Case study -- managing the performance of individuals

-- managing the performance of individuals - Case Study Example This model presumes that human behavior is rational, therefore driven by the best information available at the time and designed to maximize individual interest’ (Pheffer 1998). Expected financial return motivates people to accept jobs and exert the level of effort that they are willing to spend on those jobs. If they know an incentive is waiting after a job well done, then they’ll be more encouraged to work. The act of giving inspires people to do more than expected of them. Transaction-cost theory identifies transactions organized by markets and hierarchies. It contains the notion that people not only seek self-interest but do the job with ‘opportunism’ (Meschandreas 1997). If they know that they are monitored by their superiors, then they exert more effort in doing so because recognition or even a possible promotion or other advantageous opportunities are in the offing after a commendable performance. Good examples are what happened in companies such as IT Lab Ltd., Peppermint PR, Metaswitch, Bravissimo and Madgex. Simple tokens or little gifts like ‘chocolates, cups of tea, bottles of wine, vouchers for meal out, manicures at posh beauty salons, jars of sweets or even a simple thank you note’ (employeebenefits 2010) await an employee who had exerted an extra effort in doing a difficult project. These simple little gifts excite the employees because of the rationale behind it. Receiving these small tokens mean recognition and appreciation for a job well done. 2. The article has only a limited number of criticisms on the trivial (gift) token as a reward strategy. With reference to theories of reward strategies expand the discussion of potential problems with this form of reward. Justify your answer with examples from the case study. Though it appears to some companies that giving small token of appreciation to employees is effective because it keeps the employees’ morale high through recognition and reward, still , it is not applicable to all companies at all times. In fact, it has a downside. As Pheffer puts it in her â€Å"Six dangerous myths about pay†, this practice has been shown to undermine teamwork, encourage employees focus on the short term and lead people to link compensation to political skills and ingratiating personalities rather than to performance’ (Pheffer 1998). Consulting firm, William M. Mercer says ‘most performance-based pay plans absorb large amounts of management time and resources and they make everyone unhappy’. If the employees are motivated of the small tokens then the motivation was influenced by extrinsic factor. ‘Extrinsic factor (rewards) has an immediate and powerful effect but won’t necessarily last long (Armstrong 2009 ). Saying thank you and giving small tokens are good motivational practices but the employers should exercise extra caution in doing so because other employees who do not receive a gift may feel left-ou t or feel there’s an ongoing inequity and favouritism. Also, it is wise for the company to be specific in giving presents to avoid tax issues and hurting the budget. They should also remember that rewards should be given infrequently and on schedule to perk the excitement of the employees. There’s also a possibility that the employer overlook someone’s hard work and commitment to the company. If this happens, the little incentive will do more harm than good because it might create grudges between employees. Like

Obama Represents Zeitgeist of 2008 Essay Example for Free

Obama Represents Zeitgeist of 2008 Essay Being born in a black-white family, experiencing hardships throughout the child and teen stages, Barack Obama, as the first African American President of the United States, embodied dreams of thousands of people, both black and white. Obama became a symbol of the new U. S. history and personifies the brand new page, which is uncertain for the world, but rather clear for American citizens. What was the turning point in the minds of Americans to choose African American, as a new president? What kind of precondition made them take a man out of former ‘slaves’ and ‘despised’ people? These answers will be followed up by the closer look at Barack Obama, yet, at this moment, it is clear that Americans have felt the spirit that communicates between black and white, suffering and freedom, revolution and stability – the spirit of 2008. Most agree that Barack Obama has already changed the U. S. and is going to change the world. What is so important in this man and why is he important to the United States? He was hurt at 3-year old age for the first time, when his parents divorced. As a result of a single-parent family, he was raised up without self-esteem in a segregated environment. There was no one behind or next to him to give a hand in daily hardships; therefore, he became drug addict and trouble maker during the high school. At that time, one could hardly tell that out of this unmotivated and self-degraded teen would raise a state senator, followed by the U. S. senator, and the U. S. President consequently. Though, Obama had no goal in life, because there was no one to show it, the spirit of revolt and revolution had been showing him the ways out of hopelessness. Being a member of isolated society, he managed to cope with odds and unequal opportunities. ‘Negroes’ were not allowed to attend the same schools, hospitals, institutions, as the ‘whites’ did. It was the page in history, when Obama was born and raised. But, these very restrictions and limitations had paved the way for Obama’s success, making his nature stronger and character unbroken. â€Å"77230472_Obama Represents Zeitgeist of 2008† â€Å"Page #1† As was mentioned by Nick Bryant, â€Å"to become a history-defying candidate he has been something of a history-denying figure. † (BBC News) And it is true. At present, Barack Obama had to solve the civil-right paradox, so that he could appear on the U. S. Capitol steps and show the whole world that skin does not matter, inner spirit – that’s what matters. This is the point that united Barack with America – there is no chance for hopelessness. No matter what the world is saying – let him turn away from you; no matter what society is saying – you may change it. Chance was not on his side, yet he has national identity. Barack Obama, as well as the United States, is focused on freedom, as the utmost human value. This very spirit gave the American colonies fight against oppression and misunderstanding, making the nation #1 in the world. No doubt, America is facing the hard times – shaking economy, unstable oil prices, mortgage crisis and global confrontation, headed by the EU. Yet, we may argue that the United States have already passed more severe tests and can put up with this one, having the right leader and right course. What is the difference in calling Obama inexperienced or naive, his inspiration reminds people that once the nation had ideals and dreams, had convictions and beliefs. Martin Luther King’s dream for America, which was spoken two years after Obama was born in 1963, is fulfilled now. Some things that seemed impossible are embodied now. Barack Obama, just like the United States, has made a leap over the illicit barrier to make something whole out of broken, to build on sinking ground. The American zeitgeist of revolution has been imbuing Obama, and the election 2008 has reflected the American notion of equal opportunity. The President of the United States is given a chance to make his values real and reveal life battle on a larger scale. The life of Barack Obama personifies confidence and victory now, rather than destruction and uncertainty at first. Hope to see the same results in the U. S. economy and its place on the global arena, as we look at American spirit that outpours in Obama’s beliefs. Work cited: Bryant, Nick. â€Å"How Barack Obama defied history†. BBC News. 5 Nov. 2008. 1 Dec. 2008 http://news. bbc. co. uk/2/hi/americas/us_elections_2008/7710449. stm.

Organizational Change Essay -- Business Management

Organizational Change Organizations today are going through constant change brought about by competition, economics, business innovation and a realization that remaining stagnant may mean organizational death. As the business environment increases in complexity and changes rapidly, organization and management consequently experiences significant transformation to cope with these changes. On a micro level (company level), these changes would include the transformation of the internal corporate culture as well as enhancements in the management of human resources in response to increasing workplace diversity and the evolving needs of the workforce. Therefore, the ability to change is an important part of the organization's business environment while the ability to help it adapt to change is equally a critical business challenge for the leadership. Change is imperative Organizations can't escape change. So what is change? - It is adjustments, transformations, transitions, and revolutions which is a never-ending cycle of birth, growth and death (Topping, 2002). Change disrupts everyone's life; the only question is for how long. Leader - the change agent When an organisation is at the crossroad of change, it is in the crisis stage. DuBrin (1989) defined crisis as a turning point for better or worse, or a situation that has reached a critical phase. When a company is in a crisis, it requires decisive and bold leadership to identify, isolate and manage the crisis (Topping, 2002). Leadership now requires very different behaviour from the leadership tradition that we were used to. It requires leaders who are able to speak to... ...kills: A leadership wake-up call, Available: http://www.selfgrowth.com.html, (Accessed: 2004, April 8). Robbins, S.P. (2002), Essential of organizational behavior, 6th ed, Prentice Hall. New Jersey. Sarantos, S.T. (1994), Managing change by creating a synergistic environment, World Wide Web ed, Vol. 7, no. 11, Available: http://www.league.org/publication.htm, (Accessed: 2004, April 8). Schein, E.H. (1995), The leader of future, Working Paper 3832, MIT Sloan School of Management, Available: http://dspace.mit.edu, (Accessed: 2004, April 13). Stoner, J.A.F. and Freeman, R.E. (1989), Management, 4th ed, Prentice Hall, New Delhi. Tichy, N.M. and Cohen, E. (2002), The leadership engine, 2nd ed, HarperCollins Publishers Inc., New York. Topping, P.A. (2002), Managerial leadership, McGraw Hill, New York.

