Book Review: the Protector Essay

The Protector is about a firefighter named Jack O’Malley, and his ‘family’ of seven people orphaned as teens who basically adopted each other and who all changed there sir name to O’Malley. Jack O’Malley is a firefighter who has seen so many wrecks and fires he has lost count, but the arsonist who is treading on he, and his fellow firefighters lives, he knows his task at hand, to stop the arsonist in its tracks before he ends up killing one of his own. Cole, the arson investigator is worried, but wont admit that to anyone, but with the arson’s escalating, he has an uneasy feeling of what the future holds. The arsonist is leaving signs, murals painted on the walls with the words murderer, and killer, and popcorn at every scene. When Cassie, a firefighter who took a break from her job after being severely burned at a nursing home fire that had been ruled as the first arson fire, witnesses the arsonist in the act, she is put in danger and it’s Jack and Cole’s job to protect her. After Cassie see’s the arsonist, she decides she has to go back to work, and she has to help in anyway she can to catch this arsonist, starting with trying to figure out who she had seen, knowing she had seen him before. I think that the author, Dee Henderson, wrote this book very well. Henderson has an amazing way of showing the emotion f the characters she is portraying on her writings. I feel as though Henderson has a way of writing that warms your heart, making it seem like you are in the book too, or as though you are watching the story unfold around you. â€Å"The new year is eighteen minutes away. â€Å"†Come kiss me awake in seventeen minutes. â€Å"She blinked at that lazy suggestion, gave a quick grin, and dropped Benji on his chest. He opened one eye to look up at her as he settled his hand lightly on the kitten. â€Å"That’s a no? â€Å"She smiled. She was looking forward to dating him, but she was smart enough to know he’d value more what he had to work at. For example when reading the above excerpt from the book, she writes it so hate you can mentally visualize Cassie sitting with Benji, her cat, on her chest and Jack asking her to kiss him awake for new years. You can really feel what Cassie is saying when she says that she was looking forward to dating Jack, but is making him work for it so he will value it more. I feel as though this book is an overall good read, it shows traces of how God is working in each of the main characters lives and how he is present in there hearts, but it is not in your face about God. The book was definitely a page turner, it took me about a day to read the 333 page book, I was hooked from about the third chapter and just could not put it down until I was finished. I think that this book would be a great book for young adults to read, the book is a really interesting book, and I would recommend any christian no matter where in there walk with God, to read this inspiring book about Jack O’Malley, the main character in this book, and his family of seven orphaned and abandoned teens who became a family, and changed there sir to O’Malley .

A Visit to a Buddhist Temple

A visit to a Buddhist temple for a service is a chance for a new experience and to expand personal cultural horizons. I approached with an open mind on learning and experiencing what exactly the service had to offer. The service started at 9:30 and was very quiet. People just came in and knelt on the floor or sat in benched towards the back of the room. The front of the room was open and most people just went up and sat or knelt on the floor. There were some alters to a few gods. There were flowers, candles and incense burning at the front of the room. The service opened up with one and half hours of meditation.A time for reflection and prayer. At about 11:00 one of the monks went to the front and knelt facing the congregation. People sat up and faced him. The monk gave a long talk on the feelings of others and how we all should be considerate of those feelings. He spoke on the source of strength as the time one spends in meditation. He spoke for nearly an hour. (Brooke). Then severa l monks began chanting and coming from the back of the temple and marched to the front – others from the congregation began to join them. They were carrying various flowers, vegetables and incense burners.Some were also carrying incense which was not burning yet. hey replaced the older flowers with fresh and put food around the alter. They also put out more incense. When finished people began leaving. That was the entire service lasted about three hours. The people are very reflective on how they impact those around them. It was nice to see how other cultures worship. I was glad to take part and visit this new world. Bibliography Brooke, Cynthia. â€Å"Heartland Sangha: American Buddhism. † Heartland Sangha: What is they do? 1. 108 Aug 2001 1. 19 Feb 2009 .

The Effectiveness of the Blackboard Learning System as an Online Research Paper

The Effectiveness of the Blackboard Learning System as an Online Education Tool - Research Paper Example Objectives The objectives of this study are: To conduct a literature review of Blackboard and its position in virtual learning environments. To conduct a survey among students at UNSW in order to measure the overall effectiveness of current Blackboard’s features. To determine the best and worst features of Blackboard. To make recommendations based on the research findings on improvements that can be made to enhance the effectiveness of Blackboard as an online education tool. Literature review Blackboard is one of the interfaces used in provision of online education or distance learning, usually referred to as virtual learning environment. The basic features of all virtual learning environment models are that they are based on the web and use certain tools to ensure two-way interaction is possible. They also feature a content management system. Besides these, they simulate traditional classroom delivery concepts of education in terms of instruction, assessment, discussions and homework assignments among other features. The basic goal of all virtual learning environment models is to make the learning experience in online education as interactive as possible. Some of the tools used to achieve this are aimed at enhancing communication, uploading and downloading course content and supportive material, class administration, instructor assessment, self evaluation assessment tools through automatic scoring and online questionnaires among other profound tools like three-dimensional environments and use of emoticons to promote interaction (Iskander, 2007). Blackboard has a suite of applications that are supported by Blackboard Global Solutions to enable efficient and integrated planning and implementation of the desired system for... The intention of this study is blackboard as one of the interfaces used in provision of online education or distance learning, usually referred to as virtual learning environment. The basic features of all virtual learning environment models are that they are based on the web and use certain tools to ensure two-way interaction is possible. They also feature a content management system. Besides these, they simulate traditional classroom delivery concepts of education in terms of instruction, assessment, discussions and homework assignments among other features. The basic goal of all virtual learning environment models is to make the learning experience in online education as interactive as possible. Some of the tools used to achieve this are aimed at enhancing communication, uploading and downloading course content and supportive material, class administration, instructor assessment, self evaluation assessment tools through automatic scoring and online questionnaires among other profo und tools like three-dimensional environments and use of emoticons to promote interaction. Blackboard has a suite of applications that are supported by Blackboard Global Solutions to enable efficient and integrated planning and implementation of the desired system for clients. The applications by Blackboard include Blackboard learning system, Blackboard content system, Blackboard portal system and Blackboard transaction system. The Blackboard learning system is utilized by organizations in the use of the internet as an effective instructional system.

Current International Debt Crisis (Greece Crisis) Essay

Current International Debt Crisis (Greece Crisis) - Essay Example The countries had fallen into a debt trap and there was problem of cash crunch and liquidity crisis in the banking sector. Thus the Euro zone faced both fiscal and monetary policy problems along with a slowdown of the economies. The main reason behind this is the common monetary policy that these countries have owning to the adoption of the Euro currency across the entire zone but different fiscal policies for each of the countries. The countries of this zone had decided to limit their borrowings to a certain designated level but they could not restrict the borrowings to that level (Feldstein, 1997, p.31). Thus there was a problem of convergence for all the countries that came under this zone. Spain Economy before and after the Crisis Since the year 2004, in the post election era, the economy of Spain has experienced a steady growth rate. This was followed with a boom in the housing market clubbed with a hike in the oil prices. However, the trade deficit of the country continued to i ncrease along with an increase in the rates of inflation. The housing bubble that took place in Spain faced a set back and the country fell into a complete debt trap which led to this financial crisis. This continued till 2011, with the trade deficit accounting for, as high as 8.5% of the GDP. The country faced a rating downgrade along with the crisis in the banking sector due to shortage of liquidity. The growth rate of Spain encountered a sharp decline from the year 2008, in the post financial crisis period of the US. From the above graph it is evident that the growth rate of the country started falling drastically after this period and hit the bottom in the year 2009. However, even after recovering from it in 2011 it again faced a jolt in the pre 2012 period owing to the euro zone crisis (Weisbrot and Montecino, 2010, p. 9). The reasons behind this fall in the growth rates was the over valuation of the exports of the country, the attempts of the government of Spain to cut the spe nding and the bursting of the housing market bubble. During the 2004, post election period, the country had faced a decrease in the unemployment rate which reflected the prosperity of the economy of Spain. However the rate of unemployed rose sharply and reached the peak in 27.2 % in March 2013 and it had mainly affected the youth of the country. The lack of flexibility in the labour market was the chief reason for such employment conditions. The above graph shows that the Spanish government has presented a deficit budget since the year 2009 and this budget deficit was 9.4% in 2012. This had happened mainly because of the huge debt burden that the country had entangled itself into. The country had to provide for the high percentage of unemployed people in the country (Tremlett, 2011, p.1). Along with this the tax revenue also decreased due to the presence of recession in the economy. The debt that the government of Spain owed also had a drastic increase which is shown in the graph be low. The condition of the monetary system of Spain was such that the rate of interest for long term bonds was at 7% which almost touched the critical level. The Spanish government did not have the capacity for Seigniorage. Hence the Spanish money markets faced with the problem of liquidity which in turn increased the rates of interests. The inflation rate also went below the critical level marked in

The Environmental movement Essay Example | Topics and Well Written Essays - 1000 words

The Environmental movement - Essay Example However, in order to break media silence especially on environmental issues in the period of 1970s, Greenpeace had adopted as well as executed certain remedial measures or strategies. It can be apparently observed in this similar concern that the outrageous stunts and the protest slogans made by Greenpeace in the form of effective strategies eventually supported it to break media silence of environmental issues in the period of 1970s by a certain degree. In addition, there also exist certain other strategies of Greenpeace that ultimately turned it to be the most renowned asset in conducting worldwide environmental movement. It can be affirmed from a broader outlook that the activities pertaining to incessant anti-nuclear efforts by Greenpeace in early 1970s in terms of protesting nuclear tests by the French is one of the important strategies that might have broken the media silence particularly on environmental issues by a considerable level. Apart from making deliberate efforts in p rotesting nuclear tests, Greenpeace made significant approaches towards conducting attractive as well as logical campaigns based on environmental concern. From the very beginning, it can be viewed that Greenpeace paid utmost attention towards addressing and mitigating every environmental issue by a greater level. Greenpeace can be duly considered as a top-down based organisation which fundamentally follows decision-making procedure based on corporations or military. Thus, the adoption of effective decisions based on the aforesaid aspects ultimately assisted Greenpeace to devise effectual environmental strategies resulting in breaking media silence on environmental issues at large. Another general tactic or strategy which can be viewed to be adopted as well as executed by Greenpeace was raising greater awareness to the public concerning the environmental issues through media. In this regard, appealing for gaining public support can also be regarded as the other strategy of Greenpeace towards mitigating environmental issues in the period of 1970s (Campbell, 2004; CBC, 2013). 2. How Do You Explain the ‘Institutionalisation’ of the

The New Deal for 18-24 year olds (New labour deal) Essay

The New Deal for 18-24 year olds (New labour deal) - Essay Example It offers help for 18-24 year olds who have been unemployed for about six months. Its ultimate aim is to reduce employment by helping young people to get jobs and assist them in many other possible ways. Everyone on New Deal gets a personal adviser who is his or her point of contact throughout the programme. The personal adviser is appointed to understand you, let you share your experiences, interests and goals. The idea is to get you into a suitable job. Its aim is to meet your needs of finding and keeping a job, or becoming self-employed. New Deal for Young People gives you a chance to take the skills and experience you may have already and polish them to create better opportunities for work. New Deal help people with job search, skills acquisition, work experience, and so on. The main aim for the deal was to reduce the unemployment outflow rates, and how far it has succeeded in this aim will remain dependent on the facts and figure to decide. According to the research by (Anderton bob, Riley Rebecca and Young Garry, 1999) 1. While unemployment was lower in the first half of 1998 than it had been in the first half of 1996 for all age and duration categories, it had fallen by more in the pathfinder than the comparison areas. The largest relative decline was for 18-24year olds who had been unemployed for more than 6 months (the target group). ... 2. Outflows from unemployment in the pathfinder areas relative to the comparison areas clearly rose for the target group. There is also evidence of a rise in relative outflows of older long term unemployed. 3. Outflow rates from unemployment were generally higher in the first half of 1998 compared to the first half of 1996. The outflow rates of the target group rose substantially in the pathfinder areas. 4. While outflow rates were generally higher in the first half of 1998 than two years earlier, the increase was more marked in the pathfinder areas for virtually all age and duration categories. 5. Inflows to unemployment were generally lower in the first half of 1998 compared to the first half of 1996. This pattern was common to both the pathfinder and comparison areas. Another briefing (Briefing document, May 2004) argues that the New Deal has, overall, been successful. It discuss that however there have been some successes but that was in some part of the country. It mainly focuses on some major groups, more particularly the black ethnic groups has gain less from the new deal than any one else. It states that Britain has the problem of racial inequality in employment. "Black and minority ethnic people are more than twice as likely to be unemployed as white British people. There is a gap of nearly 17 percentage points in employment rates." Says the report. According to (tutor2u) Data on New Deal, participants published in the autumn of 2000 showed that up to the end of July 2000, over 518,000 people had passed through the New Deal scheme, 402,000 have left leaving 116,000 currently on the programme. 237,040 young people had entered employment. Of which 180,600 were in sustained jobs, and 56,440 in jobs lasting less than 13 weeks. 79,000

