Theoretical Matrix of Organizational Change Research Paper

Theoretical Matrix of Organizational Change - Research Paper Example However, it should be noted that the contribution of these people is vital for effective change to take place. The fourth category is late majority, which mainly involves individuals who are interested in the results brought about by change before they can devote themselves to the change. The fifth one is laggards, which is composed of individuals who might disagree with efforts aimed at bringing change. In addition, they may also not be effective during the initial as well as the late change phases (Bate, Mendel and Robert, 2008). Kotter’s Theory According to Kotters' theory, change is made of emotional and situational components. Moreover, he developed a model of eight steps where through it change can be managed. These include the development of urgency, creation of a team to guide others, creation of vision, buying communication, enabling actions, creation of short-term advantages, not giving up and making the change stick. In addition, Kotter organizes every step into thr ee similar phases. The initial phase, which is the creation of climate that enables change, entails the first, second and third step. The next phase is engaging and enabling the entire organization; moreover, it entails step four, five and six while the last phase involves implementing and sustaining change; additionally, it encompasses the seventh and eighth steps. This theory involves gradual change that eventually becomes permanent, during the period of implementation; thus, an organization can enjoy various changes that are taking place. Therefore, when the change is complete it is anchored into an organization’s policies, and it becomes permanent. This theory mostly involves the person who comes up with the idea to make changes since it is his or her responsibility to see it successful. In addition, Kotter’s change theory is relevant in healthcare since it is capable of enhancing patient safety. Moreover, the theory offers opportunities for innovations capable of improving the safety of patients within the healthcare (Kotter, 2007). Lippitt’s Theory Lippitt came up with the seven-step theory, which lays much emphasis on the key roles, as well as responsibilities of change agent; however, there is a continuous exchange of information all through the process. Moreover, it commences with diagnosis of the problem whereby the problem is detected, and raises the organizations’ concern. After the diagnosis, the motivation and capability for change is assessed. Therefore, assessment of resources as well as motivation of the agent of change is the step that follows. The next step entails choosing change objects that are progressive; however, there is also the development of action plans and establishment of strategies. Change agent’s role ought to be selected and understood clearly by every party in order to ensure that clear expectations are made; therefore, maintaining change then follows. Effective communications, as well as c oordination of groups, are vital components in this phase. Finally, change agent ought to pull steadily out from their major roles with time. Therefore, this can take place when change has become part of the culture of the organization (Petersen & Pedersen n.d). However, after the change has been implemented it should be included in an organization’s rules and policies to make it part of the company. The Theories Application Lippit’

The Potentials of the Next Generation Consumers of iPhone Essay

The Potentials of the Next Generation Consumers of iPhone - Essay Example This research will begin with the statement that according to various kinds of literature, it has been widely accepted that a well-built marketing framework comprises certain essential strategic measures and approaches that further leverage marketers to make the long-term sustainability of their offerings within a particular business industry. In this similar context, a strong segmentation of market or target consumers can be asserted as one of the most effective approaches implemented by the organizations while marketing new brands within a particular business market. Moreover, an integrated marketing mix eventually facilitates implementation of strategies associated with product, place, price, and promotion and therefore, ensures the delivery of adequate opportunity to the organizations to build a strong market for their respective products and/or services. Marketing of a product and/or a service is duly considered to be the most effective practices of an organization in building i ts long-term sustainability in a particular industry or business market segment. To overcome the challenges presented by the current fiercely competitive scenario affecting contemporary organizations belonging to different business industries, an effective and well-built marketing plan plays a pivotal role not only to make the offered products successful but also to build a strong position of the products/services and gain competitive advantages through augmenting brand value on the whole. An effective marketing strategy may require the adoption of multiple tools and techniques that can enable marketers to gain significant insights and draw an exceptional brand image of the product in consumers’ mind. The aim of the discussion henceforth is to identify and assess the potentials of the next generation consumers of iPhone product line for Apple and propose marketing mix strategies that would assist the organization in gaining a competitive positioning over its close rivals. iPh one is commonly characterized as a particular product line of smartphones, which is designed, manufactured and marketed by one of the leading brands in the global Information Technology (IT) industry, Apple Inc. In the year 2007, the company launched the first generation of this product, which attracted a huge volume of tech-savvy customers from all around the globe.

The Factors That Can Affect An Individual Essay Example for Free

The Factors That Can Affect An Individual Essay The factors that can affect an individual’s views on death and dying and include social factors, cultural, religious and spirit I believe ones religion plays a big part. Many suicide bombers believe that if they fight the religious war and become a hero through death they will get many virgins as a reward in the afterlife. Therefore they dont mind killing themselves. Most people view the idea of death through the glasses of their trained religion teachings. Death is a personal event that man cannot describe for himself. As far back as we can tell, man has been both intrigued by death and fearful of it; he has been motivated to seek answers to the mystery and to seek solutions to his anxiety. Every known culture has provided some answer to the meaning of death; for death, like birth or marriage, is universally regarded as a socially significant Event, set off by ritual and supported by institutions. It is the final rite de passage. The social and psychological aspects of death have been studied by anthropologists, sociologists, psychologists, and psychiatrists; and the main outlines of their understandings can be summarized on three levels—cultural, social, and individual. The meanings which have been attached to death in most cultures include beliefs in some kind of existence after death; most peoples—save the no literate—have entertained theories of personal