Causes of WWI

Newspapers, literature, music, parades, propaganda, and theatre all fueled Nationalism Our nation is special, unique and superior Can not be defeated Our government and military will win any conflict Royal, politicians, and diplomats fueled this belief and pushed this belief Such hype ND arrogance led many to believe war was good, Inevitable, and would only prove their arrogant belief Europe had not seen War or experienced significant military loss for decades which only added to their misfiles Examples Many people like the British thought the war would be over in a matter of months Thought it was spiritual with God on your side†¦ ND war enthusiasm Felt entitled to more land Militarism Militarism AND THE EUROPEAN ARMS race were both contributing factors to WWW When a country decides to grow and focus on their military Spent a lot of money on weapons/defense Drafting folks into militaryThe dreadnought (battleship) LED TO THE WAR using power of weapons to destroy others Alliances made alliances even if they weren't â€Å"mad† at the other country 2) Sucked in other HUGE countries to help them in war 3) Led to world wide war Otherwise would've been local war Triple Alliance Germany, Austria-Hungary, and Italy Triple Entente Russia, France, Britain Imperialism Industrialism Building factors, big business's In order to be a successful factory, you needed materials Everybody wanted something, natural competition out of industrialization Hungry for resources, coal, tin, steel Mechanisms of war to buildCompetition over territory When Austria annexes Bosnia The blackhead didn't like it (Yugoslavian nationalists) Want their own kind of Serbian Yugoslavian empire Their way of saying how they disapprove is by assassinating Archduke Ferdinand June 24, 1918 Gabriel Principia Austria declares war on Serbia, as a result of the assassination because of the assassination Russia sides with Serbia Weapons of War Machine Guns Used as defensive weapon Took 4 men to opera te 1 gun Usually positioned on flat tripod Fired 400-600 rounds p minute Short burst shot Rapidly overeat without cooling mechanism (water)Had to carry large amounts of water to big battles IF they ran out of water, they would use urine Tanks Protected soldiers inside and behind Helped get people across â€Å"no-man's land† Awkward and uncomfortable but useful, but hot Poison Gas Burned skin Destroyed lungs Used them to put in trenches Gas might blow toward your men Trenches Weren't very hospitable Dug by soldiers who were going to fight No Man's Land Land between trench's Filled u=of bombs, mud, holes, barbed wire Health Giants rats, lice, cooties are body lice Rats and pests Weather Muddy and cold, trench foot (cool temp and wet foot) Deteriorating foot Salted meat and crackers Boredom Played cars, letters, go out and shoot rats Chores Soccer Game During Christmas Truce Traumas Trench foot Trench fever Sickness and disease Post Traumatic Stress Disorder (PETS) Caused by bei ng in battle or war for an extended amount of time Also known as shell shock Suffer from nightmares and horrors Families were changed Soldiers came back and weren't the same Still have PETS through relatives dying Three Key Battles of WWW The Battle of Verdure Feb. 21-Deck 16 1916 Ten month battle BTW France and Germany Neither side gained much of an advantage Roughly half a million lost on each side No advantage for either side Battle of Jutland Naval battle Gave allies control of sea, British now had most powerful Ana Sea superiority America was supporting by sending supplies over ships Only major naval battle of WWW Meanwhile, Germany focuses on U-boat Children in War Girl scouts Raised cookies Collected peach pits for gas masks Made gardens Boy scouts Looked out for incoming ships Victory gardens with schools Red Cross Poems Motivations of a poet were the horrors and question their existence of God John Peal Bishop – were in the war and questioning GodJoyce Killer  œ why friends died and questioning God Archibald Manacles – talking about mother nature Woodrow Wilson President, reelected again for no war Reluctant to Join WWW He had to because of the Louisiana (ship that was sunk) Ship was sunk because USA was transporting Britain weapons and food Zimmerman Telegram German ambassador Sent coded message to Mexico that said: Join the war and you'll get land British coded it out and told USA Toward the end of the war, Willow's wrote document called â€Å"14 Points† that said to be a lasting peace and no more war Make a league of nations New George Washington† David Lloyd Jorge British prime Up to him to work with French Had to negotiate on how to work together Oversaw the building of the royal navy. ar (navy) Convoy is key – group of soldiers in unison Sent a bunch of ships, scouting, and looking for u boats If you can't keep supplies going to Europe, then your men will be out of food, bullets, medicine, and soldiers Geo rge Clemencies â€Å"Curious George† Key drafter in treaty of Versailles Much of French countryside was completely destroyed French suffered greatly since it was destroying their country Easy to point a finger on Curious George, now there was a reason to be mad at Paris was evacuated Mad at Germany, made sure Germany paid for the war Gassed by John Singer Sergeant Aftermath of a mustard gas attack Bravery of soldiers Wounded and dead soldiers all over the ground The soldiers have blindfolds over their eyes to try to protect their eyes from the burning gas Hispanics and Native Americans Lots of people had prejudices against people not white in the war Stereotype that certain type of people, considering their not white enough, as being unable to contribute Many Hispanics served (200,00) David Barley changed his name to go in front, blended inNative Americans were code talkers Anyone who could speak Chickasaws were pulled to send messages Letters and Interviews Hildebrand Scan N o money Hard to get Job Injured (one leg/arm) Many died from illness Flu was going through Lied to get in because thy wanted to fight so badly Myth of war was going to have a great experience Censored letters Didn't' want people to lose support Didn't want people to tell horrible experiences Squashes their spirits Always going to stay positive Economic and Social Aspects of World War I War bonds – whenever you buy a war bond, it gave money to the government so they loud use it on the army After the war, you would get a small interest back 20 Billion dollars Social aspects Private industries donated Woman in work force Black markets emerging Victories exaggerated for morale A lot of propaganda Women are going to get more Jobs then they ever had since so many men were overseas Social Effects Most went for heroism Gas warfare caused fear (mustard gas) for soldiers Restricted rights in Britain WWW government restricted people that they couldn't say bad stuff about the government Social Rights Huge propaganda Illegal to criticize gob Social Impact New field of occupation Health, manufacturing guns Better conditions Increase of nurses Increase of transport/services African Americans Thought it would give them better treatment and opportunity They split the blacks and whites into 92nd and 93rd infantry Weren't many blacks in the Ana Some fought alongside the French Awarded by French for their bravery Most women got factory Jobs and nurse Jobs Harlem Hellfire's It took them 4 trains and 2 ferries to transport black veterans Punished for killing people Race riot at camp Discrimination Wanted higher wages and better working conditionsThere was residential segregation Great Migration – blacks living in the south saw opportunities for better work and less racism up north Go up north and look for a place to live Said they were told by people that they can't live in a certain part of town Many blacks like Henry Johnson were given awards for how hard they fough t Blacks felt like they had to prove themselves The Treaty of Versailles End cap of war This treaty is so important in understanding WI Central Powers Germany – mil dead Austral-Hugger -1. 2 mil dead Turkey 325,000 dead Bulgaria – 100,000 dead Total losses – 8. 5 mil dead, 2. Mil wounded The Big Three David Lloyd George (Britain), Clemencies (France), and Woodrow Wilson (America) Italy had an alliance with Germany when the war started and remained neutral in the war until they finally sided with Allied forces This caused Italy to technically be the fourth Big country in the war, but were not involved in signing of the treaty much Russia had Just gotten out of â€Å"Stalin's Purge† > great loss David Lloyd George of Britain wanted Germany to be punished but he didn't not want to be kicked out of office for punishing to little.His goal was to punish Germany for their crimes but not o much Woodrow Wilson didn't want much movement in the treaty, he believed i t was up to Europe, but he still believed in punishing Germany The only thing he really wanted was a league of nations set in place in Europe, The league of Nation was a council of European countries working together Clemencies wanted revenge of Germany Terms of Treaty Military Terms Germany was to have a very limited army The army force was reduced to 100,00 men Only 6 naval ships No tanks No air force No gas weapons No heavy artillery General Terms of The Treaty Germany had to admit responsibility for the war meaning he had to pay all the image he caused, they had to pay over 6 mil 6 hundred pounds and the repair their own country. The league of nation was set up to keep the peace, but not the way Wilson wanted it to be The Germans only had two options, sign the treaty, or be invaded The treaty gave away 13. % of Germany's land to other countries and almost it all of it's colonies in other parts of world It also demoralized the western part of Germany for 1 5 years Sum: Germany ha d to take blame for the war and took away it's weapons Negotiation The treaty was negotiated from Jan 1919 to June 1919 The treaty had 15 parts and 440 articles IT ended the war officially on June 28 1919 The Germans started disobeying this disagreement in the sass's Hitler denounced treaty altogether in 1935 ON September 1, 1939 Hitler attacked Poland The impact of WWW on Women outside, dealing with forestry, service and cars, police force, nurses on the front line, fixing equipment, running messages, playing sports,†hello girl† – telephone operators, helped communication between trenches and lieutenants.Widowed, women had to adjust to man, (PETS) Juggle with career, kids,(single mom duty) Toward the end of the war, men come back and want all these Jobs back Women are old â€Å"it's your patriotic duty to go back home† forced to go back home Men in army want their Jobs back from blacks and women Because they played a key role in the economy, 19th amendment will be passed – right to vote Flu Pandemic 1918 and 1919 Originated from Spain, they called it the Spanish flu Kills more people than the war Roughly 20-40 million people died Conditions of warfare (training in facilities) going to forts and camps and the conditions that they live in are very congested If someone got the flu, it was easily caught Same thing in the trenches t Flu killed people within 24 hours, a lot of people survived, but more people diedPeople war masks to prevent from flu Resources were limited as to keeping up with the sick Schools, churches, gems, to lay out bodies and help people Doctors and nurses were in shortage Elevates to the point where your respiratory system and blood causes your system to fail How the US Got Ready for WWW Draft people (selective service act) Age 21-30 were drafted Some volunteered 3 million men served Dodge draft, religious reasons to not fight Raise money Liberty bonds Espionage Act – worried about others spying on us Go after people who aid the enemy German spies in US (terrorist from Germany) Sedition act Don't criticize government or the war effort Propaganda Committee of Public information Posters Movies Demonic or villainies Remember causes of war Harlem Hell fighters Most honored army Black people People had their own music Jazz) Jazz age came Women Women in WWW don't get much real attention Women did lots of munitions work Dangerous work, often lost fingers, could lose their life They were the ones who made sure the men overseas had bullets, shells, guns, and uniforms in which to fight. They pushed and moved heavy trucks Learned to mix chemicals Assemble airplanes Learned to weld and rivet Got to vote Operate machine tools

