Characteristics of a Good Learning Environment Free Essays

Qualities of an astounding learning condition. The physical spot of the homeroom can influence an understudies learning. I saw that numerous homerooms are formed like a container. We will compose a custom article test on Qualities of a Good Learning Environment or on the other hand any comparable point just for you Request Now In which the educator remains at the front giving the understudies data, instead of information. Study halls ought to be structured with the goal that the educator and understudies can meet as a gathering, also have the option to work freely. The technique that I discover works the best is when understudies cooperate as little gatherings. Data can be better analyzed and be clarified in alternate points of view. Understudies need magnificent teachers in their homerooms. Educators make a characteristic basic learning condition for their understudies. Each instuctors condition will be distinctive in some kind of way. A few educators make this condition with talks, conversations, or pretending. These kinds of instructing will assist understudies with learning new material and apply it in their lives. Commonly an instructor’s address is very long, and I lose intrigue. I regularly take a gander at the clock or dream sooner or later. It’s not on the grounds that I don’t care what their discussing, it’s simply that I appreciate working hands on. Educators assume a significant job in a student’s achievement and should instruct such that understudies best learn. The job of evaluations is a significant piece of assessing an understudy. An understudy who tries sincerely and invests a great deal of energy will typically procure passing marks. The understudies are anxious to learn new material and apply it. Me, myself regularly endeavors to procure passing marks. Ordinarily I don't get my ideal evaluation in light of the fact that multiple occasions I sufficiently do to get by. I regularly get disappointed with myself for not accomplishing an evaluation I could have earned. Learning is my main job and obligation as an understudy. In the event that I neglect to learn it who will learn it for me. I must be 100% committed to learning new things. I realize that each class cap I am going to in school will be applied in my profession. I realize that I am a long way from being a decent essayist however I’m ready to figure out how to get one. I will likewise figure out how I could have composed this article better from my educator. Step by step instructions to refer to Characteristics of a Good Learning Environment, Essay models

The Arrangement of the Genes Essay Example | Topics and Well Written Essays - 1000 words

The Arrangement of the Genes - Essay Example The main thing protecting us from them is our resistant framework. Our intrinsic insusceptible framework (for example skin, mucous layers, sniffling, flickering, discharge of waste, and so on.) is the person on call and is answerable for a large portion of the pathogens we experience regular. For the unprecedented pathogens, we depend on our versatile invulnerable framework to rapidly create and battle new and uncommon pathogens that the inborn insusceptible framework can't deal with. That aside, it additionally changes itself to be set up for a rehashed assault by a similar life form. It is astonishing to consider what number of hurtful living beings are repulsed over and over by this framework that ceaselessly changes to guard us. A portion of the key players in our versatile invulnerable framework are our T cell antigen receptors (TCR). They are ‘highly factor antigen-acknowledgment structures’1 whose activity is to perceive antigens and initiate the proper lymphocyte s to battle them. Since the TCRs are antigen-MHC compound explicit and insoluble simultaneously, disconnecting them was exceptionally troublesome until researchers begun utilizing clonotypic monoclonal antibodies.2 With this strategy, they had the option to confirm that the TCRs were heterodimers of 2 arrangements of chain qualities: the ?:? what's more, the ?:? chains. The two have comparative structures, however they identify various antigens. The ?:? is the most widely recognized (90-99%) while the ?:? is the minority (1-10%). 3 The previous distinguishes antigens gave Major Histocompatibility Complex (MHC) while the last doesn’t need MHC to recognize certain antigens. The hereditary structure of the TCR is like that of the immunoglobulins (Ig) in B cells. It is made out of Variable (V) and Constant (C) areas. The variable area contains Variable (V), Joining (J) and Diversity (D) fragments relying upon whether the chain is a light or overwhelming immunoglobulin (or a ? or on the other hand ?, or a ? or then again ? chain for a TCR). In substantial immunoglobulin chains, VDJ quality sections consolidate arbitrarily, while in the light chains (Lambda and Kappa), they just have V and J portions to join. Combinatorial relationship in B cells further expands changeability by enabling to make ‘any one potential substantial chain and any one potential light chain’ in all individual B cells.4 Because of the enormous number of conceivable quality revisions, the structure of Ig or TCR qualities i s for all intents and purposes special for every B or T lymphocyte.5 Figure 1 T-cell receptor ?- and ?- chain quality adjustment and expression6 Since T cells additionally have antigen receptors like the immunoglobulin, they likewise have a comparable procedure of quality modification and articulation. In Figure 1, we can see a ?- and ?- chain modifying and meeting up to frame a TCR. The ?- chain quality revamp is like the light chain since they don't have a D? to consolidate. The ?- affix is likewise like the overwhelming chain since it joins V?, D? what's more, J? quality portions. The less regular ?- and ?- affixes are fundamentally like the TCR?- and ?- chains, however with a couple of changes. The ? chain is found inside the TCR? chain, between the V? what's more, the J? quality sections. This course of action causes lost ? chain at whatever point the TCR?- chain improves, since any fragments in the middle of V? what's more, J? will be erased. The ?- anchor is like the TCR?- ch ain in that it has V, D, and J portions. The ?:? receptors are to a great extent a secret to researchers as of the moment.7 One of the couple of things resolved to be genuine is the way that they can recognize non-traditional significant histocompatibility complex class I particles T10 and T22.8 Combinatorial affiliation further builds the changeability, making it conceivable to have an interesting hereditary course of action for each T cell receptor. Figure 2 The quantities of human T-cell receptor quality sections and the wellsprings of T-cell