salvation; and religion, philosophy, and political ideology have provided some answers to man’s quest for the meaning of death. The relationship between death and the social structure has received little systematic attention from social scientists, although there is much research on the social prescriptions for bereavement, especially as these relate to ritualistic mourning and individual grief. Scattered empirical studies suggest that, for the individual in the contemporary Western world, matters of death are less salient than those of living, although there are clear traces of a latent and underlying ambivalence. Spiritual, religious, and cultural beliefs and practices play a significant role in the lives of patients who are seriously ill and dying. In addition to providing an ethical foundation for clinical decision making, spiritual  and religious traditions provide a conceptual framework for understanding the human experience of death and dying, and the meaning of illness and suffering Death is a personal event that man cannot describe for himself. As far back as we can tell, man has been both intrigued by death and fearful of it; he has been motivated to seek answers to the mystery and to seek solutions to his anxiety. Every known culture has provided some answer to the meaning of death; for death, like birth or marriage, is universally regarded as a socially significant event, set off by ritual and supported by institutions. It is the final rite de passage. The social and psychological aspects of death have been studied by anthropologists, sociologists, psychologists, and psychiatrists ; and the main outlines of their understandings can be summarized on three levels—cultural, social, and ind Adults experiencing a death feel a whole range of emotions including panic, shock, disbelief, hopelessness, irritability, isolation, and sometimes even relief if the death comes after a long, painful, lingering illness. They need time to go through different stages of grief. Just as with teens, adults may become depressed, and their physical and mental health may suffer. They also may worry about the practical effects the death will have on their life. For example, their financial security may change. Having friends who are good listeners and who offer practical help when needed can ease adults through difficult emotional times. Many people, both children and adults, find short term professional counselling and grief support groups helpful in understanding their emotions and knowing that they are not going through the grief process alone. After death, virtually all religions and cultures perform some ceremony to mark the death and celebrate the life and memories of the person who has died. There ceremonies and rituals are very important to the survivors. Occasionally before a funeral can occur, an autopsy must be done to determine precisely the cause of death. Autopsies are usually done in the event of an unexpected death or where criminal activity is suspected. The idea of an autopsy may be very disturbing to the survivors. During an autopsy, a specialist medical doctor called a pathologist examines  the body and submits a detailed report on the cause of death. Although an autopsy can do nothing for the individual after death, the information it provides can benefit the family and, in some cases, medical science. For example, the link between smoking and lung cancer was confirmed from data gathered through autopsy. 10.Respect the physicians professional responsibility to discontinue some treatments when appropriate, with consideration for both patient and family preferences; 11.Promote clinical and evidence-based research on providing care at the end of life. Cultural Aspects of Death and Dying Posted by Marcia Carteret, M. Ed. in Cultural Health Beliefs + Behaviors, Special Topics While the end of life experience is universal, the behaviors associated with expressing grief are very much culturally bound. Death and grief being normal life events, all cultures have developed ways to cope with death in a respectful manner, and interfering with these practices can disrupt people’s ability to cope during the grieving process. While health care providers cannot be expected to know the mourning ceremonies and traditions of each family’s culture, understanding some basics about how different cultures may prepare for and respond to death is important. Though difficult to ask, there are crucial questions that need to be part of conversations between doctors and nurses and families. For example: What are the cultural rituals for coping with dying, the deceased person’s body, the final arrangements for the body and honoring the death? What are the family’s beliefs about what happens after death? †¢What does the family consider to be the roles of each family member in handling the death? †¢Who should the doctor talk to about test results or diagnosis? †¢Are certain types of death less acceptable (for example, suicide) or are certain types of death especially hard to handle for that culture (for example, the death of a child – this example may seem too obvious, but in countries with high  infant mortality, there are indeed different attitudes about the loss of children.)3 This list of questions is so important because patients and families should be viewed as a source of knowledge about their special/cultural needs and norms – but health care professionals sometimes are at a loss about what to ask under such trying circumstances. There is perhaps no area where reliance on cultural reference books is less useful. The degree of acculturation is absolutely paramount in determining the beliefs and traditions a family will follow when coping with impending death, post-death arrangements and mourning. While we can find many similarities across cultures, such as wearing black as a sign of mourning, there are always exceptions. In China, for example, white is the color of death and mourning. Part of why the degree of acculturation is highly significant is that blending belief systems becomes more pronounced in highly acculturated persons. There are places in the world where accommodation is made for multiple faiths. For example, in Nigeria there is a triple heritage of Christianity, Islam, and ancestor worship2. Similar blending can be found in Caribbean nations and Mexico where Catholicism can be mixed with indigenous folk beliefs like Voodoo and Curanderismo. Another layer of expectation comes with living in the United States culture and relying on the Western medical culture. The mix of cultural/religious attitudes and behaviors surrounding death and dying can become very complex indeed. And when a death actually occurs, some individuals suddenly choose to break with tradition entirely, often creating chaos within families. What follows in this article are some important points of consideration, but the list is introductory in nature at best. There is a strong focus on religions because religion can be thought of as a cultural system of meaning that helps to solve problems of uncertainty, powerlessness, and scarcity that death creates. In placing death within a religious perspective, bereaved persons find meaning for an event that for many is inexplicable.1 (Each underlined heading is a link to further resources for readers.) Monotheistic Religions: Especially since the events of 911 changed many  people’s views of Muslims, it is important to be aware that Christians and Muslims both believe death is a transition to a more glorious place and both believe in the sovereignty of a God (Allah) in matters of loss and take consolation in phrases such as â€Å"Allah giveth and Allah taketh away.