A 24-hour society Essay

In a 24-hour society, when are people supposed to get a good night’s rest? The automobile industry, the airline industry, the medical industry, the manufacturing industry, the safety industry – all of these and others are industries which cannot simply close at 5 o’clock in the afternoon.   People must work around the clock to provide for the health, safety, and entertainment of others.   Unfortunately, scientists are becoming more concerned about the effects of the night shift on American workers.   While the night shift cannot be obliterated from working class America, those that do work on this schedule and the companies that employ them must be aware of the physical and psychological factors that come into play for the employee as well as the risks for the company itself. Twenty to thirty million Americans have jobs that require them to work nontraditional schedules, which includes working during nighttime hours when other, traditional workers are asleep (Weiss, 1989).   This shift has been around since society became industrialized because the need for 24 hour services in prisons and hospitals necessitated a â€Å"night† person.   However, these night workers have a much more difficult time than day workers in a variety of areas.   Most of these problems can be traced back to the lack of sleep and light that these workers receive while they are awake. See more: My Writing Process Essay Scientists have been studying the body’s circadian rhythms in order to solve the puzzle of sleep deprivation and its effects.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Circadian rhythms are the body’s reaction to the alternation of light and dark and   cues such as the timing of meals and sleep. This 24hour light-dark circadian cycle   is derived from the Latin circa (â€Å"about†) and dies (â€Å"day†). Since prehistoric times, circadian rhythms have regulated the pattern of working by day and sleeping by night† (Learning to live with light-dark cycles, 1996). This genetic functioning is the basis for how individuals are genetically programmed to sleep and to wake. According to scientists, the light from around a person travels through his eye to the hypothalamus in the brain – where the supposed â€Å"biological clock† is located.   Then the impulse travels to the pineal gland at which point the production of melatonin (the hormone that allows people to sleep) is dramatically reduced.   The rise and fall of melatonin in the body affects body temperature, perceived energy and enzyme and hormone production (Learning to live with light-dark cycles, 1996).   Ã‚  Ã‚   Basically, most of the body’s functions are related to this simple perception of light and dark.   One researcher, Dr. Foster, studying this phenomenon,   Ã¢â‚¬Å"found cells in the human eye that do nothing but detect bright sunlight and tell the brain to reset the sleep cycle accordingly† (Pepper, 2004).   He found that these eye cells do not help produce vision but are only set to respond to daylight.   It is important to note that even on a cloudy day, the daylight produced is 500 to 1,000 times brighter than any type of artificial light used in factories or offices.   These artificial lights do not fool these cells in the eye.          Pepper (2004) cites Foster in saying â€Å"You need light of a long duration and high brightness to shift the [biological] clock. This explains why business travelers crossing time zones eventually adapt, but night-shift workers never do. They get a dose of natural light on their way to and from work, too strong for a factory’s dim lamps to counter.†   These special eye cells feed directly to the brain and tell the brain’s ‘biological clock’ which is really about 20,000 cells with the scientific name of the suprachiasmatic nucleus, whether the person is receiving daylight or not.   If he is, the cells send out the word to stay away; if he is not, the cells send out sleep signals (Pepper, 2004). In addition to the sleepy or energized feeling that these cells can regulate, the human body is also affected in other ways. Scientific research has proved that people who work the third shift have a greater incidence of heart disease than those who work the first shift. They explain it by revealing that the less exposure to daylight a person has, the more the cholesterol is produced in the bloodstream, which will clog the person’s arteries (Fischette, 1992). â€Å"Blood pressure and pulse rates are slowest during the night, but rise dramatically upon wakening. Physicians see more heart attack and stroke patients in the morning hours.   Studies also are finding that circadian rhythms affect diabetes and certain cancers. For people with asthma, coughing and respiratory arrest are most common between midnight and 6:00 a.m.† (Pepper, 2004).   Similarly, Glaxo, Inc. a research organization in the Research Triangle area of North Carolina, notes other physiological effects that fall under control of these circadian rhythms: When parents remark that their children seem to grow overnight, they may not be far from the truth. During the hours of sleep, the human growth hormone is produced in greater abundance and is not inhibited from doing its job by activity hormones, like adrenaline, which are released during the day. Jet lag. When traveling to a different time zone, jet lag afflicts travelers and disrupts sleep and daytime functioning. The body’s circadian rhythm becomes â€Å"out of sync† with the rhythm of light and dark, taking up to several days to re-align itself to the new routine. Shift workers’ sleep disorder. Re-adjusting the body’s clock to different schedules on night or rotating shifts plays havoc with the natural circadian rhythm that responds to light and dark, making one’s temperature lowest at night and highest during the day. Although shift workers make up one-fourth of the nation’s workforce, they are twice as likely as nine-to-five individuals to report sleep disruption. Seasonal affective disorder (SAD). For some people, the â€Å"winter blues† aren’t just a mood, but a chronic disorder that leads to depression, drowsiness, and carbohydrate cravings during the winter months. People suffering from SAD report longer periods of sleep, indicating that this disorder may be a circadian disturbance due to the shorter days of winter. Lung function. The body’s production of cortisol steroids, which control lung inflammation, drops at night and peaks in the morning. This means air flow in and out of the lungs is best at 4:00 p.m., often giving athletes a â€Å"leg up,† compared with other times of the day. Air flow drops to its lowest point at 4:00 a.m., explaining why people with asthma often have nocturnal problems.   Ã‚  (Learning to live with light-dark cycles, 1996). All of these negative affects will be exacerbated for those who must work during the dark, sleeping hours. Other problems can also arise from a lack of sleep due to working the third shift.   A range of personality and behavioral problems may arise due attitudes related to shift work. These attitudes correlate to sleep habits and self-assessed feelings of vigor (Bohle & Tilley, 1998).     Even if third shift workers are able to stay alert on shift, they may not be able to sleep during the day which exposes them to all kinds of additional problems due to sleep deprivation.     Ã¢â‚¬Å"Studies show that one night’s loss of sleep results in a 30 percent drop in cognitive performance, rising to 60 percent after two nights† (Bohle & Tilley, 1998).   This means that the ability to think and make decisions quickly, as may be required by the majority of third shift workers – police officers, air traffic controllers and medical personnel – may be seriously diminished if they cannot sleep well during the day.   Of course, as previously mentioned, the amount of daylight makes this very difficult (Bohle & Tilley, 1998).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The attitudes toward the night shift can also affect relationships and performance.   Night shift was most frequently characterized as being tiring, having drowsy moments, being bad for family life and not starting too early in a study reported by Bohle & Tilley, 1998).   Stickgold et al,   1999 reports also that night owls have slower reaction times, slower motor responses and slower levels of linguistic and associated processing. These could be very costly for some people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sadly, the vast majority of industrial accidents occur in the overnight hours when some workers may doze or suffer from lowered cognitive functioning. Such was the case with the accident at Three Mile Island, which began at 4 am. And the accident at Chernobyl, at 1:23 am (     the early hours when night-shift workers are prone to doze: the nuclear accident at Three Mile Island started at 4 a.m., Chernobyl at 1:23 a.m. (Bohle & Tilley, 1998).   Ã¢â‚¬Å"We are asking 20 percent of our work force, including pilots and surgeons, to operate when they’re massively impaired,† says Dr. Russell Foster, a molecular neuroscientist at London’s Imperial College (Bohle & Tilley, 1998).   Indeed, over 50% of shift workers admitted to falling asleep at least once while on the job (Weiss, 1989).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚   .   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Scientists are working on some medications and false lighting systems to help with the physiological and psychological problems associated with third shift work.   Until then, workers and their company’s should take steps to prevent accidents and illnesses which may result. References Bohle, P & Tilley, AJ. (1998). Early experience of shif twork: Influences on attitudes. Journal of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Occupational and Organizational Psychology 71, 61-79. Fischette, M. (1992). Working the heart-disease shift. Omni14 (11) Pepper, T. (2004). Night Shift. Newsweek (Atlantic Edition) 144 (16). Stickgold, R.,   Scott, L.,   Rittenhouse, C., & Hobson, J.A. (1999).   Sleep-induced changes in   Ã‚  Ã‚   associative memory.   Journal of Cognitive Neuroscience 11(2) Weiss, R. (1989). Safety gets short shrift on long night shift. Science News 135 (3)