6-3

6-3 Its no secret that Course 6-3 (Computer Science) is one of the most, if not the most popular major at MIT. According to the Registrar, there were 757 undergraduate students alone enrolled in Course 6-3 for the Fall 2017 term. Thats roughly a fifth of the undergrad population (that declared a major)! So its not just a meme when people say that if you had to guess what course someone was, its probably 6-3. As such, Course 6-3 often has a fair bit of stigma as a sellout major, since its a) extremely popular and b) associated with a higher probability to earn above-average salaries after graduation. The fact of the matter is that pretty much all the people Ive met who are 6-3 (which is a lot) arent in it solely for the money. 6-3 is actually a fun  major believe it or not, and Ive gotten far enough along in it now to explain what its been like from my perspective. This post was motivated because Ive been corresponding with a prefrosh on Reddit that had a lot of really good questions about 6-3 that I didnt realize wasnt common knowledge becase Id been exposed to 6-3 for so long. So I thought Id make a fair, not but exhaustive, overview. Why is it 6-3 and not just 6? Course 6 (Electrical Engineering and Computer Science), at its heart, is broken down into three separate portions of a spectrum: 6-1, 6-2, and 6-3. 6-1 is pure EE, 6-2 is a hybrid of EE/CS, and 6-3 is pure CS. (Im being a little disingenuous to keep the spectrum analogy: theres also 6-7, which is CS/Biology, and 6-14, which is CS/Economics. However, 6-7 and 6-14 are named because 7 is biologys course number, and likewise for economics, whereas the numbers 1, 2, and 3 mentoined prior dont  refer to Course 1, 2, or 3.) Although its a spectrum, if you weight it based on enrollment, its lopsided towards 6-3: based on the same information from the Registrar, there were 59 people in 6-1, 380 people in 6-2, and 757 people in 6-3 as mentioned before. The fact that its called 6-3 doesnt mean that its a lesser major or a minor, its a full-fledged major that is one of many offered by the Electrical Engineering and Computer Science (EECS) department, which itself falls under the general School of Engineering. What classes do you take? First, lets go over the required classes. Most of this information is provided by the MIT Catalog. Sometimes, you will have to make a choice between two or so classes, like choosing between 6.045 and 6.046 or between 6.034 and 6.036. Feel free to refer to the Catalog for full requirements. If youre new to programming or computer science and dont know some terms as this section goes along, dont worry this blog post is meant to serve as an overview of the major, to give you a sense of whats to come. Notes: There is a possibility I give slightly outdated information for some classes since Im describing them based on the semester I took them, and not the most recent offering. I dont have an opinion on some of the classes, since I havent taken them: so I have several 2E (Next House) friends/alums who are/were 6-3 that will chime in in those cases! 6.0001 Introduction to Computer Science Programming in Python: This class is essentially what the title says. No prior programming experience is required yes, you can be a 6-3 without knowing anything coming in! You learn really basic things in the beginning, like declaring variables and setting them equal to numbers! Then you learn about lists, and tuples, and dictionaries, and functions, and recursion, and then finally you learn about classes and basic object-oriented stuff like inheritance. There are a few problem sets, and theyre comprehensive and long and will serve as the bulk of the class. Its six units, so if youre new to programming, taking four full classes plus this is a great start to your first freshman fall. 6.042 Math for Computer Science: Basically your discrete math class. Really useful, starts off by going over proofs and ways to construct them, then takes you on the tour of counting, graphs, probability, and other fun stuff. The art of constructing proofs are really the backbone of the entire course and you use the skill throughout, which is why its covered first. Its also taught using the flipped TEAL format, which means that you arent in a lecture hall but in a small group setting with around five other classmates. In addition, you learn the material outside of class and apply it in class by working on problems. 6.01 Introduction to EECS via Robotics: If you take this as a 6-3 and intend to go pure CS, itll probably be the most EE class youll take. 6.01 belongs in a trio of courses (6.01, 6.02, 6.03) that are intended to serve as introductions to the general EECS department. 6.02 deals with communications networks, and 6.03 deals with medical technology, but 6.01 deals with robots! When I took the class, there was a final exam, but last semester, it was replaced by a final project instead, which I think is great. 6.01 was broken up into four main modules that took you on a tour of EECS: signals/systems, circuits, (mainly Bayesian) probability, and (mainly graph search) algorithms. You do labs every week that revolve around a cute robot that will be able to do a surprising number of things by the time youre done with it, like follow an infrared sensor around, park itself neatly into a miniature parking space, and find its way out of an unknown maze just by sensing the walls around it! 6.004 Computation Structures: This was a really fun class, although it was also really hard! It takes you on a low-to-high level tour of a typical computational machine (otherwise known as well, a computer). You start by learning binary and how MOSFETs work, and how MOSFETs can be combined to make basic logic gates like ANDs, ORs, XORs, et cetera. Then you start putting the ANDs and ORs together to make some more complicated structures like ALUs (Arithmetic Logic Unit) or ROMs (Read-Only Memory). Theres an actual software program that you can use to build the gates and units yourself as part of labs and homework! Then comes one of the hardest, but coolest parts: you learn the parts of a basic processor, and build your own, called the Beta. After accomplishing this great feat, you get your own sticker your can put on your laptop that says Beta inside. :) Of course, youre not done there: once you have a processor up and running, now you need to know how to use it! Next up is assembly code, where you learn how binary is actually magical and how assembly code translates to actual binary, and then you learn how to wrangle all 32 registers you have to your advantage. Youll eventually be able to code a bubble sort algorithm using assembly. Youll also learn how to pipeline your processor. Then comes the high-level stuff: how caching works, how virtual memory works, how compilers work, how semaphores work and how deadlock happens, what kernels are and how to make your own really tiny OS, how to deal with multi-core structures. Finally, with all this newfound knowledge, youll be challenged to make your Beta run as fast as it can, in the form of a final design project. 6.UAT Oral Communication (CI-M): (i might be biased bc im a GTA for this course this coming semester) One of the most useful courses Ive taken at MIT. Really hones your ability to present and convey ideas efficiently and in an engaging manner. (Break the MIT stereotype that were all just awkward nerds who cant talk!) Your experience is highly dependent on your recitation TA/RI who give you feedback on how to be a better presenter. Tony Eng is a great lecturer and a really nice guy. Tbh would recommend taking this class not your senior year, it helps develop so many soft skills that you can use in other class presentations and interviewing and everything. (Laura P. 19) 6.006 Introduction to Algorithms: 6.042 used a lot of math, but this class was when I really felt like I was starting to put on my thinking cap, and the major went from programming all day all the time! to am I a math major? Instead of programming as the central focus of a class, 6.006 will rack your brain as most of the time you spend on problem sets will be thinking of the solution through lots of metaphorical pen and paper. Youll be in front of the keyboard to implement certain algorithms or type up your pset in LaTeX, but other than that, youll most likely be pacing back and forth (me), whiteboarding with other people in your pset group, or spending long nights at your desk wondering how the heck were going to get this pizza delivered in O(E+V ·log(V)) time. Taking this class during my sophomore fall was an interesting time for me, because a number of things happened: I was sick with a crap disease all semester, I was losing motivation trying to keep up with 18.100A (which ultimately led me to drop it and give up on Course 18), and my feelings for MIT in general were at an all-time low (senior house and its aftermath). In the end, I got a C in the class, which I didnt mind because I felt like I wasnt able to give that semester my best effort anyway, and I was okay with that. 6.006 reassured me that even though I wasnt going to pursue any form of a Course 18 major or minor, Course 6 offers more than its fair share of challenging you in the mathematical sense. Which leads me to 6.046 Design and Analysis of Algorithms: I thought 6.006 was hard. Then I had to take THIS class. Oh my god. Where do I even begin with 6.046. I can safely say that 6.046 picked me up, chewed me up, and spit me out drenched in dense, long proofs, esoteric definitions (I wish I could remember what alpha-convexity means), and hellish psets twice as hard as 6.006. That being said it was a good class because it pushed me a lot, and I was finally able to put in enough effort to where I felt a lot better with algorithmic thinking and proving things related to algorithms. I got a lot better at analyzing asymptotic time/space complexity, understanding harder algorithmic concepts like streaming algorithms and linear programming, and getting used to CS-based math in general. There was a fair share of referenced research done in recent decades, which was cool. There wasnt any programming, which I see as a downside since although I get the general concept of a given topic covered in that class now, Ill still have to put in a lot of effort in if I want to implement those concepts in the future. Also, the curve (read: grade cutoffs) was really good last semester, which gave me a lot of faith that the course instructors knew that the class was really hard. I absolutely got destroyed on the final (two full SDs below average) but managed to pass with a pretty okay grade, to which I say, heck yes. To all your friends that say Course 6 is an easy major, please tell them to look at 6.046. 6.045 Automata, Computability, and Complexity: Basically a sampler of 18.404 (Theory of Computation). Prof has changed, but I had Ryan Williams and he was amazing. Very different from most topics in cs, doesnt require you to have a background in anything, it teaches you a different way of approaching a very unique space of problems. Doing psets is almost like solving puzzles. (Laura P. 19) I can’t really say much about 6.045, but since 18.404 goes over similar material, just perhaps more rigorous and with more proofs, I would definitely recommend. It helps you understand better computing power, the limitations of computers, and sets the basis of why algorithms are important. (Alicia O. 19) 6.009 Fundamentals of Programming: Basically, you get a lot of (Python) programming experience through this class, and this experience is gained through long, educational labs. The Lisp interpreter lab was one of the most fun labs Ive done so far at MIT. Learning how to write a language (especially a cool one like Lisp) using another was just really cool! There were a lot of other fun labs as well: n-dimensional Minesweeper, autocomplete, and a platformer adventure game. :) The labs are probably slightly different now but youll get your fair share of labs you dont care for and labs that are actually pretty darn cool. 6.009 pairs into 6.031, and together they form what used to be 6.005, which doesnt exist anymore. 6.031 Elements of Software Construction: 6.031 is probably my favorite class tbh. Its hard as hell, theres a ton of work, but it was a class that made me go yep course 6 was the right choice. Theres nothing like finally completing a pset, looking at the cool thing you just made with your own two hands (plus computer lol), and just appreciating all the work you put in to get there. Like carlosh said, its definitely made me better at programming, and its How To Software (For Realâ„¢?) (Shavina C. 19) 6.031 is what I knew as 6.005, and it was one hell of a class to go through. They upped it to I think a 15 unit class which is just slightly more representative of the fuckload of work youll have to do for it. I struggled a lot with that class, especially because I had trouble transitioning from knowing only Python and being used to a syntactically lightweight language to something as obscenely verbose as Java. That being said, I am undoubtedly a better programmer as a result of 005, and its essentially How To Not Get Fired In Industry: The Classâ„¢. (Carlos H. 17) 6.033 Computer System Engineering (CI-M): Katrina and Chill. Probably one of my all around favorite classes. Katrina is such an amazing lecturer and youre doing yourself a disservice if you dont go to lecture. Its a CI-M so theres a lot of writing, which some people like to complain about but youre going to be an engineer whos going to have to write and be able to digest technical papers so that practice is welcome. YMMV by a lot with the final project. (Carlos H. 17) Despite being a CI-M, 6.033 has given me the most applicable technical knowledge out of any class Ive taken so far. (Cory L. 20) 6.034 Artificial Intelligence: Winston and Chill Part 1. Gives you a sampler buffet as Winston would call it, essentially brief history of where AI was, where it is now, and where itll be going with the Spiritual/Right Now lectures. Had probably my favorite grading mechanism re: tests, where the final had sections corresponding to each midterm you took, and your score would be max(midterm grade, final grade), so it was a essentially a second shot at your midterm. If you were happy with all your midterm grades, you didnt need to take the final, but if you bombed only one midterm then youd only need to do that section on the final. Didnt do too much in terms of giving you hot marketable ML skills a la 6.036, but was a chill way to satisfy that requirement (chiller than 036 imo but ymmv depending on whether you enjoy the 036 material). (Carlos H. 17) In addition to what Carlos said about 6.034, I really liked the “right now” lectures they do. Like every week, exception being in the beginning they don’t do it as much and at the end it’s almost every lecture, they invite an expert in a field of AI to talk about their research and the applications. I found them inspiring, and honestly a class is much more fun to take when you’re reminded of the end picture/have an answer to “but why are we learning this?”. Also you learn a lot about human intelligence, which you need to understand to do AI. (Alicia O. 19) 6.036 Introduction to Machine Learning: You can take either 6.034 or 6.036 to satisfy the major requirement. 6.036 deals a lot more with the how with respect to machine learning, and probably less of the why than 6.034. You will be *fairly* proficient with numpy (a Python library) by the time youre done with this class. The lecturer last semester, Leslie, is great and also was my freshman advisor so thats a double thumbs up for me when recommending this class. Youll learn a lot, too: from simple linear classification problems to regression, to simple neural nets, to CNNs, to RNNS, to MDPs, and more, this class has a lot of material. Youll be able to make your own neural network for your own projects. :) Those were all the required explicitly named classes, but theres a number of electives you have to take to round out the major, and once again we have people that chimed in with thoughts about classes theyve taken that are related to Course 6-3. Note: some of these classes wont count for the major since theyre in a different department, but theyre still cool classes! Also, this section is growing and more stuff should be updated by tomorrow or so. CMS.609 The Word Made Digital: When I walked into ‘The Word Made Digital’ on the first day, my professor (Nick Montfort) had the game ‘Everything’ pulled up on the projector, and proceeded to play around for about the first 15 minutes of class. He didn’t provide any real context, and he didn’t provide any introduction until he was done, but I already had a feeling I was going to like this class. Looking back, ‘The Word Made Digital’ was a little abstract, a little zany, a little technical, but definitely an all around engrossing experience. In the strict sense, the class looks to analyze non-narrative digital uses of text, using approaches from poetics and computer science. (link) But for me, it was a chance to really explore my creative side by using my technical talents. The class centers on 4 programs, each featuring a unique prompt, and each one giving me a chance to try out programming in an artistic way that I had never even considered before. Overall, the assignments were a really nice break from the concrete instructions of typical course 6 classes, and Prof. Montfort was an incredible resource who helped me think about the unusual and really put my skills to use. To date, this is one of my favorite classes I’ve taken at MIT. (Matt F. 20) Matts programs for the class can be found here. 6.813 User Interface Design and Implementation: You work one 1 UI project for the duration of this course in a group of 6, plus you have a series of psets building web version of candy crush. Good foundation for what defines good/bad UI/UX, kind of a freebie class as long as you turn in the work on time. After taking this course you likely will pay attention to the usability of things and call out the ones with bad UI. (Laura P. 19) 6.858 Computer Systems Security: Hands on security class. Every assignment in this class revolves around breaking systems and building even more secure systems, in a variety of languages. Theres never a correct answer, as long as you find the vulnerability holes and successfully break or fix the system. (Great class if you want that kind of hands on work around security, also it feels awesome when you break things LOL) (Laura P. 19) With a lot of those classes under your belt, do you think youre prepared to go into the industry? Oh god no. Far from it. Course 6-3 is mostly Python before something like 6.031, which means that if you need to learn other languages (to be more employable, to do non-Python projects, do web development) you need to learn a lot of things on your own. I came into MIT with not a lot of programming experience (Course 18 was more my thing). I knew some basic Java and that was about it. Since then, Ive gotten to be fairly proficient with Python, but not much else. Arguably, this is a bad thing, since youre limiting yourself to one language. But after thinking about it, I think exclusively working in Python for almost two years wasnt so bad after all. The exclusivity let me really get into Python and understand a lot about how it works, and how programming languages worked in general. This meant that I could learn other languages on my own much more easily. Im reading/learning Java and Scala right now for my internship, and theyre much less painful experiences because even though I dont have a specific background in those languages, I have a background in general programming and thinking algorithmically/like a CS student. My journey through Course 6-3 is only half over, anyways. I have yet to take 6.031 (I will in the fall), which is like, the  software engineering class, among lots of other fun things. :) Why did you choose Course 6-3? Initially, when I came to MIT, I had no idea what I was going to do, except that I was into math and probably wanted to go into computer science. My dad was into electrical engineering and did programming as a hobby, going as far as getting a software engineering job for a short time in Korea before quitting and moving to the States. So I had a little bit of exposure to programming, but not much. I picked up a couple programming books when I was younger (Visual Basic 6, C++) but didnt get very far because it was all too confusing at the time. I did read a fair amount about Java my senior year of high school, so going into MIT I had a little bit of programming knowledge that served as a really nice cushion while I was taking 6.0001. I took 6.01 and 6.042 after 6.0001 because I wanted to see what the EECS department as a whole was like (motivation to take 6.01) and wanted to see what math in a CS lens was like (motivation to take 6.042). I thoroughly enjoyed both classes, and it was at that time I knew that I wanted to go into some version of Course 6. If I didnt like 6.042 or 6.01, I probably would have tried a different major, probably Course 18 or Course 2-A. To be honest, I could easily be Course 6-1 or 6-2 instead and still be happy: I really enjoyed learning about signals and systems, circuits, and low-level stuff in 6.004. But I think I liked programming just a *little* bit more to stick to 6-3 instead of the others. I appreciate the thought and design that goes into programming languages just as much as the structure of human language (linguistics is cool), even though Im still a noob when it comes to programming language design stuff. Ultimately, I chose to go for an applied 6-3 route instead of a theoretical 6-3 route or 18 because although I love mathematics very much, I get satisfaction and pleasure from working on projects that have relatively immediate positive impacts on other people, and I feel like I get more of that from doing 6-3 over 18. So thats the end of it, for now. Course 6-3 is a really big community with a lot of really great people, some amazing professors, and a lot of opportunities. Obviously, some classes wont hit the mark for you, whether it be the subject matter or bad course management or instructors. This varies with time: 6.036 used to be run poorly (according to general sentiment), but now its pretty alright! Overall, its a great time, and even though it has its stereotypical traits mentioned in the very beginning of this post, its genuinely a rewarding intellectual experience as well. The class list above will be edited over time as more responses come through from friends and others: if youre an alum or someone who has more things to say about Course 6-3, feel free to comment or let me know and I might add your thoughts! :)