† Both are also faiths springing from a single scripture, founder or sacred place. Readings from the Koran or Bible are important parts of the recognizing the departure of a loved one from this life. Similarly, in the Jewish faith, there is the expression mourners recite a few minutes before a funeral begins: â€Å"The Lord has given and the Lord has taken, blessed be the name of the Lord.† Both Muslims and Christians believe in the afterlife and view worldly life much in terms of preparing for eternal life. In the Jewish tradition, the focus is on the purpose of earthly life, which is to fulfill one’s duties to god and one’s fellow man. Succeeding at this brings reward, failing at it brings punishment. The traditions around death and dying differ greatly across all three major monotheistic religious systems (as well as within different branches of each faith, i.e. Jehovah’s Witnesses and Mormonism in Christianity). They are highly nuanced and very hard for outsiders to understand thoroughly. Key rituals and practices that differ widely between religions include the preparation of the deceased person’s body, the permissibility of organ donation, and the choosing of cremation vs. burial. Ancestor Worship: The premise of ancestor worship is based on understanding that the course of life is cyclical not linear. Those who are dead may not be seen physically, but are alive in a different world and/or can reincarnate in new births. Ancestor worship in various forms can be found in many parts of the world and is very strong in parts of Africa and Asia. Many Native Americans and Buddhists alike believe that the living co-exist with the dead. A central theme in all ancestor worship is that the lives of the dead may have supernatural powers over those in the living world – the ability to bless, curse, give or take life. In some cultures, worship of the dead is important, and includes making offerings of food, money, clothing, and blessings. In China there is the annual observance of â€Å"sweeping the graves† and as its name denotes, it is a time for people to tend the graves  of the departed ones. In Mexico, there is The Day of the Dead (Dia de los Muertos), a holiday that focuses on gatherings of family and friends to pray for and remember those who have died. The Day of the Dead is also celebrated by many Latin Americans living in the U.S. and Canada. The intent of the celebration is to encourage visits by the souls of the departed so that those souls will hear the prayers and the comments of the living directed at them. It makes sense that in cultures where ancestor worship is common, the acceptance of organ donation and cremation may be low. Buddhism and Hinduism: Hinduism does not have roots springing from a single scripture, founder or sacred place. It is more like an umbrella term describing a set of philosophies and ways of life. Buddhism has a single founder, but the Buddha is not prayed to in the same sense as a God or Allah. Buddhism is also a set of philosophies for living. There are marked differences between the two, or course, but in both death is not seen as the end of life; it is merely the end of the body we inhabit in this life. The spirit remains and will seek attachment to a new body and a new â€Å"life† – in Buddhism it is called a â€Å"kulpa,† which is a unit of time. Where a given person will be born again is a result of the past and the accumulation of positive and negative action, and the result of karma. Followers of both traditions keep in mind the impermanence of life. The transition of a soul to a new life is very important so both traditions observe specific rituals at the time of dying and the handling of the body. The corpse of a Buddhist should not be touched for 3-8 hours after breathing ceases as the spirit lingers on for some time. Hindus believe the body of the dead must be bathed, massaged in oils, dressed in new clothes, and then cremated before the next sunrise. It follows that cremation would be acceptable in a faith where the soul will be released to find another body to inhabit. Truth-telling to Patients: In collectivist cultures, the good of the individual is often so enmeshed with the good of the family or in-group that family members may have a greater say in health care decisions than the patient does in some circumstances. In many countries, family members may become very upset if a physician reveals bad news directly to the patient. Families and patients may place great value on the right NOT to know! This  is completely at odds with the standards set forth in the Patient Self Determination Act http://en.wikipedia.org/wiki/Patient_Self-Determination_Act which secures certain rights legally for all patients in the U.S. The health care system needs to be flexible enough to accommodate communication patterns that look different from those within the informed-consent tradition which insists doctors and nurses tell patients everything. So, a key question in cross-cultural health care situations would be: Who do you want me to talk to about test results or diagnosis? Expressions of Grief: In some cultures, showing grief, including wailing, is expected of mourners because the more torment displayed and the more people crying, the more the person was loved. In other cultures, restraint is expected. Rules in Egypt and Bali, both Islamic countries, are opposite; in Bali women may be strongly discouraged from crying, while in Egypt women are considered abnormal if they don’t nearly incapacitate themselves with demonstrative weeping. In Japan, it is extremely important not to show one’s grief for a number of reasons. Death should be seen as a time of liberation and not sorrow, and one should bear up under misfortune with strength and acceptance. One never does anything to make someone else uncomfortable. In Latino cultures, it may be appropriate for women to wail, but men are not expected to show overt emotion due to â€Å"machismo.† In China, hiring professional wailers may be customary in funerals, which may sound odd, but this w as also a common practice in Victorian England. Conclusion: For health care professionals, providing culturally sensitive bereavement/end of life care is understandably an issue of discomfort. Language and cultural barriers obviously compound the challenges of being professionally appropriate and compassionate. Patients and families may be in need of compassion, advice, and guidance from doctors and nurses, but often the realities of a given situation include a press for time and both physical and emotional exhaustion among providers and families. It happens – sometimes we simply fail, in the moment, to express sufficient sensitivity and warmth when critical decisions must be made. The clinical facts are immediate and demand logical linear thinking which is natural for those  trained in the Western medical tradition. For many cultures, such a direct approach may seem harsh, and decisions about something like organ donation might be experienced as inhumane immediately upon death. The questions suggested in this article can be used to ease some of the communication challenges and facilitate more openness between health care professionals and families around death and dying. Of course they should be tailored to the context of a given situation.