1-Month ACT Study Plan How to Raise Your Score Quickly

1-Month ACT Study Plan How to Raise Your Score Quickly SAT / ACT Prep Online Guides and Tips Only got amonth until the ACT? No worries! In this guide, we offer you our best tips and advice on how to study for the ACT in a month.First, we’ll discuss the feasibility of a one-month ACT prep planand the four critical steps you must take toget started. Then,we’ll provide you with our besthigh-impact tips to help you get the ACT score you need for college. NOTE: This article largely assumes you’ll be studying for the ACT on your own. For additional help, contactour expert ACT tutorsor get started withour customizable online ACT prep course! Can You Study for the ACT in a Month? In short, yes, you can study for the ACT in a month- but how you manage your time will play a big role in how high of a score you ultimately get.Additionally, the feasibility of your planwill depend on how big of a point improvement you want to make, based on your baseline and goal scores (I'll explain both of these in more detail shortly). Generally speaking, how long should you study for the ACT? Below are our estimates for totalpoint improvements on the ACT based on the number of study hours you put in: 0-1 point improvement: 10 hours 1-2 point improvement: 20 hours 2-4 point improvement: 40 hours 4-6 point improvement: 80 hours 6-9 point improvement: 150 hours+ As these numbers indicate, the bigger the point improvement you want to make on the ACT, the more hours you’ll need to dedicate to your studies- and thus the more difficult it’ll be to carry out your ACT study plan within a month. For the most part, though, you should be able to study for the ACT in a month, as long as your score goals are workable. In other words, you shouldn't bespending more than five hours a day cramming for the ACT! So what does all of this mean for you? Basically, you must be prepared to create and follow a reasonable study planif you truly wish tohit your ACT goal score on test day. How to Study for the ACT in a Month: The First 4 Steps Before we give youour expert tips for a successfulmonth-long ACT study plan, let's look atthe four essential steps you'll need to take to get your plan started. Step 1: Find Your Target Score Begin by downloading our free guide to setting an ACT target score. Your ACT target score, or goal score, is the score most likely to get you into at least one of the colleges you’re applying to (excluding anysafety schools). To find your goal score, look up the 25th and 75th percentile scores for allyour schools (or just your most selective school). You can either look at your schools’ official websites or search foryour schools' ACT scores in our database by Googling â€Å"[School Name] ACT PrepScholar.† Our pages offer updated ACT (and SAT) score info for tons of schools. Here’s an example of UNC’s ACT scores and GPA page. Next, take the average of the 75th percentiles for your schools.This average will be your target score and should give you the best shot at getting accepted into at least one of the schools on your list. You can alsoaim for your most selective school’s 75th percentile instead.Compared with the average for your schools, this score will be somewhat harder to get; however, reaching it ensures that you’ll have an excellent shot at getting into allyour schools (instead of just one or a few). Step 2: Get Your Baseline Score Your second step is to figure out your baseline ACT score. A baseline score is the score you start with before beginning any ACT prep,and it’s what you’ll use to calculate how many points you’ll need to improve by in order to hit your goal score from step 1. To find this score, take anofficial ACT practice test. Treat the test as you would the real exam: find a quiet place to take it, time yourself in accordance with the official time limits, and forego extra or longer breaks than those allowed on the actual ACT. Your overarching goal is to recreate the ACT testing environment as closely as possibleso you can get an accurate baseline score. Once you finish the practice test, use your test’s answer guide to calculate your scale ACT scores for each section and theACT as a whole.Your total score (out of 36) will be your baseline ACT score. Step 3: Choose a Study Plan Once youhave your baseline and target scores, take the difference of these two scores to get the total number ofpoints you'll need to hit your goal score. For example, if my target score is 32 and I scored 27 on mypractice test, I'd need to improve my baseline score by a total of 5 points. After, match the difference you get to its corresponding number of study hours: 0-1 point improvement: 10 hours 1-2 point improvement: 20 hours 2-4 point improvement: 40 hours 4-6 point improvement: 80 hours 6-9 point improvement: 150 hours+ You now know the approximate number of hours you'll need to study for the ACT over the course of a month. But how should you spread out these hours each week? Each day? Below, we offer you different study plan optionsbased on the amount ofstudy time you'll need to commit to. But first, a brief reminder: always choose a study plan that’ll work well for you.Don’t opt for a plan that’ll require you to study excessively on weekdays if you know this type of plan will wear you out easily. Consider your commitments, and be realistic about when and how often you’ll actually be able to study. And now, here are our study plans! Light: You Want to Improve Your Score by 0-1 Points This easily manageable plan requires a total of 10 hours in a month, which comes out to about two and a half hours a week. Your best options for this plan are as follows: 2 hours and 30 minutes, once a week 1 hour and 15 minutes, twice a week 30 minutes, five times a week Medium: You Want to Improve Your Score by 1-2 Points This plan is slightly heavier than the Light Plan and requires 20 hours of prep over the course of a month, equalingfive hours a week on average. I recommend trying out the following plans: 2 hours and 30 minutes, twice a week 1 hours and 15 minutes, four times a week 1 hour, five times a week Heavy: You Want to Improve Your Score by 2-4 Points Moving on to the heavier plans now! For this plan, you'll need to study for a total of 40 hoursover the course of a month. Thiscomes out to approximately 10 hours a week, which you can divide as so: 3 hours and 20 minutes, three times a week 2 hours and 30 minutes, four times a week 2 hours, five times a week Heavier: You Want to Improve Your Score by 4-6 Points Not many students will be able to keep up withthis plan, but if you’re set on increasing your baseline score by 4-6 total points, you’ll need to prep for at least80 hours,or about 20 hours a week. Here are your options for prep schedules: 5 hours, four times a week 4 hours, five times a week 3 hours and 20 minutes, six times a week Impossible? You Want to Improve Your Score by 6-9 Points This plan requires 150+ study hours over the course of a month. That's a staggering 40 hours a week! Therefore, I strongly recommend againstundertaking this study plan. If you’re committed to improving your ACT score by as many points as possible, tryopting for the Heavier Plan and thenretake the test at a later date should you still want to improve your score. Step 4: Gather High-Quality Study Materials and Resources Finally, it’s time to gatheryour top choices forACT study materials and resources. Whether you already have a prep book picked out or are completely at a loss as to whatyou'll need for your study plan, let us help guide you with acompilation of our best ACT resources: Ultimate ACT Study Guides: Ourfree guides for the ACT English, Math, Reading, Science, andWritingsections,as well asthe test as a whole, offer a surefire combination ofcontent review and strategy. Complete Official ACT Practice Tests, Free Links:Here, we've collected all the official ACT practice tests available online. These tests are based on real ACTs and offer the most realistic practice questions you can get. Plus, they're completely free to download! Best ACT Prep Books 2018: I strongly recommend purchasing a highly reviewed ACT prep book to use as your primary guide throughout your studies. Our article offers in-depth reviews of the best ACT prep books currently available. Furthermore, all the books on ourlist have been personally reviewed by a perfect ACT scorer,so you can rest assured they'reworth theinvestment! The Best ACT Prep Websites You Should be Using: This handy compilation lists various websites you can use for all sorts of ACT help, including practice questions and strategy guides. The 4 Best ACT Apps (and How to Use Them in Your Prep): If you’re looking for on-the-go, supplementary learning materials, these four ACT apps are certain to lend a boost to your test prep! As a final tip, Isuggest browsingour SAT/ACT blog to learn more about the ACT in general, including how it works, what it tests, and what steps you can take to get the scores you need for college. Once you'vegot your study materials picked out, read onto learn about our top tips on how to study for the ACT in a month! Tjarko Busink/Flickr How to Study for the ACT in a Month: 5 Essential Tips At last, it's time for you to get your study plan off the ground! Here are five tips for making the most of your month-long ACT prep schedule. #1: Learn the ACT Format Inside and Out Before you take the ACT, it's important you know everything there is to know about the structure and content of the exam. This way there will be no surprises for you on test day! For a general overview of the ACT, read our articles on what the ACT tests and how it’s scored. For section-specific info, check outour individual guides: What’s Actually Tested on the ACT English Section? What’s Actually Tested on the ACT Math Section? Concepts, Subjects, and Skills What’s Actually Tested on the ACT Reading Section? Skills You Need What’s Actually Tested on the ACT Science Section? Skills and Topics The New Enhanced ACT Writing Test (2016): Complete Guide #2: Track Your Progress With Official Practice Tests While you study, it's imperative to track your progress using official ACT practice tests. Once again, these tests are the closest you can get to the real exam and will let you see whether you’re on track to hitting your target score. Because you'll only have a month to study for the ACT, try to taketwo to three tests in total.It's best to take oneat the beginning of your study plan (to get your baseline score) and a second one closer to the middle of your study plan, or aroundthe two-week mark. Just make sure you're spacing out your practice tests.Don't takemore than threein a month, and definitely don't take one right before test day- you'll justburn yourself out! #3: Review Basic English, Math, and Science Topics To do well on the ACT, you must familiarize yourself with all of the basic English, math, and science topics most likely to appear on the test. Here, we cover the specific concepts you'll need to have down before test day. For English First, check out our guides to the 14 most important ACT grammar rulesand basicparts of speech. Then, move on toour guides on the following critical concepts: Rhetorical skills (40-55%) Transitions Redundancy and wordiness Word choice/diction Add/delete questions Author technique/intent Organization Main idea Relevance Sentence structure (20-25%) Run-on sentences and fragments Parallel structure Faulty modifiers Punctuation(10-15%) Commas Other punctuation Grammar and usage (10-15%) Subject-verb agreement Verb tenses and forms Pronoun agreement Idioms Relative pronouns For Math We’ve got tons of topic-specific guides for ACT Math, which you can access through our ultimate ACT Math prep guide. Before you delve into higher-level math concepts, though, make sure you read all aboutintegers (we’ve also got an advanced guide to integers). Below is the breakdown of the math topics you'll need to know. I suggest beginningwith the most important sections (pre-algebra and plane geometry) before proceeding to the others. Pre-algebra (20-25%) Fractions, ratios, and proportions Statistics (mean, median, mode, etc.) Probability Sequences Plane geometry (20-25%) Lines and angles Circles Triangles Polygons Elementary algebra (15-20%) Single-variable equations Intermediate algebra (15-20%) Systems of equations Functions Word problems Coordinate geometry (15-20%) Lines and slopes Reflections, rotations, and translations Trigonometry (5-10%) For Science Luckily, you’re not expected to have a ton of background knowledge in biology or chemistry for this section!That said, there will be a handful of scientific concepts you’ll need to be familiar with in order to do well on the test. Read our guide for more info about what these fundamental topicsare and how you should study them. #4: Learn the Most Helpful Math Strategies ACT Math may or may not be your cup of tea, but with these handy strategies, you’ll be getting the Math score you want in no time! First off, always try to re-solve any ACT Math questions you answer incorrectly.This strategy is important because it lets youthink deeply about where you might’ve made a mistake with your calculations and what different steps you can take to try to get the right answer. As you re-solve the question, use thecorrect answer to guide you- but don’t look at the answer explanation before attemptingtofigure it out on your own! On test day, your two best math strategies are plugging in answers and plugging in numbers. With these strategies, even if you’re unsure how to solve a problem, you can still attempt to work it out, ultimately increasing your chances of choosing the right answer. Both of these strategies work particularly well for algebraic problems that ask you to manipulate or solve variables. #5: Pick a Strategy for Reading Passages It’s passages galore on the ACT English, Reading, and Science sections! But before we dive into possible reading strategies, let's look at thedifferent skillseach section tests: English tests your understanding of grammar, style, and flow. Reading tests your overall reading comprehension and vocab knowledge. Science tests your ability to correctly interpret data and understand scientific concepts and hypotheses. Because these three sections test such unique content, it’ll be best for you to develop separate passage-reading strategies for each section. Here are the best strategies to try out: For English There's only one highly recommended passage-reading method for English, and that's thegraf-by-graf method.With this strategy, you'llread passagesparagraph by paragraph,andanswer questions for one paragraph at a time. This method is ideal for ACT English since it lets you digest the content of the passage while also taking note of anyglaring technical errors. For Reading There are three possible passage-reading strategiesfor the Reading section of the ACT: Read the questions and then skim the passage (highly recommended) Skim the passage and then read the questions Read the passage closely (not recommended) ForScience In this section, yourpassage-reading options are as follows: Skip straight to the questions, answering as many as you can using only the visuals (i.e., graphs, tables, etc.) Skim the passage and then read the questions Read the whole passage first (not recommended) To figure out which reading strategies work best for you, take an official ACT practice test and time yourself on the English, Reading, and Science sections using official time limits. (You don’t need to take these sections back to back- separately is fine!) If possible, take multiple tests so that you can try out a different passage-reading strategy each time. Once you finish, check your answers and score your test. Thepassage-reading method that gives you the highest score on a section should be the one you practice with and use on test day! Rosmarie Voegtli/Flickr 6 Additional ACT Prep Tips for High Achievers If you want to increase your ACT baseline score by a fairly large margin- anywhere in the 4-9 point range- you’ll need to spend as much time as you can mastering allmajor ACT concepts. Our six additional tips below teach you both how to study for the ACT in a month andhow to get a super high ACT score. #6: Closely Analyze Real Questions To truly do well on the ACT, you need to know not onlythe basics of how it’s structured but also what kinds of questions it'll give you on test day and theapproaches you can use tosuccessfully tackle these problems head-on. Official ACT practice tests are your best bets for realistic questions.What you'll want to do is tear apart these questions to ensure that you can identify the ACT question types and readily understand what they’re asking you to do. For example, can you distinguish the Reading section'sinference questions fromfunction and development questions? Can you tell apart the different types of math on ACT Math? Do you understand how to read graphs and tablesso that you're capable of answering questions about scientific data? In the end, you’ll save yourself both time and brainpower if you know ahead of time what kinds of questions you’ll be asked and when they’ll appear on the test. #7: Study ALL Critical Math and English Topics In addition to studying the basics of ACT Math and English, high achievers shouldspend extra time mastering some of the less common (but still important) concepts likely to come up on the test. For Math, this means focusing on mastering trigonometry, the least prominent math topic on the ACT (albeitone that's certain to appear!). Trig accounts for 5-10% of your Math score,orfour to six questions. Although six questions doesn't sound like much, it might very well be the difference between getting a 36 and getting a 32 on Math! You should also spend time memorizing allcritical math formulas. Because the ACT doesn’t give you any formulas on test day like the SAT does, you mustspend time memorizing the ones that are most likely to appear on the exam. As for English, take a look atour complete ACT grammar guide to learn every single ACT grammar rule. You might also want to read up on the less-commonly tested topics of adjectives vs adverbs and formality. #8: Become an Expert at Critical Reading Though ACT Reading questions can be confusing and difficult, there’s a pretty easy trick you should definitely try tomaster. Here it is:there is always one definitively correct answer- meaning all other answer choices mustcontain a clear indication that they are incorrect. You can hone this crucial skill by studyingwithhigh-quality ACT Reading questions. As you practice, pay close attention to answer choices that don’t perfectly answer the question you’re being asked. A wrong answer choice is usually one that has one or more of the following qualities: Irrelevant The opposite of what’s written An inaccurateconflation of information from the passage Plausible but ultimately not supported directly by the passage On Reading, all correct answers will be supported by clearevidence in the passage. So if you come across an answer choice that sounds sort of right but isn’t actually written down or directly supported by the passage, chances are it's wrong! #9: Improve Your Vocab Fortunately, vocab doesn't make up a particularly large part of the ACT English or Reading sections. But if you’re aiming for a high score on test day, I recommend dedicating a little prep time to improving your vocab. Most vocab words on the ACT are of medium difficulty. This meansyou'll predominantly need to studyidioms and lesser-known secondary meanings of common words. To learn ACT vocab words, check outour list of 150 ACT words you should knowandScholastic’s 100-word ACT/SAT vocab list. Want to cover all your bases? You can learn even more wordswithour extensive SAT vocab list of 250+ words. (The vocab on the SAT is extremely similar to that on the ACT.) #10: Strengthen Your Weak Spots During your studies, you’ll likely notice some concepts or areas you struggle with more than you do with others. The best way to strengthen your weak spots is to concentrate more oncontent review andpractice questions. I suggest working with a combination of high-quality prep books, strategy guides, and official ACT questions. As you work on improving your ACT skills, keep track of any question types you’re continually missing.Try to identify why you're missing these questions, and start to think about how you can ultimatelytransform yourmistakes into successes. #: Pace Yourself Our last tipis to learn how to pace yourself. Knowing how to answer ACT questions won’t help you in the end if you’ve got 10 blank questions left because you ran out of time! So always be on your guard and pay attention to how long it takes you to answer specific question types. Here are the average amounts of timeyou should spend per question on each ACT section: English: 36 seconds per question Math: 60 seconds per question Reading: 53 seconds per question Science: 53 seconds per question For more detailed advice on how to pace yourself, check out ourindividual time-management guides for Math, Reading, and Science. Key Takeaways: How to Study for the ACT in a Month Although one month of ACT prep isn'tenough for everyone, it can sufficeif your goal is toimprove your score by no more than 4-6 total points.Students who want to improve their scores by 6-9 points will be better offaiming for a smaller score improvement and then retaking the ACT at a later date. When embarking onyour month-long ACT study plan, you must first set a targetscore, find your baseline score, decide ona study plan, and gather high-quality prep materials. Once you’re ready to begin studying, you can use our high-impact tips above to help you get the most out of your ACT prep. So what's my final tip? Always have the confidence that you can do this. Studying for the ACT in a month is difficult, but it’s certainly not impossible. As long as you know exactly what you'll need to do in order to make your goals a reality, you willbe successful! What’s Next? Need more advice on gearing up for theACT? Then read our in-depth and easy-to-follow guides onhow to prepare for the ACTand when you should start studying. Not a lot of time left before test day? Ourlast-minute ACT strategieswill teach you everything you need to know about strategic guessing, time management, and what you'll need to bring on test day. Only got a month left before your SAT test?Read my other guide on how to study for the SAT in a month to get step-by-step tips and advice. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Types of War essays