Valencia and Tales of the City Essay Example | Topics and Well Written Essays - 1000 words

Valencia and Tales of the City - Essay Example Valencia and Tales of the City Lassister and say that I won’t be in on Monday† (Goupil and Josh 122), she tells her mother, indicating the impulsive nature of her decision. In Valencia, Michelle Tea is also impulsive, and self indulgent, especially with her job choices and quits many of her jobs then hops onto other jobs. She moves in confusion from one job to another. She falls in love with a succession of girls, going onto the next one as soon as she left the earlier girlfriend. At one point, she even turns to prostitution just for the fun of it. She attends gay marches and parties with regular abandon, usually at the slightest encouragement. Michelle also cannot keep a job and quits jobs at a moment’s notice. Both Mary-Ann Singleton and Michelle Tea have eccentric friends. Mary Ann has an eccentric collection of friends. Mona who describes herself as a fag hag helps her get a job. Mona’s best pal is a gay man called Mouse, who also becomes her friend and is in constant search for love in gay bars. Another of her acquaintances is her landlady Mrs. Madrigal whose past is as mysterious as her eccentric behavior and marijuana growing obsession. Her boss is Edgar Halcyon, whose miserable daughter is married to an adulterous man, Beauchamp. Beauchamp has an affair with Mrs. Madrigal. Norman, a vitamin hawking nerd, takes care of his pal’s young daughter and Mary befriends him, as he seems more left field than she is. Michelle Tea has similar eccentric friends. Petra is a revelation to Tea’s thrilling side as she is a knife brandishing bossy girl, who is a lesbian. Willa is depressive and refuses to strip her clothes of even when they are caught in the moment’s passion. Iris, on the other hand, is described is a scrumptious girl from Georgia who Michelle falls head over heels for before realizing that she is not what she had first deciphered of her. Michelle Tea and Mary-Ann Singleton both have dramatic relationships with girlfriends and family. Te a was in love with Iris, and all was going well for them. When she meets Willa, she tries to sleep with her despite the fact that she loves Iris and that she knew Willa deeply loved Ashley. When Laurel came in to the picture with claiming that she loved Iris, this made the main character confused with the situation. The main character had to get drunk to muster the necessary courage to tell Iris that they had to break up since Laurel was a friend to the main character; the main character is sacrificing her love for Iris for her friendship with Laurel. However, this does not go according to plan since the main character is moved by the love that Iris has for her, she cried her heart out to the main character telling her that she liked her and wanted to continue going out with her. â€Å"Laurel is in love with you. She’s my friend. What? Iris looked seriously confused. She had just started smoking again and pulled an American spirit from a mangled blue pack. But I don’t want not to go out with you, she said. I like you so much. Maybe she was crying now too, I like you more than anything.† When Laurel heard of this, she gave the main character a big shrug that signified her disgust at her. Laurel had a stable and responsible job working for a software company that was located in Berkeley while the main character was a poet (Goupil and Josh 124). Mary Ann Singleton’s relationships are no less dramatic. However, unlike Michele, she does not engage in errant sexual relationships with her acquaintances. She instead tries to get to know them better and

Testing Required When Applying for a CE Mark for a Medical Device Essay

Testing Required When Applying for a CE Mark for a Medical Device - Essay Example The use of a PE tube is used to hold the cement after sterilization per prescribed, typical methods contained in the standards. The cement is mixed and inserted into the tube to a level flush with the tube. The cement used in a fresh state prior to implanting is also tested for microbiological contamination. As the testing requires a tube to contain the cement for testing a like size rod of equal diameter and length and sanitized per normal procedures will be used as the control. For long term testing of in bone, which is what is required in test the effects of the cement which will be used long term in actual application, selection of the species for test and control is contained in Figure 1 below: Implantation will be done through normally accepted surgical method including shaving the insertion area and thorough antiseptic cleaning of the area and surgery to implant should be performed to minimize any trauma to the area. After insertion sutures are used to close the site and ensure tubes do not loosen or move. After surgery observation is conducted of the test species at appropriate intervals to note and record per 3.3.4 of the standard â€Å"any abnormal findings, including local, systemic and behavioural abnormalities† (p. 5). At the completion of the testing period, in this case 78 weeks the animals will be euthanized humanely in order to determine the biological response of the test area to the prolonged contact with the cement â€Å"by grading and documenting the macroscopic and histopathological test responses as a function of time† (p. 5) and comparing it with the control material (the rods) and the surrounding area. The examination will be facilitated by use of a low magnification lens of each test site material. After all of these results have been documented, the test and control tubes and rods and the surround tissue/bone shall

Flight 1862 Report Case Study Example | Topics and Well Written Essays - 2000 words

Flight 1862 Report - Case Study Example The Captain Yitzhak Fuchs, First Officer Arnon Ohad, and Flight Engineer Gedalya Sofer were on board. Anat Solomon, who happened to be the only passenger on board, was an employee of E1 A1 traveling to Tel Aviv to be married to a colleague. (El Al Flight 1862 retrieved from http://en.wikipedia.org/wiki/El_Al_Flight_1862) Flight 1862 was originally scheduled to depart at 5:30 PM, but the departure was delayed till 6:20 PM. At 6:22 PM, Flight 1862 took its departed from runway 01L on a northerly heading. Immediately it went away from the runway, it turned to the right so as to follow the Pampus departure route, with the help of the Pampus VOR/DME navigation station. Soon after the turn, at 6:27 pm, just above the Gooimeer, a lake somewhere near Amsterdam, a very sharp bang was heard above while Flight 1862 was climbing through 6500 feet. Engine 3 was separated from the right wing of the aircraft, and thereby damaging the wing flaps, and struck engine 4 in the process, and this separated it from the wing. The two engines fell off from the plane, attracting the attention of some pleasure boaters who had been taken aback by the loud noise. The Netherlands Coast Guard was immediately notified by the boaters of two strange objects they had seen falling from the sky. A mayday call was made by Captain Fuchs to the control tower and made indications that he wanted to return to Schiphol. At exactly 6:28:45 PM, the captain reported that they had lost the number 3 and number 4 engine, number 3 and number 4 engine. Personnel information The flight crew included the captain, the first officer, and the flight engineer. A review of the qualifications and background of the flight crew revealed that the captain was 59 years old, held an Israeli airline transport license. The flight captain had 25,000 hours total flying time, and 9,500 hours flying the B-747. The first officer, age 32, held an Israeli ATPL with type ratings in the Boeing 747 and Boeing 707. He had 4,288 hours flying time, with 612 hours in the Boeing 747. The flight engineer, aged 61, held an Israeli flight engineer license, with ratings for the Boeing 747 and Boeing 707. He had 26,000 hours total flying time, and 15,000 hours in the B-747. (Flight safety foundation accident prevention 1996) The Route of the fatal flight The enormity of the situation was not yet grasps by ATC. In aviation world, the word "lost" as used by Captain Fuchs generally refers to a loss of engine capacity. As a result of this, ATC therefore believed that the two engines had merely stopped functioning, and did not realize that they had actually fallen off. Probable the crew too did not realize that the engines had fallen off the aircraft. The visibility of the outboard engine on the wing of a 747 from the cockpit is quite difficulty, while the inboard engine on the wing is not visible at all. It is most likely that the crew did not know that both engines had broken away from the right wing. The Emergency landing attempt The runway available for traffic at Schiphol was runway 06 (the Kaagbaan) on the evening of October 4, 1992, that notwithstanding, Captain Fuchs requested for runway 27 (the Buitenveldertbaan) for an emergency

Healthy Grief Essay Example for Free

Healthy Grief Essay The loss of a family member and/or loved one can put someone on an emotional roller coaster. Whether it is an expected or unexpected loss, the emotional process of dealing with the grief could be the same. With an expected loss, loved ones are able to prepare themselves for what is to come. An unexpected loss could bring more emotions into the grieving process. This paper will discuss the grieving process by Kubler-Ross, the story of Job, and the way Muslims deal with death and dying. While some people focus on the sadness of losing a loved one, others try and find the positive in the any situation. To grieve the loss of a loved one, many would say that they feel a lot of different indescribable emotions. Shock, disbelief, emotional pain, anger, and sadness are all some emotions that people feel while grieving. Kubler-Ross developed a five step grieving process that one should experience and move through so they can move on to a happy life (Lecture 5 Notes). The process itself is: denial, anger, bargaining, depression, and acceptance (Lecture 5 Notes). It is easy for a person to not believe that a loved one has passed on as begin the grieving process (Lecture 5 Notes). Once the denial has processed and the loss has become a reality, it is normal to get angry and ask ‘why did this happen?’ Bargaining with God is the next step in the grieving process. Trying to make a deal with God to try and bring back a loved one gives a person hope that their loved one will come back. Once reality has set in, depression is the next step (Lecture 5 Notes). This is when the feelings of hopelessness set in, making it difficult for a person to pass this stage (Lecture 5 Notes). The last stage of the grieving process is acceptance (Lecture 5 Notes). This is the stage that helps a person emotionally move on from grieving the loss of a loved one. Life goes becomes a new type of normal with the memory of the loved one instead of the having the loved one there (Lecture 5 Notes). In the book of Job, Satan challenges Job’s faith and love for God, with God’s permission (Study Bible-NLT, 2008). Satan does everything in his power to get Job to not only doubt God, but to curse him as well (Study Bible-NLT, 2008). Satan killed his ten children and destroyed his livestock and servants (Study Bible-NLT, 2008). Job focused more on God and praised him as he mourned loss of his children and wealth (Study Bible-NLT, 2008). Satan then tried one last time by filling Job’s body with sores (Study Bible-NLT, 2008). The doubt of his wife and the negativity of his colleagues never gave him a change of heart. Job remained faithful to God, never doubted Him (he doubted himself at times), and still praised Him (Study Bible-NLT, 2008). God eventually replenished Job’s wealth and blessed him with more children (Study Bible-NLT, 2008). Job grieved in a very healthy way. He did not blame others and he did not curse God. He tried to find the good in every ba d situation. One religion that differs from Christianity and western civilization’s way of grieving the loss of a loved one is the Islamic religion. With death and dying, Muslims believe that there is life after death (Ross, 2001). It is believed that believers of the religion must practice the five pillars of Islam and live a righteous life on earth in order to have a different afterlife than those ‘unbelievers’ (Ross, 2001). People of the Islamic religion must mourn as they prepare for a quick burial (Ross, 2001). A loved one should be buried the day of death or the day after, not any later (Ross, 2001). In public, it is not of their norm for women to show any emotion at a time like this (Ross, 2001). Finding joy in the midst of losing a loved one can be trying. But like Job in the Bible, joy could come quicker if faith is not lost. Grieving is a challenging time to stay positive. Making the attempt to stay positive helps push one through the grieving process without getting stuck in one of the stages for too long. A good way to find joy is to continue to praise God and not to lose faith in Him. In closing, re-reading the book of Job in the Holy Bible has reminded me of how important it is to praise God in the midst of a storm. The loss of a loved one is tragic for anyone and grieving is a natural process in life. But if the focus stays on praising God and not losing faith, that grieving process can turn into a healing process and it is possible to find peace in the midst of grieving. God always has a rainbow waiting at the end of each storm, it just depends how long it takes for you to play in the rain before you get there.