The Leadership Of General George Washington

The Leadership Of General George Washington United States of America is the world super power. During golden history of United States of America great leaders paved the way to achieve the present world supremacy. Dedicated service rendered by General George Washington as a war wining General to the great nation of America is significant. General George Washington is considered as the founder father of the United States of America. General George Washington is still in the green memories of the Americans due to his distinguished service as commanding general of the revolutionary army. George Washington played a crucial role during the French and Indian War that lasted for seven years. During 1775 to 1783 George Washington led the American victory over Britain in the American Revolutionary war .Under his leadership America gained independence. General George Washington led the Continental Army towards victory. His great achievements and military operations were exclusive. General Washingtons military career provides a model of l eadership strategic and tactical skills. As the commander in chief of the continental army, his achievements and services to the nation were remarkable. He possessed a great strength of character and a wealth of sound leadership qualities. He was a leader with calm, trustworthy, wise, unselfish, determined sense of patriotic commitment to the nation and leader who treated his citizen solidarity 2. General George Washingtons greatness can be identified by three ways firstly, as commander in chief of the Continental Army, secondly as president of the constitutional convention, and thirdly as the first President of the United States of America. General Washington became the President in 1789, following the end of war with the Great Britain in 1783. His exemplary performances as the first president of the United States of America were commendable. As a political leader and as the first president of the country General George Washington displayed great leadership qualities same as he exhibited in battlefield. General Washington had a vision of a making America as powerful nation using federal power. As President, George Washington played a leading role in drafting the American Constitution in 1789 and extended his contribution by building a strong central government. General Washington first adopted the foreign policy of neutrality. In 1773, he prevented international conflicts and  interruptions  of other countries. He was the prominent figure in establishing essential political conventions to ensure the success of the new republic. General Washington was not a member of any political party. Due to dedicated service rendered and his exceptional contribution to the nation as the farther of the nation he is honoured by every American citizen. People all over the world admire his leadership and reputed character. AIM 3. The aim of this presentation is to acquaint the student officers on military leadership and political leadership of General George Washington. EARLY LIFE 4. General George Washington was born in Virginia on 22 February 1732. Little George learned to read and write during his school time. He attended school from his 7th to his 15th year. His favorite subject in school was mathematics. He enjoyed hunting, fishing, and boating on the river a lot. At the age of eleven, his father died. George had to help his mother to run their farmhouse and watch his younger sister and brothers during his early stages. 5. General Washington embarked upon a career as a surveyor in 1748. In 1749 he was appointed to his first public office in Culpeper Company. George was joined the Virginia army when he was twenty one. Soon after his resignation from his commission George Washington married the widow  Martha Dandridge Custis  in 1759. MILITARY CAREER 4. George Washingtons military accomplishments are not popularly appreciated for two reasons: his distinction as first president of the new nation was unique and his enduring achievements in military operations were not based upon a series of conquests or large-scale battles. Nevertheless, General Washingtons military career provides a model of leadership and strategic and tactical expertise. 5. Military career of George Washington  spanned over forty years of service. General Washingtons service can be broken in three periods that is French and Indian War,  American Revolutionary War, and the  Quasi-War  with  France, with service in three different armed forces British provincial militia, the  Continental Army, and the  United States Army. 6. General Washingtons  military experience began in the  French and Indian War  with a commission as a major in the  militia  of the British  Province of Virginia. In 1753 General Washington was sent as an  ambassador  from the  British  crown to the  French  officials and  Indians  as far north as present-day Pennsylvania. The following year he led another expedition to the area to assist in the construction of a fort at present-day  Pittsburgh. Before reaching that point, he and some of his men, accompanied by Indian allies,  ambushed a French scouting party. Its leader was killed, although the exact circumstances of his death were disputed. This peacetime act of aggression is seen as one of the first military steps leading to the global  Seven Years War. The French responded by  attacking fortifications which General Washington erected  following the ambush, forcing his surrender. Released on parole, General Washington and his troops returned to Virginia. 7. General Washington  played a key role  in the outbreak of the  French and Indian war, and then led the defense of Virginia between 1755 and 1758 as colonel of the Virginia Regiment. Although General Washington never received a commission in the British Army, he gained valuable military, political, and leadership skills,  and received significant public exposure in the colonies and abroad.  He closely observed British military tactics, gaining a keen insight into their strengths and weaknesses that proved invaluable during the Revolution. He demonstrated his toughness and courage in the most difficult situations, including disasters and retreats. He developed a command presence, given his size, strength, stamina, and bravery in battle, he appeared to soldiers to be a natural leader and they followed him without question. General Washington learned to organize, train, and drill, and discipline his companies and regiments. From his observations, readings and conversations w ith professional officers, he learned the basics of battlefield tactics, as well as a good understanding of problems of organization and logistics. 8. In 1755 he participated as a volunteer aide in the ill-fated  expedition of General Edward Braddock, where he distinguished himself in the retreat following the climactic Battle of Monongahela. He served from 1755 until 1758 as colonel and commander of the  Virginia Regiment, directing the provincial defenses against French and Indian raids and building the regiment into one of the best-trained provincial militias of the time. He led the regiment as part of the 1758 expedition of General  John Forbes  that successfully  drove the French from Fort Duquesne. 9. General Washington gained valuable military skills during the war, acquiring tactical, strategic, and logistical military experience. His military exploits, although they included some notable failures, made his military reputation in the colonies such that he became a natural selection as the commander in chief of the  Continental Army  following the outbreak of the  American Revolutionary war  in 1775. 10. General Washington played a leading military and political role in the  American Revolution. He appeared before the  Second Continental Congress  in military uniform, signaling that he was prepared for  war. Congress created the Continental Army on June 14, the next day it selected General Washington as commander-in-chief. 11. General Washington appeared before the  Second Continental Congress  in military uniform, signaling that he was prepared for war. Congress created the  Continental Army  on June 14, the next day it selected George Washington as commander-in-chief. There was no serious rival to his experience and confident leadership, let alone his base in the largest colony. 