Types of War essays American Revolution: Fought as a Limited War meaning the primary objective was to overthrow Britains political system and to be resolved by a treaty. Basically, the wealthy Americans did not want to pay the taxes Great Britain was levying upon them. The political structure did not change very much. The ability to run for office and vote still remained with the wealthy land owners. Civil War: Originally hoped to be fought as a Limited War, Lincoln came to realize the only way to save the state of the Union was to fight a Total War. A war in which the objective was to conquer and destroy the enemy became the outcomes objective. You can consider both wars revolutionary and civil in their definition. The Revolutionary War was fought against friends and neighbors based on their allegiance to the King. People that fought side by side in the French and Indian War were now pitted against each other during the Revolutionary War. The Civil War brought about much more change in the political structure than the Revolutionary War. A two party system was put in place, and the 13th, 14th, and post-war the 15th amendments were passed that abolished slavery, granted citizenship to all persons born in America, and gave every male citizen the right to vote and be elected. Neither war was fought based on the primary focus of slavery. The Constitution, which came about because of the victory in the Revolutionary War, did very little to address slavery other than to consider slaves property and provide cause for a slow emancipation of slaves by exercising a tax on them to begin in 1808. The Civil War only became an issue to concern slavery when Lincoln realized that to win the war and achieve the primary objective of preserving the union was to abolish slavery which in turn would debilitate the Souths ability to support the war. By not having slaves, the South would not have the resources to con ...

How to Use the Irregular French Verb Recevoir

How to Use the Irregular French Verb Recevoir The French verb recevoir (pronounced ruh-say-vwah) is one of the more challenging to learn because its highly irregular once you get into the past tense and other conjugations. Translated as to receive or to get, this verb is so irregular that it doesnt fit in any pattern.   Usage Recevoir is whats commonly known in French as an irregular ir- verb. These verbs dont follow the regular patterns of conjugation, so students have to memorize them individually. Other ir- verbs include:  asseoir, courir, devoir, falloir, mourir, pleuvoir, pouvoir, recevoir, savoir, tenir, valoir, venir, voir  and  vouloir. Verbs that end in -cevoir are conjugated the same way. These include: apercevoir   to catch sight of, to foreseeconcevoir  Ã‚  to conceivedà ©cevoir  Ã‚  to disappointpercevoir  Ã‚  to perceiverecevoir  Ã‚  to receive Uses and Expressions The table below includes only simple conjugations of the irregular French -ir verb recevoir. It does not include compound tenses, which include a form of the auxiliary verb avoir and the past participle. recevoir une salaire to get paidrecevoir un prix to be awarded a prize / to be given a prize or awardrecevoir un cadeau to get / receive / be given a giftrecevoir  courrier /  coup de tà ©là ©phone to get mail /  to get a telephone callVeuillez recevoir, Madame, lexpression de mes sentiments les meilleurs  ou  mes salutations distinguà ©es Yours sincerelyrecevoir un coup sur la tà ªte to receive a blow to the headrecevoir  quelquun dà ®ner   to invite someone to dinnerJai à ©tà © mal reà §u. I was made to feel unwelcome.La maison peut recevoir six personnes. The house sleeps six people.Le mà ©decin reà §oit/ne reà §oit pas aujourdhui. The doctor is / isnt seeing patients today.se faire recevoir   to get told offJe nai de conseils recevoir de personne  ! I dont have to take advice from anybody!Elle sait merveilleusement recevoir. Shes a marvelous hostess. / Shes marvelous at entertaining. Simple Conjugations of the Irregular French -ir Verb Recevoir Present Future Imperfect Present Participle je reois recevrai recevais recevant tu reois recevras recevais il reoit recevra recevait nous recevons recevrons recevions vous recevez recevrez receviez ils reoivent recevront recevaient    Pass compos Auxiliary verb avoir Past participle reu Subjunctive Conditional Pass simple Imperfect subjunctive je reoive recevrais reus reusse tu reoives recevrais reus reusses il reoive recevrait reut rect nous recevions recevrions remes reussions vous receviez recevriez retes reussiez ils reoivent recevraient reurent reussent Imperative (tu) reois (nous) recevons (vous) recevez

Political Environment of Firms Essay Example | Topics and Well Written Essays - 1250 words

