Embry-Riddle Acceptance Rate, SAT/ACT Scores, GPA

Embry-Riddle Aeronautical University is a private university with an acceptance rate of 66%. As its name suggests, ERAU specializes in aviation, and popular bachelors programs include Aerospace Engineering, Aeronautical Science, and Air Traffic Management. Located in Daytona Beach, Florida, the university is adjacent to the Daytona Beach International Airport and Embry-Riddles fleet of 93 instructional aircraft. A second Embry-Riddle residential campus is located in Prescott, Arizona. ERAU has a 16-to-1  student/faculty ratio  and an average class size of 26. Popular intercollegiate sports include soccer, track and field, basketball, baseball, softball, and volleyball. Considering applying to Embry-Riddle? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Embry-Riddle had an acceptance rate of 66%. This means that for every 100 students who applied, 66 were admitted, making ERAUs admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 6,017 Percent Admitted 66% Percent Admitted Who Enrolled (Yield) 36% SAT Scores and Requirements Embry-Riddle has a test-optional standardized testing policy. Applicants to Embry-Riddle may submit SAT or ACT scores to the school, but they are not required. During the 2017-18 admissions cycle, 71% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 560 650 Math 550 670 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those students who submitted SAT scores to Embry-Riddle, most fall within the  top 35% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Embry-Riddle scored between 560 and 650, while 25% scored below 560 and 25% scored above 650. On the math section, 50% of admitted students scored between 550 and 670, while 25% scored below 550 and 25% scored above 670. While the SAT is not required, this data tells us that a composite SAT score of 1320 or higher is a competitive score for Embry-Riddle. Requirements Embry-Riddle Aeronautical University does not require SAT scores for admission. ACT Scores and Requirements Embry-Riddle has a test-optional standardized testing policy. Applicants to EMAU may submit SAT or ACT scores to the school, but they are not required. During the 2017-18 admissions cycle, 43% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 21 28 Math 22 28 Composite 22 29 This admissions data tells us that of those students who submitted ACT scores to Embry-Riddle most fall within the  top 37% nationally  on the ACT. The middle 50% of students admitted to ERAU received a composite ACT score between 22 and 29, while 25% scored above 29 and 25% scored below 22. Requirements Embry-Riddle does not require ACT scores for admission. GPA In 2018, the median GPA of Embry-Riddles incoming freshman class was 3.72. Seventy-five percent of admitted students had GPAs above 3.25, and 20% were in the top 10% of their high school class. This data suggests that most successful applicants to Enbry-Riddle have primarily A and B grades. Self-Reported GPA/SAT/ACT Graph Embry-Riddle Aeronautical University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Embry-Riddle Aeronautical University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Embry-Riddle Aeronautical University, which accepts two-thirds of applicants,  has a somewhat selective admissions process. Most admitted students have average or above average grades and standardized test scores. However, Embry-Riddle uses a  holistic admissions  process which is based on more than numbers. Participation in meaningful  extracurricular activities  and a  rigorous course schedule can strengthen your application, as can glowing  letters of recommendation. The admissions office recommends that applicants summarize accomplishments, awards, employment, and activities into a resume format. While an application essay  is not required, it may useful to provide additional information to the admissions committee. Embry-Riddle is test-optional for the SAT and ACT; however, applicants are encouraged to submit standardized test scores to be considered for scholarships. In the graph above, the blue and green data points represent accepted students. You can see that most successful applicants had averages in the B range or higher, SAT scores of about 1000 or higher (ERWM), and ACT composite scores of 19 or higher. All admissions data has been sourced from the National Center for Education Statistics and Embry-Riddle Aeronautical Universitys Undergraduate Admissions Office.