College Skills Homework - Free Essay Example

Sample details Pages: 3 Words: 1004 Downloads: 7 Date added: 2017/09/12 Category Advertising Essay Did you like this example? Journal 9 In this activity, you will design one or more parts of your life plan or more parts of your life plan. To focus your thoughts, glances back at Pillar’s life plan and use it as a mode. 1. Don’t waste time! Our writers will create an original "College Skills Homework" essay for you Create order Title a new page in jour journal: MY LIFE PLAN. Before the title, complete the part of your life plan for your role as a student. My Dream: My dream is to obtain a BA degree in Health Information Management. I want to obtain this level of degree so I can work my way up to Health Information Administrator at a Hospital My Life Role: Student My Long Term Goal in This Role: My long term goals are to finish the Health Information Management program at tech and transfer to USC to obtain my BA degree. After I finish my education I plan to get a job at a Hospital and work my way up in promotions. My Short Term Goals: My short term goals as a student is to make B’s or better in order to keep my scholarship. (4 years) Don’t procrastinate on assignments, (4 years) Go to school during the summer in order to obtain my degree faster. (June 2011) Retain everything I learn. (4 years) 2. Write about what you have learned or relearned by designing your life plan. I have learned that I need to get my priories together and self-assure myself that college is the right path for me. It has let me know that the biggest reason that I want a degree is so I can obtain a good job so I can have the lifestyle that I have always wanted. My life plan is to obtain my BA degree and work my way up Admission at the hospitals. When I settle down and have kids I want to work at a doctor’s office so I can have better work hours to work around family. Journal 10 In this activity, you will visualize the accomplished of one of your most important goals and dreams. Once you vividly picture this ideal outcome, you will have strengthened your commitment to achieve it, and you will know how to do the same thing with all of your goals and dreams. 1. Write a visualization of the exact moment in the future when you are experiencing the accomplishment of your biggest goals or dreams in your role as a student. I am dressed in a garnet cap and gown. There is a gold honors cord around my neck. I can hear the crowd clapping and my dad’s is shouting â€Å"hout hout hout† in the crowd as hid arm is being sling. My brother is blowing a horn as my name is called and I am walking across the stage. I have a serious look on my face due to stage fright as I am walking but when I see my professors at the end with my diploma in his hand a smile appears on my face and I shake his and as I accept my BA degree. For visual appeal, consider also drawing a picture of your goal or dream in your journal . Or cut pictures from magazines and use them to illustrate your writing. f you are writing your journal on a computer, consider adding clip art that depicts your visualization . Allow your creativity to support your dream. Remember the 4 key to an effective visualization 1 . Relax 2. Present tense verbs 3. All five senses 4. Emotion Journal 8 In this Journal entry, you’ll identify your desired outcome and experience for this course and/or this semester. Developing clarit y on what you want to create this semester will help you stay motivated and on course until the end. Use the student examples earlier in this section as models, but of course records your own desired outcome, experience and reasons. 1. In your journal, draw an empty table like Table 3. 1. Fill in 3 or more of your own desire outcoem for this course and/or this semester. Next to each, explain why you value achieving that outcome. Desired of outcomes Value Maintain at least a 3. 0 GPA| This GPA will allow me to keep my scholarships for the next for years and allow me to attend school debt free which will be good when I finish school and own no money. Get my community service hours done as fast a possible. | Getting my community service hour done quickly will allow me to learn to not procrastinate on things and to be ensured I got my assignment done without problems | Lean how to write a research paper faster | This will help me construct papers without having to look up how to do it. | 2. In your journal, place an empty table like Table 3. 2 Fill in 3 or more of your own desired expe rience for this course and/or this semester. Next to each, explain why you value achieving that experience. Desired experience Value Intreast| I value achieveing this experience because if I am not intrsted in what I am learning it is harder to pay attenchen in class. | Better Confidence in college| I value achieving this experience because I get overwhelm with my college work load and don’t feel that I can get it all done | Studing Confidence | I value achieving this experience because if I feel better about what I’m studying I’ll feel more prepared for my test. | 3. Using the formula of V x E = M write about your level of motivation to be successful in college. Began as Follow: The value I place on being a success in college is 10 and my expatiation of being a success in college is an 8 multiplied together, this gives an achievement motivation score of 80 . Then continue by explaining your score and identifying a specific actions you can do to raising . The way I can try to raise my score is to study better for test and pay attechin in class . My motivation is to think about the future and if I want to have that lifestyle I have to work hard to obtain it .

The Strange Case of Dr Jekyll and Mr Hyde Essay - 514 Words

The Strange Case of Dr Jekyll and Mr Hyde Jekyll and Hyde was written by Robert Louis Stevenson during the Victorian era. This is significant because during this period, society is very different from today’s society. When looking at this novella it is also important to consider the ideas of good and evil in the characters of Jekyll and Hyde. During the Victorian era men were more powerful and the women had a lower ranking. The belief of society were such that people were covered completely and were forced to appear ‘non-sexual’. This leads to the two layers of society - a surface layer which was very polite, well-mannered and refined, and a ‘repressed’ layer where people (more significantly men) expressed their unacceptable†¦show more content†¦They describe Soho â€Å"like a district of some city in a nightmare.† Men are dual natures in the belief of Dr Jekyll and thinks that humans are ‘not truly one, but two.’ That is why Dr Jekyll created the potion that would turn himself from Jekyll to Hyde. Hyde is created so that Jekyll can get rid of all of all his ‘Undignified pleasures.’ Hyde is describe as a juggernauted, ugly, damnable man. He’s small and is referrers as his clothes being to big for him. Dr Jekyll is 9/10 good and 1/10 evil so he will have 90% guilt where as Mr Hyde is 0/10 good and 10/10 evil which means he will have 0% guilt. â€Å"Mr Hyde was pale and dwarfish, he gave an impression of deformity† That is the Robert Louis Stevenson describes Mr Hyde and he also has â€Å"ape-like fury† which describes the way in which he behaves. In the way that Mr Hyde acts is the complete opposite of how Dr Jekyll would act. Robert Louis Stevenson is using Darwin theory of evolution in this novella by the why in which he describes Mr Hyde. Robert Louis Stevenson also uses Weather according to places and how places look to a great effect. â€Å"A great chocolate-coloured pall lavened over heaven.† He uses this line in chapter 4 - The Carew Murder Case. He also describes the back entrance of Dr Jekyll’s nice house as dark and dingy as if its not looked after properly. That is the entrance that Mr Hyde uses Lee Sykes 11BP show it alsoShow MoreRelatedThe Strange Case Of Dr. Jekyll And Mr. Hyde1675 Words   |  7 PagesThe Strange Case of Dr. Jekyll and Mr. Hyde Essay Robert Louis Stevenson’s novella, â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde,† is a type of Gothic literature. In the beginning of the story when Stevenson is describing the lawyer, one â€Å"Mr. Utterson,† the mood is a bit dull. At first glance the reader may think that this story would be a bit boring and drab. Stevenson’s story is far from being another dull piece of British English literature. The setting and mood of this novella are more complexRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde Essay975 Words   |  4 PagesStevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde is a novella that follows the basic outline established by Mary Shelley in Frankenstein. However, Stevenson’s monster is not created from body parts but comes from the dark side of the human personality. In both novels, a man conducts a secret experiment that gets out of control. The result of these experiments is the release of a double, or doppelgan ger, which causes damage to their creator. While most people think that The Strange Case of Dr. JekyllRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1440 Words   |  6 Pagescomplexity of human nature in his books, especially in The Strange Case of Dr. Jekyll and Mr. Hyde, and Kidnapped. The former is about a lawyer named Mr. Utterson seeking out the truth of Dr. Jekyll’s very strange will. He finds out that Jekyll was transforming himself into Mr. Hyde so that he could have the freedom to do whatever he wanted no matter how evil. By the time Utterson finds all this out and findsJekyll, he is too late and Jekyll has already killed himself. The latter is about David BalfourRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1196 Words   |  5 Pageswhich do let control you? The good or evil? This was a question that Dr. Jekyll from the book, The Strange Case of Dr. Jekyll and Mr. Hyde, could not answer. The Strange Case of Dr. Jekyll and Mr. Hyde is a book about a man who cannot control the two sides of himself, causing him to do terrible things and not even be aware of it. The theme of this book is good versus evil. Dr. Jekyll is fighting his evil side, known as Mr. Hyde, throughout the book. Some people believe that the book’s theme hasRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde938 Words   |  4 PagesVictorian Hopes and Fears Involving Science as Found in Dr. Jekyll and Mr. Hyde During the Victorian Era there was a great race to use science to alleviate the suffering of the ill, specifically for those patients who were suffering from ailments of the mind. While some of the methods used to diagnose and treat such afflictions would be considered barbaric in nature by today’s standards, they were considered cutting edge medical science during the time of the Victorian Era. It was also consideredRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde964 Words   |  4 PagesThe Strange case of Dr. Jekyll and Mr. Hyde, written by Robert Louis Stevenson was published in 1886. The story is published during the Victorian era, the Victorian era was an age of repression, there was no violence, no sexual appetite, and there was no great expression or emotion. In the story, Dr. Jekyll creates a potion that turns him into Mr. Hyde, Mr. Hyde is the complete opposite of what people are in the Victorian era. At first, Dr. Jekyll is in control of Mr. Hyde, but towards t he end MrRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1505 Words   |  7 PagesDuring the latter portion of the nineteenth century, Robert Louis Stevenson published his novella, The Strange Case of Dr Jekyll and Mr Hyde. The fin de sià ¨cle saw the rise of different thoughts and ideas surrounding science and society. These concepts and interpretations sparked the discourse surrounding the theory of degeneration; which was the concern that civilization would fall to a lower state of being. This chapter will be reading multiplex personality as a manifestation of this broader culturalRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1739 Words   |  7 Pagesnovel â€Å"The Strange Case of Dr. Jekyll and Mr Hyde† by Robert Louis Stevenson, the novel â€Å"Frankenstein† by Mary Shelley, the short story â€Å"The Monkey’s Paw† by W.W Jacobs and the short story â€Å"Yellow Wallpaper† by Charlotte Perkins Gilman. These four texts convey this theme through the use of gothic conventions such as death, madness and darkness. In the novels The Strange Case of Dr. Jekyll and Mr Hyde by Robert Louis Stevenson and Frankenstein by Mary Shelley, Frankenstein and Dr. Jekyll are wronglyRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1351 Words   |  6 PagesThe Personas of Henry Jekyll Every person is born with bright and dark personas that people moderate due to the standards of society. In The Strange Case of Dr. Jekyll and Mr. Hyde, Jekyll and Hyde battle for the power to stay alive in the story. As Jekyll continues to try and take over his evil persona, Hyde tries to stay alive and cause evil in the world. In our society, many people will struggle with self control and Dr. Jekyll has trouble controlling his alter ego by performing his evil pleasuresRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1326 Words   |  6 Pages The Strange Case of Dr. Jekyll and Mr. Hyde was published during the late Victorian era, but he clearly brings into question the acceptance of Victorian philosophies, especially the belief that one truth exists and that we can identify good and evil as separate entities. The names Jekyll and Hyde have become synonymous with multiple personality disorder. This novel can be examined from the natural dualism and Freud’s structural th eory of the mind. In The Strange Case of Dr. Jekyll and Mr