Political Environment of Firms - Essay Example Brazil Aerospace It got started when the government gave technological support to private firms through the Centro Tecnico da Aeronautica (CTA) established in 1947 in Sao Paulo, being the most advanced research institution among the industrializing countries. The state allowed private ownership to the production of aerospace but gave the technological support and increased allocation of resources in science and technology. The partnership between the public and the military allowed the advancement of the industry (Goldstein, 2022, pp. 525). For national security, Brazil could not depend on imported military equipment and it could not also allow them to be produced by foreign manufactures, the industry was owned fully by the government but was governed by private law and was managed by a competent autonomous management that created good relations between the management and the Ministry of Aeronautics. The ministry made the local environment complimentary due to financial, fiscal, mark eting, regulatory and international responsibilities. The firm also got financing through a state development bank which benefited from tax holidays. Production began in 1970 with the support from foreign partners and negotiated co-production and licensing in order to achieve faster market penetration by assembling other those producing high-tech components. The two best seller planes were national design although most parts were imported. The company also collaborate with many firms to supply final components. The strategy which worked is the partnership between the multinational corporation, local private entrepreneurs, and state owned enterprises that had accumulated huge resources. The company also focussed on the export market and allowed longer production runs and stimulated customers to bring in new ideas for technical change and the demand for exemplary performance standards. The aircrafts were sold to Middle East markets and the foreign exchange was important. This success continued up to 1990s when another model was launched. The worsening economy led to conglomeration and new ownership designed a new organization charts (Lebouc, 1980, pp 43). The Aerospace of Indonesia It was developed by an individual called Habibie after completing a doctorate in engineering who returned in Indonesia in 1974 and was appointed by President Suharto as Research and Technology Minister in 1978. Habibie argued that an aerospace was a strategic national necessity and that technological excellence was necessary for achieving national independence as well as acceleration for economic stimulation. This would lead to cultural and political integrity. Although Indonesia has shallow technological base with underdeveloped capital goods and weak domestic capabilities, to absorb and produce technological goods the minister decided to steer into full assembly. He took control of the procurement of the industry and he has good government finance control (Makka, 1996, pp 123). The international manufacturers saw an attractive Indonesia market and MBB licensed IPTN to assemble a helicopter and other smaller aircrafts. The first assembly was in 1983 and despite the many difficulties certification was secured from the U.S. and many Muslim countries. This gave Indonesia a lot of prestige. The IPTN strove to become an international subcontractor and at sometime, Boeing sent over 50

Review of Literature Dissertation Example | Topics and Well Written Essays - 3750 words

Review of Literature - Dissertation Example Even if not all of the education content is retained, exposure to the education content can lead to additional knowledge that can be useful for both the child and to the society he or she lives in. Thus, attendance is crucial and measures to improve school attendance are just as crucial as education content itself. 2. Importance of Attendance Based on the data and analysis of the National Center for Children in Poverty, around 11 percent of children in the kindergarten and about nine percent in the first grade are chronically absent (Chang and Romero, 2008, p. 7). Chronic absence means that the student has at least 11 percent absences during a 180 days schooldays (Chang and Romero, 2008, p. 6). Chronic absence among third grade students is about six percent (Change and Romero, 2008, p. 7). The National Center for Children in Poverty researchers even believe that the estimates are even conservative because attendance data are missing among schools serving low-income and minority stude nts At the same time, Chang and Romero (2008, p. 4) pointed out that chronic absence can be masked even when average daily attendance appears high. In their elaboration, Chang and Romero said (2008, p. 4): â€Å"Suppose, for example, a school has 200 students and an average daily attendance rate of 95%. The same 10 students, however, are not absent for all 180 days as they would be dis-enrolled. Rather, it is quite possible that the 10 students missing each day occurs because the school is serving 60 students who are taking turns being absent but when absences are added together, miss a month or more of school over the course of the school year. In summary, even in a school with 95% daily attendance, 30% of the student population could be chronically absent.† ... In summary, even in a school with 95% daily attendance, 30% of the student population could be chronically absent.† The key point of the Chang and Romero analysis (2008, p. 4) is that an absences rate of even a very small percentage like 5% can imply that a large number of students may be chronically absent from classes. Unfortunately, however, the incidence of chronic absences are high although chronic early absences from school ranged from one percent to 54.5 across schools in a district where the prevalence of chronic absences among elementary students was about 13.8 percent overall (Chang and Romero, 2008, p. 7). Data from Yeide and Kobrin (2009, p. 2) proved that Chang and Romero (2008) were right about their analysis: in New York City, more than 30% of the youth were chronically absent during school year 2007-08 but the average attendance rate for each grade during the year was at least 90 percent. Yet, despite the high chronic absenteeism associated with the attendance r ate of at least 90%, many schools consider 90 percent attendance rate as an acceptable target (Yeide and Kobrin, 2009, p. 2). In addition, Yeide and Kobrin (2009, p. 2) reported that dropouts are excluded from truancy calculations. The combination of chronic absenteeism, truancy, and dropouts resulted to a situation in which only about two-thirds of ninth graders were expected to graduate in New York City during the year. Studies show that chronic absenteeism is a serious problem among elementary students in the United States. For instance, in New York City, more than 20 percent of elementary school students missed at least a month of school during school year 2007-2008. There even districts of the City where around 30 percent of

Hyper-personal model Essay Example | Topics and Well Written Essays - 500 words

Hyper-personal model - Essay Example Receivers- CMC messages are likely to be exaggerated because of the lack of face-to-face indicators, giving receivers to fill in the missing blanks. Receivers in this case, will most likely idealize from the initial clues by the sender and if they are favorable, then the receiver dynamics will be tuned to favorably respond. The Hyper-personal model suggests that such initial impression are likely to be activated by pre-existing stereotypes inherent in the communicators like the partners’ resemblance, however vague, of someone previously encountered. Senders- In text based CMC selective representation of self is aided and one usually pass on indicators that they would want the receiver to have. So even in the absence of physical traits, individuals involved in CMC will construct messages that portray them in good light with emphasis on desirable traits and because of lack of physical interaction like eye contact, their conveyed traits will invite preferential reactions. The selective choice on what message to transmit coupled with the comfort create by the virtual world, makes it easy to develop intimacy by the disclosure of personal issues that fuels connection in CMC. The speed of explicit disclosure in CMC is much faster than that of face-to face interactions. Other than these disclosures, senders in CMC represent themselves in line with contents presented by their communication partners. This influences their choice of words and expression of likeness, in essence pre-determining their topical areas of concurrence and disagre ements. Channel - Under this dimension of hyper-personal model, the CMC medium shapes the deliberate construction of online messages by the mechanics of the CMC interface and the ability to edit these messages before they are sent. Users of CMC focus more on the construction aspect of their messages that they would on face-to-face conversations. Prior knowledge of the

Community Health Project Coursework Example | Topics and Well Written Essays - 2000 words

Community Health Project - Coursework Example With this concern, the community of Minneapolis MN can be determined as one of the largest cities in the United States with more than 387,000 citizens situated in the banks of the Mississippi river. The demographic description of Minneapolis signifies its increasing population which has been considered as one of the most populated areas among the 906 cities in the state of Minnesota. The average household income of Minneapolis can be estimated as USD 46,075 in the year of 2010. In the similar context, the median age has been estimated as 31.4 years old young people involving white, black and Hispanics within Minneapolis ethnic/racial groups (Cubit Planning, Inc., 2012). Windshield Survey The windshield survey of any community involves the collection of subjective data in a personal observation about any population or community. With this regards, the surveyors implement his/her good judgments in data collection process. In the context of conducting windshield survey for Minneapolis c ommunity, the assessment will be comprised with the comprehensive study of significant informational areas where the population or community resides. ... ding to systematic plans The general condition of the housing in the community were mostly traditional and hence require regular maintenance Open Space The space location within the community can be considered in a proper way of using open space among each building The open spaces are constructed noticeably in safe and attractive forms in Minneapolis community Common Areas The common areas for hangout in Minneapolis are the banks of Mississippi and Stone Arch Bridge The families, schools and college students spend their weekends in various attractive hangout areas within the community as well Transportation The transportation facility in Minneapolis consists of bus services, personal vehicles along with car rental facilities Moreover, the inhabitants use their motorbikes and bicycles as an efficient source of transportation Social Service Centers The community is surrounded with more than 25 healthcare institutions, both government and private as well Various healthcare facilities to cure different health issues are rendered to the locales A sufficient number of recreation centers along with special treatment centers and medical institutions are also present within the community Stores The resident shops in Minneapolis are mostly situated in the major streets of the community The shoppers of the community use personal as well as commercial vehicles during shopping The shops mostly serve with fresh food items including, groceries, fruits along with other necessities Street Scene The street environment of the community is significantly efficient due to a proper arrangement of shops and other business complexes There are no stray dogs and cats or â€Å"watchdogs† found on the street of Minneapolis community Condition of the Area The community can be considered as well-kept

Police Technological Advancements Research Paper

Police Technological Advancements - Research Paper Example These innovations provide much comfort and to a great extent security to the average consumer. However, despite the valuable assistance that such developments have provided to us, these techno upgrades have also created opportunities for criminals to flourish even more. Cyber crimes abound and identity theft has risen. Here, thieves do not need to hold you at gun point and steal from you, they just need to â€Å"pretend† they are you and let you take the fall for the expenses they will incur in your behalf (Identity Theft & Credit Fraud). Criminals have also found ingenious ways of going around various technological check points such as surgically implanting heroine on puppies. With the advances in technology comes the improvement in the way criminals think and act thereby necessitating that law enforcers up the ante a little bit so as to be one step ahead or at par with these culprits. Police work is a very dangerous business and these men and women have to contend with the r eality of danger each day. But, unlike in the military, policemen are much more inclined to public service and safety hence the need to take in rather than take out the criminals. This reality puts the everyday cop on the block in a quandary as they have to strictly adhere to the sanctity of human life thereby limiting the use of force unless it is severely necessary whereas they are faced with entities that seem to have no regards whatsoever to these rights (OHCHR Human Rights Standards and Practice for the Police ). Thus, to ensure safety of the arresting officer as well as to respect and enforce human rights and combat the increasing sophistication of offenders, police forces around the world have commissioned technology to aide them in ensuring public safety. Technological Advances in Detection and Weaponry Aerial Sentinel – the MQ-1 Predator Most people would think that police work is about arresting criminals. However, although it is the part that is mostly reported and where they are most exposed to danger, arresting is only a small part of police work. A very important aspect of doing police work is in safekeeping the public. This involves various forms of reconnaissance to track criminals and secure evidence for prosecution. A big boost in doing this police work is the utilization of Unmanned Aerial Vehicles (UAV’s) to help enforces track, pinpoint and ultimately apprehend offenders. After a very successful stint in the armed forces, the UAV has also started a career in police work. Very recently, it has been reported that unmanned UAV’s have taken part in the war on drugs in Mexico wherein the US assisted Mexican authorities in dismantling drug cartels by providing valuable information through their Predators (BBC News). Since respect for territorial sovereignty is key in the cooperative efforts, only the Predator has been used since it is the unarmed variant of these UAV’s. However, though without firepower, this machine is armed to the teeth with state of the art reconnaissance systems and is able to provide up to date images anytime and any day (General Atomics Aeronautical). Stun Guns As mentioned, the nature of police work is to take in rather than take out a target. With the rising global concern on human rights, police forces