Mental Health Care Services For Rural Communities Essay

Counseling, along with other mental health care services, are often lacking in rural communities. According to the American Psychological Association (APA), rural areas suffer from chronic shortages of mental health care professionals. Providers who do practice in rural communities are less likely to be available to the public since they are overwhelmed with the amount of clients they serve. There is often a shortage of health care services and residents in rural communities often have to travel to receive care, which makes rural individuals less likely to report needing assistance and less likely to accept treatment (APA, n.d.). Additional barriers faced by rural community dwellers seeking mental health care services include lack of insurance plans that cover mental health care services, stigmas that surround mental health illness, and difficulty maintaining anonymity in a small area (APA, n.d.). 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Hospitals are health care organizations that have a structured and well organized medical and professional employees, inpatient facilities, deliver medical, nursing and correlated services 24 hours a day, 7 days a week. Hospitals offer an approach that has a wide range of acute, recuperating and terminal care utilizing diagnostic and healing services. These medical services are utilized when a patient has acute and chronic conditionsRead MoreSynthesis Of Two Variables : Rural And Access To Mental Health Providers850 Words   |  4 Pagesof Two Variables: Rural and Access to Mental Health Providers Annie N. Brown Duquesne University Synthesis of Two Variables: Rural and Access to Mental Health Providers Research requires the nursing scientists to explore the context of problems encountered. In order to identify targeted directions to hone efforts researchers must first identify the variables to be studied. 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Hat factors affect your choice of career free essay sample

Career choice is a complex phenomenon that can be better appreciated through a study of its key components, i. e. career and choice (Websters Dictionary, 1998). Dating back to the seminal works of Hughes (1937) and Goffman (1968), career has been the focus of many studies. However, the contemporary formulations of the concept by critical realists embody a layered conception that embraces subjective experiences and objective structures of work in interplay (Layder, 1993). The definition (choice) incorporates two components: First is the availability of alternatives, which presents an objective reality, and the second one, the act of preference, which involves a subjective process. If a reference to career choice is made, availability of career choices and the dynamics of choosing a career should be examined. Hence, in order for career choice to take place, there should be alternative career routes available and there should be an individual preference between these career options (Marshall, 1989). Career choice is a subject which has attracted academic, professional as well as public attention, due to its multifaceted nature. Since career is a result of the interplay between individuals within organizational and social structures, it yields well to analysis from diverse perspectives ranging from occupational psychology to organizational sociology. Research on career choice is not uncommon on occupational groups such as accountants and health care professionals (see Morrison 2004, Hallissey et al. 2000, Kyriacou and Colthart 2000). The aim of such research is often to predict career choice behaviors based on personality as well as demographic distributive factors. The present study aims to investigate students perception towards a career as Chartered Accountants. The topic is of interest since it is estimated that by 2020. Malaysia needs 65. 000 Chartered Accountants to fulfill industry needs (Abdullah, 2001). However, to date (as at 2010) only a number of 65. 000 accountants are mainly available. Given such statistics, it is almost impossible for the professor to meet the demands in the years time. As such, this study will shed some light or what is the perception of students toward these professors. The results could enable us to understand more the issue of career choice by accounting students. In Malaysia, accounting graduates from the public universities who are interested to register as public accountants are required to become members of the Malaysian Institute of Accountants (MIA). At present, MIA only recognized accounting graduates who graduated from the public universities or from professional accounting studies such as Chartered Institute of Management Accountants (CIMA), Malaysian Association of Certified Public Accountants (MACPA) and Association of Chartered Certified Accountants (ACCA). That is, MIA only accepts candidates for membership who hold the relevant academic qualification listed under the Accountants Act 1967. It is therefore, arguable that the public university students would register to become public accountants