Experiment to Study Conservation of Energy

Experiment to Study Conservation of Energy Conservation of Energy Osamah Nuwisser Abstract: The purpose of this experiment was to study the conservation of energy. We considered all type of energies present in our system (KE and PE) to compute total energy at any instant during the experiment. We accomplish two tasks: first we verified the conservation of total energy during single step of the movement of the glider over the ramp and then we compared total energy of several consecutive up and down motions to check whether the collision of glider with the bumper at the lower end of the ramp was elastic or inelastic. For first task, we found that kinetic energy increases as potential energy decreases during downward motion of the glider but the total energy remains almost constant. For the second task, we found that the total energy of each step was less than that of the preceding one. This tells us that the collision between the glider and the bumper was inelastic due to which we have a net energy loss. We also increased height and mass of the glider and found that as a cons equence the coefficient of restitution decreases. Arbitrariness of PE is also described. Introduction: According to the law of energy conservation: Energy can neither be created nor destroyed; however it can be converted from one form of energy to the other. Also, we know that energy is conserved in elastic collision. Obviously, a loss in energy during a collision will imply that the collision was inelastic. In this experiment, we accomplished two tasks in which were able to verify/use the two mentioned facts. For the first task, we simply observed that during the first downward motion of the glider the total energy remained constant throughout the motion. Also, in our system there are only two types of energy involved: kinetic energy and potential energy. Thus Therefore, for the total energy to remain constant it is necessary that the kinetic energy increases as the potential energy decreases due to downward motion of the glider. This can easily be observed if we plot the three curves, total energy, kinetic energy and potential energy, in one graph for downward motion of the glider. For the second task, we recorded the same data for a few consecutive upward and downward motions of the glider. By comparing the amount of total energy for each step, we can tell whether the collision between the glider and the bumper was elastic or inelastic. If the total energy of each step is less than that of its preceding step, the collision is inelastic. Coefficient of Restitution:- For our case, it is defined as Its value can be in [0, 1]. In case of 0 the glider will be at rest after collision, in case of 1 the collision will be elastic. For intermediate values, collision will be inelastic with glider in motion after the collision. Experimental Description: The apparatus consisted of a glider which was moved on a tilted ramp with a bumper at the lower end. This set up was connected to the computer where the appropriate software recorded the required quantities. The glider was kept at the top of ramp at rest. Then it was allowed to move under gravity. It moved until it reached near the ground level where it hit the bumper and was reversed to move up the ramp where it stopped at certain height and then moved down again and so on. We stoped the data storage in the computer after about 10s. We repeated the experiment two time varying height and then mass. We took 3 readings in each case. Figure i: An Experimental Set -up Data and Analysis: Run 24: 2014-10-30 17:08:53 Figure ii: Position, Velocity Energy vs Time Data of position, velocity and energy (total, kinetic and potential) was plotted in the computer by the software against time (see figure ii above). PE was defined to be zero on ground level. For first task, we need to examine the variation of energy during first 2.5s. In start, PE is the maximum and KE is zero. As the glider moves down on the ramp, PE decreases and KE increases gradually. But we see that PE is not zero at its minimum. This non-zero minimum value is the value of the PE at the small height when it collides with the bumper. Figure iii: A Comparison of KE, PE ME We also find that the total energy is not conserved at the point of collision where we see a loss in total energy (annihilation of energy). For second task, we compare the values of the total mechanical energy for each cycle with that of the preceding one. It is evident from the graph of energy that this energy decreased suddenly after each collision. Thus the collision was inelastic. Also, we can see from the previous graphs that total energy of the glider was zero at certain instant after collision; the glider collided with the bumper, imparted its all (kinetic) energy to the bumper and came to the rest. Then bumper shifted a fraction of this energy to the glider in form of KE forcing it to move in the opposite direction (up the ramp). To read total energy as zero at certain point, we can construct the following simplest case. Consider the glider to be at rest at a height from the ground on the ramp (say 80cm). Obviously, KE is zero. We define the origin at this point. So its height w.r.t. origin becomes zero. Now we measure PE with reference to the same point (because of arbitrariness of PE) which becomes . Thus the total energy at this point is zero. As far as the conservation of energy is concerned, that is satisfied because we have defined origin at the highest point. As the glider moves down the ramp, value of h becomes negative. This negative value of PE annihilates the positive value of KE that is produced due to increasing velocity. Thus the total energy remains zero. Another way of doing the same is to define PE to be zero at the highest point, measure height as positive and add a minus sign with the formula for the PE in the equation of the total energy. To study the variation in the coefficient of restitution, we chose two continuous parameters: height and mass of the glider. We took 3 readings because the tendency of increasing/decreasing should not be study by taking the minimum possible, 2, readings due of the possibility of error. The data is given in the following table. Table 1 The following plot shows coefficient of restitution vs height. Figure iv: Coefficient of Restitution vs Height Second and third readings show that the coefficient of restitution decreases with increasing the height. But the first two readings tell the reverse. However, by considering the error bars of first two points we can conclude that: â€Å"Coefficient of restitution decreases with increasing height.† The following plot shows coefficient of restitution-mass vs mass. Figure v: Coefficient of Restitution Mass vs Mass This tells us clearly that: â€Å"Coefficient of restitution decreases with increasing mass.† Results and Conclusion: For task 1: we have found that total energy remains constant during the motion of the glider until the collision occurs. Thus law of conservation is verified and its limitation (inelastic collision) is found. For task 2: By comparing the total energy before collision with the total energy after collision, we conclude that the collision is inelastic. Also, we showed that by using the arbitrariness of the value of PE we can set the total energy of a sliding object to be zero. By varying two continuous parameters mass of the glider and initial height of the glider, we found that increasing any one of them leads to a decrease in the value of coefficient of restitution. Since smaller value of coefficient of restitution means greater loss of energy, we conclude that: by increasing height or by increasing mass, more energy is lost during the collision. The physical reasoning behind this conclusion can be understood. In both the cases, increasing height or increasing mass, the maximum PE (mgh) increases. This entire maximum PE becomes maximum KE just before the collision. Thus more energy is lost during the collision. References: Air Track and Cart (1996). Available from: [Online] http://demo.physics.uiuc.edu/LectDemo/scripts/demo_descript.idc?DemoID=110 Energy Conservation on an Incline. Available from: [Online] http://www.physicsclassroom.com/mmedia/energy/ie.cfm Coefficient of Restitution (2014). Available from: [Online] http://en.wikipedia.org/wiki/Coefficient_of_restitution

The Effects Of Television On Society Essay -- Media Violence TV Societ

The Effects Of Television On Society There is probably no greater influence on society than the television. It has become arguably the greatest invention of the past century. With it, we have witnessed countless historical events: Inaugurations of presidents; man’s first steps on the moon; the assignation of John F. Kennedy; even disasters as they happen. Americans watch TV in the morning to receive the daily news. They eat watching it. They watch it before they go to bed. But as television has saturated our lives, has it always resulted toward our betterment or has it possibly led to the deprivation of American society? Although there are many benefits of television, American society has most assuredly been adversely affected by it. Since the birth of television, crime has skyrocketed. Many years ago, problems in school were chewing gum and running in the halls. Now, students fear for their lives as our schools have turned into war zones, with school shootings becoming a national problem. Many attribute this problem to the violence children watch on television. Children have become desensitized concerning the value of human life by the many murders and violence viewed on the screen. Television has led to the moral decline in our nation like no other device in history. With the coming of cable and satellite television, Americans now have scores of channels to watch with very little educational value. Many children sit for hours in front of the television, and could ...

Old man and the sea Essay -- essays research papers

The epic journey of â€Å"The Old Man and the Sea† describes struggle, discipline and manhood. The main characters relationships exemplify how faith and skill overcome man’s adversity during life on the sea. Santiago’s growing relationship with the boy idealizes his statute as a father figure and develops his integrity and values towards the boy. Hemmingway shows us how an old fisherman’s will to overcome the sea’s obstacles proves his manhood to himself and the young boy. His skills and knowledge of the sea provide a positive influence for the young boy to become a great fisherman someday. Throughout the constant struggle between Santiago and the fish, he is forced to prove his skills as a fisherman and conduct his discipline to retain his manhood. Santiago’s moral dilemma he faces to converse with the sea regards a large mysterious marlin. From the time the old man hooks the great fish to when he finally captures him; Santiago faces the hardest of adversity that reflects his age and discipline with his stamina to push his own limits. His entire journey amasses conflicts that lead to his own suffering. These unavoidable events leave scars upon scars to his hands and threaten the brink of consciousness for Santiago. He constantly remembers his discipline in order to keep the fish. He wishes the fish would begin to fight back so he can capture him faster. In the prolonged struggle between the fish and the old man his conscience questioned his justifications for battling such a great creature. Always in the back of his mind was the young boy who he valued for frien dship and companionship. These ideals helped Santiago remember his discipline for fishing and his integrity for his own manhood. The pain and suffering the old man must endure to overcome the sea’s adversity help to justify Santiago’s rebirth of manhood. His legendary journey provides mental and physical altercations Santiago must survive in order to prove to himself that he is still a man capable of catching fish. Society labels Santiago as an unlucky fisherman for not catching any fish for 85 days, and yet ignore his skills as a wise, witty fisherman. â€Å"It is better to be lucky. But I would rather be exact. Then when luck comes you are ready.†(32) Santiago coordinates good luck with offerings from the sea. He also said, in order to catch the big fish I must go out far enough where the great one will ... ...as a man once again. I think there are many occasions in a person’s life where manhood is questioned and a rebirth of ideas is abroad. We might be able to call these our phases of life everyone seems to undergo. As Santiago’s life slows down it is harder to prove to himself his own worth, but through the boy he is allowed a chance to reflect his own aspirations and honor for the sea on to the boy.   Ã‚  Ã‚  Ã‚  Ã‚  Often times in a persons life comes a test to overcome in order to prove something integral to the rest of ones life. Hemmingway’s amazing journey of an old man, a fish, and a boy, show us the simplicity of life rather than the complex emotions of irrational thought. The situations, style and examples of manhood in this story help to illustrate the importance of proving ones manhood in order to find closure in your life. Santiago’s ideals as a fisherman reflected upon by the boy show the respect of friendship between characters as well as describing admiration within his abilities and hardships throughout the story. Silently the message of manhood obtained by overcoming personal sacrifice shows how Santiago can remember his gift for life, being a fisherman.

Breaking Metaphoric Shackles in Toni Morrisons Beloved :: Toni Morrison Beloved Essays

Breaking Metaphoric Shackles in Beloved      Ã‚  Ã‚   In Toni Morrison's novels, she uses her main characters to represent herself as an African American artist, and her stories as African American art, and Beloved is no exception. She does this through her underlying symbolic references to the destructiveness of slavery and the connections between the characters themselves. Syntax is also what makes this novel work, using both the powers and limits of language to represent her African American culture with simple words and name choices.    One of her main characters, Baby Suggs, uses her English with some abandon, but only after getting her message across, however simple it may seem. She might choose simplicity over complexity in speech, but her words carry the needed intensity to express herself in the little time she has left on earth (Dahill-Baue, 472-73). Baby Suggs represents the authentic black woman, having been freed from slavery by her son, Halle. "Suspended between the nastiness of life and the meanness of the dead, she couldn't get interested in leaving life or living it" (Morrison, 3).    Slavery has limited Baby Suggs' self-conception by shattering her family and denying her the opportunity to be who she wants to be, which is a good wife and mother. She is seen as wise and spiritual, even in her last days. "You lucky. You got three left. Three pulling at your skirts and just one raising hell from the other side" (Morrison, 5). What makes her so authentic is her ability to have such control over language, dismissing the "binding shackles of social codes" (Dahill-Baue, 473).    Baby Suggs is not the only main character to hint that slavery it/was an experience that could never be known exactly for what it truly was. Morrison, through all of her characters, remains willing to risk losing her main characters to a past that can be neither seen nor controlled. She uses Sethe to symbolize the border between slavery and freedom, and unexpectedly does not allow Sethe to grow in the novel and escape that painful border (Parrish, 84). Through fragmented rememories, we see that Sethe was frequently treated as an animal in her period as a slave. She once walked in on Schoolteacher giving his pupils a lesson on her "animal characteristics.

