defendant for the court to dismiss the plaintiffs case Court will decide that issue and say either that the motion to dismiss is granted or that it is denied (can be appealed to the next court) oMotion for Summary Judgment: defenders request for the court to rule on the plaintiffs case based on the documents submitted, alleging there are no triable issues of fact to be decided If dismissed, the court has determined that there is a need for the case to proceed to trial (can be appealed) oAppellate court the appeal must be based on errors of law oRemand is an order by the court of appeals to the lower court telling it to take the case back oPer curiam brief decision by the court, and is not issued by a particular judge -Prima Facie Case oCase of Action: right provided by law for a party to sue for remedies when certain legal rights is violated oPrima Facie Case: the evidence that fits each requirement of a case of action Claimant established a prima facie case, then the claim may advance Employment-At-Will Concepts (47): -Wrongful Discharge and the Employment-at-Will Doctrine oAt-Will Employment: an employment relationship where there is no contractual obligation to remain in the relationships; either party may terminate the relationship at any time, for any reason, as long as the reason is not prohibited by law, such as discriminatory purposes Excluded: government employees, employees under a collectable bargaining agreement, or employees who have an individual contract with their employer oEmployer is only prohibited from terminating employees based on what the law dictates Any terminated at-will employee may bring suit against the employer, seeking reinstatement or compensatory and punitive damages for the losses suffered on the basis of unjust dismissal or wrongful termination oState by state approach to addressing the exceptions to the at-will doctrine Default rule in 40 out of 50 states, with Montana holding out -Exceptions to the At-Will Doctrine oViolation of some recognized public policy, were the employer breaches an implied covenant of good faith and fair dealing, or where an implied contract or implied promise to the employee was breached (promissory estoppel) 65% of the workforce is covered by the at-will doctrine Ohio: Implied Contract (yes), Public Policy (yes),

11 Habits of Successful People

11 Habits of Successful People Ever wonder what all those rich and powerful people have in common? Ever wonder how they got where they were? Or whether you have what it takes to end up among them? Or maybe you have a bad idea of what it means to be powerful and worry that you’re too nice a person for the job. Well, rest assured. Nice guys can finish first. Here are 11 habits of successful people. Start cultivating them now, and see how far you can go.1. Don’t wait to be promoted to be a leaderLeadership is not about the title on your business card. So don’t wait to get that title before you start actually leading. Power and authority are not the same thing. Try leading without being a boss.2. Be graciously disruptiveDon’t just accept the status quo because no one else seems to be questioning it. Don’t be afraid to ask the question that comes to you. Ask â€Å"what if†¦Ã¢â‚¬  and â€Å"why not†¦Ã¢â‚¬  Think outside the box and gently express your best ideas, and you could think your way to real innovation and improvement. Plus, you’ll impress your colleagues in the process.3. Think for yourselfForm your own opinions based on fact and what you know, rather than what you think- or have been accustomed to thinking. Always keep an open mind and be willing to change your mind when you have good reason to. Do this, and you can trust the little voice inside your head when it really matters.4. Focus on the big stuffDon’t get distracted by the small and trivial stuff. Cut through the noise and focus on what matters most, and what is most important. Speak up when you have something truly meaningful to say. Do the big thing first and best. You’ll build a reputation for insight and trustworthiness, at the least.5. Master conflictConflict happens. The only thing we can change or anticipate is our reaction to it when it does. Rather than shirking away from conflict, or seeking it out, try the middle path. When it hits, react to it withou t emotional entanglement. Face the situation directly and humbly, without being defensive or hysterical. You’ll find conflict can actually be incredibly productive, when you face it this maturely.6. Cause conversationThis is a hard one to practice, but if you have the talent for making people listen (and saying things worth listening to), then you can be the kind of influencer who opens her mouth and inspires.7. Know thyselfTrue power means not being blind to your own weaknesses. Position yourself to wield your strengths in the best possible way, and that means also owning your weaknesses and finding out how to grow from them.8. NetworkDon’t be the mercenary networker who drops contacts like a hot potato when they prove no longer useful. True power comes from building a solid and strong community. Develop and grow your network. Keep up contact with your connections’ connections. Treat everyone with respect and dignity and then you can all help each other work to gether to succeed.9. Ask for helpAsking for help is almost never a sign of weakness- quite the contrary. True leaders know when to delegate, when to ask for expert advice, when to take a step back for better perspective. Ironically, you’ll prove your lack of insecurity by putting the project ahead of your own ego.10. Believe in yourselfThis doesn’t mean neglecting to do all the hard work, but it does mean believing in your own power to achieve your dreams. Keep yourself driven and inspired and you’ll stand a good chance of actually meeting your biggest goals.11. Do it todayIf you have the mind set, the training, the inspiration, and the passion, why wait? The perfect opportunity to show off your leadership skills and start growing your power may never be handed to you on a silver platter. Start now. Strengthen your power muscles any chance you get, and actively seek out the opportunities to show them off.

Angelica Kauffmann PowerPoint Presentation Example | Topics and Well Written Essays - 2000 words

Angelica Kauffmann - PowerPoint Presentation Example According to Sortais (1910): Angelica showed a great aptitude for music and singing, and some of her fathers friends strongly urged her to give up painting, but in vain. This episode in her life she has represented in a picture, showing herself, between Painting and Music, bidding farewell to Music. There was no question it was in painting that she showed much progress. And before she even completed her twelfth year, she had become a notability, with bishops and nobles for her sitters. The bishop of Milan summoned her to paint his portrait. Due to her immense talent and personal charms, Francis the III of Este, Duke of Modena and Governor of Milan, declared himself her protector. Also, Cardinal Roth invited her to Constance and commissioned her to paint his portrait (Sortais 1910). Kauffman lost her father in 1782; and in 1795, her husband. These blows to her personal life did not deter her to continue with her passion in painting and continued at intervals to contribute to the Royal Academy of Painting and Sculpture, the academy’s purpose of which is to professionalize the artists working for the French court and give them a stamp of approval, her last exhibit being in 1797. She has produced a few of her works after this time. On a fateful day, November 5, 1807, she died in Rome. She was honored by a wonderful funeral under the direction of Canova, an Italian sculptor who became famous for his marble sculptures. Numerous prominent personalities were in attendance during her funeral procession, following her to her tomb, including the entire Academy of St. Luke, several ecclesiastics and virtuosi, with two of her pictures carried in procession. Kauffman was an advocate of neo-classicism in her works. What neo-classicism depends on most fundamentally is a consensus about a body of work that has achieved canonic status, or that which asserts a compendium of the greatest works of artistic merit