as their qualifications are recognized by MIA. Several studies in the education literature have identified that students share a common belief that the accounting environment offer a higher supply of jobs compared to other areas of business (Paolillo and Estes, 1982; Wheeler, 1983; Cangelosi et al. , 1985; Kochanek and Norgaard, 1985). Of consequence, such belief plays an important role in choosing their career decisions. Further, these studies found their respondents preferring to become public accountants compared to other accounting profession (Carpenter and Strawser, 1970). In Malaysia, several studies have shown that accounting profession is still popular amongst the students (Goon, 1975, Samidi and Tew 1995; Hashim et al, 2003 and Said et al. , 2004). For example: Goon (1975) found that the majority of her respondents had chosen accounting as a profession. Samidi and Tew (1995) reported that the profession is still the most popular choice 20 years later. Said et al. (2004) found that the accounting profession ranked amongst the two most preferred careers given by the public and private university students. The previous research internationally has examined high school and perception of tertiary students of an accounting profession and their intentions to pursue accounting career as the choice to the main thing in accounting can be made at any educational level. However, in results are many inconsistencies. The most of these prior studies are quantitative surveys whose results are statistically analyzed using a variety of methods including univariate, multivariate and factor analysis. A small number of these papers also utilize a theoretical framework based on the Theory of Planned Behaviours (Cohen Hanno, 1993; Felton, Dimnick Northey, 1995; Allen, 2004; Tan Laswad, 2006). As such, there has been no attempt to determine the reasons behind the perceptions and intentions or to provide any insight into why there are differences. Some accounting education researchers suggest a need for further research that considers these areas, conceivably by using qualitative research approaches (Hardin, OBryan Quinn, 2000; Byrne Flood, 2005; Sugahara, Kurihara Boland, 2006). So this current study sheds insights into the factors that affect a students vocational pathway. It focuses on both undergraduate and graduate students in UUM. The rest of this paper is as follows. It first discusses the prior literature in the area and then outlines the research method. It is accompanied by results, the analysis and related discussion. Work at last represents the conclusions of the study, its limitations and opportunities of the future research. LITERATURE REVIEW INTRODUCTION. There have been many previous studies that have examined the choice of accounting as a career by students, including the factors and people (referents) that influence their choice, their level of interest in accounting, and their perceptions on careers as chartered accountants. PERCEPTIONS OF THE ACCOUNTING PROFESSION. Some studies have found that people perceptions depend on many factors that influence their career decisions (Holland, 1966; 1973). Students perception effect them toward the accounting profession Marriot and Marriott (2003) term, the experience of students at the university and profession impact for pre decision. Therefore the monitor of public perception and students perception is very important for accounting professions, the relation between students perspective and perception of accounting (Nelson et al. , 2002, p. 282). Albrecht and Sack (2000) found that the important reason for declining the number of accounting graduate because they dont have more information about the meaning of accounting and accountants job. (Albrecht Sack, 2000, p. 28). Previous studies in USA identified that are many factors for those accounting students had no plan to accounting major and no idea to choose accounting as a career considered the accounting work environment (Cohen Hanno, 1993; Hermanson Hermanson, 1995; Saemann Crooker, 1999; Fransisco, Noland, Kelly, 2003; Allen, 2004). However, other research suggests the negative perception of accounting in Australian accounting university (first-year accounting students) (Jackling Calero, 2006), but the research in Canada suggests that the students have a high accounting perception (Felton et al. , 1994). Another research in New Zealand, found that the profession as boring for the final year of accounting students at five universities (Ahmed et al. 1997, p. 333). In addition, the study by (Laswad Tan, 2005, p. 61) suggests that business students have the impression that accountants are dull, boring, number crunchers. LEVEL OF INTEREST IN ACCOUNTING. Many studies suggests that those the accounting students (high school) have a more positive attitude towards accounting or becoming a CA, and those students more likely to study at university (Felton et al. , 1995; Hermanson Hermanson, 1995; Bryne Willis, 1995; Sugahara Boland, 2005; Hartwell et al, 2005; Tan Laswad, 2006). the students at high level they effect on those that choose a CA career