Italy Too Big to Fail and Too Big to Bail Essay

Italy Too Big to Fail and Too Big to Bail - Essay Example The huge economic deficit resulted in the restructuring of their debts. .The deficit could have reduced by austerity measures in former years, without considerably affecting the GDP. Lack of such foresight in fiscal matters has brought about the present crisis in countries like Greece, Ireland and Portugal. -Italy is a developed industrial country that arose rose from a sound agricultural background prevalent in the earlier years. Over the years,it had emerged into a developed industrial economy that was enviable even to superpowers like Germany and Greece. The debt crisis prevalent in in countries like Greece, Italy and Portugal the proved to be contagious to Italy also. During the second week of September 2011, Italy the third largest economy in the Euro zone plunged in to a debt crisis of slow growth in GDP and high debt. Italy has more than $1 trillion government debt which is in a high proportion compared to the total national output of $1.2 trillion. In this article, the author explores the present trend of higher rate of yielding of bonds that put the economy in such a serious condition necessitating to raise new bonds or to approach other financial institutions for a bail . The investors found it too risky to maintain their deposit in such a state of fiscal affairs. There was clear evidence of illiquidity in the financial market causing threat to investors. Italy’s economy is in a risky position now. In a regular circumstance, during the period of financial crisis in Eurozone countries, it is European Central Bank that takes the emergency measures to help the countries to overcome the crisis. crisis. However, with Italy, it is a very though task for both European central bank and for International monetary fund to bail out Italy. Very vigilant and highly expertise fiscal management is the need of the time. Prime concern is to be given to maintain faith in the investorsA budget management plan that does not affect the growth rate of the economy and restructure the debt is necessary. Italy is a huge economy and hence, any calamity can worsen the condition of its surrounding economies in the European Union. In Europe, economies of most of the other nations are also not in an enviable condition. Such a situation will also affect world economy. In this context, it will be helpful to examine the successful measures taken by governments such as Canada, Sweden, and Brazil etc where such negative signs of financial recession appeared in the earlier years. Italy can definitely overcome this situation, but once the control is destroyed a coming back will not be possible because the entire Eurozone as a whole would have been put into such a serious situation that is too difficult to manage. The author of the article tries to view the situation from the US perspective and the critical question that he raises is whether the US financial authorities have seriously taken into account the European experience in the debt crisis. However, recent developments in US economy have revealed that the US Treasury Department and White House has been paying rapt attention over economies all over the globe. The United States stands ready to help Europe with its debt crisis. Recently, in a meeting at white house, President Obama expressed his readiness to help the European Union in the present financial crisis. However, he has not put f orward any definite measures in

Police Technological Advancements Research Paper

Police Technological Advancements - Research Paper Example These innovations provide much comfort and to a great extent security to the average consumer. However, despite the valuable assistance that such developments have provided to us, these techno upgrades have also created opportunities for criminals to flourish even more. Cyber crimes abound and identity theft has risen. Here, thieves do not need to hold you at gun point and steal from you, they just need to â€Å"pretend† they are you and let you take the fall for the expenses they will incur in your behalf (Identity Theft & Credit Fraud). Criminals have also found ingenious ways of going around various technological check points such as surgically implanting heroine on puppies. With the advances in technology comes the improvement in the way criminals think and act thereby necessitating that law enforcers up the ante a little bit so as to be one step ahead or at par with these culprits. Police work is a very dangerous business and these men and women have to contend with the r eality of danger each day. But, unlike in the military, policemen are much more inclined to public service and safety hence the need to take in rather than take out the criminals. This reality puts the everyday cop on the block in a quandary as they have to strictly adhere to the sanctity of human life thereby limiting the use of force unless it is severely necessary whereas they are faced with entities that seem to have no regards whatsoever to these rights (OHCHR Human Rights Standards and Practice for the Police ). Thus, to ensure safety of the arresting officer as well as to respect and enforce human rights and combat the increasing sophistication of offenders, police forces around the world have commissioned technology to aide them in ensuring public safety. Technological Advances in Detection and Weaponry Aerial Sentinel – the MQ-1 Predator Most people would think that police work is about arresting criminals. However, although it is the part that is mostly reported and where they are most exposed to danger, arresting is only a small part of police work. A very important aspect of doing police work is in safekeeping the public. This involves various forms of reconnaissance to track criminals and secure evidence for prosecution. A big boost in doing this police work is the utilization of Unmanned Aerial Vehicles (UAV’s) to help enforces track, pinpoint and ultimately apprehend offenders. After a very successful stint in the armed forces, the UAV has also started a career in police work. Very recently, it has been reported that unmanned UAV’s have taken part in the war on drugs in Mexico wherein the US assisted Mexican authorities in dismantling drug cartels by providing valuable information through their Predators (BBC News). Since respect for territorial sovereignty is key in the cooperative efforts, only the Predator has been used since it is the unarmed variant of these UAV’s. However, though without firepower, this machine is armed to the teeth with state of the art reconnaissance systems and is able to provide up to date images anytime and any day (General Atomics Aeronautical). Stun Guns As mentioned, the nature of police work is to take in rather than take out a target. With the rising global concern on human rights, police forces

A tale of two lives Essay Example | Topics and Well Written Essays - 500 words

A tale of two lives - Essay Example As a result, the two teenage boys are now serving a sentence in juvenile jails (Pioppi 3). Frank court sentence is more rigid unlike Carlos. Frank is more violent and his criminal activities have landed him in jail thrice for alleged offences including drug peddling and murder. He is serving a sentence at the Long Lane School in Middletown. The juvenile prison is regarded as the home to some of the toughest teen criminals such as Frank. At this prison, the freedom of juveniles is curtailed and when they are allowed to go out, it must be under a guard watch (Pioppi 4). Unlike Frank, Carlos detention school is friendlier than Long Lane and it is managed by a private agency. Detainees at this prison are also privileged to have several amenities unlike in Long Lane. There are tennis courts and a swimming pool where the teens can unwind. According to the author, the Connecticut Junior Republic in Litchfield is more of a boarding school rather than a juvenile center for young criminals. In my view, Carlos prison enjoys more freedom than in Long Lane School, where juveniles are always handcuffed and their movements monitored. Carlos is never handcuffed and can move around the school without being guarded (Pioppi 5). Even though Frank is in a more secure facility, he manages to escape and still commit other serious crimes. His first crime was selling drugs at the city of New Haven. He was later released and was sentenced against for murder charges. He escaped again several time and was involved in a shooting incident. This shows his determination to commit more crimes without getting worried about spending his entire life in prison. His tone is rough and unapologetic and it shows that prison life has not rehabilitated him. As the author notes, the prison authorities are contemplating sending him to prison for good (Pioppi 4). Carlos is friendlier and polite as compared to Frank. The author describes him as a changed person who does not correspond to

Moment in the play Essay Example for Free

Moment in the play Essay What do you think makes this conversation between Biff and Linda so moving and sad at this moment in the play?  In the play â€Å"Death of a salesman†, Arthur Miller have made this conversation between Biff and Linda so moving and sad in the manner of which by displaying Linda’s unwavering devotion to her husband Willy, in stark contrast to the nature of the conflicting relationship between Biff and Willy. These points are skillfully heightened by Miller’s use of language and techniques such as characterization, dialogue and stage direction. Miller have made this conversation between Biff and Linda so moving through the context of Linda’s unwavering devotion to her husband, Willy. Whenever Biff goes against Willy, Linda seems to always be the person to stand up for her husband against her own son. This is shown through the quote â€Å"Biff, a man is not bird, to come and go with the springtime.† We can see that Linda in a sense, an infinite moral voice in the play- a woman with a good will at heart. However, here the readers can clearly see through her comparison of Biff to a bird, she is strongly against her son’s freedom not only within her own thoughts, but in the context of Willy’s false values. Linda conforms to the standard of her husband lifestyle and thoughts, and therefore preventing Biff from what he truly wants to become, to have a freedom in life. This therefore make Biff [evasively] says: â€Å"I’m not hateful, mom.† Biff is pressurized by the weight of hopes and expectations his father gave him since he was young, thus this even make the reader feels even more moving and sad due to Biff’s parents weighing him down while he himself desperately says â€Å"I’m trying Mom,† revealing the misery of the Loman family under the influence of the American Dream. Miller have also made this conversation between Biff and Linda so sad and moving through Biff’s caring attitude towards Linda through dialogue and stage direction. Here the reader can acknowledge how much Biff cares for Linda when he [touches her hair]. This action of tenderness have proven his love for his mother whose her life, have been taking care of Willy, who is a disillusioned husband.†Your hair got so grey† he said, and when Linda replied back with â€Å"Oh it’s been grey since you were in high school†. This fact gives a glimpse to the past that due to Linda’s faithful nature, she’s been suffering since the early days-and this signifies how moving all of Linda’s actions when taken into consideration, when Willy himself have been chasing the American Dream this whole time bringing Biff along with him when he â€Å"blows him full of hot air.† The audience can really inspect this from afar and sympathise the disconnection between Biff and Linda when there really shouldn’t be harmony. The audience would feel even more moving when all of this facts is caused by the ruthlessness of the capitalist system, led along by the American society. In conclusion, Arthur Miller is able to weave an intricate web of different intepretations and ideas and brings out the most sympethatic emotion could expressed for the audience during this conversation between Biff and Linda-while Linda pours all of her heart out for Willy and introduces the theme of denial where she follows along with what Willy does. Biff has become the victim of the environment, where to an extent, is forced to conform to the ideals that Willy, the American society, has created. I think what most driven the audience to feel so sad is that through this conversation, they can see how the American Dream represents false hopes and values and it’s in fact an unattainable dream that causes destruction for the Loman family- the only thing that can keep us alive.