Efficient use if paper rule Essay

Every page must be consecutively numbered. Sec. 5. Copies to be Filed. Unless otherwise directed by the court, the number of court†bound papers that a party is required or desires to file shall be as follows: In the Supreme Court, one original (properly marked) and our copies, unless the case is referred to the Court En Bane, in which event, the parties shall file ten additional copies. For the En Bane, the parties need to submit only two sets of annexes, one attached to the original and an extra copy. For the Division, the parties need to submit also two sets of annexes, one attached to the original and an extra copy. All members of the Court shall share the extra copies of annexes in the interest of economy of paper. Parties to cases before the Supreme Court are further required, on voluntary basis or the first six months following the effectivity of this Rule and compulsorily afterwards unless the period is extended, to submit, simultaneously with their court- bound papers, soft copies of the same and their annexes (the latter in PDF format) either by email to the Court’s e-mail address or by compact disc (CD). This requirement is in preparation for the eventual establishment of an e-flling paperless system in the Judiciary. b. In the Court of Appeals and the Sandiganbayan, one original (properly marked) and two copies with their annexes; In the Court of Tax Appeals, one original (properly marked) and two copies with annexes. On appeal to the En Bane, one original (properly marked) and eight copies with annexes; and d. In other courts, one original (properly marked) with the stated annexes attached to it. Sec. 6. Annexes Served on Adverse Party. – A party required by the rules to serve a copy of his court-bound paper on the adverse party need not enclose copies of those annexes that based on the record of the court such party already has in his possession .

Investment Analysis about two companies.-Pratt Ltd and Dana Ltd. Essay

According to a detail investment analysis by assessing performance, efficiency and financial stability between two companies, we may find a company that is suitable for investment. During the period of analysis, accounting ratios are utilized to direct the discussion. However, there are some limitation relates to ratio analysis, which can be addressed further. At last, a company would be recommended by combining discussion of many factors. Introduction Potential shareholder faces two options about whether investing in Pratt Ltd or Dana Ltd. According to detail information from financial statements, we can use accounting ratios to make a better prediction and analysis about potential advantages and drawbacks in investing in one of these companies. Through interpretation of accounting ratios, we can look closely at the financial state of two companies-profitability, efficiency, and financial stability, and then decide which company to invest in. Profitability Profitability relates to companies’ past and future performance, according to Jacklin.et.al(2007), performance is important , not only because it determines investment returns, but also the analysis of performance may provide a good indicator of the risk of bankruptcy. There are a number of ratios that assist in predicting performance. The first one is gross profit margin, which is represented by net sales divided by gross profit. The ratio calculated in Pratt Ltd is 31.2%, while 37% in Dona LTD, which reveals that every dollar sales of returns 0.37$ in Dona is better than 0.31$ in Pratt, after deducting the cost of goods sold. The second ratio is selling expense ratio, which can be represented by sales divided by selling expense. This measures the relative importance of various expenses in the earning of profit by comparing them to the sales for the period. The result is 3.6% in Pratt, compared with 3.9% in Dana, which indicates higher sales revenue involves higher expenses i n Dana than in Pratt. The next one is net profit margin, which measures net sales divided by earnings after interest tax. This reflects final return to shareholders, the result got is 8.9% in Pratt, 10.5% in Dona. Dona achieves a better return for shareholders. The quality of income ratio focus more on cash generated, it is a measure of management’s efficiency. The result got is 43.5% in Pratt, 4.1%in Dana, which indicates that a lower quality of income occurs in Dana, which relates to the level of income in the form of cash flow. The next one is asset turnover ratio, which measures the relationship of sales to total assets. It indicates how effective it is in generating sales from total investment in assets. The result got is 4.86% in Pratt, compared with 4.28% in Dana, which beyond the industry average level. Assuming valuation used the same for each company, the ratio reveals that for every dollar of investment in assets, Pratt produced more sales than Dana. The next ratio is return on assets, which shows earnings from using the total investment in assets results from net profit margin and asset turnover; we can compare firms on their performance in generating profit from their investment in assets. The result is 57.75%% in Dana, which is higher than Pratt’s 56.76%. Both ratios indicate good operating performance, compared with industry average’s 54.39%. However, it is clear that Dana produce more profit than Pratt. Given their low asset turn over rate, Dana has a higher return on sales, because both them are the same type of furniture store. The last ratio to evaluate operating performance is return on equity, which combines the impacts of performance and financial structure. Jackling.et.al(2004) indicates the success or failure of management in using leverage to improve owners’ returns, when compared with ROA. Dana produces 79.87% in ROE, while Pratt brings 78.35%. Both firms experiences better performance than industry average. However, it is wise to chose Dana because more returns can be achieved by the use of leverage. Efficiency Jacking et.al. (2007) indicates that operating efficiency relates to capabilities of firms to manage its assets so that maximum return can be obtained for the lowest level of assets. The first ratio to measure efficiency is inventory turnover. The result got in Pratt is32 days, which is less than 34 in industry average, 36 in Dana. This ratio indicates that Dana takes more time to turn over into sales, compared with Pratt. Inventory levels are higher in relation to sales and may imply poor inventory management in Dana, which results in high inventory holding costs and obsolete stocks that is difficult to sell. However, in Pratt, although it may indicate good management, it also indicates inadequate stock levels, causing lost sales and excessive restocking costs. Therefore, there is no applied standard to justify whether the higher inventory turnover rate, the more efficiency it can achieve. All what we need is a reliable comparable figure, which represents the overall perfect situation. The next ratio is accounts receivable turnover, usually expressed as the average number of days credit customers take to pay their debt to the firm. Generally, a rapid turnover of accounts receivable is desirable, however, it should not be so rapid to require credit terms that deter prospective customers. The maximum allowed normal credit period is 30 days, which is longer than 23 in Pratt, 27 in Dona. Pratt takes fewer days to collect cash perhaps due to lack of credit sales. Besides, it may indicate poor control over accounts receivable in Dana. This may result in some liquidity difficulties and finally, extensive writes-offs of bad debts. The last ratio to measure efficiency is accounts payable turnover, which represent the average number of days the firm takes to pay debts to suppliers of goods and services. Usually, more days firm takes to pay debt, a worse reputation can be established, which may lead to difficulties in gaining finance from suppliers and financiers in the future. The result got is 32 days in Dona, which is longer than 29 in industry average, 25 in Pratt. This indicates Dona’s debt repayment is less efficient than Pratt; perhaps a large amount of leverage finance is used to promote sales. As well as we know, operating performance in Dona is clearly better than Pratt. The financial structure in Dona is complicated, which needs to be reorganized. Inefficiency in Dona may result in discounts for early payment being missed. this would cause larger amount of expenses in Dona. Financial Stability Short-term Jackling.et.al (2007) indicates that short-term solvency can be assessed by liquidity ratios, these ratios reveal whether the entity has managed its liquidity or cash flows accurately, they can also measure the entity’s ability to repay its short-term debts. The first ratio used is current ratio, it indicates that the percentage of debts arising within the next 12 months that can be met by assets expected to be liquidated within the same period. The result got in Dana is 170%, compared with 150% in Pratt. This reveals that Dana has excessive current asset holding, perhaps due to a poor turnover of inventory or accounts receivable. The efficiency achieved in Pratt is better than Dana. However, liabilities are more likely to be repaid within one year in Dana. Another ratio used is quick asset ratio, which excluding the less liquid current assets and the less pressing current liabilities, the result got is 0.64 in Dana and 0.60 in Pratt. Although there is more stable financial structure in Dana, it is not significant if inventory cannot be sold and debtors will not pay. The ideal ratio may depend on how readily inventory and debtors can be converted into cash and how rapidly sales can be converted to a cash flow into the organization. Long-term Jacking et al. (2007) indicates that the main goal of financial management is to balance the maturity structure of assets and liabilities. Debt to assets ratio and debt to equity ratio can be used. Both of the result got in Pratt is 45%.81%, compared with 43%, 76% in Dana. This result indicates that Pratt has higher leverage of the entity, it may result in increase in the cost of finance relating to interest payments and in the risk of bankruptcy. Pratt is less likely to repay all debts because proceeds from liquidation will be insufficient. Moreover, Pratt may be likely to have difficulty borrowing funds or at the least, may accept higher interest charges. The creditors are more likely to take action to appoint an official receiver or liquidate the organization, if it defaults in payment of debenture interest. Another ratio is used, which measures the safety margin of profit over interest payments, is called times interest earned ratio. The result got in Dana is 5.3, which is better than 4.7 in Pratt. It is safer in Dana that interest charges are well covered by EBIT. Limitation Timing problems The analysis is a static one, the ratios produced from the balance sheet show financial position at a point in time. The income summary cannot reveal any trend during the period. The information base The important information is frequently not disclosed, the data that is disclosed lacks detail. The comparison is difficult because of length of time an asset has been held or different valuation policies adopted by entities. End use Ratios use information from the past and they are not good indicators of the future. No evaluation can take place until some standard for evaluation has been established. The use of ratios arises when some ratios appear satisfactory and some appear unsatisfactory. Recommendation Based on my analysis from three areas of profitability, efficiency, financial stability, Dana is more suitable company to be invested in. Operating performance in Dona is clearly better than Dana. Although operating efficiency in Pratt is better than Dana, it reversely reflects that Dana has a more stable financial structure; the credit risk is lower in Dona. There are some limitations for analysis, but for both of two companies, their encountered impact is certain. Reference List: Jackling, B, Raar, J, Williams, B& Wines, G2007, Financial Statement Analysis, Luisa Cecotti, North Ryde.

Case Analysis of “Which is Higher”