Felton et al. (1994). Other research found that the students at the high school have experience and interest or matahematics those who choose accounting major (Paolillo Estes, 1982; Cohen Hanno, 1993; Allen, 2004; Bryne Flood, 2005; Hartwell et al. , 2005). In contrast, based in the study by Tan and Laswad (2006) suggests that skills and a background in mathematics are not an important of performance in accounting courses. Another study suggested that the accounting students (first or introductory ) has been argued the first year or introductory is good stage can effect for interest levels or accounting perception and they can impact on tertiary students career (Cohen Hanno, 1993; Felton et al. , 1995; Chen, Jones, McIntyre, 2005; Jackling Calero, 2006). Nonetheless, Saemann Crooker (1999). INTRINSIC AND EXTRINSIC CAREER RELATED FACTORS. A number of studies have indicated that the important factor for accounting students to discipline choice is job satisfaction (Paolillo and Estes, 1982; Gul et al 1989; Ahmed et al. , 1997; Auyeung and Sands 1997). However Paolillo and Estes, 1982 and Ahmed et al. , 1997 also suggests that the lower importance of intrinsic for accountancy. This is in contrast to the findings of Linden (1987), Adams et al. , (1994), Felton et al. , (1994) and Jackling and Calero (2006), who demonstrate that intrinsic factors are very important in career decisions made by accounting students. Some studies found that the interest and enjoyable in the subject is very important to choose accounting major Adams et al. , (1994) and Mauldin et al. , (2000), Saemann and Crooker (1999) this finding was further supported by results of Jackling and Calero (2006) suggests the enjoyment of the accounting topics can affect for students career in accounting. Other studies have found that many students believe the accounting curriculum impacts on students perceptions of the work of the accountant and their desire to pursue a career in accounting (Zeff 1989). Prior research has found misconceptions of what the level of interesting in accounting subject and accountants job are not the only factors that students dont choose accounting as a major Albrecht and Sack (2000) suggest that the high degree and career options are the reasons for declining of the number of accounting graduate. Therefore, intrinsic and extrinsic career related factors might also affect the choice of accounting as a career. There are many factors related to Extrinsic factors such as the job market, financial and career considerations, the costs of becoming a CA have also been examined in prior research. Job variety, availability, security and opportunities have all been proposed as possible factors that effect for accounting choice (Hartwell et al, 2005). Financial factors such as initial salaries and career consideration (potential long-term earning, prestige, career prospects) are the reasons for declining the number of accounting graduate Albrecht and Sack (2000), for example in the US school students 40 % focused opportunities for career promotion and 10 % valued financial rewards (Hartwell et al, 2005). The results for Japan study, suggests that the tertiary students were also attracted by career prospects and social status and prestige (Sugahara Boland, 2005). However, social status or prestige is not so important to Australian tertiary students (Jackling Calero, 2006). But some researchers suggest that the financial rewards dont impact for accounting choice and not as important as intrinsic factor (Paolillo Estes, 1982). However Sugahara Boland, 2005, they suggests initial earning were very important for tertiary students to choose their career. The result of New Zealand study argued that both initial and long term earning are important (Ahmed et al, 1997) MAJOR HUMAN INFLUENCERS OR REFERENTS. Prior studies suggests that the human or referents very important factor that impact for students for their career or to became CA ,some examination of the literature surrounding potential influencers or referents indicates there are five possible groups: parents/caregivers, friends, accounting/business professional members, university instructors and high school teachers/career advisors. Ahmend et al (1997) . (Cohen Hanno, 1993; Allen 2004). They use the Theory of Planned Behavior (TPB) as its theoretical framework have identified that tertiary students make a choice of major, in part, based on what their relevant referents think they should do This was also the case in the Tan and Laswad (2006) study. Regarding the importance of parents. Sugahara Boland, 2005 found that the most importance or significant is parents to influence of students choice . However, other US studies have found them to be less important (Paolillo Estes, 1982; Hermanson Hermanson 1995; Maudlin et al. , 2000). When combined with friends, family was found to be significant (48%) by Hartwell et al (2005). However, friends on their own were seen to be less important in the studies by Paolillo and Estes (1982) and Hermanson and Hermansson (1995). Japanese study found that the members of accounting or business