Nature of personality paper Free Essays

Human personality is a complex construct that includes a number of influences, which are, however, often opposed in classical psychology: genetic versus environmental factors; free will vs. determinism and conscious versus unconscious behavior. The present paper is intended to analyze this spectrum through the prism of various psychological theories. We will write a custom essay sample on Nature of personality paper or any similar topic only for you Order Now Freudian, or psychoanalytic approach, alleges that human behavior depends upon the instincts, manifested in Homo sapiens in more ‘socialized’ form. Freud (Carver and Scheier, 1995) divides personality into three parts: the Id, or the subconscious, or the reflection of human instincts and most egoistic and childish desires, the Alter Ego, or human consciousness (the self), which provides mental determination of behavior, and Super Ego, or conscience, which acts as an internal censor and places restrictions on both the Id and the Alter Ego. The scholar suggests that human behavior is mostly determined by the Id, as it comprises the greatest part of personality, but the Alter Ego and the Super Ego develop throughout developmental course under the influence of social environment. Thus, psychoanalytic approach prioritizes environmental factors over genetic, unconscious behavior over conscious and determinism over free will (Cook, 1984). Neo-Freudians maintain most psychoanalytic concepts, but develop a unique framework of human Ego as not merely a mediator between the Id and the Super Ego, but   rather as a separate force, less dependent upon the other two constituents and therefore more autonomous in personality formation. For instance, Erik Erikson held that â€Å"the Ego’s main job was to establish and maintain a sense of identity. A person with a strong sense of identity is one who knows where he is in life, has accepted this position and has workable goals for change and growth. He has a sense of uniqueness while also having a sense of belonging and wholeness† (Cook, 1984, p. 258). Also Neo-Freudian or psychodynamic approach is viewed as a single doctrine, its proponents vary greatly in their views on the spectrum of human personality: for instance, earlier Neo-Freudians like Carl Jung stated the power of unconscious behavior over conscious and of determinism over free will, whereas the next generation of psychologists, who identified their views as ‘Neo-Freudian’ (like Erikson and Horney) alleged that human behavior is mostly conscious and not necessarily determined by physiological or instinctual drives. All Neo-Freudians, however, consent to the notion that environmental influences are stronger than genetic (Cook, 1984; Funder, 1996). Biological perspective focuses on the dominance of genetic and physiological factors and stresses the influence of certain mode of neural activity on human personality (temperament). This approach highlights genetic factors as opposed to environmental, biological and genetic determinism as opposed to free will and unconscious behavior (for instance, the work of muscles, peculiarities of digestive process as they relate to human diurnal activity in both physical and social contexts) as opposed to conscious. Trait theorists view human personality as a set of traits, which might be interdependent or independent, in addition, certain traits might predominate over others (central traits and cardinal trait, in Allport’s interpretation) (Cook, 1984). Trait theorists provide only a brief framework of personality development, as most of them argue that individuals tend to focus on current settings (functional autonomy of motives) and therefore each developmental course is unique. Thus, the scholars view free will and social environment as behavior-shapers and insist that human actions are rather conscious than unconscious (Funder, 1996). Humanistic approach, which derived from Roger’s view on personality, which focuses on â€Å"healthy development in terms of how the individual perceived their own being† (Funder, 1996, p. 370). In addition, â€Å"a healthy individual will tend to see congruence between their sense of who they are (self) and who they feel they should be (ideal self)† (ibid). Human development is therefore a path to the ideal self, and the person by themselves decides on the mode of their progress, so this approach rejects determinism and genetic influences. Due to the fact that the personality is formed as a result of self-perception and self-analysis, this approach priorities conscious behavior (Cook, 1994). Behaviorists study human personality and development as a progress of behavior and social competence, as they (as phenomenologists) generally suggest that the matrix of human actions is the only true reality (rather than mood or personality traits). The central points of behaviorism are the notions of classical conditioning (stimulus-behavioral reaction), operant conditioning (action-reinforcement-response) and social learning (behavior depends on human expectancies concerning the possible reward). Thus, most behaviorists believe in determinism, the dominance of environmental factors over social (Carver and Scheier, 1995) . Certain behaviors (e.g. reflex-based), are, in their opinion, unconscious, whereas other behavioral manifestations are the result of human expectations and perceived roles (Founder, 1996). Cognitive paradigm ‘is focused on the individual’s thoughts as the determinate of his or her emotions and behaviors and therefore personality† (Founder, 1996, p. 307). Cognitive theorists view human development as gradual evolution of human ability to process and analyze the informed received through perception after the accumulation of experience. For instance, Kelly’s Fundamental Postulate can be formulated in the following way: †a person’s process are psychologically channelized by the way in which he anticipates events† (ibid, p. 308). Hence, this approach doesn’t accept determinism, views human behavior as conscious in practically all aspects and manifestations. Neither genetic nor environmental influences are positioned as prominent personality-shapers, as human perception and thinking (internal psychological factors) are more important. Nevertheless, environment is more likely to have power over personality formation, they believe. As for me, I don’t think that the spectrum of these dichotomies should be necessarily studied as three pairs of opposing factors. Due to the fact that scientific progress has allowed partially de-scripting the DNA, it has appeared that genetic factors determine human neural activity and might shape such traits as emotiveness or assertiveness. Furthermore, conscious behavior should not be contrasted to unconscious, as the line that divides both behaviors is not actually clear; human acts might be influenced by the combination of conscious decisions as well as unconscious and barely controllable drives. In addition, certain degree of determinism is always present in human behavior and personal development (as we all are mortal creatures, so we plan our future keeping in mind this fact), whereas free will allows concentrating on current issues. Thus, all these factors should be viewed as a complex, or holistically. Reference list Carver, C. and Scheier, S. (1995). Perspectives on Personality, 3rd edition. Massachussets, Allyn and Bacon. Cook, M. (1984). Levels of personality. London, Holt, Rinehart and Winston. Funder, D. (1996). The Personality Puzzle. New York, W.W. Norton.          How to cite Nature of personality paper, Essay examples