12. George Washington assumed command of the colonial forces in Boston in July 1775, during the ongoing  siege of Boston. George Washington reorganized the army during the long standoff, and forced the British to withdraw by putting artillery on  Dorchester Heights  overlooking the city. The British  evacuated Boston  and George Washington moved his army to  New York City. In August 1776, British General  launched a massive naval and land  campaign to capture New York designed to seize New York City and offer a negotiated settlement. The Americans were committed to independence, but General Washington was unable to hold New York. Defeated at the  Battle of Long Island, his armys subsequent night time retreat across the  East River  without the loss of a single life or  material has been seen by some historians as one of General Washingtons greatest military feats. On the night of December 25, 1776, General Washington staged a  counter attack, leading the Ame rican forces  across the Delaware River to capture nearly 1,000  Hessians  in  Trenton, New Jersey. General Washington followed up the assault with a surprise attack on British forces at  Princeton. These unexpected victories after a series of losses recaptured New Jersey, drove the British back to the New York City area, and gave a dramatic boost to revolutionary morale. 13. General Washingtons army led a massive attack on the British garrison at the  Battle of Germantown  in early October. While unsuccessful, the battle left the British army badly scarred and marked the beginning of several offensively-minded moves by General Washington. 14. French entry into the war changed the dynamics, for the British were no longer sure of command of the seas and had to worry about an invasion of their home islands. The British evacuated Philadelphia in 1778 and returned to New York City, with General Washington attacking them along the way at the  Battle of Monmouth. This was the last major battle in the north. During this time, General Washington remained with his army outside New York, looking for an opportunity to strike a decisive blow while dispatching troops to other operations to the north and south. The long-awaited opportunity finally came in 1781, after a  French naval victory  allowed American and French forces to trap a British army in Virginia. The  surrender at Yorktown on October 17, 1781 marked the end of fighting. The  Treaty of Paris Treaty recognized the independence of the United States. 15. General Washingtons contribution to victory in the American Revolution was not that of a great battlefield tactician. In fact he sometimes planned operations that were too complicated for his amateur soldiers to execute. However, his overall strategy proved to be successful keep control of the population at all times, keep the army intact and avoid decisive battles except to exploit enemy mistakes. 16. On December 23, 1783, General Washington resigned his commission as commander-in-chief to the  Congress of the Confederation. Because of General Washingtons importance in the early history of the United States of America, he was grated a posthumous promotion to General of the armies of the United States, legislatively defined to be the highest possible rank in the United States Army, more than 175 years after his death on 19th January 1976. SUCCESSES AND DRAWBACKS OF MILITARY CAREER 17. Battle of Jumonville. The Battle of Jumonville Glen, also known as the Jumonville affair, fought on May 28 1754 near Uniontown in Fayette Country, Pennsylvania was the opening battle of the French and Indian war. A company of colonial militia from Virginia commanded by Lieutenant Colonel George Washington and no of Mingo warriors led by Tanacharison ambushed a force of 35 Frenchmen commanded by Joseph Coulon Villiers de Jumonville. A larger French force had driven off the small construction crew, and sent Jumonville to warn General Washington about encroaching on French claimed territory. General Washington was alerted to Jumonvilles presence by Tanacharison, and they joined forces to surround the French camp. Some of the Frenchmen were killed in the ambush, and most of the others were captured. Jumonville was among the slain, although the exact circumstances of his death are a subject of historical controversy and on debate. 18. Siege of Boston. Siege began on April 19, when the militia from many Massachusetts communities surrounded Boston and blocked land access to the then peninsular town, limiting British supply to naval operations. In March 1776, using the artillery pieces Dorchester Heights were fortified, overlooking Boston and its harbor and threatening the British naval supply lifeline. The British commander William Howe realizing he could no longer hold the town. He withdrew the British forces, departing on March 17. 19. Battle of Trenton. During the American Revolutionary war the Battle of Trenton took place on 26 December 1776. The hazardous crossing of Delaware River made it possible for General Washington to lead the main body of the Continental Army against Hessian soldiers garrisoned at Trenton. After a brief battle, nearly the entire Hessian force was captured, with negligible losses to the Americans. The battle significantly boosted the Continental Armys flagging morale. Because the river was icy and the weather was severe, the crossing proved the danger. Two detachments were unable to cross the river, leaving General Washington and the 2,400 men under his command alone in the assault. General Washingtons forces caught them off guard and, before the Hessians could resist, they were taken as prisoners. 20. Battle of Princeton. General George Washingtons revolutionary forces defeated British forces near Princeton, in the battle of Princeton on 3 January 1777 New Jersey. On the night of 2 January 1777 George Washington, Commander in Chief of the Continental Army, repulsed a British attack at the Battle of Assunpink Creek in Trenton. That night, he evacuated his position, circled around General Lord Cornwallis army, and went to attack the British garrison at Princeton. Brigadier General Hugh Mercer of the Continental Army clashed with two regiments commanded by Lieutenant colonel Charles Mawhood of the British Army. Mercer and his troops were overrun and General Washington sent some militia under General John Cadwalaader to help him. The militia, on seeing the flight of Mercers men, also began to flee. General Washington rode up with reinforcements and rallied the fleeing militia. He then led the attack on Mawhoods troops, driving them back. Mawhood gave the order to retreat and most of the troops tried to flee to Cornwallis in Trenton. 21. Sieges of York Town. Decisive victory by a combined assault of American forces commanded by General George Washington and French forces commanded by Comte de Rochambeau against British Army commanded by Lieutenant general Lord Cornwallis. It proved to be the last major land battle of the American Revolutionary War in North America, as the surrender of Cornwallis army prompted the British government eventually to negotiate an end to the conflict. 22. Battle of Fort Necessity. The Battle of Fort Necessity or the Battle of the Great Meadows took place on 3 July 1754. The engagement was one of the first battles of the French and Indian war and George Washington was the only military surrender. 23. Battle of Long Island. First major battle in the American Revolutionary War. The Battle of Long Island, also known as the Battle of Brooklyn or the Battle of Brooklyn Heights, fought on 27 August 1776. United States Declaration of Independence the largest battle of the entire conflict, and the first battle in which an army of the United States engaged, having declared itself a nation only the month before. 24. On 22August 1776 the British landed on the western end of Long Island , across the Narrows of from Staten Island from the East River crossings to Manhattan. After five days of waiting, the British attacked American defenses on the Guana Heights Unknown to the Americans., however, Howe had brought his main army around their rear and attacked their flank soon after. The Americans panicked, although a stand by 250 Maryland troops prevented most of the army from being captured. The remainder of the army fled to the main defenses Brooklyn Heights on the night of 29,30 August General Washington evacuated the entire army to Manhattan without the loss of material or a single life. General Washington and the Continental Army driven out of New York several more defeats and forced to retreat through New Jersey and into Pennsylvania. 