professions were the most influential referent for accounting students career(Sugahara Boland, 2005) and the second most influential one for US accounting majors (Cohen Hanno, 1993; Hermanson Hermanson, 1995; Allen, 2004). US research has further demonstrated that accounting professionals can have an impact on the perception of accountants and the accounting profession when they make planned presentations to introductory accounting courses (Fedoryshyn Tyson, 2003). The high school teacher and high school career advisor found by previous studies. Hermanson (1995) and Hartwell et al. (2005) . Some research such as Hermanson and argue that in the US, high school teachers / career advisors only influence 5 to 12% of their students career choice. They were also found to have a weak influence on Japanese students (Sugahara Boland, 2005). However, the studies in US and Ireland has identified that the influence of teachers for students to their accounting perception (Paolillo Estes, 1982; Mauldin et al 2000; Byrne Flood, 2005; Byrne and Willis, 2005). Even though the results are inconsistent, any misconception of accountants and the accounting profession by these high school teachers and career advisors has the potential to change a students major or career choice. Wells and Fieger (2005) in a New Zealand based survey of high school teachers found that there was a mismatch between high school teachers perceptions of accounting and accountings actual role and that the teachers had a low opinion of accounting as a career option for students. These results are similar to two other studies that utilize the same survey instrument, those of Hardin et al. (2000) and Sugahara et al. (2006). These two research studies suggest that high school teachers consider accounting monotonous and boring (Sugahara et al. , 2006, p. 416) and that the accounting profession has a serious perception problem among high school educators (Hardin et al. , 2000, p. 216) when compared to other professions such as medicine, law and engineering. Furthermore, the Wells and Fieger (2005) results support those of Fransisco et al. (2003) who conclude that, in addition to the boring image of accounting, some high school teachers in the US are not encouraging their brightest students to consider accounting as a career. High school career advisors perceptions of the accounting profession have also been investigated. Pollock, Papiernik and Slaubaugh (2002), in a US-based study suggest that career advisors thought that the accounting profession was uninteresting, stressful, time consuming and not that financially rewarding with accounting overall being viewed as boring. They were also not familiar with the CPA requirements. However, high school career advisors have not been examined in a New Zealand context. Many researchers suggests that the students not only influenced by own perception but there are many reasons such as teachers, parents, and friends that effect their choice in high school or university Harrison (1998), however prior studies found that the impact of teachers on a students very important in university to choose accounting as major (e. g. Paolillo and Estes 1982; Hermanson and Hermanson 1995; Geiger and Ogilby 2000; Mauldin et al. , 2000) Some studies also found that parents had strong influence on accounting decisions Inman et al. , (1989); Mauldin et al. , (2000) and Tan and Laswad (2006). The result about Asian students suggests that the important of human to effect of their opinions towards accounting major Auyeung and Sands (1997). Tan and Laswad (2006) also found that international students in particular regarded the views of parents and career counselors as important in their selection of intended major. METHODS AND DESIGN TARGET POPULATION. The target population of this study is the Universiti Utara Malaysia (UUM), students studying of postgraduate and undergraduate Accounting course in 2010. SAMPLE. The sampling procedures relied on convenience and self-selection. All members of the sample were enrolled at university Utara Malaysia in one of the Malaysia universities. they were either in an Accounting-major class. For this study, there were two Groups, postgraduate and undergraduate students in UUM. INSTRUMENT. The instrument came in the form of a modified from Satoshi Sugahara and Gregory Boland (2005) study, the Accounting Profession as a Career Choice for tertiary Business students in Japan . 