Southwest Airlines Organizational Behavior Case Study - Click Now

Question: Describe about the Organizational Behavior Case Study for Southwest Airlines. Answer: Introduction Case Background Human capital is essential in any business venture and having the right people in place and make an otherwise difficult expansion a success (Daft, 2013). The coordination of operations and HRM (Human Resource Management) would allow SWA (Southwest Airlines) to place employees as the one who embody the airlines vision and mission and have the experience and knowledge to keep the operational disruptions to a minimum. It is possible that such an effort could produce sufficient employees who would self-identify to establish and effective and ethical culture in the organization. Collaboration among business functions is a key for any business. In a business like an airline it is especially important to have various divisions work together to maintain efficiency, customer service, and cost controls. The complexities of moving thousands of passengers in hundreds of planes to dozens of places require flexibility and empowerment of operational personnel and customer service agents. The more c hallenging the environment the more necessary it is for employees to cooperate and push toward excellence. The objective of this paper is to discuss the organizational behavior concepts for Southwest Airlines. The findings in this paper are based on secondary research and literature review. The initial research suggests that Southwest Airlines has a strong culture, which is based on ethics, trust and transparency. The effective and efficient culture of Southwest Airline has helped the company to establish Differentiation as its core competency (Birnbaum Lach, 2014). The ethical culture has been cascaded from senior leadership to mid level management and mid level management to low-level employees. The culture of Southwest Airline has helped it get ahead of its competitors. Analysis The modern complex business world requires the constant adjustments of organizational structures. However, it may be achieved only with the help of the proper collaboration and distribution of functions among various organizational departments. The concepts of organizational behavior for Southwest Airlines spans over multiple organizational functions like marketing, operations, accounts and human resource management. Operations and finance would have to work closely together to devise a plan to combat the fuel cost and make it profitable for Southwest to profit from the acquisition and the addition of the flights. Marketing would also need to be an important part of the plan to achieve the success of the business functions. Coordinating efforts and collaboration among business functions is essential to success. Various departments within one organization need to communicate to understand the perspectives of each and how decisions impact workflows. Through dialogue, tactical goals for each department can be determined and operational plans developed. As Daft (2013) reminds us, building positive relationships, discussion, and negotiation are key skills for good management (pg. 211). Ethics in Organizational Behavior for Southwest Airlines Corporations must utilize ethical resources including ethics committees and compliance officers to ensure that all members of the organization, including leadership, strive to remain true to the organization's ethical principles (Daft, 2015). According to Schwartz, Dunfee, and Kline (2005), boards of directors should adopt ethical codes specifically aimed at organizational leadership behavior to set an ethical tone for the organization. When it comes to ethical conduct and expectations leaders should be held to the same, or higher, standard as regular members. The sustainable positive results are possible for Southwest Airlines only if the proper coordination between the marketing and operations functions is established in an ethical manner. On the one hand, marketing measures should orient to the changing consumer needs but elaborate on the existing operations potential. On the other hand, the structure of operations should reflect the general dynamics of consumer needs in an ethical manner. Thus, management practices will become more complex and oriented to strategic issues and long-term interests. Correspondingly, the decision-making process will have to address the growing amount of market uncertainty and existing opportunities in an ethical manner (Heskett, Sasser, 2013). In general, the close and effective collaboration among departments and business functions is crucial for implementing the companys plans. Only in this way, it can expand its operations and maintain the strong competitive positions in the existing spheres. The colla boration should be observed in the coordinated efforts of different professionals towards satisfying consumer needs according to the existing technological opportunities and cost-benefit analysis. The distance and the separation in departments does not allow for the most effective collaboration. There are many issues in our department that could have been alleviated with education and training for managers and staff from the HR department. Unfortunately if the connection is not made HR can easily be associated with discipline and hiring only. Role of leaders and managers Downe, et al., (2016) suggest leaders that who were willing to informally intervene to steer behavior fell upon morals of treating individuals fairly and codes of conduct require mindful and careful interpretations. Furthermore, Downe, et al., (2016) suggest managerial leaders could provide adequate resources through the appointment of officers for the support training and the processing of complaints to ensure alignment within organizational policies and strategic alignment. If the board wants to stop unethical behaviors in the organization, they have to be fair towards all the stakeholders. Therefore, I agree, Regardless of the profitability of the organization, the board has the responsibility of disciplining or discharging an unethical leader. Organizations have responsibilities towards all of their stakeholders, not just those who benefit from its profits. However, the boards role in the organization depends whether the organization is using the advisory board model, patron model, cooperative model, and management team model or policy board model approach (Reidenbach Robin, 2013). The influence of the board on the organization depends on the board model is using in the organization. If the model is the advisory board, the CEO is the founder of the organization. The Board's role is to advise the CEO, and therefore, the board will not be able to act. In the other models the board action can be significant and your position will be right. Accordingto Fernndez-Fernndez (1999), an organizations Board of Directors hasprimary responsibility for ensuring the organization operates professionally. Fernndez-Fernndez(1999) went on to say that the Board is ultimately responsible for thesupervision of an organizations executive management and that these functionscannot be delegated. It seems to follow logicallythat the Board must be well informed and actively engaged in the business of overseeingtheir organization. The organizations reputation could be adversely impacted when the leaders unethical behaviors reach the public. To protect against the potential damage of the organization reputation, the organization through the board need to discouraged the leaders self-interests and only the interests of greater society can only be advanced. The balance between the organization profitability and ethical is very important for the organization sustainability. According to Rhoades, (2010). If your company or division is doing pretty well. You may be making your goals. Daft (2015) states that if at any time the leadership within any organization acts in was that are unethical, the board must act as a governing body that takes corrective action to improve the behavior of that leader or remove that individual.The reason being is that the board of directors must always see to serve the needs of all stakeholders, both internal and external.In other words, when leaders are unethical they can potentially cause harm to the needs and wants of those stakeholders.This in turn may cause the demise of the organization over periods of time. Those actions place more risk on organizational trust with key constituents. Organizational culture and Organizational behavior Many times the corporate culture actually supports unethical behavior of employees because it increases profits and thus their individual compensation.When this happens the entire organization is put at risk of being either charged with breaking laws or the business actually being forced to close due to those ethical violations.One clear way of staying clear of ethical violation is to create a corporate culture that reinforces right and moral behavior. Many times the corporate culture actually supports unethical behavior of employees because it increases profits and thus their individual compensation.When this happens the entire organization is put at risk of being either charged with breaking laws or the business actually being forced to close due to those ethical violations.One clear way of staying clear of ethical violation is to create a corporate culture that reinforces right and moral behavior. Hoyt, Price, and Poatsy (2013) suggested that unethical leaders have little regard for the rest of the organization and are concerned mainly with their own interests. The leaders of Southwest Airlines have established a culture where all the stakeholders can work together. This was not done overnight or in a day or two. It was done with a continuous involvement of different stakeholders in the society. In recent years, Human Resource Management function has emerged as a critical function for Southwest Airlines. The company has used a decentralized approach where in the individual leaders of different departments are free to take their own decision. The culture of Southwest Airlines is unique to the company and it has helped the organization to grow and develop. Profitability is a fluid state for an organization and changes often. Jaramillo, Bande, and Varela (2015) extrapolate that when leaders behave ethically they influence the organization positively. It is reasonable to conclude that when leaders use their authority to create an ethical climate they also produce an ethical culture in their organization. To support this conclusion, Kottke and Pelletier (2013) made the discovery that even the perceptions of ethical behavior by leaders instill confidence in their employees. It would be correct to say that the ethical behavior is at the core of the organizational culture of Southwest Airlines. Conclusion The above paper discusses the case of Southwest Airlines. With the above discussion, it can be said that Southwest Airlines has been able to manage its internal and external environment in an effective manner. The leaders of Southwest Airlines have played a critical role to establish a culture of ethics, trust and respect. It would be correct to say that all areas of the company need to collaborate in order for any innovation or idea to be successful (Dion, 2012). Each part of the business function is as integral to the success of the company as any other. Each department has to come to the table with the advantages and disadvantages of the idea so that each can be discussed and decisions made.Without this process, risks cannot be seen and worked out for the success of the idea; or to decline the idea. For Southwest Airlines to successfully serve the global community, there needed to be strategic thinking. There needed to be creativity and a participatory approach as well as collabor ation in strategic visioning and planning. References Birnbaum, R. and Lach, L., 2014. Teaching About What Ethical Social Work Practice Means: Responsibility Starts With Schools of Social Work.Lencadrement juridique de la pratique professionnelle, p.37. Daft, R. L. (2013).Management(11th ed.). Mason, OH: South-Western Cengage Learning. Dion, M., 2012. Are ethical theories relevant for ethical leadership?.Leadership Organization Development Journal,33(1), pp.4-24. Fernndez-Fernndez, J.(1999). Ethics and the Board of Directors in Spain: The Olivencia Code of GoodGovernance.Journal of Business Ethics, (3). 233. Downe, J., Cowell, R. and Morgan, K. (2016). What Determines Ethical Behavior in Public Organizations: Is It Rules and/or Leadership?. Public Admin Review 20(20) 1-12. Jaramillo, F., Bande, B., Varela, J. (2015). Servant leadership and ethics: A dyadic examination of supervisor behaviors and salesperson perceptions.Journal of Personal Selling Sales Management, 35(2), 108-124. Heskett, J. and Sasser, W. E., Jr. (2013).Southwest Airlines: In a different world. Boston, MA: Harvard Business School. Hoyt, C. L., Price, T. L., Poatsy, L. (2013). The social role theory of unethical leadership.The Leadership Quarterly,24(5), 712-723 Kottke, J., Pelletier, K. (2013). Measuring and differentiating perceptions of supervisor and top leader ethics.Journal of Business Ethics,113(3), 415-428. Rhoades, A. (2010).Built on value: Creating an enviable culture that outperforms the competition (1). Hoboken, US: Jossey-Bass. Reidenbach, R.E. and Robin, D.P., 2013. Some Initial Steps Toward Improving the Measurement of Ethical Evaluations of Marketing Activities. InCitation Classics from the Journal of Business Ethics(pp. 315-328). Springer Netherlands. Schwartz, M., Dunfee, T., Kline, M. (2005). Tone at the top: An ethics code for directors?Journal of Business Ethics,58(1-3), 79-100.