25. Landing at Kips Bay. During the New York Campaign in the American Revolutionary War the Landing at Kips Bay on 15 September 1776, was a British amphibious landing occurring on the eastern shore of present day Manhattan Heavy advance fire from British naval forces in the East River caused the inexperienced militia guarding the landing area to flee, making it possible for the British to land unopposed at Kips Bay.. The operation was a decisive British success 26. Battle of White Plains. The Battle of White Plains was a battle in the New York and New Jersey Campaign of The American Revolutionary War on 28 October 1776, near White Plains, New York White Plains, Following the retreat of George Washingtons Continental Army northward from New York City. British General William Howe landed troops in Westchester Country, intending to cut off General Washingtons escape route. Alerted to this move, General Washington retreated further, establishing a position in the village of White Plains but failing to establish firm control over local high ground. Howes troops drove General Washingtons troops from a hill near the village; following this loss, General Washington ordered the Americans to move away further north. POLITICAL LIFE 27. Arrival to the Politics. With the support of his best and influential friends, George Washington stepped on to the politics. That is in 1759 in Virginia. Having engaging actively in his politics for ten years General Washington became the leader of Virginias political party. The main ambition of General Washingtons leadership in the politics was opposition to Great Britains colonial policies. At first he hoped to reconciliation with Britain, although some British policies had touched him personally. British land policies and restrictions on western had seriously effect to the public and its expansion after 1763 was seriously hindered to the country. Discriminations by the colonial military officers to the public were not so longer with General Washingtons up rising. General Washington started make influence to British by representing the usual planters dilemma actively. All forms of events leaded to a revolution over Britain. In June 1775 he was Congresss unanimous choice as comm ander in chief of the Continental forces. 28. The American Revolution. During 1775 to 1783 George Washington led the American victory over Britain in the American Revolutionary War as commander in chief of the Continental forces. 29. The presidency. After the many dedications following the American Revolution, General Washington was unanimously the first president of the United States of America on April 30 1789, at Federal Hall in New York City. Having colonial governing system the country did not had her own Constitution for longer. General Washington as democratic leader to the public he made the Constitution of his mother land and submitted to the state for ratification and became legally operative. By now being the first of the establishment he generally supported the advocates of strong central government. In his Inaugural address as the president of the United States of America he implements the various forms and rituals of government that have been ever since, such as using a cabinet system. As president he built a strong, well financed national government which he planned to avoid wars. 30. General Washington suppressed rebellion and acceptance among Americans of all types and now he is known as the Father of his Country. The First United States Congress voted to pay General Washington a salary of $ 25,000 a years a larger sum in 1789. But General Washington declined the salary, since he valued his image as a selfless public servant. How ever General Washington accepted the salary by thinking that with out a payment it is hard to serve when it comes to individuals. Reflecting his leadership General Washington proved an able administrator. An excellent delegator and judge of talent and character. He talked regularly with department heads and listened to their advices before making decisions. Inhaling routing tasks, he was systematic, orderly, and energetic. But when taking decisions he considered the future of the country as the first. 31. Establishment of Judiciary. When General Washington assumed office, especially the executive and judicial branches had not yet been developed. Apart from the constitutionally established offices, no other agencies or courts had yet been established, which should have to establish for the governing system. Instead of focusing the executive branch, General Washington wished to open judiciary. BY forecasting the future necessaries General Washington established the judiciary branches within the public community through the judiciary Act of 1789, General Washington established a six member Supreme Court. 32. The court was composed of one chief Justice and five Associated Justices. The Supreme Court was given the exclusive original jurisdiction over all suits and proceedings brought against ambassadors and other diplomatic personal which by that General Washington covered the legal aspects of the nation. 33. Creation of Cabinet. General Washington had himself with a sophisticated team of consultants, supporters and successfully delegated most of the responsibilities for the conduct of their offices to those trusted colleagues, with all these big heads General Washington made steps to the strong future of the country which will always depend on the best foundation. The first executive offices created under the, a. President was the secretary of the state, b. The Secretary of the Treasury, c. The Secretary of War, d. The Post master General and e. The Attorney General. 34. Each office, excluding the Autonomy General would head an executive department. These five officials, along the President and wise president formed the backbone of the United States Cabinet. General Washington signed a bill into law of reauthorizing an executive department of foreign affairs on July 27, 1789. That was headed by a Secretary of Foreign Affairs. Analyzing the future benefits and its necessity General Washington show the important of the Secretary of Foreign Affairs, which is by now playing the highest international player as the USA is the world super power at the movement. 35. Department of Foreign Affairs renamed as the United States Department of State and named the Secretary of the State as the head of the Department. General Washington approved this act on Septembe1789. Secretarys main function was to serve as the principle advisor to the President in determination of foreign policy. General Washington established the United States Department of the Treasury and named the head of it as Secretary of the Treasury. The Secretary of the Treasury served as the principle economic adviser to the President and would play a critical role in policy making by bringing an economic and government financial policy. 36. To manage the USA Army, he created the position of Secretary of War to head the United States Department of War. The Secretarys duties were, planning and managing the national military and oversaw the creation of a series of coastal of fortification. By implementing and guiding with all these national establishments and policies General Washington made the future of the USA as well. 37. Retirement and Assessment. By March 2, 1797, when General Washington left the office, the countries financial system was well established. General Washington decided to not run for third terms of his political campaign and he went home to Mount Vernon when General Washington was succeeded by his vise- president. LEADERSHIP QUALITIES 38. General George Washington emerges as the most momentous leader in the United States of America. General Washington lived and worked with brilliant philosophers, thinkers, writers and organizers, such as Benjamin Franklin, Sam Adams, Patrick Henry, Alexander Hamilton and Dickinson. Almost all were far better educated than him and he acquired sound knowledge by associating them. General Washingtons profound morality, unselfish nature and self control coupled with what was obviously a good intellect enabled him surpass all the other contemporize. 39. His personality is extremely inspiring. His presence has always multiplied the efficiency and courage of his followers and contemplators. Leadership qualities of George Washington are extended to a grater magnitude. He is a fine mixture of all those qualities of balance personality, extra ordinary character, strong physical endurance, sound intellectual, grate moral and many others that a successful leader need to inspire with. Moreover, he had the best long and short range ideas and how to maintain coherency between them and he was a really innovative and farsighted leader. 