In the northeastern part of the United States, the Queen’s Island School District caters senior high school education to a large urban area wherein about one third of the students’ population is of cultural minority. The school district has six senior high schools, from grades ten to twelve, wherein one representative was selected to comprise the committee on revising the curriculum for secondary history. Meanwhile, Dr. Tom Blakely, the head for social studies curriculum was appointed to spearhead the committee on revision. The chosen members of the committee were Luis Garcia of Garfield High, Eric Tannenbaum of Central High, Lois Blakely of Van Buren High; Lee Cheng of Kennedy High, Delicia Jackson of South Point High, and Michelle McMurray of Westside High. These members are all history teachers in their respective schools. They were tasked to scrutinize the existing curriculum in social studies for their school district. Thus, the committee is expected in the end to come up with the most plausible instructional objectives, teaching methods, evaluation tools, and set of references for the revised social studies curriculum. Two Main Positions Eric Tannenbaum favored the time-tested lecture-discussion as his primary method in teaching history. Sometimes he also uses group work and current event discussion in his class. He believed that lecture-discussion method is the most appropriate in presenting lessons with wide coverage. By using it, he can tackle lessons within the allotted time. In terms of evaluation, he used to administer teacher-made tests which for the most part have objective type items. In addition, essay questions are also provided in his tests. Tannenbaum thought that the first two levels of the Bloom’s taxonomy of learning objectives should be first attained by students in order to prepare them for higher-order learning. Michelle McMurray advocated the problem-solving approach in teaching history. She believed that a facts-oriented subject would just give burdens on the part of the students. She added that for the students to appreciate history, the method should be focused on principles through meaningful learning experiences rather than memorization of dates, places, and people. To be able to do this, learning objectives that utilize problem-solving and creativity should be formulated. In her class, she employs methods to connect historical facts to the present knowledge of the students and its relevance to the contemporary time. For every unit, she encourages students individually or by group to identify problems of their interest to work on. Given the appropriate time to prepare, the students will present their reports. With these, learning experiences become meaningful to the students leading to a long time memory of learned facts. Based on the presented output, she formulates essay-type questions that correspond to the high-order level of Bloom’s taxonomy. She also allows students to write questions that can possibly be used as test questions. The two members of the committee supported the notion of Tannenbaum concerning curriculum design for social studies. Luis Garcia and Cheng Lee both agreed with Tannenbaum propositions for those are conveniently used by most history teachers. On the other hand, Lois Blakely and Delicia Jackson supported the ideas of McMurray. For them, learning can only be meaningful when students’ interest and active participation are harnessed for every learning activity. Analysis Bloom’s Taxonomy Bloom’s taxonomy of educational objectives is a hierarchy of learning objectives from simple to a more complex (Huitt, 2004). Most of the time, it is described as a ladder where students need to climb from the low to higher level. Knowledge, comprehension, and application belong to the low-level cognitive domain while analysis, synthesis and evaluation are high-order thinking level (Huitt, 2004). Based on McMurray’s analysis, Tannenbaum’s objectives were merely just at the low level of the Bloom’s taxonomy. Even though he has essay questions in the evaluation, those questions also require simple recall of data or information. Conversely, McMurray favored essay-type questions that require students to analyze, evaluate, and synthesize information. She allows students to identify interesting topic for research in every unit of the subject then give them freedom to rigorously research on their chosen topics and present their outputs on the class. Additionally, the other groups are also encouraged to raise their questions concerning the presented report. Based on their presentation of outputs, she patterns questions for assessment. With these, McMurray were able to give independence to her students by working and discovering new things on their own, thus, leading the students to higher-order of thinking. Ausubel’s Meaningful Reception Learning The meaningful learning of Ausubel denotes the absorption of new information and acquisition of new meanings (Elliot, Kratochwill, Cook, and Travers, 2000). As a student internalizes new information, he patterns and fits this to his existing cognitive structure. By anchoring this new information to his existing schemata, renewal or adjustment of the schema results leading to the acquisition of new meaning, hence, the term meaningful learning (Elliot, Kratochwill, Cook, and Travers, 2000). Looking back at the case analysis, since Tannenbaum used to employ lecture-discussion on his class, students will just tend to memorize and depend on the details of his lecture. Although absorption of new information occurs but the internalization and transformation of the information into new memory unit is deterred. As such, the learned facts only remain in students’ mind in a short period of time. On the contrary, through the methods of McMurray students may have the chance to work independently and present their output based on their own plan. By anchoring the subject matter into the present thinking level of the students, the teacher motivates them and incites them for further learning. Discovery Learning. Jerome Bruner postulated that the active engagement of learners in every learning activity would result to a long mind-retention of learned facts or principles (Dandapani, 2004). Environmental stimuli arouse learners’ interests that trigger them to find solution for a perplexing situation. In finding the most plausible explanation for the perceived difficulty, one may exhaust all possible resources in his environments. In this process, learners internalize information, fit this to their existing cognitive structure, and create or adjust schemata (Dandapani, 2004). Since, problem-solving approach is under discovery learning, McMurray utilizes the process of discovery in her teaching approach. Information Processing Theory Information Processing Theory emphasized the roles of attention, perception, thinking, memory, and problem-solving processes in learning (Lachman, Lachman, and Butterfield, 1979). Every individual observes a lot of environmental stimuli but the brain mechanisms selectively limit the absorption of information in such way that the new information would systematically organized with the existing cognitive structure (Lachman, Lachman, and Butterfield, 1979). By giving attention on a particular stimulus, one may be able to perceive what has been observed. Then, the role of memory takes place by organizing this new information with the existing schemata. In this assimilation process, once the newly absorbed information is unable to be fitted into the existing schema, either this will be lost in the memory or adjustment in the existing cognitive structures results (Lachman, Lachman, and Butterfield, 1979). This means that the mind does not only fit the newly absorbed information into existing schemata but also adjust to accommodate it. In the case analysis, Tannenbaum often used lecture-discussion method for he can cover a lot of topics within the allotted time. However, as firmly stated by McMurray, lecture-discussion would only provide numerous facts that most of the time give burden to the students because of their difficulty in memorization and their inability to organize, relate and integrate different information, and unable to see its connections and relevance to everyday living. McMurray proposed that by formulating learning objectives which will utilize problem-solving skills and develop creativity, learning will be meaningful for every student and a longer retention of learning is foreseen. My Opinion Tannenbaum is not entirely wrong with his method of choice. He just failed to address individual differences by integrating several methods of instruction to cater the lesson to the different needs, interest, and abilities of the learners. His method is inclined solely to rigorous memorization of facts giving way to rote learning. Even though he has a genuine purpose of accomplishing the time-bound topics prescribed for the course, he is actually delimiting the subject into low-level of thinking resulting to failure in developing multiple intelligences. McMurray’s approach in teaching is anchored on Ausubel’s reception learning, Bruner’s discovery learning, and information processing theory. As such, we may infer then that her approach in teaching is more democratic and student-centered. She encouraged active participation among her students and allowed them to work on the topic of their choice. By means of this, she actually harnessed the interest of students towards problem-solving and incited them to find ways to accomplish their tasks. Moreover, she patterned her evaluation based on students’ outputs and even encouraged students to formulate test questions. With these, learning becomes meaningful for every student that may propel them for further learning. Nevertheless, with regards to the possible content gaps or topics that are not able to tackle up due to time constraints in employing problem-solving approach, as what McMurray did, teacher may supplement the report of the students by bringing up the topics that students’ failed to choose. We also need to admit the inevitable truth that our minds tend to forget and only limited facts stay in our long-term memory. Therefore, it is much better to incur content gaps in a subject if the tackled topics retain longer in our memory rather than to cover all prescribed topics in the absence of authentic learning.