Changing Times Contrasting young People Today to Young People Fifty Years Ago

Civilizations across the world have continued to evolve in a way that reflects their daily experiences with the needs and requirements of modern living. Worldviews, attitudes, perceptions and value systems have been greatly influenced by the occurrences of the modern world, not mentioning the fact that competition for the ever dwindling resources have continued to increase with the times. Advertising We will write a custom essay sample on Changing Times: Contrasting young People Today to Young People Fifty Years Ago specifically for you for only $16.05 $11/page Learn More This is not to say that the population of the 20th century resided in a world that was free from such vagrancies. To the contrary, each period in time has presented its own benefits and challenges, but available evidence confirms that the benefits keeps constricting while the challenges expand as one progresses forward (Pascoe 227). It is the purpose of this paper to contrast the young people today to young people fifty years ago. Technological advancements have influenced the lifestyles of the modern youth in ways that cannot be wished away. The young people today are able to communicate with their friends and acquaintances in a click of the mouse or using other technological devices such as mobile phones. The world has become increasingly globalized, with the youth turning into technology as a medium for meeting and interacting with new friends (Richman 183). For example, internet social networking sites such as Facebook and Tweeter have become the communication medium of choice for the youth. Some fifty years ago, such communication mediums could only be fanaticized in the subconscious, and the young people largely depended on physical face-to-face communication to create and maintain their friendship networks. It should be remembered that the young people today, unlike their counterparts fifty years ago, are becoming increasingly disoriented by such modern me thods of communication. The warmth that was witnessed in social networks some fifty years ago is no more as the youth engage in online dating with strangers who live halfway across the world. Crime and degradation of moral values have been heightened by modern methods of communication, not mentioning the fact that these methods are unable to fulfill the emotional needs of the modern youth in ways that face-to-face communication did some fifty years ago (Richman 183). Consequently, it is safe to presume that the youth of today suffer more emotional breakdowns than their counterparts who lived fifty years ago. This is not to say that the methods do not have their own advantages. To the contrary, the young people today are able to share ideas and problems with a lot of people using the internet protocols. They are also able to communicate much faster than young people fifty years ago.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first p aper with 15% OFF Learn More Moving on, it is evidently clear that young people today are faced with new and more intricate challenges than young people fifty years ago. Employment opportunities are at their lowest, and new diseases such as HIV/AIDS and obesity are threatening to wipe out whole populations of the youth in some societies. Social vices such as crime and drug abuse have more than doubled, incapacitating the modern youth in ways that have greatly impacted their lives (Pascoe 228). Although it can be counter argued that these experiences also inflicted the young people fifty years ago, the magnitude in which they are happening today is utterly devastating to say the least. What’s more, these variables tend to put the young people of modern times into a spiraling vicious cycle, where they continue to further their agenda in crime due to the ever increasing frustrations and lack of opportunities for personal growth. Fifty years ago, a proper education mea nt a good life for the young people in career advancement and personal growth. The same cannot be guaranteed today. The young people fifty years ago were affected by historical influences that modern-day young people could only dream of. For instance, slavery and subjugation of the black community by the mainstream white community was prevalent in the decades of the 1950s and 1960s. The racism and colonization influenced the worldviews of the young people in major ways. History teaches us that it was the young people in the likes of Martin Luther King, Malcolm X, among others, who came up with the civil rights movement and other organizations that were meant to raise the consciousness of the blacks especially in America. This is not to say that young people from mainstream white society did not have their own problems; rather, this example is used to show that the young people fifty years ago had a fighting spirit that is totally lacking in young people today (Pascoe 229). This ag ain does not imply that young people today are unable or unwilling to stand up and fight for their rights. To the contrary, they are ready, but the political and historical experiences of young people fifty years ago put them in the world scene in ways that has not been experienced in modern times. Lastly, it can be argued that the overall way of life of young people today is different in major ways to that of young people fifty years ago (Pascoe 226). For instance, young people today are largely viewed as lacking in deeply entrenched philosophies that were so much dominant in young people fifty years ago. Advertising We will write a custom essay sample on Changing Times: Contrasting young People Today to Young People Fifty Years Ago specifically for you for only $16.05 $11/page Learn More Today, young people appear to be in a sudden rush to achieve everything at the same time. This can be attributed to the shaky and sometimes uncertain living condition s, not mentioning the fact that the cost of living in modern times is almost unbearable. Fifty years ago, the young people seemed to enjoy life that looked ordered in major facets, including sexual division of labor. This cannot be said of the young people in modern times. Works Cited Pascoe, C.J. What if a Guy Hit on You? Intersections of Gender, Sexuality, and age in the Field with Adolescents. In: A. Best (Eds) Representing Youth: Methodological Issues in Critical Youth Studies. New York, NY: NYU Press Richman, A. The Outsider Lurking on Line: Adults Researching Youth Cyber cultures. In: A. Best (Eds) Representing Youth: Methodological Issues in Critical Youth Studies. New York, NY: NYU Press This essay on Changing Times: Contrasting young People Today to Young People Fifty Years Ago was written and submitted by user Juan Howell to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Desperate essays

Desperate essays An Oriental rug magazine. From the first issue, a tabloid published in March 1981, through a transition to a full-color magazine in 1987, collectors and dealers with a serious interest in Oriental rugs and textiles have turned to Oriental Rug Review for auction reports, international market reports, book reviews, exhibition reviews, interviews, humor, and a wide range of feature articles, both scholarly and anecdotal. Publication of Oriental Rug Review as a print journal ceased in early 1996, and the transition to this virtual journal began. It is our goal to publish, here, nearly everything we have published before and more. In addition, we will provide searchable indexes and, from time to time, mount major exhibitions. As we were once the journal of record, this will be the home page of record for the world of antique oriental rugs. An Oriental rug magazine. From the first issue, a tabloid published in March 1981, through a transition to a full-color magazine in 1987, collectors and dealers with a serious interest in Oriental rugs and textiles have turned to Oriental Rug Review for auction reports, international market reports, book reviews, exhibition reviews, interviews, humor, and a wide range of feature articles, both scholarly and anecdotal. Publication of Oriental Rug Review as a print journal ceased in early 1996, and the transition to this virtual journal began. It is our goal to publish, here, nearly everything we have published before and more. In addition, we will provide searchable indexes and, from time to time, mount major exhibitions. As we were once the journal of record, this will be the home page of record for the world of antique oriental rugs. I'm desperate and desperately in a hurry ...

Marketing Research assignment 4 Essay Example | Topics and Well Written Essays - 250 words

Marketing Research assignment 4 - Essay Example In this case, there would be both public and professional understanding of the terms. Margin of error therefore is a radius of confidence where a statistical data from a survey relies on. This means that the marginal error is a center of information in which case there might be a higher or lower relative information. When a sample percentage is presented, a slot can be reduced on the actual value of 100% to 97% so that the 3% becomes the value of the error due to many procedures. The company can conduct a probability sampling. In this regard, each member of the target has a non-zero probability of inclusion in the sample. Here the information is unbiased because the information produced would relatively be expected to adhere to strict statistical analysis to avoid bigger errors. The sampling error considerable here is the measurable sampling error expressed as a confidence level. This means that there is a high reduction in the errors realized (Rea and Parker). Interactive, Harris. Margin of Error, When Used by Pollsters, Is Widely Misunderstood and Confuses Most People . 13 November 2007. 19 February 2014

City of Temecula History Term Paper Example | Topics and Well Written Essays - 2500 words

City of Temecula History - Term Paper Example The rancheria [ranchos-missions] at Temecula housed a granary and a chapel, the granary making it the ‘most important dependency of the prosperous Mission San Luis Rey’† (Bibb para. 2). It is accepted that the region included a coastal area, interior plains for planting all bounded by mountains. The exact location of the original town â€Å"pueblo† of Temecula as has been said is in dispute, however according to an 1860 census the town designated as Temecula was home to â€Å"300 inhabitants and forty adobes† (Bibb para. 6). The name is generally applied to a region adjacent to San Diego. Survey maps from 1860 place Temecula in the near vicinity of Vignes Rancho and Pendleton. (Bibb para. 15) According to Bibb, the Indians were formally evicted from [what is acknowledged to be] Temecula in the late 1800s, along with other tribes in the area, victims of economics and political strife between Californios (Mexicans) and the Americans. â€Å"The present-day town of Temecula lies three and one half miles northwest of the original indian village and is a product of the now defunct railroad built in the 1880s, which ran from San Bernardino to San Diego† (Bibb para. 7). The Treaty of Guadalupe-Hidalgo, by which the United States acquired the southwest territory from Mexico, was signed on February 2, 1848, ushering in the end of the golden era of the ranchos. Farris provides an accurate description of the fate of original inhabitants of the Temecula Valley pertinent to the Luisenos and others. By the early 1800s plans to dissolve the missions [secularization] as communities in favor of selling off land to private interests was well underway. â€Å"With the arrival in 1833 of the Mexican appointee, General Jose Figueroa, [Governor] the final implementation of a plan for the widespread secularization of the missions was completed. The process of emancipation of the Indians and dividing up the land