40. Visionary Leadership. As a visionary leader President General Washington continued to be a charismatic leader who kept the loyalty and affection to the people. He nourished this through his tours to all states and through numerous public appearances. However, when principle demanded that he acted in such a way that would engender serious opposition, but he stuck to his principles and in time the people discovering that he had acted wisely, renewed their regard and affection. The two major events causing such situations were his declaration of neutrality during the French Revolution and his signing of the Jay Treaty with Great Britain. 41. Moral Courage and Confidence. General Washington was a person of a highest moral character. His profound moral awareness and moral sensitive principles were brilliant. When compared to British strength, strength of his Revolutionary Forces wear nowhere mach to them, but his moral courage and confidence which he entrusted on his followers were the fact what make the different to defeat the British at last. Because he had morale to rise against even defeat after a defeat and the same morale were inculcated on to his contemporaries and followers to achieve common goal. 42. Integrity and Loyalty. His Presidency was somewhat tough. Because he relied a lot on the fact that throughout his whole life the country first and during the presidency he rule the country based on that. Like any President, he didnt have much control over everything that he would have liked to have. But People trusted him to stand above the politics, stand above the disputes, and keep the interests of the country in mind. He did not admit formation of parties and believed that parties would divide the society or community. His Integrity, honesty and loyalty were remarkable. It is proved with the loyal service he rendered to Britain as a military officer 43. Self Discipline. George Washington was a sound self disciplined character. All his followers trusted him because of that he was very restrained to express any personal or religious views which may lead to unnecessary deviation of the common goal. Instead of going for personal benefits he was even reluctant to accept a wage for the presidency. Moreover he himself set as an example for well discipline character by doing such. 44. Determination and Willpower. General Washington really had a vision for where the US could go and what it could become and he had this idea of moving beyond parties and partial benefits. His every single move was planed against that. Strength of mind that he posses were inherited to his life which enhanced his willpower through out what ever the position that he held. His driving ambition, love of detail, endurance, sense of responsibility and other evident qualities that made him the person with strong determination and willpower. The inborn capabilities and talents enhanced his over role corrector. 45. Ability to communicate. Ability to communicate is one of the most important characteristic of a good leader. This is more common within the military leaders. The decisions of the military leaders are directly related to life or death and success or failure at lower levels and with fate of the nation at highest level. General Washington possessed optimum level of ability to communicate both as a military and political leader. This extraordinary ability were been used by him during his tours to all the states and numerous public appearances to address the heart and mind of the countrymans which motivated them for extreme sacrifices for country. LESSONS LEARNT 46. There is much that can be learned by entrepreneurs from General George Washington, aside from this act of selfless leadership and dedication to his ultimate objective of creating a nation. General Washington was after all, an entrepreneur himself. He had to creatively resource the new and under-resourced Continental Army. As a leader, he had to train, organize, motivate and manage this new and different fighting force. He led his people through very adverse circumstances, always keeping them focused on their higher purpose rather than their current difficult state of affairs. 47. To understand the monumental task that General Washington undertook is to understand the stature he gained upon having achieved it. Achieving victory with the forced expulsion of the British via the Treaty of Paris, gave General Washington nearly unprecedented power and popularity. He was a truly mythic figure. His likeness was everywhere. Nearly all revered him and even his enemies and detractors had deep respect for his achievements. 48. Most people today think of General George Washington as the first President of the United States. Perhaps they may remember that he was also the commanding general of the Continental Army. However, General George Washington had much experience in the military before the Revolutionary War. Because of his experience, he was ideal for the responsibility of leading the new nation to victory over the British. 49. He was selected for strategically important positions because of his physical size and presence, charisma, energy, multi-faceted experiences, charm, courage, character, temperament, being a Virginian, wealth, ambition, his reputation as a stalwart patriot. Especially after the Revolution, the regard, admiration and affection of the populace at all levels of society. The most commonly cited characteristic given for his emergence as the supreme leader is his character. The most infrequently cited, are his intelligence and his decision making ability. 50. The people of America wanted to be free of the rule of England and fought for that freedom. General Washington was always trying to become a better person. He worked to learn how to write neatly so people could read his writing easily. To improve his manners, he copied 110 rules or sayings written by a French priest. One of his favorites was When walking with a great man, dont walk right beside him, but somewhat behind. Stay close enough that he may speak easily to you. It is said of General Washington he

No Privacy in America :: George Orwell 1984 Technology Essays

No Privacy in America Feeling the need to be â€Å"at the cutting edge of the new† and â€Å"the first on your block to have it† puts us in a race with ourselves to keep pace with the evolving technological world. Cell phones, e-mail, GPS, EZ-Pass, and the entire World Wide Web – all these inventions enable us to live in a world where people across the planet are only milliseconds away. All these new inventions, however, also have a drawback in common – they serve as locating devices for each and every one of us. Privacy has vanished. In George Orwell’s novel, 1984, Big Brother was a character of fiction. He was able to oversee everything and virtually controlled the daily lives of millions of people. Now, as we advance technologically, the thought of Big Brother watching over us isn’t so far-fetched. He could be the government monitoring the actions of you and your family, or he could be your boss at work secretly watching you when you think you’re alone. Or he could even be those closest to you, tracking your every move. Big Brother no longer has to work hard to monitor us, for we’re inadvertently providing his eyes and ears. There’s no question that cell phones are great inventions. I have one and take it with me everywhere I go. â€Å"Never leave home without it,† I tell myself. My cell phone allows me to stay in contact with everyone, all the time. I can call home when I’m out to let my parents know where I am, or I can call my friends to see where we’re going to hang out that night. I even have the New York Yankees scores text-messaged to my cell phone every three innings so I never miss a beat. The benefits of having cell phones are obvious, yet the drawbacks are something to ponder. In this new age of cell phones the concept of â€Å"getting away from it all† has virtually disappeared. When I was visiting a college in April of my senior year in high school, my cell phone rang at least twice each day with people from back home in New Jersey trying to contact me. Sometimes it was my friends calling just to see if I wanted to hang out that night, forgetting that I was 250 miles away.