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Chapter 12 Basic Approaches to Leadership MULTIPLE CHOICE What Is Leadership? 1. John Kotter’s view argues that management focuses on coping with complexity, whereas leadership focuses on coping with _____. a. conflict b. success c. defeat d. morale e. change (e; Moderate; Management and Leadership; p. 385) 2. Which of the following roles focuses on bringing about order and consistency by drawing up formal plans? a. leadership b. management c. task structure d. initiating structure e. none of the above (b; Easy; Management; p. 385) 3. Leadership is best defined as _____. a. he ability to influence a group in goal achievement b. keeping order and consistency in the midst of change c. implementing the vision and strategy provided by management d. coordinating and staffing the organization and handling day-to-day problems e. not a relevant variable in modern organizations (a; Moderate; Leadership; p. 385) 4. Which of the following statements regarding leadership is true? a. All l eaders are managers. b. Formal rights enable managers to lead effectively. c. All managers are leaders. d. All leaders are hierarchically superior to followers. . Nonsanctioned leadership is as important as or more important than formal influence. (e; Challenging; Leadership; p. 386) {AACSB: Analytic Skills} Trait Theories 5. Which theory differentiates leaders from nonleaders by focusing on personal qualities and characteristics? a. Fiedler’s perspective b. characteristic theory c. LPC d. contingency theory e. trait theory (e; Easy; Trait Theories; p. 386) 6. According to a comprehensive review of the leadership literature, what is the most important trait of effective leaders? a. conscientiousness b. openness c. extraversion d. greeableness e. emotional stability (c; Easy; Big Five and Trait Theories; p. 386) 7. Recent studies indicate that ________ may indicate effective leadership. a. an endless supply of terrific ideas b. a compelling vision c. a highly analytical mind d . outstanding training e. emotional intelligence (e; Easy; Emotional Intelligence and Trait Theories; p. 387) 8. Emotional intelligence is so critical to effective leadership because one of its core components is ________. a. conscientiousness b. empathy c. openness d. extraversion e. agreeableness (b; Easy; Trait Theories; p. 387) 9.There is fairly strong evidence that traits can predict _____ more accurately than leadership effectiveness. a. leadership emergence b. extraversion in leaders c. leadership awareness d. leadership competence e. the conscientiousness of leaders (a; Moderate; Trait Theories; p. 388) Behavioral Theories 10. Trait research suggests that we focus on _____, whereas behavioral studies imply that we can effectively _____. a. teaching people certain traits; teach people certain behaviors b. selecting the right person for a job; train leaders c. changing jobs to suit people; change people to suit jobs d. raining new employees; dispense with training e. identifyi ng certain traits in leaders; ignore leaders’ traits (b; Moderate; Trait Theories versus Behavioral Theories; p. 389) {AACSB: Analytic Skills} 11. If trait theories of leadership are valid, then leaders are _____. a. trained b. born c. authoritarian d. educated e. grown (b; Moderate; Trait Theories; p. 389) 12. If behavioral leadership theories are correct, then _____. a. leadership behaviors are consistent b. leaders are born with leadership behaviors c. leaders’ behavior should be altered d. leadership can be taught e. omen generally make better leaders than men (d; Moderate; Behavioral Theories; p. 389) 13. Which of the following is not a behavioral theory of leadership? a. Ohio State studies b. Fiedler model c. University of Michigan studies d. managerial grid e. All of the above are behavior theories of leadership. (b; Moderate; Behavioral Theories; pp. 389-390) {AACSB: Analytic Skills} 14. The two dimensions of leadership behavior explained in the Ohio State stud ies are _____. a. coercion and motivation b. concern for people and concern for production c. employee-oriented and production-oriented d. nitiating structure and consideration e. operant conditioning and classical conditioning (d; Moderate; Ohio State Studies; p. 389) {AACSB: Analytic Skills} 15. According to the Ohio State studies, the extent to which a leader’s behavior is directed toward getting the job done is called _____. a. consideration b. maximization c. relationship-oriented d. path-goal e. initiating structure (e; Moderate; Initiating Structure; p. 389) 16. A leader high in initiating structure would do which of the following? a. seek consensus b. exhibit laissez-faire type of leadership c. maximize leader-member relations d. ssign group members to particular tasks e. empower employees to make their own decisions (d; Moderate; Initiating Structure; p. 389) {AACSB: Analytic Skills} 17. According to the Ohio State studies, the extent to which a leader is likely to h ave job relationships characterized by mutual trust and respect for his/her employees is _____. a. consideration b. matrix c. consensus-building d. LPC e. maximization (a; Moderate; Consideration; p. 389) 18. The two dimensions of leadership behavior identified in the University of Michigan studies are _____. a. coercion and motivation b. emotional and rational c. mployee-oriented and production-oriented d. initiating structure and consideration e. initiation and completion (c; Moderate; University of Michigan Studies; p. 390) {AACSB: Analytic Skills} 19. The University of Michigan studies define a(n) _____ leader as one who takes personal interest in the needs of his/her subordinates. a. LMX b. contextual c. employee-oriented d. consensus-building e. consummate (c; Moderate; Employee-Oriented Leaders; p. 390) 20. If a leader’s main concern is accomplishing his/her group’s tasks, the University of Michigan studies label this leader _____. a. consideration-oriented . ma nagerial c. ineffective d. high achieving e. production-oriented (e; Moderate; Production-Oriented Leaders; p. 390) 21. According to University of Michigan researchers, which type of leaders is associated with higher group productivity and higher job satisfaction? a. situational b. employee-oriented c. production-oriented d. initiating structure-oriented e. heliocentric (b; Moderate; Employee-Oriented Leaders; p. 390) 22. The graphic portrayal of a two-dimensional view of leadership style by Blake and Mouton is known as the _____. a. least preferred co-worker scale b. leader-participation model c. utocratic-democratic continuum d. managerial grid e. matrix of discretion (d; Easy; Managerial Grid; p. 390) 23. According to the Managerial Grid, managers perform best using which of the following styles? a. 9,9 b. consideration c. contingency d. development-oriented e. rigid (a; Moderate; Managerial Grid; p. 390) 24. According to Blake and Mouton, a leader with a 9,1 style can best be de scribed as a(n) ____ type of leader. a. visionary b. laissez-faire c. authority d. effusive e. contrasting (c; Moderate; Managerial Grid; p. 390) Contingency Theories: Fiedler Model and Situational Leadership Theory 5. All contingency theories are based on the idea that effective leadership performance depends on _____. a. the proper match between the leader’s style and the control the situation gives the leader b. selecting the right leadership style based on the level of the followers’ readiness c. using a leadership style that is appropriate to the situational conditions d. making use of the best path for the goal that is identified e. none of the above (c; Challenging; Contingency Models; p. 392) {AACSB: Analytic Skills} 26. Who proposed a contingency theory? a. Fiedler b. Surber c. Grey . Deickman e. Swartz (a; Easy; Fiedler Contingency Model; p. 392) 27. The first comprehensive contingency model for leadership was developed by _____. a. Hersey and Blanchard b. Bl ake and Mouton c. Fred Fiedler d. John Kotter e. Douglas Surber (c; Moderate; Fiedler Contingency Model; p. 392) 28. Which model represents the theory that effective group performance depends on the proper match between a leader’s style and the degree to which the situation gives control to the leader? a. Leader-Member Exchange Model b. Fiedler’s Contingency Model c. Hersey and Blanchard’s Situational Leadership Model d.Vroom and Yetton’s Leader-Participation Model e. none of the above (b; Moderate; Fiedler Contingency Model; p. 392) 29. Who developed the LPC (least preferred co-worker) questionnaire? a. Wachner b. Fiedler c. House d. Blake and Mouton e. Surber (b; Moderate; Least Preferred Coworker; p. 392) 30. In Fiedler’s model, if a respondent describes his or her least preferred co-worker in relatively positive terms, then the respondent is considered to be _____. a. relationship-oriented b. people-oriented c. consensus-building d. considerati on-focused e. unrealistic (a; Challenging; Least Preferred Coworker; p. 92) {AACSB: Analytic Skills} 31. If a survey respondent sees his or her least preferred co-worker in unfavorable terms, Fiedler would categorize the respondent as _____. a. overly critical b. task-oriented c. emotionally deficient d. insightful e. laissez-faire (b; Moderate; Least Preferred Coworker; p. 392) {AACSB: Analytic Skills} 32. Fiedler’s contingency model assumes that an individual’s leadership style is _____. a. changeable b. contingent c. situational d. fixed e. intangible (d; Moderate; Fiedler Contingency Model; p. 392) 33. Three situational criteria identified in the Fiedler model are _____. . job requirements, position power, and leadership ability b. charisma, influence, and leader-member relations c. leader-member relations, task structure, and position power d. task structure, leadership ability, and group conflict e. emotional intelligence, group orientation, and employee status ( c; Moderate; Fiedler’s Key Situational Factors; p. 393) {AACSB: Analytic Skills} 34. Fiedler labels the degree of confidence, trust, and respect that subordinates have in their leader as _____. a. leader-member relations b. relationship orientation c. positional power d. employee-orientation . none of the above (a; Easy; Leader-Member Relations; p. 393) 35. The degree to which job assignments are procedurized is classified in the Fiedler model as _____. a. leader-member relations b. task orientation c. task structure d. initiating structure e. productivity oriented (c; Moderate; Task Structures; p. 393) 36. Fiedler’s theory predicts that an individual who is considered task oriented will be most effective when the situation is _____. a. moderately to highly favorable b. moderately favorable c. moderately to highly unfavorable d. very favorable or very unfavorable e. highly favorable d; Challenging; Matching Leaders and Situations; pp. 393-394) {AACSB: Analytic Skills} 37. Based on the contingency theory, if the leadership style does not match the situation, you should _____. a. change the leader to fit the situation b. change the situation to fit the leader c. accept this circumstance as unchangeable d. either a or b e. retrain the leader in a more appropriate style (d; Moderate; Matching Leaders and Situations; p. 394) {AACSB: Analytic Skills} 38. The reconceptualization of the contingency model by Garcia and Fiedler is called _____ theory. a. situational b. cognitive resource . evaluative d. leadership recognition e. cognitive dissonance (b; Moderate; Cognitive Resource Theory; p. 395) 39. Cognitive resource theory focuses on the role of ____ as a form of situational unfavorableness and how a leader’s intelligence and experience influence his or her reaction. a. stress b. task structure c. position power d. conflict e. resolution (a; Moderate; Cognitive Resource Theory; p. 395) 40. All of the following are findings of the cognitive resou rce theory except _____. a. low stress situations show a positive relationship between intellectual abilities and performance b. ow stress situations show a positive relationship between job experience and performance c. high stress situations show a negative relationship between intellectual abilities and performance d. high stress situations show a positive relationship between job experience and performance e. None of the above are findings of the theory. (b; Moderate; Cognitive Resource Theory; p. 395) {AACSB: Analytic Skills} 41. Hersey and Blanchard developed which of the following? a. situational leadership theory b. cognitive resource theory c. managerial grid model d. path-goal theory . cognitive orientation model (a; Moderate; Situational Leadership Theory; p. 395) 42. Hersey and Blanchard’s leadership theory differs from other leadership theories primarily because it _____. a. explores the role of the expectations of the leader for the follower b. focuses on the fo llowers c. holds that leadership style should be dependent on the situation d. is normative e. deals strictly and exclusively with contingencies (b; Challenging; Situational Leadership Theory; p. 395) {AACSB: Analytic Skills} 43. According to Hersey and Blanchard, readiness encompasses the _____. a. egree of confidence, trust, and respect members have in their leader b. amount of influence a leader has over variables such as hiring, firing, and salaries c. level of morale and satisfaction of the employees d. ability and willingness of the followers to accomplish a task e. all of the above (d; Moderate; Readiness; p. 396) {AACSB: Analytic Skills} 44. Hersey and Blanchard say that the laissez-faire leadership style should be used when employees are ____ to accomplish a task. a. unable and willing b. able and unwilling c. unable and unwilling d. able and willing e. none of the above d; Moderate; Situational Leadership Theory; p. 396) {AACSB: Analytic Skills} 45. What theory was develop ed by Robert House? a. cognitive resource model b. decision theory c. leader-member exchange theory d. path-goal theory e. situational leadership theory (d; Moderate; Path-Goal Theory; p. 396) 46. The leadership model that integrates the expectancy theory of motivation with the Ohio State leadership research is _____. a. path-goal b. contingency c. leader-participation d. leader-member exchange e. cognitive arousal (a; Challenging; Path-Goal Theory; p. 396) 47. What is the essence of the path-goal theory? . Successful leadership is achieved by selecting the right leadership style. b. Stress is a form of situational unfavorableness and a leader’s reaction to it depends on his or her intelligence and experience. c. Effective group performance depends on the proper match between the leader’s style and the degree to which the situation gives control to the leader. d. Leaders establish a special relationship with a small group of their followers because of time pressures. e . The leader is responsible for providing followers with the information, support, or other resources necessary for them to do their jobs. e; Moderate; Path-Goal Theory; p. 397) {AACSB: Analytic Skills} 48. The leadership behaviors identified by the path-goal theory are _____. a. supportive, employee-oriented, laissez-faire, and participative b. achievement-oriented, supportive, humanistic, and directive c. participative, achievement-oriented, directive, and supportive d. directive, participative, supportive, and laissez-faire e. affective, cognitive, and behavioral (c; Challenging; Path-Goal Theory; p. 397) {AACSB: Analytic Skills} 49. Which path-goal leadership style leads to greater satisfaction when tasks are ambiguous or stressful? . directive b. supportive c. participative d. mixed e. reactive (a; Moderate; Path-Goal Theory; p. 397) {AACSB: Analytic Skills} 50. According to House, what leader is friendly and shows concern for the needs of followers? a. the achievement-oriented leader b. the directive leader c. the laissez-faire leader d. the participative leader e. the supportive leader (e; Easy; Path-Goal Theory; p. 397) 51. Which of the following is not an example of a prediction based on path-goal theory? a. Subordinates with an internal locus of control will be more satisfied with a directive style. b.Directive leadership leads to greater satisfaction when tasks are ambiguous or stressful. c. Supportive leadership results in high employee performance when performing structured tasks. d. Directive leadership is likely to be perceived as redundant by employees with a lot of experience. e. All of the above are examples of predictions based on path-goal theory. (a; Challenging; Path-Goal Theory Predictions; p. 398) {AACSB: Analytic Skills} Leader-Member Exchange (LMX) Theory 52. Which of the following theories argues that because of time pressures, leaders establish a special relationship with a small group of their subordinates? . managerial grid b. lea der-member exchange c. path-goal d. expectancy e. contingency (b; Easy; Leader-Member Exchange Theory; p. 398) 53. According to LMX theory, which of the following is not true of those individuals who fall into the out-group? a. They receive a disproportionate amount of the leader’s attention. b. They have leader-follower relations based on formal authority interaction. c. They are less trusted. d. They receive fewer of the preferred rewards that the leader controls. e. All of the above statements are true. (a; Easy; Leader-Member Exchange Theory; p. 99) {AACSB: Analytic Skills} 54. According to LMX theory, a leader implicitly categorizes followers as â€Å"in† or â€Å"out† _____. a. after careful analysis b. on a temporary basis c. early in the interaction d. because of political pressure e. based on job requirements (c; Easy; Leader-Member Exchange Theory; p. 399) Decision Theory; Vroom and Yetton’s Leader-Participation Model 55. The leader-participatio n model was developed by _____. a. Hersey and Blanchard b. Fred Fiedler c. Blake and Mouton d. Vroom and Yetton e. Douglas and Surber (d; Moderate; Leadership-Participation Model; p. 400) 56.Vroom and Yetton’s leadership theory could also be described as a _____ theory. a. contingency b. decision c. behavioral d. trait e. cognitive dissonance (b; Moderate; Leadership-Participation Model; p. 400) 57. Criticism of Vroom and Yetton’s leader-participation model focus on ________. a. the model’s overall complexity b. the lack of research testing of the model c. the abstract nature of the model d. the model’s emphasis on follower commitment e. the model’s emphasis on time restrictions related to decision-making (a; Challenging; Criticism of Leadership-Participation Model; p. 400) TRUE/FALSEWhat Is Leadership? 