Consequences Of Childbearing For Teenagers Social Work Essay

Consequences Of Childbearing For Teenagers Social Work Essay Introduction Public concern over adolescent sexual health and the resolutions to these concerns has over the past three decades generated political debate and academic inquiry the world over. At the core of adolescent sexual health is the issue of teenage pregnancy. South Africa has not been spared from the challenges teenage pregnancy presents. Inquiry into teenage pregnancy in South Africa began in the 1980s. In an effort to control the prevalence of teenage pregnancy, academics and policy makers alike have developed various strategies and policies targeting teenagers. Yet three decades later, teenage pregnancy still remains a topical issue in South Africa. About 16 million adolescent girls between 15 and 19 years give birth each year worldwide, and 80% of these girls are found in developing countries (World Health Organisation, 2010). In South Africa, 40% of all births involve girls under the age of 19 years, and 35% of these teenagers, give birth before reaching the age of 19 years (Medical Research Council, 2009).According to the Department of Basic Education (2009), in South Africa, a total of 45,000 teenagers were pregnant in 2008, while the number increased to 49,000 in 2009. This chapter examines literature on teenage pregnancy, and will assist in providing rationale and context for this study. This literature review will deviate from the traditional Knowledge, Attitude and Perception (KAP) literature studies that isolate individuals from social, cultural and economic contexts that influences and shape their lives. The weakness of KAP studies is that they do not acknowledge the effect of cultural, economic and societal factors on human behavior. Jewkes et al. (2001) add that KAP studies on teenage pregnancy in South Africa have mainly been descriptive and do not make an effort to account for the gap between knowledge, attitude and perception. In effort to account for these discrepancies, and come up with gaps in teenage pregnancy research, this literature review has been divided into the following two sections (i) the consequences of child bearing on teenagers, and (ii) factors contributing to teenage pregnancy. CONSEQUENCES OF CHILDBEARING FOR TEENAGERS The challenge of unplanned and unwanted pregnancy for a teenager has long-term consequences, not only for the mother, but for society as a whole, with far-reaching implications for economic and social development. Mpanza (2010:66) puts forward that teenagers who drop out of school due to pregnancy never do well after they return from childbirth, this can be attributed to divided loyalties between taking care of the child and continuation of school. Because of its usually unwanted and unplanned nature, teenage pregnancy always poses a health and social risk, a point further supported by Edgardh (2000), Genius and Genius (2004), Santelli (2000), and Petiffor et al. (2004). These studies confirm that early sexual initiation is a predictor of risky sexual behaviour and is more likely to be non-consensual, unprotected and to be subsequently regretted, resulting in unplanned and unwanted pregnancy. While the consequences of teenage pregnancy are varied, it is important to acknowledge that teenage pregnancy is a result of a complex set of varied, but interrelated factors. An understanding of these factors will enable a better understanding of the knowledge, attitudes and perceptions of teenagers towards teenage pregnancy. Disruption of school Teenage pregnancy has the potential of limiting a learners future career prospects. For the pregnant learner, impending motherhood forces her to drop out of school as she is unable to continue studying (Macleod Tracey, 2009). Learners are forced to leave school when their pregnancy has progressed as schools are considerate of their state (Bhana Swartz, 2009). The Department of Educations (DoE) 2007 Measures for the Prevention and Management of Learner Pregnancy makes it possible for educators to request learners take a leave of absence for up to two years (Macleod Tracey, 2009:15). Even with legislation in place, pregnant teenagers are sent away from school earlier than they should (ibid). This is probably due to the perception that pregnant learners are a bad influence to other learners. Vagueness and ambiguity of the education guideline presents a challenge to the educators who are left to interpret it at their discretion. For instance, the document puts the responsibility of parenting firmly on the learner, and states that a period of two years may be necessary for this purpose. No learner shall be should be re-admitted in the same year that they left school due to pregnancy (DoE, 2007:5), educators are left to decide how long the learner stays away from school. This ruling may be in conflict with the desires of the young mother who may have sufficient support at home, which enables her to return to school earlier than expected (Bhana Swartz, 2009). Young fathers are also affected by pregnancy, albeit differently. It has been reported that impending fatherhood, cultural and societal expectations may force the young father to leave school and seek employment. This is conditional as it depends on whether the boy accepts responsibility or not (Shefer Morrell, 2012; Bhana Swartz, 2009). However, Macleod and Tracey (2009) argue that the level of disruption caused by pregnancy on learners is debatable as learners drop out of school for various reasons of which teenage pregnancy is one. Preston-Whyte  and Zondi (1992) concur with this assertion. Manzinis (2001) study of teenage pregnancy in KwaZulu-Natal (KZN) indicates that more than 20.6% of pregnant teenagers had already dropped out of school before falling pregnant. Apart from falling pregnant, teenagers may leave school due to frustrations associated with the inexperience of teachers, who often are required to teach in areas that are not their expertise, and a lack of relevance of the curriculum and teaching materials (Human Science Research Council, 2007). Among factors within the home that led to drop-out, learners in this study cited the absence of parents at home, financial difficulties and the need to care for siblings or sick family member. Strassburg et al. (2010) and Fleisch et al. (2010) concur with the 2007 HRSC findings and assert that the reasons teenagers drop out of school are a combination of inter-related factors. As such, Fleisch et al. (2010) note that poverty alone cannot best explain why teenagers drop out of school, because there are other factors such as academic ability of the teenager, teacher-pupil relationship, support from home and school, alcohol and drug abuse and family structure that contribute to school dropout. Lloyd and Mensch (1995:85) summarise the various reasons why teenagers may drop out of school by stating that, Rather than pregnancy causing girls to drop out, the lack of social and economic opportunities for girls and women and the domestic demands placed on them, coupled with the gender inequities of the education system, may result in unsatisfactory school experiences, poor academic performance, and acquiescence in or endorsement of early motherhood. However, pregnancy ranks among the top contributors to school dropout for girls in South Africa (HRSC, 2009). While pregnancy may not be the reason for leaving school, child care is a reason for not returning to school. Manzini (2001) indicates that young mothers, who have to take care of their babies, and find it difficult to juggle student life and being a mother, ultimately drop out. Various reasons for not returning to school have been explored, among them being a lack of a support structure, financial challenges and access to a Child Support Grant (CSG). Research in South Africa indicates that teenagers who do not have support from their families and struggle financially once the baby is born, usually dropout of school so as to provide for the baby and themselves (Bhana Swartz, 2009). On the other hand, studies in Brazil and Guatemala indicate that girls are forced to look for jobs to supplement family income and take care of the new family member (Hallman et al., 2005). Young mothers who have support structures in the form of parents and grandparents have an opportunity of returning to school (Grant Hallman, 2006). Matthews et al. (2008) concur and maintain that the presence of an older female in the family enables learners to return to school, while the absence of the same forces them to look for alternative ways of making a living. This is the same with teenage fathers who have accepted responsibility and have family that is prepared to support the child (Bhana Swartz, 2009). The return to school in South Africa is motivated by a desire for a better life. Anecdotal evidence suggests that parents of African teenage mothers usually send the teenager back to school, since she has a higher chance of fetching high bride price in the event that she gets married. In the African belief system, an educated woman is bound to fetch a higher price than that of an uneducated one (Macleod, 2009; Mkwananzi, 2011; Bhana, Swartz Morrell, 2012). Kaufman, de Wet and Stadler (2000) concur, adding that the fact that the teenager has proven her fertility actually increases her chances of marriage in future. Interestingly, teenagers in Hlabanganas 2012 study in Soweto (South Africa) indicated that falling pregnant before marriage decreases the bride price, as prospective grooms consider the teenage mothers as used goods. Reasons for returning to school after pregnancy may vary for both sexes, but the important part is that the teenager is back in school. Clearly the effects of teenage pregnancy on the teenager vary for the young parents, the difference may lie in the financial circumstances of the teenagers family and on the part of the young father whether or not he accepts responsibility of the pregnancy. The consequences of dropping out of school for teenage girls due to pregnancy cannot be overestimated, especially in a continent where the adage when you educate a woman , you educate a nation holds true (Hubbard, 2009: 223). The main thrust of the study is to understand why teenagers continue falling pregnant in the face of efforts by the South African government in trying to manage teenage pregnancy. In an effort to control and manage teenage pregnancy, the government has provided youth-friendly clinics, life skills programmes in schools and is currently on a much opposed drive to supply condoms in schools. Opposition for distributing condoms in schools comes from parents who fear that by distributing condoms in schools, teenage rs are given indirect permission to indulge in sexual activities. In light of the efforts made by the South African government and a decade of spending on teenage pregnancy management, figures still indicate that teenage pregnancy rates are on the increase nationwide. Disruption of school, as a consequence of teenage pregnancy merits scrutiny in this study, as it will enable an understanding of their perceived effect of teenage pregnancy on young girls who are pregnant. health risks Research on health risks associated with early childbirth in teenagers is mainly divided into two main camps. One camp argues that teenagers are at risk of health problems due to their socio-economic status. The other camp, which is scientific, argues that age at first childbirth puts young women at risk of health problems as she is not mature enough to push the baby, and this proves fatal to both mother and child. Some young mothers who have assisted births end up having obstetric complications such as hemorrhaging and damage to the womb. Macleod (2009) identifies paucity of research in South Africa in terms of health risks associated with early childbirth. Age at first child birth contributes to a range of complications, including pregnancy-induced hypertension, anemia, obstructed and prolonged labour, low birth weight, preterm labour and delivery, perinatal and infant mortality, and maternal mortality (WHO, 2007). These complications are usually associated with the physical immaturity of teenagers, an assertion that Cameron (1996) supports and adds that limited access to health care services is another contributing factor to the range of complications. He suggests that complications become more pronounced when the teenager decides to terminate pregnancy (Cameroon, 1996:83). In South Africa, the Choice on Termination of Pregnancy Act (No. 92 of 1996) allows minors under the age of 18 years to terminate a pregnancy without the consent of either parents or guardians. Manzini (2001) suggests that due to health personnel attitudes, teenagers are forced to have unsafe abortions, which may lead to death. Lack of support structure before and after termination maybe the reason for teenagers resorting to self-administered terminations and this usually leads to irreversible damage to the womb or even death (Petiffor et al., 2005). Sexually active young fathers face different health challenges from those of the young mother and child. Bhana and Swartz (2009) indicate that young fathers in Cape Town (South Africa), often have multiple and concurrent partners (MCP), and this puts them at great risk of contracting and spreading HIV. However, they are quick to mention that impending fatherhood for those that have accepted responsibility is cause for behaviour change. MCPs are one of the main drivers of the spread of HIV (Halperin Epstein, 2007). Young men put themselves at risk by practicing unprotected sex with multiple partners who themselves may be part of a potentially sexual network. Geronimus and Sanders (1992) observe that young African American women who live in conditions of poverty are more prone to problems as they are unable to access pre- and post-natal care. They note that this is different for white teenage mothers who are the bulk of teenage mothers in America. Geronimus and Sanders (1992) suggest that this may be due to the differences in economic status of the teenagers. Macleod (1999) points out that despite their socio-economic status, teenage mothers hardly ever access pre- and post-natal services. This may be due to the stigma associated with teenage pregnancy, and may also be due to the attitudes of service providers. While studies may site negative attitudes of staff towards teenagers (Wood Jewkes, 2003), Ehlers (2003) paints a more positive picture, arguing that youth-friendly services initiated by South Africas Department of Health (DoH) have made great strides in addressing the stigma attached to adolescent sexuality. The Child Support Grant (CSG) Social grants or assistance can best be described as non-contributory cash transfer programmes set up by the government for the under privileged, aged or vulnerable (Grosh et al., 2008). Social grants are very important as they assist in alleviating poverty, reducing the level of vulnerability of vulnerable groups in society and providing social insurance to the vulnerable groups in society (Neves et al., 2009). The CSG was first introduced in South Africa in April 1998 as a poverty alleviation strategy for the poorest children (Parliamentary Liaison Office, 2007). Initially restricted to children under the age of seven years, it was later extended to include 14 year olds in 2003. According to Hall (2011), the CSG pay-out in 2011 was R275 per month per child. A lot of debate surrounds the CSG and teenage pregnancy in South Africa with the media fuelling the opinion that teenagers fall pregnant to access the CSG. Popular opinion states that the CSG has led to a perverse incentive for teenagers to conceive and go on to spend the money on personal goods (Macleod, 2006). In response to the media outcry, the Department of Social Development (DSD) commissioned research into the matter in 2006. The research concluded that there