112 the questionnaire included 17 questions. Seven questions were related to Demographic information, five Questions related to Career choice, and five questions were related to perception toward the accounting profession. The Perception questions dealt with topics that affected specific perception toward the accounting profession such as background for accounting, occupational attributes regarding an accountant, difficulties to become a CPA. The career choice questions dealt with future career plans and goals as well as major selection and development, influenced by people, and factors for career options and development. DATA COLLECTION. The data set used in this study was collected via questionnaires completed by 150 students undertaking the accounting major as part of their undergraduate and postgraduate studies at a Universiti Utara Malaysia. This unit of study represents the first unit of accounting studied in the undergraduate and postgraduate degree that is only completed by students pursuing an accounting major. The questionnaire collected background information relating to entry pathway, country of permanent residence and factors important in decision to major in accounting The present study replicated several aspects of prior study of Satoshi Sugahara and Gregory Boland (2005) ,the Accounting Profession as a Career Choice for tertiary Business students in Japan , a factor analysis using the Accounting Attitude Scale (AAS) developed by Nelson (1991). The 150 questionnaires were distributed and collected directly from the classrooms at each Class. After eliminating unusable questionnaires, an effective 112 responses (74. 66% response rate) were used. Most of the unusable responses were due to the incompletion of the Questionnaires STATISTICAL ANALYSIS. Factor analysis was selected as the prime method for our study. This method is usually conducted by using a combination of factor extraction and factor rotation. It is possible that by using the factor extraction method we can identify any underlying latent patterns of relationships among students vocational attributes. This has the effect of condensing the gathered information into smaller and more meaningful components or factors. The factors were identified by determining the optimal combination of attributes, which enabled more of the variance in the data to be explained compared to any other variable combinations. Among several factor extraction methods available, the principal component analysis was selected for this study simply because it is one of the more commonly used today. The optimal numbers of factors were determined by applying the most commonly used eigenvalues- greater-than- one rule (Kim Mueller, 1978). From the samples used in our study, two factor analyses were conducted for both the postgraduate and undergraduate accounting students groups. As for the factor rotation procedure, the Promax rotation technique was applied to assist us in the interpretation of potential influential factors. This method has also been widely used in previous studies, for example Ahmadi et al. (1995). Following the analysis of these vocational attributes a descriptor was assigned to properly reflect the meaning of the factor and grouped attribute. In addressing students perceptions of the work of accountants the study uses descriptive statistics to examine the attitude of undergraduate and postgraduate students towards the accounting profession. The study explored students attitudes towards the work of accountants following the methodology by Satoshi Sugahara and Gregory Boland (2005). RESULTS INTRODUCTION. In this study, questionnaires were distributed to students studying the accounting course in the UUM. Of the 112 useable responses 74 were female and 38 were male. The distributions of students by race were 88 Malaysian students (46 Malay, 38 Chinese, and 2 Indian), 12 Arab, and 12 other international students. GENERAL PERCEPTIONS. The results of the present study show that the majority (32. 14%) of the respondents chose their careers during Pre-High school. This may imply that the recruitment campaigns at schools are fairly effective, but that career guidance teachers should provide more information to enlighten students regarding the pros and cons of the profession. This is in line with the findings of Hermanson et al. (1995) and Paolillo and Estes (1982). However, Sale (2001) and Graves, Nelson and Deines (1993) found that the majority of students made their career choice only once they had registered at a tertiary institution. CAREER CHOICE MOTIVATION DATA. PERCEIVED CONSTRAINTS OF THE PROFESSION. FUTURE CAREER PLANS. There are four factors were identified for accounting students. These results explained 73. 953% of total variance. The Promax method was selected for rotation, and all attributes with factor loadings of more than 0. 5 were retained for the purpose of this analysis. The first largest factor for accounting students was interpreted as Intrinsic and extrinsic career related factors (23. 154%) confirmed by the two attributes such as chance to make a contribution and nature of job. The intrinsic value was specifically defined in prior studies (Felton et al. ,1994; Ahmed et al. , 1997) as the factor relating to ones satisfaction derived from jobs, which Provide the chance to be creative, autonomous, intellectual challenging and working in a Dynamic environment. Prior New Zealand research (Malthus Fowler, 2003) has indicated that although extrinsic factors such as financial rewards, prestige and other market related factors are perceived as important when choosing an accounting career, they are inconclusive as to whether intrinsic factors such as job satisfaction are also important. The financial rewards factor. Financial reward has been regarded as