Concepts of Creativity and Critical Thinking

Concepts of Creativity and Critical Thinking Thinking Creatively, Thinking Critically (Group 3) Abstracts These days, people often use the phase of â€Å"Think out of the box†. Hence it related to term â€Å"creative thinking† and â€Å"critical thinking†. So, what are those term means? Why it is important to have these thinking skills? How does those kind of thinking fit in modern education benefit and does it benefit students especially? This paper will introduce to the creative and critical thinking not as definite, but to give an idea on what is it about. Next, apply it in Hong Kong context. 1.0  Introduction Its not easy to give an exact definition of creativity and critical thinking. Both aspects have varying of elements which have effects on the flow of the thinking. For creative thinking, lots of researchers came out with their own definition based on their findings. Gardner (1993) defines creativity as ‘the ability to solve problems and fashion new products and to raise new questions’. However, this definition does not cover the whole term of â€Å"creative†; creative is much more than that, but yes, it is a gist for others to branch out more on the term. Thus Gruber Wallace (1999) say that a creative idea ‘must be new and must be given value by some external criteria’ followed by Robinson (2001) describes creativity as ‘imaginative processes with outcomes that are original and of value’. Once the creative thinking has taken place, hence it leads to the next part which is critical thinking. When someone has use their creative thinking, critical thinking comes in and evaluates ideas to narrow down the focus made by creative thinking and pick idea where it is the most relevant and or have potential to succeed (Ruggiero, 1999). Encouraging students to think critically involves, among other things, helping them to distinguish opinions from facts, to evaluate evidence, and to avoid shallow and illogical thinking. This approach is very important in helping to avoid (by recognizing) manipulation, which in turn can allow intellectual independence and creativity to flourish (Browne Keely, 1993; Mayfield, 1997; Paul, 1995). According to Meyers (1986), he gives out four elements which are needed in learning environments to encourage the development of critical thinking. First and foremost, the stimulation of students’ interest. It is required for the students to taken li ke in a certain topic for them to study deeper in it. Student’s with interest is much better in developing their critical thinking. Secondly, the creation of meaningful discussion. Based on their liking, the students are more comfortable and confidence to talk about it. Thirdly, the exposure to the thoughts and views of others. In this session, the students will hear various opinions and feedback from others. They will learn how to react and give comments to those who agree or disagree with their opinion. Lastly, the fostering of a supportive and trusting atmosphere. These kind of discussion is giving out positive vibes in student for their development in critical thinking. They can gain more confidence and hence helps their mind to become more mature and open to other perspective and out of their comfort zone. 2.0  Combination of Critical and Creative Thinking The combination between two types of thinking namely critical and creative thinking had been research by many researchers in the world. According to Julie (2008), he stated that in education in order for the student to adapt with a changing world , he or she must change way of thinking different from the past. The benefits of this combination has been point out by many research such as can boots up student to take time to generate many ideas and argument , to ask penetrating questions and recognize the validity of arguments (Julie ,2008). 2.1Difference between Critical and Creative Thinking According to Fisher ( 2002 ) , he has listed possible term to differentiate critical and creative thinking based on figure 1. According to this figure, the tendency for the people to think critical is more on left brain and think creative on right brain. Kendra (n.s) stated that the right brain has more abilities in expressive and creative task while in the left brain is more to asking that involve logic, language and analytical thinking. But , according to Julie ( 2008 ) , in order to encourage the student to think creative and critical , an approach that can combine critical and creative thinking needed to implemented instead just focussing only the distinction. 2.2  Critical and Creative Thinking in Problem Solving Julie (2008) stated that the benefits of critical thinking is it can help student to figure out and evaluate information that can be found via internet and mass media due to function of left hemisphere of the brain that has logical and analytic qualities ( Adam . ns). In addition to, creative thinking also has benefits in which this type of thinking can improve student’s academic performance if the student can identified their creative abilities. In order to combine both creative and critical thinking, one of the approaches that can help student is using problem solving technique. Problem solving technique can be defined as a process in which we perceive and resolve a gap between a present situation and a desired goal, with the path to the goal blocked by known or unknown obstacles (William, n.s).According to King (2014) , to conduct problem solving technique , there are seven step that need to focus such as analyse the problem , imagine the solution , plan solution , apply the solution , evaluate the solution , improve the solution and implement the solution. 2.3  Critical and Creative Thinking in Level of Learning Bloom’s Taxonomy had been develop by Benjamin Bloom in order to increase higher forms of thinking in education, such as analysing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). According to Julie (2008), bloom taxonomy consist of three domain namely affective (feeling, preferences and values) , psychomotor (physical and perceptual activities and skills) and cognitive (thinking , evaluating and synthesizing information). Julie (2008) stated that, bloom taxonomy (figure 3) consist of six categories or level which represented in a triangle. The first level which the largest section at the base in the triangle is called Knowledge. According to bloom, in education level 95 % of test question only test the student to think at this basic level. For example in the classroom setting, the question is more likely to ask â€Å"what is the definition of ..? †. According to Leslie, the verb that related to this level are define recall, memorize and know identify. The second level is known as comprehension which involve interpretation and classification of ideas. In this level, it more focusing on ability to create or interpret meaning from material such as report recognize, describe discuss and differentiate. For example question that related such as ‘which is the best answer..?’ and more like question in multiple choice exam. The third level is application which also can be defined as using l earned material in new situation. In this level, it more focusing to use learned material in new and specific solution.. In the classroom setting, the student will be test on question such as â€Å"how would you show your understanding of ..?†. The fourth level is analysis. Analysis can be defined as ability to differentiate material into component parts and present the relationship between those part. For example, the question that related to this level such as â€Å"what inferences that can you make from†. Synthesis which places in level five can explain by construct the ability to put ideas together to form new ways that unique, innovate and creative. The question such as â€Å"Can you predict the outcome if ..?† can be used in synthesis level. The last level is Evaluation in which the level more focusing on ability to conduct judgement and critique the worth of ideas based on reviewing and evidence. For example in the classroom , the question such as â€Å" Do you agree with the action / outcomes † can be used to understanding of evaluation level. 3.0 Malaysia Education System Generally, Malaysia education system is divided into two; pre-tertiary and tertiary education. Pre-tertiary that includes primary and secondary education is regulated under Ministry of Education (MOE) whereas tertiary education is under the jurisdiction of the Ministry of Higher Education (MOHE). Figure 4 According to Figure 4, primary education begins at age of seven and lasts for six years, referred to Year 1 up until Year 6. Students are promoted to the next year regardless of their academic performances. Furthermore, most students who had completed their primary education are admitted to go to secondary education. As secondary education lasts for five years, referred to as Form 1 to 5. As stated at Figure 4, secondary education are divided into two levels which is from Form 1 to Form 3, are known as Lower Secondary whereas Form 4 and Form 5 are known as Upper Secondary. The government have provides 11 years of primary and secondary education to students. After successful completion of 11 years of study, students are given the option to continue their studies in post-secondary schools to get a pre-university qualification (such as Matriculation programme) or further their study at higher level institution. 3.1  Gifted Education in Hong Kong Figure 5 The three-tier of gifted education framework was adopted in 2000. Based on this figure, the Education Bureau of the Hong Kong Special Administrative Region (HKSAR) stated in Education Commission Report No.4 that Hong Kong should develop a school-based programme in mainstream schools. Hong Kong Academy of Gifted Education (HKAGE) has come up with these policy where they want to develop the potential of gifted students by providing them with opportunities to receive education at appropriate levels. According to Figure 5, here are the explanations; Level 1: A:To immerse the core elements advocated in gifted education i.e. High-order thinking skills, creativity and personal-social competence in the curriculum for ALL students; B:To differentiate teaching through appropriate grouping of students to meet the different needs of the groups with enrichment and extension of curriculum across ALL subjects in regular classrooms. Level 2: C:To conduct pull-out programmes of generic nature outside the regular classroom to allow systematic training for a homogeneous group of students (e.g. Creativity training, leadership training, etc.); D:To conduct pull-out programme in specific areas (e.g. Maths, Arts, etc.) outside the regular classroom to allow systematic training for students with outstanding performance in specific domains. Level 3: E:The HKAGE collaborates with tertiary institutions and other educational organizations / bodies to provide a wide and increasing range of programmes for exceptionally gifted students To cater the educational needs of gifted students, they advocate the following guiding principles: Nurturing multiple intelligences is a requirement of basic education for all students and should be part of the mission for all schools The needs of gifted children are best met within their own schools though it is recognized that opportunities to learn with similarly gifted students are important. Schools have an obligation to provide stimulating and challenging learning opportunities for their students The identification of gifted students should recognize the breadth of multiple intelligences Schools should ensure that the social and emotional, as well as the intellectual, needs of gifted children are recognized and met. 4.0  Conclusion The students must be given the motivation to think, the time to develop ideas, and the collaboration and support to encourage creative and critical thinking. Connecting ideas, seeing the similarities and differences, and the most important, be flexible and curious in thinking are the important aspects that education needs in teachers and students. References 1. Huitt, W. (1992). Problem solving and decision making: Consideration of individual differences using the Myers-Briggs Type Indicator. Journal of Psychological Type, 24,33-44.Retrievedfrom http://www.edpsycinteractive.org/papers/prbsmbti.html 2. Sicinski, A. Visual Thinking Magic The Evolution of Extraordinary Intelligence :Creativity: Merging the Left Right Brain  http://www.visualthinkingmagic.com/creativity-left-right-brain 3. King. Thoughtful Learning Blog :Teaching Innovation and Problem Solving  http://thoughtfullearning.com/blogpost/teaching-innovation-and-problem-solving (Accessed 2014-04-22 ) 4. Forrrester , J.C. 2008. ThinkingCreatively;Thinking Critically. Asian Social Science 5.  https://www.justlanded.com/english/Malaysia/Malaysia-Guide/Education/Introduction 6. http://www.edb.gov.hk/en/curriculum-development/major-level-of-edu/gifted/hong-kong-development/introduction.html