was no direct relationship between CSG and teenage pregnancy (Kesho Consulting, 2006). Other research by Makiwane and Udjo (2006) concluded that there is no evidence that the CSG leads to an increase in welfare dependency in South Africa. Furthermore, during the period in which the CSG has been offered, rates of termination of pregnancy have increased (Macleod, 2009). In 1998, when the CSG was introduced, abortion rates were at 4.1%, a decade later abortion rates were at their all-time high of 8.1 %, and in 2011 they were at 6.3%. Macleod (2009) suggests that the high rate of abortion amongst teenagers, in the face of the CSG, is evidence that there is no relationship between the CSG and teenage pregnancy. Matsidiso Nehemia Naong (2011) concurs with research that indicates that there is no link between the CSG and teenage pregnancy. In her study of three of South Africas provinces (Free State, Mpumalanga and Eastern Cape), Naongs sample of 302 school principals and 225 Grade 12 learners indicated that there was no relationship between the CSG and teenage pregnancy. Instead, the study concluded that poverty, peer pressure and substance abuse contributed to teenage pregnancy. Naong concludes that teenage pregnancy and CSG are divorced and any influence between the two is negligible. Interestingly enough, anecdotal evidence suggests that more and more teenage girls are falling pregnant in an effort to access the CSG so as to complement household earning or in some instances the CSG is the main source of income. In such cases teenage pregnancy ceases to be unplanned and becomes planned and unwanted. In a 2005 study of CSG use in KZN, Case, Hosegood and Lund (2005) showed that 12.1% of pregnant teenagers who had conceived cited the CSG as the reason. Tyali (2012) in his study of HIV and AIDS communication in Platfontein (South Africa) found that teenagers were deliberately falling pregnant so as to access the CSG, while others wanted to access the HIV and AIDS grant. Marsh and Kaus (2010) study of teenagers perceptions and understanding of teenage pregnancy, sexuality and abortion concurs with Tyalis (2012) conclusion that teenagers deliberately fall pregnant to access the CSG. Using a population sample of 35 teenagers (24 girls and 11 boys), Marsh and Kau (2010) discovered that the CSG was perceived as means of increasing household income, by having a baby, the teenager then contributes towards the household income through access of the CSG. Interestingly, Marsh and Kaus research population indicated that the influence or pressure to bear children in order to access the CSG came from family. On the other hand other teenagers viewed the CSG as a way of increasing the pocket money for clothes and cell phones. On the other hand, the CSG has been credited with enabling teenager mothers to return to school. The CSG is associated with an increase in school attendance and improved child health and nutrition. Thus, the grant can be associated with an improvement in the lives of children whose caregivers receive the CSG on their behalf (Macleod, 2009:24). It will be interesting to find out how teenagers perceive the relationship between the CSG and teenage pregnancy. Their attitudes regarding the grant will also be important in the formulation of a communication intervention, and eventually contribute towards efforts to manage teenage pregnancy rates. CONTRIBUTING FACTORS TO TEENAGE PREGNANCY The present study does not look at pregnant teenagers knowledge, attitudes and perceptions towards teenage pregnancy; instead it focuses on non-pregnant teenagers knowledge attitudes and perceptions towards teenage pregnancy. Having said that, contributing factors to teenage pregnancy merit exploration as these factors will shed light on knowledge, attitudes and perceptions towards teenage pregnancy. Understanding how teenagers make meaning of teenage pregnancy through their knowledge, attitudes and skills is important in particular if this understanding is viewed through the contributory factors to teenage pregnancy. Contributing factors to teenage pregnancy are important for this study as they will put the study in context and enable the researcher not to take the revisionist and reductionist approach towards teenage pregnancy. The reductionist and revisionist approaches to teenage pregnancy ignore other non-sexual factors that contribute to teenage pregnancy. The following contributing factors were apparent in this review of the literature and will be dealt with in the following sections: Family Relations Family is an important unit for socialisation as it enables the sharing of beliefs and ideals that lead to societal norms. Research indicates that family relations are an important aspect in teenage pregnancy rates. Eaton (2003) and Bhana (2004) found that teenagers with single parents were prone to risky sexual behaviour, and pregnancy compared to those with both parents. This may be attributed to issues to do with shared control and responsibility of both parents, whereas in single family parents control is vested in one parent. Family form becomes a protective condition to young people. Muchuruza (2000) concurs and puts forward that in Tanzania teenagers coming from single parent families have risky sexual behaviour and are more likely to become young parents. Where the single parent struggles to provide for the girl child, the girl is at greater risk of pregnancy as she has to look for means of survival and usually this is achieved through intergenerational relationships. The maj or reason why teenagers engage in intergenerational relationships with older men and women is that they see them as providers of social status symbols such as flashy cell phones and jewellery, while at the same time taking care of their basic needs. Such relationships jeopardize the health of the two people involved as the teenager is unable to negotiate for safe sex because of fear of losing their economic goals (Leclerc-Madlala, 2008). Most documented research on intergenerational relationships is between girls and sugar daddies. These sugar daddies feel that such relationships are transactional hence there is no need for them to use protection (ibid). Such relationships leave the teenager vulnerable to HIV and AIDS, pregnancy, Sexually Transmitted Infections (STIs) and to sexual manipulation. Bhanas (2004) Cape Town (South Africa) study found that 66% of the teenagers reported that family norms enabled them to have people to advise them on how to live a constructive life, while 55% said that availability of family members acted as source of control for their sexual behaviour. This is evidence that family relations play an important part in the behaviour of teenagers and most importantly their sexual behaviour. The presence of a responsible biological father encourages girls to delay their sexual debut and instils in boys a sense of sexual responsibility. Blum and Mmari (2005) point out that the presence of a male figure in a household and their attitude to sexual behaviour plays an important part in influencing teenagers sexual behaviour. They found that girls with father figures who were against premarital sex were less likely to engage in premarital sex and experience unplanned pregnancy, compared to those with father figures who had sexually permissive attitudes and those without fathers. In the same context, Lovings (1993) investigation into the connection between family relationships and teenage pregnancy in Durban (South Africa), established that warm relationships between fathers and their daughters played an important role in delaying young girls sexual initiation. Mfono (2008) holds the view that teenage girls whose mothers were teenage mothers themselves have a greater chance of being teenage mothers. Arai (2008) observed that in Britain and America, the daughter of a teenage mother is one and a half more likely to become a teenage mother herself than the daughter of an older mother. This, according to Hlabangana (2012) is due to the fact that these teenagers come from communities where it is normal to be a teenage mother, since almost everyone has been or is a teenage mother. The HRSCs 2008 study of perceptions towards teenage pregnancy in Johannesburg, Cape Town and Durban (South Africa) coincides with Hlabanganas assertion that teenage pregnancy has been normalised. According to the respondents of the HRSC study, non-pregnant teenagers are viewed as the other, and are asked when they too will be pregnant. Such attitudes make teenage pregnancy a way of life, and teenagers themselves view teenage pregnancy as a reality that forms a part of e veryday life rather than an alien occurrence (HRSC, 2008). This cycle self-perpetuates from one generation to another until it becomes acceptable and normal for teenagers to fall pregnant. The intergenerational cycle is a result of a lack of upward mobility; upward mobility is an individuals ability to rise above their current social or economic position (Hlabangana, 2012). Arai (2008) considers this low expectation on the part of teenagers, as one of the reasons that perpetuates the intergenerational cycle of teenage pregnancy. This she attributes to structural factors in deprived communities such as schools that fail to give teenagers a reason to feel entitled to anything. Knowledge, attitudes and perceptions of teenagers towards teenage pregnancy may be rooted in the lack of upward mobility that Arai refers to. Arai (2008) notes that in Britain, the low expectation argument for teenage pregnancy is a powerful one as evidenced by many British researchers (Garlick et al., 1993; Rosato, 1999; Selman, 1998; Smith, 1993; Wilson, 1991). She puts forward that in Britain, teenage pregnancy is very high amongst teenagers who do not have family support, come from broken homes, are raised by single parents, have difficulty with school and who come from socially disadvantaged backgrounds. According to Arai (2008), teenagers from such backgrounds have access to contraception and sexual health information, but display a deficiency in their knowledge of sexual health, proper contraceptive use, are shy to engage in sexual health communication and are wary to access services for sexual health. In a 1999 study in Northumberland, Britain, it was discovered that teenage parents had low educational achievement and low expectations of their future prior to their parenthood Arai (2009). She notes that these teenagers went on to have low paying jobs where they had to work long hours. In another Scottish study, (Smith,1993 in Arai, 2009) observed that teenagers from deprived backgrounds were six times likely to fall pregnant and then abort than their counter parts from well to do areas. These studies, validate Arai (2009) and Hlabanganas (2009) notion of upward mobility and entitlement for more on the part of the teenagers. Interestingly, Rutenberg et al. (2003:5) in their study of attitudes towards HIV and AIDS and teenage pregnancy in KZN (South Africa) discovered that for some adolescents, increasing opportunities and aspirations for education and employment, in addition to the perceived risk of HIV and pregnancy, results in many adolescents not wanting an early pregnancy. Rutenberg et al.s study, validates Arais (2008) and Hlabanganas (2009) assertion that teenagers with a low sense of upward mobility are most likely to find themselves as teenage parents while those with a high level of upward mobility are most likely to prevent themselves from early parenthood. This study will seek to unearth these varying dynamics in an effort to understand teenagers attitudes towards other teenagers who fall pregnant. economic status Pregnancies among teenagers are related to social problems, and this is predominant in developing countries and in particular poverty stricken communities. Risky sexual behaviours among teenagers are more likely to occur in poor families and those with single families. Lack of resources forces girls to become sexually involved in an effort to get material gains (Jewkes, Morrell Christofides, 2009). Hallman (2004) found that in South Africa low income families contributed to risky sexual behaviour among young people in both rural and urban areas. The study argues that low income accounts for girls decision to engage in risky sexual behaviour in trying to make ends meet. Macleod (2009) and Manzini (2009) concur with Hallman, and further add that young people from low economic statuses are most likely not to use condoms. This is attributed to lack of access to health services, reproductive health information and proper support structures from other social institutions. Teenagers who find themselves in intergenerational relationships find themselves unable to negotiate safe sex practices in fear of jeopardising their economic goals (Panday et al., 2009; Leclerc-Madlala, 2008). Many young women not only engage in risky sexual activities to meet their basic needs such as money, food and clothing, but also to satisfy wants such as expensive cell phones, high-class jewellery and rides in luxury cars (Hunter, 2002; Leclerc-Madlala, 2004). Chances of teenage pregnancy become high when the teenager comes from a home without adult supervision and most likely poor economic standing. Mfono (2003) confirms these arguments stating that teenagers are at high risk of pregnancy if they come from financially disadvantaged backgrounds, or if they succumb to peer pressure to engage in sexual activities for economic gain. On the other hand, teenage girls reject the transactional sex talk and state that they are able to make do with what is available without having to engage in intergenerational and transactional relationships with older partners. Sathiparsad and Taylors (2011) study of 335 girls and boys in eThekwini Secondary Schools in Durban (South Africa) revealed that girls view themselves as independent and rational thinkers. These girls suggested that they do not think that sex is synonymous with love, and assert their power as individuals by their ability to say no to unprotected sex. This is indicative of girls resisting manipulation and normative submission (ibid). For the purposes of this study, it will be interesting to find out how teenagers perceive economic status as a contributing factor to teenage pregnancy. Gender Dynamics The South African DoHs Policy Guidelines for Youth and Adolescent Health (2001) locates gender considerations as fundamental to the health of young people. The policy guidelines identify sexual health and sexual exploitation, sexual abuse, gender-based violence, coercive sex and gang rapes as areas of concern that put young women in particular at risk of HIV and AIDS and teenage pregnancy. Dunkle et al. (2004) in their study of young women attending ante-natal clinics in Soweto (South Africa) discovered that over half of the women aged between 15 and 30 years had been exposed to sexual violence. Another survey, conducted by the Planned Parenthood Association of South Africa (PPASA) in six of South Africas provinces, found that 20% of girls reported forced sexual encounters or were sexually assaulted (PPASA, 2003). Similarly, Vundule et al. (2001) found that 33% of girls in South Africa have their first intercourse as a result of force, including rape. Where there is unequal power distribution and lack of negotiation skills, pregnancy ceases to be a matter of choice. Sexual violence alters the power relations in any relationship, and in most cases women are vulnerable and unable to negotiate safe sex. Teenagers may avoid negotiating contraceptive usage, in particular condoms, for fear not only of violent reactions, but also of emotional rejection, of being labelled unfaithful or HIV positive (Wood, Maforah Jewkes, 1998). Furthermore, women attempting to use other invisible contraceptive methods, such as the injection, may be accused by their partners of causing infertility, disabled babies and vaginal