58. Leadership and management are two terms that are often confused. (True; Easy; Management and Leadership; p. 385) 59. According to Kotter, manag ement focuses on coping with change; leadership focuses on coping with complexity. (False; Moderate; Management and Leadership; p. 385) 60. Leadership can be defined as the ability to influence a group towards the achievement of cohesiveness. (False; Moderate; Leadership; p. 385) 61. Holding a management position is an important step towards becoming a leader in an organization. (False; Moderate; Management and Leadership; p. 385) 62.Strong leadership is the primary element needed for optimum organizational effectiveness. (False; Moderate; Leadership; p. 385) Trait Theories 63. By the 1990s, numerous studies indicated that leaders differed from nonleaders only in ambition and self-confidence. (False; Challenging; Leadership; p. 386) 64. Research efforts at isolating leadership traits achieved a breakthrough, of sorts, when researchers began organizing traits around the Big Five personality framework. (True; Moderate; Big Five and Trait Theories; p. 386) 65. The Big Five personality framework revealed that traits are most useful as predictors of leadership emergence. True; Moderate; Big Five and Trait Theories; p. 386) Behavioral Theories 66. Trait research would provide a basis for selecting the â€Å"right† persons to assume formal positions requiring leadership. (True; Easy; Trait Theories; p. 389) 67. One assumption of the trait view of leadership is that leaders cannot be trained. (True; Moderate; Trait Theories; p. 389) 68. If behavioral theories of leadership are valid, selection of leaders should focus on length of experience an individual has obtained in the right situations. (False; Easy; Behavioral Theories; p. 389) 69.If behavioral theories of leadership are valid, we could have an infinite supply of effective leaders. (True; Challenging; Behavioral Theories; p. 389) 70. The most comprehensive and replicated of the behavioral theories resulted from research begun by Fred Fiedler. (False; Moderate; Ohio State Studies; p. 389) 71. The Ohio Stat e Studies involved research on only two dimensions – initiating structure and consideration. (True; Moderate; Ohio State Studies; p. 389) 72. A leader designated as high on initiating structure would be likely to clearly define the roles of his or her subordinates. (True; Easy; Initiating Structure; p. 389) 3. According to the University of Michigan studies, production-oriented leadership is defined as the extent to which a leader tends to emphasize the technical or task aspects of the job. (False; Moderate; University of Michigan Studies; p. 390) 74. The University of Michigan studies found that production-oriented leaders were associated with higher group productivity than employee-oriented leaders. (False; Challenging; University of Michigan Studies; p. 390) 75. The managerial grid model of leadership uses a grid containing nine possible positions on each axis, representing 81 different positions in which a leader’s style may fall. True; Moderate; Managerial Grid; p . 390) 76. The managerial grid model holds that managers tend to perform best under a 9,9 management style. (True; Moderate; Managerial Grid; p. 390) 77. The managerial grid was developed by a team of researchers known as the Scandinavian Studies group. (False; Easy; Managerial Grid; p. 390) 78. The managerial grid helped promote the progress of leadership research by identifying the productivity results produced by each of 81 different leadership styles. (False; Challenging; Managerial Grid; p. 390) Contingency Theories: Fiedler Model and Situational Leadership Theory 79.The Fiedler contingency model proposes that effective group performance depends upon the proper match between a leader’s style and the degree to which a situation gives control to the leader. (True; Moderate; Fiedler Contingency Model; p. 392) 80. Fiedler’s contingency model is considered to be the first comprehensive contingency model for leadership. (True; Moderate; Fiedler Contingency Model; p. 392 ) 81. Contingency models of leadership suggest that there is no one best style of leadership. (True; Easy; Contingency Models; p. 392) 82. Fiedler believes that a key factor in leadership success is the follower’s preferences for co-worker types. False; Easy; Fiedler Contingency Model; p. 392) 83. Fiedler’s findings focused on results obtained from his pioneering use of the most preferred co-worker (MPC) questionnaire. (False; Easy; Least Preferred Coworker; p. 392) 84. In Fiedler’s approach, if a respondent uses unfavorable terms to describe the co-worker in question, the respondent can be said to be primarily task-oriented. (True; Moderate; Least Preferred Coworker; p. 392) 85. Fiedler’s theory is based on the assumption that leaders can’t change their styles to fit changing situations. (True; Moderate; Fiedler Contingency Model; p. 392) 86.Fiedler’s theory suggests that training is an effective tool to improve leader effectiveness. (False ; Moderate; Fiedler Contingency Model; p. 392) 87. Fiedler’s three situational factors include: leader-member relations, task structure, and stress. (False; Moderate; Fiedler’s Key Situational Factors; p. 393) 88. According to Fiedler, task structure is the degree to which the job assignments are procedurized. (True; Moderate; Task Structures; p. 393) 89. According to Fiedler, leader-member relations concern the degree to which a leader takes a personal interest in the needs of his or her employees and accepts individual differences among them. False; Challenging; Position Power; p. 393) 90. According to Fiedler’s contingency model, task-oriented leaders are most effective in situations of high or low control. (True; Moderate; Matching Leaders and Situations; pp. 393-394) 91. Fiedler assumes that we should concentrate on changing situations to suit the leaders or changing the leaders to fit the situation. (True; Moderate; Matching Leaders and Situations; p. 394) 92. Taken as a whole, tests of the overall validity of the Fiedler model tend to support substantial parts of the model. (True; Moderate; Fiedler Contingency Model; p. 394) 93.One criticism of the Fiedler model concerns the fact that the logic underlying the model’s questionnaire is not well understood. (True; Moderate; Problems with Fiedler Contingency Model; p. 395) 94. Studies regarding the Fiedler model have shown that respondents’ questionnaire scores tend to be relatively stable. (False; Moderate; Problems with Fiedler Contingency Model; p. 395) 95. One advantage of the Fiedler model is that its contingency variables are simple and easy to assess. (False; Moderate; Problems with Fiedler Contingency Model; p. 395) 96. The essence of cognitive resource theory is that stress is the enemy of rationality. True; Moderate; Cognitive Resource Theory; p. 395) 97. Cognitive resource theory predicts that in low-stress situations, bright individuals perform better in the le adership role than their less intelligent counterparts. (True; Moderate; Cognitive Resource Theory; p. 395) 98. Cognitive resource theory predicts that in high-stress situations, more experienced individuals perform better than do less experienced people. (True; Moderate; Cognitive Resource Theory; p. 395) 99. Under the cognitive resource theory, experience is generally a strong predictor of leadership effectiveness. False; Easy; Cognitive Resource Theory; p. 395) 100. Hersey and Blanchard argue that the correct leadership style is contingent on the level of the follower’s readiness. (True; Easy; Situational Leadership Theory; p. 395) 101. Situational leadership theory essentially views the leader-follower relationship as analogous to that between a parent and child. (True; Easy; Situational Leadership Theory; p. 396) 102. Situational leadership theory has been well validated by research but not well received by practitioners because there are so many factors to examine. (Fal se; Moderate; Situational Leadership Theory; p. 96) 103. SLT is an example of a trait theory. (False; Easy; Situational Leadership Theory; pp. 395-396) 104. The path-goal model of leadership integrates the expectancy model of motivation with key elements of the Ohio State Studies. (True; Moderate; Path-Goal Theory; p. 396) 105. Path-goal theory assumes leaders are flexible and can display different leadership behavior depending on the situation. (True; Moderate; Path-Goal Theory; p. 397) 106. A hypothesis that has evolved out of path-goal theory is that directive leadership leads to greater satisfaction when tasks are ambiguous or stressful. True; Moderate; Path-Goal Theory Predictions; p. 398) Leader-Member Exchange (LMX) Theory 107. In the leader-member exchange theory, leaders don’t treat all of their subordinates alike. (True; Moderate; Leader-Member Exchange Theory; p. 397) 108. According to LMX theory, out-group members get more of the leader’s time, but in a neg ative manner. (False; Moderate; Leader-Member Exchange Theory; p. 397) 109. In the leader-member exchange theory, leaders establish a special relationship with a small group of employees called the â€Å"supportive followers. † (False; Moderate; Leader-Member Exchange Theory; p. 397) 110.Research testing of LMX theory has been generally supportive. (True, Moderate, Evaluation of Leader-Member Exchange Theory; p. 398) Decision Theory; Vroom and Yetton’s Leader-Participation Model 111. The leader-participation model provides a set of rules that leaders can use to determine the appropriate leadership behavior for a given task structure. (True; Moderate; Leadership-Participation Model; p. 400) 112. The complexity of the leadership-participation model enables leaders to apply it realistically when they are assessing decision-making situations. (False; Challenging; Criticism of Leadership-Participation Model; p. 00) SCENARIO-BASED QUESTIONS Application of Trait Theories Your company’s HR director is a believer in trait theories of leadership. He believes that he can differentiate leaders from non-leaders by focusing on personal qualities and characteristics. The HR director plans to promote Lawrence, a highly extroverted manager with a great deal of ambition and energy. Furthermore, the president of the company is preparing to retire, and the HR director is searching for her replacement. He asks for your expertise in helping him to apply trait theory to leadership selection within your company. 13. You explain that research efforts at isolating leadership traits have ________. a. identified six leadership traits that predict leadership b. been supportive of the Big Five leadership traits predicting leadership c. shown that conscientiousness does not help much in predicting leadership d. identified emotional stability as the most strongly related trait to leader emergence e. been more focused on developing contingency theories and replacing trait theories (b; Easy; Big Five and Trait Theories; p. 386) {AACSB: Analytic Skills} 114.When selecting individuals for leadership positions, trait theory suggests that which of the following is least helpful for identifying leaders? a. extraversion b. conscientiousness c. openness to experience d. agreeableness e. ambition (d; Moderate; Big Five and Trait Theories; p. 387) {AACSB: Analytic Skills} 115. You advise the director to prioritize which of the following when looking for appropriate candidates for the president’s replacement? a. goal-orientation b. analytical capacity c. emotional intelligence d. emotional stability e. training (c; Moderate; Emotional Intelligence and Trait Theories; p. 387) {AACSB: Analytic Skills} 16. The director believes that because of these innate characteristics, Lawrence will be highly effective at helping the company achieve its production goals. You advise the director against this decision because ________. a. research has identified emotiona l stability as the strongest predictor of leadership effectiveness b. studies have found that the Big Five traits are difficult to identify in leaders c. studies have shown that traits are poor predictors of leadership effectiveness d. research has found that conscientiousness is a better predictor of effectiveness than extraversion e. esearch has shown that effective managers are often unlikely to become effective leaders (c; Moderate; Trait Theories; p. 388) {AACSB: Analytic Skills} Application of Trait and Behavioral Theories You are the CEO of an engineering design firm that has several departments, each specializing in the design of different products. You have noticed a great deal of difference between the styles of the various department directors. You also see a big difference in the morale, employee satisfaction levels, and effectiveness (productivity) levels of the departments.One of your goals as CEO is to maximize productivity across all departments. 117. As you look at the difference between the department directors, you notice that some are more charismatic and enthusiastic than others. In identifying this difference, you are looking at the directors’ _____. a. behaviors b. traits c. personalities d. attitudes e. all of the above (b; Easy; Traits; p. 386) {AACSB: Analytic Skills} 118. Some of the departmental directors spend more time training and helping their employees, while other spend more time on the technical issues that arise in the development process.According to the categories used in the University of Michigan studies, the directors can be described as ________. a. oriented toward initiating structure vs. oriented toward consideration b. employee-oriented vs. production-oriented c. training-oriented vs. development-oriented d. assistance-oriented vs. growth-oriented e. authority-type leaders vs. laissez faire-type leaders (b; Moderate; University of Michigan Studies; p. 390) {AACSB: Analytic Skills} 119. Based on the results of the University of Michigan studies, which directors most likely have departments with higher productivity and job satisfaction? . the employee-oriented leaders b. the production-oriented leaders c. the consideration-oriented leaders d. the development-oriented leaders e. the task-oriented leaders (a; Moderate; Employee-Oriented Leaders; p. 390) {AACSB: Analytic Skills} 120. Of all the departments, Gerard’s department has the greatest production output. His employees seem most satisfied with his leadership as well. You categorize the behavioral styles of each department director using the managerial grid. According to the work of Blake and Mouton, who developed the grid, which of the following is most likely to reflect Gerard’s score on he grid? a. 8,8 b. 5,5 c. 1,7 d. 7,1 e. 1,1 (a; Moderate; Managerial Grid; p. 390) {AACSB: Analytic Skills} 121. It can be inferred that the poorest performing director is most likely to receive which of the following scores on the mana gerial grid? a. 9,9 b. 1,9 c. 9,1 d. 5,5 e. 1,1 (e; Challenging; Managerial Grid; p. 390) {AACSB: Analytic Skills} Application of Fiedler’s Contingency Theory You have decided to use Fiedler’s LPC questionnaire to help your employees learn more about their leadership styles. Each of your employees has filled out and scored the instrument.It is your job to try to explain to them how to use the survey information. 122. According to Fiedler’s approach, your employees should assume which of the following about the leadership styles determined through using the survey? a. Each person’s style is essentially fixed. b. Each person can use the information to change his/her style to a more productive style. c. Task-oriented leaders will not perform as well as relationship-oriented leaders in situations that are very unfavorable. d. Task-oriented leaders will perform better than relationship-oriented leaders in moderately favorable situations. . Each person’s style will change in accordance with the situation at hand. (a; Moderate; Fiedler Contingency Model; p. 392) {AACSB: Analytic Skills} 123. Fran completes the LPC questionnaire and finds that she described her least preferred co-worker in relatively positive terms. She is surprised by this finding because she recalls being particularly annoyed by this difficult co-worker. Based on your understanding of Fiedler’s model, you explain to Fran that her LPC score makes sense within the model because ________. a. Fran tends to become very dominating when given ambiguous tasks b.Fran is usually much more focused on productivity than on developing relationships c. Fran tends in general to focus on building good relationships with the other employees at your company d. Fran has a spotty work history and has tended to switch jobs every couple of years e. Fran is usually chosen for positions of high responsibility within your organization (c; Challenging; Least Preferred Coworker; p. 392 ) {AACSB: Analytic Skills} 124. In utilizing Fiedler’s contingency model, which of the following contingency dimensions should your employees pay attention to? a. leader-member relations b. ask structure c. position power d. All of the above are important dimensions in this model. e. None of the above are important dimensions in this model. (d; Moderate; Fiedler’s Key Situational Factors; p. 393) {AACSB: Analytic Skills} 125. The Fiedler model proposes ________. a. changing the leader b. changing the situation c. matching leaders and situations d. changing the employees e. training the leader to match each situation (c; Easy; Matching Leaders and Situations; p. 394) {AACSB: Analytic Skills} Application of Various Theories Your boss has been reading several books on leadership. You notice that every ew months he is spouting a different approach and philosophy. You have been trying to keep up with him and figure out which â€Å"leadership theory of the month† he i s studying. 