A Comparison Between A Public High School and a Private High School Ess

For my field work project, I chose to do an observation of a public high school and a private high school. The schools I decided to observe were County Public High School and The Pickard School, both of which are located in demographically similar neighborhoods. The purpose for choosing two schools with similar characteristics was to have schools with equal social and economical factors encompassing them. This, I felt would make my findings unbiased within the scope of the project. My rationale for choosing this was to comparatively analyze the differences and similarities between both of the schools, and also to see just how true the stereotype is that private schools are better than public schools. My first visit was to the Pickard School, one of the most distinguishable schools I have ever visited. The school, attended by a mere 200 students, ranged from grades 9-12. It was very clean and freshly painted. When I first walked in the front door of the school, I noticed a large, beau tiful mural of the ocean and a lighthouse with what I later learned was the school motto "Create the Vision" worded across it. I then met with the principal, who informed me about the school. I learned that this school consisted primarily of under-achieving students. Most of the parents chose to send their children there because of their sub-par performance at their prior public school. For a school made up of primarily underachievers, oddly enough, 43 of 44 of last year’s graduates went on to pursue their post-secondary studies. Comparatively, that is a much higher percentage than the 60% of County Public High School graduates who went on to college last year. What is it that is making this school more successful academically? I asked the principal, who taught for 20 years in public school, what she thought made her school different and, if anything, better than public school. She said there is only one difference and that is control. She explained that they had a greater am ount of control on many different levels that public schools do not. The private school has the right to control who stays in the school and who is expelled for failure to adhere to its guidelines. This is not the case in public schools. Another area of control was the fact that the principal as well as all of the staff were required to know every student on a personal level. Because the school is so small, i... ... heads for the business decisions and received hands on experience for the procedure of purchasing. They did not need a lab to gain this type of experience. This leads me to believe if you encourage students to put their heart into something, they are more than likely to give it their best effort. Either way they learn something from the experience. Although you can’t make a student enjoy every class and everything they’re required to learn, if you encourage them to create their vision, they will do whatever it takes to get there. Even if it means succeeding in classes that are preliminary to their achieving their goal. Gaining control by knowing each student as an individual is possible to obtain in a public school setting. I believe this is the most important approach to a successful education. I will apply this lesson when I myself will be teaching in a public school. I will make it my every mission to give individual attention to all of my students. Although I w ill have a lot more students, and this task will be difficult, it will not be impossible. It will just take more time and work. I will make every effort to focus on encouraging all of my students to â€Å"create the vision†. A Comparison Between A Public High School and a Private High School Ess For my field work project, I chose to do an observation of a public high school and a private high school. The schools I decided to observe were County Public High School and The Pickard School, both of which are located in demographically similar neighborhoods. The purpose for choosing two schools with similar characteristics was to have schools with equal social and economical factors encompassing them. This, I felt would make my findings unbiased within the scope of the project. My rationale for choosing this was to comparatively analyze the differences and similarities between both of the schools, and also to see just how true the stereotype is that private schools are better than public schools. My first visit was to the Pickard School, one of the most distinguishable schools I have ever visited. The school, attended by a mere 200 students, ranged from grades 9-12. It was very clean and freshly painted. When I first walked in the front door of the school, I noticed a large, beau tiful mural of the ocean and a lighthouse with what I later learned was the school motto "Create the Vision" worded across it. I then met with the principal, who informed me about the school. I learned that this school consisted primarily of under-achieving students. Most of the parents chose to send their children there because of their sub-par performance at their prior public school. For a school made up of primarily underachievers, oddly enough, 43 of 44 of last year’s graduates went on to pursue their post-secondary studies. Comparatively, that is a much higher percentage than the 60% of County Public High School graduates who went on to college last year. What is it that is making this school more successful academically? I asked the principal, who taught for 20 years in public school, what she thought made her school different and, if anything, better than public school. She said there is only one difference and that is control. She explained that they had a greater am ount of control on many different levels that public schools do not. The private school has the right to control who stays in the school and who is expelled for failure to adhere to its guidelines. This is not the case in public schools. Another area of control was the fact that the principal as well as all of the staff were required to know every student on a personal level. Because the school is so small, i... ... heads for the business decisions and received hands on experience for the procedure of purchasing. They did not need a lab to gain this type of experience. This leads me to believe if you encourage students to put their heart into something, they are more than likely to give it their best effort. Either way they learn something from the experience. Although you can’t make a student enjoy every class and everything they’re required to learn, if you encourage them to create their vision, they will do whatever it takes to get there. Even if it means succeeding in classes that are preliminary to their achieving their goal. Gaining control by knowing each student as an individual is possible to obtain in a public school setting. I believe this is the most important approach to a successful education. I will apply this lesson when I myself will be teaching in a public school. I will make it my every mission to give individual attention to all of my students. Although I w ill have a lot more students, and this task will be difficult, it will not be impossible. It will just take more time and work. I will make every effort to focus on encouraging all of my students to â€Å"create the vision†.

Childhood Development and Sexual Behavior

Childhood Development and Sexual Behavior Frank Sehi PSY/265 January 24th, 2013 Nicole Pansey Childhood Development and Sexual Behavior Sexual behavior begins to develop as early as the â€Å"Infancy (0 to 2 Years) stage† (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011). Male fetuses have erections while in the mother’s womb, and both male and female fetus suck on their fingers, which gives pleasure in the mouth (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011).Between 6 months to 12 months a child may begin to masturbate, such as male boys may run up against something or play with their gentiles (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011). From 3 to 8 years old children begin to show curiosity some when it comes to sexual development behavior, just because the begin to notice the difference in boy and girl gentiles (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011).This stage they may play house, doctor, or even with doll to play out their sexual behavior, and in most cases it is innocent behavior (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011). Children may play out same sex sexuality, but has no effect on sexual preference at this age (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011). During the Preadolescent stage is when a child really discovers masturbation; they discover how to pleasure themselves and the feel of the sensation.Also at this stage Preadolescents may experience same sex behavior as way of exploring their sexuality, but in most cases a short phases (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011). The adolescent stage happens r ight after puberty, this stage is masturbation is the big part sexual pleasure. Adolescents for most part will masturbate, and still can keep their virginity and avoid pregnancy (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ?Sexuality in Childhood and Adolescence,† 2011). During adolescents a few have experienced same sex sexual experiences among g their peers, and in most cases it’s just during the transition period from adolescent to adult sexual behavior (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011). Adolescences who are gay or lesbian tend to struggle more during this stage, than those who are heterosexual, because of judgment of peers (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ?Sexuality in Childhood and Adolescence,† 2011) In conclusion Sexual development begins from the fetus to adolescent stage, and most of the child’s sexual behavior is more of discovering one’s self . The adolescent stage is where one discovers more on what they like sexual wise, and usually orientation as well. References: Rathus, S. A. , Nevid, J. S. , & Fichner-Rathus, l. (2011). Human Sexuality in a World of Diversity (8th ed. ). Retrieved from The University of Phoenix.