126. Suddenly your boss begins sending people to training to help them develop more effective leadership styles. It is clear that he is reading an author who supports _____. a. trait theories b. behavioral theories c. Fiedler’s contingency model d. the reflection effect e. none of the above (b; Easy; Behavioral Theories; p. 389) {AACSB: Analytic Skills} 127. You have noticed that your boss is often asking you what types of peers you least like to work with.You suspect that he is trying to covertly determine your leadership style according to _____. a. Hersey and Blanchard b. Vroom and Yetton c. Fiedler d. Sondak e. none of the above (c; Easy; Fiedler Contingency Model; p. 392) {AACSB: Analytic Skills} 128. This month your boss seems less concerned about his leaders than he is about the people who work for them and whether these employees are willing and able to perform particular tasks. Your boss is most likely reading _____. a. Hersey and Blanchard b. Vroom and Y etton c. Fiedler d. Christos e. Fiedler and Garcia (a; Easy, Situational Leadership Theory; p. 95) {AACSB: Analytic Skills} 129. Now your boss seems to be trying to analyze each leader according to which employees they interact with most and least, and which employees they rate highest and lowest. You suspect that he is reading about which of the following models? a. SLT b. LMX c. LPC d. PGT e. SNFU (b; Moderate; Leader-Member Exchange Theory; p. 398) {AACSB: Analytic Skills} Application of Leader-Member Exchange (LMX) Theory As you have observed your department manager and her interactions with the department’s employees, you have come to believe in LMX theory.Sarah and Joe get less of the manager’s time. Sally gets fewer of the preferred rewards that the manager controls and John has a relationship with the manager based on formal authority interactions. Rebecca is trusted. Jennifer gets a disproportionate amount of the manager’s attention and is more likely t o receive special privileges. 130. According to LMX theory, the in-group is likely to be comprised of _____. a. Rebecca and Jennifer only b. Jennifer only c. Rebecca only d. John, Rebecca, and Jennifer only e. Sarah, Joe, Sally, and John only (a; Moderate; In-Group; pp. 398-399) {AACSB: Analytic Skills} 31. According to LMX theory, which of the following employees is likely to be included in the out-group? a. Rebecca only b. Jennifer only c. Sarah and Jennifer only d. Sarah and Joe only e. Sarah, Joe, Sally, and John only (c; Easy; Out-Group; p. 399) {AACSB: Analytic Skills} 132. When you look at this department’s performance evaluations, you expect to find that _____. a. Rebecca and Jennifer have high ratings b. Rebecca, John, and Jennifer have high ratings c. Rebecca and Jennifer have high ratings, John has moderate ratings, and the rest of the employees have low ratings d.John has received more promotions than any of the other employees e. Rebecca and John compete with eac h other for the highest ratings (a; Moderate; In-Group; p. 399) {AACSB: Analytic Skills} 133. The manager of this particular department is very goal-oriented in his leadership style. Which of the following employees is also likely to be very goal-oriented? a. Sarah b. Jennifer c. Joe d. Sally e. John (b; Moderate; In-Group; p. 399) {AACSB: Analytic Skills} SHORT DISCUSSION QUESTIONS 134. What is the difference between leadership and management? Leadership is defined as the ability to influence a group toward the achievement of goals.Leadership is about coping with change, management is about coping with complexity. Good management brings about order and consistency by drawing up formal plans, designing rigid organization structures, and monitoring results against plans. Management consists of implementing the vision and strategy provided by leaders, coordinating and staffing the organization, and handling day-to-day problems. (Easy; Management and Leadership; p. 385) {AACSB: Analyti c Skills} 135. What â€Å"breakthrough† resulted in consistent and strong support for traits as predictors of leadership?When researchers began organizing traits around the Big Five personality framework, it became clear that most of the dozens of traits that emerged in various leadership reviews could be subsumed under one of the Big Five. This approach resulted in consistent and strong support for traits as predictors of leadership emergence. (Easy; Leadership; p. 385) {AACSB: Analytic Skills} 136. What are the implications of the behavioral theories of leadership? If trait research had been successful, it would have provided a basis for selecting the â€Å"right† persons to assume formal positions in groups and organizations requiring leadership.In contrast, if behavioral studies were to turn up critical behavioral determinants of leadership, we could train people to be leaders. The difference between trait and behavioral theories, in terms of application, lies in t heir underlying assumptions. If trait theories were valid, then leaders are born rather than made. On the other hand, if there were specific behaviors that identified leaders, then we could teach leadership – we could design programs that implanted these behavioral patterns in individuals who desired to be effective leaders. Moderate; Implications of Behavioral Theories; p. 389) {AACSB: Analytic Skills} 137. Identify and explain the two dimensions of leadership described in the Ohio State studies. The Ohio State studies proposed that two categories accounted for most of the leadership behavior described by employees. They called these two dimensions initiating structure and consideration. a) Initiating structure refers to the extent to which a leader is likely to define and structure his or her role and those of employees in the search for goal attainment. ) Consideration is described as the extent to which a person is likely to have job relationships that are characterized b y mutual trust, respect for employees’ ideas, and regard for their feelings. (Easy; Ohio State Studies; p. 389) {AACSB: Analytic Skills} 138. Explain the components of Blake and Mouton’s managerial grid. Blake and Mouton proposed a managerial grid based on the styles of concern for people and concern for production. This grid shows the dominating factors in a leader’s thinking in regard to getting results. Managers were found to perform best under a 9,9 style.The dimensions represent the Ohio State dimensions of consideration and initiating structure and the Michigan dimensions of employee oriented and production oriented. (Easy; Managerial Grid; p. 390) {AACSB: Analytic Skills} 139. How was cognitive resource theory developed, and what are its main findings? Fiedler and Joe Garcia re-conceptualized Fiedler’s contingency model. They focused on the role of stress as a form of situational unfavorableness and how a leader’s intelligence and experience influence his or her reaction to stress. The essence of the theory is that stress is the enemy of rationality.Fiedler and Garcia found that a leader’s intellectual abilities correlate positively with performance under low stress but negatively under high stress. According to the theory, it’s the level of stress in the situation that determines whether an individual’s intelligence and experience will contribute to leadership performance. (Moderate; Cognitive Resource Theory; p. 395) {AACSB: Analytic Skills} 140. Describe LMX theory and identify its main beliefs. This theory argues that because of time pressures, leaders establish a special relationship with a small group of their followers.These individuals make up the in-group – they are trusted, get a disproportionate amount of the leader’s attention, and are more likely to receive special privileges. Other followers fall into the out-group. They get less of the leader’s time, fewer of the preferred rewards that the leader controls, and have leader-follower relations based on formal authority interactions. The leader implicitly categorizes the follower as an â€Å"in† or â€Å"out† and that relationship is relatively stable over time. (Moderate; Leader-Member Exchange Theory; pp. 398-399) {AACSB: Analytic Skills} 141. Describe the leader-participation model.Victor Vroom and Phillip Yetton developed a model that related leadership behavior and participation in decision making. Recognizing that task structures have varying demands for routine and non-routine activities, these researchers argued that leader behavior must adjust to reflect the task structure. The model was normative – it provided a sequential set of rules that should be followed in determining the form and amount of participation in decision making, as determined by different types of situations. The model was a decision tree incorporating seven contingencies and five alternative lea dership styles. Easy; Leadership-Participation Model; p. 400) {AACSB: Analytic Skills} MEDIUM LENGTH DISCUSSION QUESTIONS 142. Explain the principles of Hersey and Blanchard’s situational leadership theory. Situational leadership is a contingency theory that focuses on the followers. Successful leadership is achieved by selecting the right leadership style, which they argue is contingent on the level of the followers’ readiness. The emphasis on the followers in leadership effectiveness reflects the reality that it is the followers who accept or reject the leaders.Readiness refers to the extent to which people have the ability and willingness to accomplish a specific task. SLT says if a follower is unable and unwilling to do a task, the leader needs to give clear and specific directions; if followers are unable and willing, the leader needs to display high task orientation to compensate for the followers’ lack of ability and high relationship orientation to get t he follower to â€Å"buy into† the leader’s desires; if followers are able and unwilling, the leader needs to use a supportive and participative style; and if the employee is both able and willing, the leader doesn’t need to do much. Moderate; Situational Leadership Theory; pp. 395-396) {AACSB: Analytic Skills} 143. What are the predictions of path-goal theory? Path-goal theory made several predictions: a) Directive leadership leads to greater satisfaction when tasks are ambiguous or stressful than when they are highly structured and well laid out. b) Supportive leadership results in high employee performance and satisfaction when employees are performing structured tasks. c) Directive leadership is likely to be perceived as redundant among employees with high perceived ability or with considerable experience. ) Employees with an internal locus of control will be more satisfied with a participative style. e) Achievement-oriented leadership will increase employee s’ expectancies that effort will lead to high performance when tasks are ambiguously structured. (Moderate; Path-Goal Theory Predictions; p. 398) {AACSB: Analytic Skills} 144. Summarize the leader-member exchange theory. The leader-member exchange (LMX) theory argues that because of time pressures, leaders establish a special relationship with a small group of their followers.These individuals make up the in-group—they are trusted, get a disproportionate amount of the leader’s attention, and are more likely to receive special privileges. Other followers fall into the out-group. They get less of the leader’s time, fewer of the preferred rewards that the leader controls, and have leader-follower relations based on formal authority interactions. The theory proposes that early in the history of the interaction between a leader and a given follower, the leader implicitly categorizes the follower as an â€Å"in† or an â€Å"out† and that relations hip is relatively stable over time.The theory and research surrounding it provide substantive evidence that leaders do differentiate among followers; that these disparities are far from random; and that followers with in-group status will have higher performance ratings, lower turnover intentions, greater satisfaction with their superior, and higher overall satisfaction than will the out-group. These positive findings for in-group members are consistent with our knowledge of the self-fulfilling prophesy. (Moderate; Leader-Member Exchange Theory; pp. 98-399) {AACSB: Analytic Skills} COMPREHENSIVE ESSAYS 145. Explain Fiedler’s contingency model. In your discussion, describe the role of the LPC (least preferred coworker) questionnaire and identify the key situational factors that determine leadership effectiveness, according to this model. Fred Fiedler developed the first comprehensive contingency model for leadership. This model proposes that effective group performance depends upon the proper match between the leader’s style and the degree to which the situation gives control to the leader.The least preferred co-worker (LPC) questionnaire is used to determine what the leader’s basic style is. Sixteen contrasting adjectives are used to ask respondents to describe their least-preferred co-worker. If the least preferred co-worker is described in relatively positive terms (a high LPC score), then the respondent is primarily interested in good personal relations with this co-worker. This person is considered relationship oriented. If the least preferred co-worker is primarily interested in productivity, they would be labeled task oriented.Fiedler assumes that an individual’s leadership style is fixed. Fiedler identified three contingency dimensions that define the key situational factors that determine leadership effectiveness. a) Leader-member relations are the degree of confidence, trust, and respect members have in their leader. b) Tas k structure is the degree to which the job assignments are procedurized. c) Position power is the degree of influence a leader has over power variables such as hiring, firing, discipline, promotions, and salary increases.The better the leader-member relations, the more highly structured the job, and the stronger the position power, the more control the leader has. With knowledge of an individual’s LPC and an assessment of the three contingency variables, Fiedler proposes matching them up to achieve maximum leadership effectiveness. Task-oriented leaders tend to perform better in situations that were very favorable to them and in situations that were very unfavorable. Relationship oriented leaders perform better in moderately favorable situations.Fiedler has suggested recently that task-oriented leaders perform best in situations of high and low control, while relationship-oriented leaders perform best in moderate control situations. There are two ways to improve leader effect iveness. You can change the leader to fit the situation. The second alternative would be to change the situation to fit the leader. This could be done by restructuring tasks or increasing or decreasing the power that the leader has to control factors such as salary increases, promotions, and disciplinary actions. (Challenging; Fiedler Contingency Model; pp. 92- 394) {AACSB: Analytic Skills} 146. Compare and contrast Hersey and Blanchard’s situational leadership theory with House’s path-goal theory. Hersey and Blanchard’s situation leadership theory is a contingency theory that focuses on the followers. Successful leadership is achieved by selecting the right leadership style, which Hersey and Blanchard argue is contingent on the level of the followers’ readiness. The emphasis on the followers in leadership effectiveness reflects the reality that it is the followers who accept or reject the leaders.The term readiness refers to the extent to which people ha ve the ability and willingness to accomplish a specific task. SLT says if a follower is unable and unwilling to do a task, the leader needs to give clear and specific directions; if followers are unable and willing, the leader needs to display high task orientation to compensate for the followers’ lack of ability and high relationship orientation to get the follower to â€Å"buy into† the leader’s desires; if followers are able and unwilling, the leader needs to use a supportive and articipative style; and if the employee is both able and willing, the leader doesn’t need to do much. Path-goal theory was developed by Robert House. The essence of the theory is that it’s the leader’s job to assist followers in attaining their goals and to provide the necessary direction and/or support to ensure that their goals are compatible with the overall objectives of the group or organization.The term path-goal is derived from the belief that effective le aders clarify the path to help their followers get from where they are to the achievement of their work goals and make the journey along the path easier by reducing roadblocks. House identified four leadership behaviors. The directive leader lets followers know what is expected of them, schedules work to be done, and gives specific guidance as to how to accomplish tasks. The supportive leader is friendly and shows concern for the needs of followers.The participative leader consults with followers and uses their suggestions before making a decision. The achievement-oriented leader sets challenging goals and expects followers to perform at their highest level. House assumes that leaders are flexible and that the same leader can display any or all of these behaviors depending on the situation. (Challenging; Situational Leadership Theory and Path-Goal Theory; pp. 395-396) {AACSB: Analytic Skills}