an important factor that affects a students career choice decision in many prior studies (Paolillo Estes, 1982; Kochanek Norgaard, 1985; Inman et al. , 1989; Adams et al. , 1994; Felton et al. , 1994; Ahmed et al. , 1997) In the present study, this factor, comprising good initial salary and good long-term earning. Nevertheless, we believe that the attributes of financial rewards were integrated with other attributes to form different factors. As seen above, the attribute good long-term earning was combined with the largest Career Prospects factor. Similarly, the attributes for financial rewards, for example good initial salary, come with job availability. Another factor for accounting students was interpreted as Job Market Conditions. This factor also has been observed in previous studies (Felton et al. , 1994; Ahmed et al. , 1997). The two attributes of element of job variety adventure and flexibility in career options were basically incorporated into this factor. The factor of working environment. Although accounting students consider this as one of the influential factors. In accordance with this factor, Buckley McKenna (1973) similarly regarded some attributes, for examples the length of work hours and other physical working conditions, as crucial aspects of employers job motivation, which would affect ones career choice. However for this current study factors contained the three following attributes: sufficient time for social life, length of work hours and good physical working conditions. Research has suggested that at high school, the study of accounting, an aptitude for mathematics and/or an interest in the subject impacts on the choice of accounting as a career with this choice potentially being influenced by the students teachers and career advisors. The high school and tertiary students who were studying accounting generally had a more positive attitude towards accounting and accountants. The perception as to what skills and characteristics are required for an accounting career potentially affects the type of student the career advisors may encourage to study accounting at high school. Nonetheless, the results also indicate that other factors played a role in the career decisions the students made. The final factor for accounting students was interpreted as The Major human influencers or referents factor ranked relatively lower for both student groups in deciding their vocational choice. The empirical study by Inman et al. (1989), Silverstone Williams (1979) and Mauldin et al. (2000) reported that parental influence was relatively stronger. Similarly, Cohen Hanno (1993), Allen (2004) and Tan Laswad (2006) discovered that close friends and business friends have exercised significant influence on students major choice when studying accounting. Previous New Zealand Laswad Tan, 2005, Charting a course into accountancy, Chartered Accountancy Journal of New Zealand, 59-61 research suggests that the most important referent for New Zealand students is their parents (caregivers). However, international research suggests other groups may also be important. It was apparent from all the student focus groups that the main referents were the students parents and family members, teachers, and people. Other referents mentioned were friends, and university. CORRELATIONS. Correlation is a vicariate measure of association (strength) of the relationship between two variables. It varies from 0 (random relationship) to 1 (perfect linear relationship) or -1 (perfect negative linear relationship). It is usually reported in terms of its square, interpreted as percent of variance explained. The use of partial correlation is usually restricted to simple models of 3 or 4 variables, 5 at the most (Cohon, 1983). Correlation will also be attenuated to the extent there is measurement error, including use of sub-interval data or artificial truncation of the range of the data. Correlation can also be a misleading average if the relationship varies depending on the value of the independent variables. This section reports the correlation analysis results of maximum figures of inter-factor correlation were 0. 294 between factor 4 and factor 2 for accounting students, and shown the relationship between factor 3 and factor 1 were 0. 261, also the correlation between factor 3 and factor 2 were (0. 236). STRATEGIES TO ENCOURAGE ACCOUNTING STUDENTS. As noted above the results of our factor analysis for accounting students revealed that the major influential factor was Intrinsic Value. It would appear credible that such occurrences may quickly drive a students career choice away from accounting. To address this worrying issue, it is necessary to disseminate appropriate promotional activities that can negate such negative images and convince students of the attractiveness attached to a CPA profession. Our study also reports that the factor Career Prospects is ranked relatively higher for accounting students. From the authors experience. The empirical evidence supports this. However, our study suggests that this kind of information can be very harmful to our brightest accounting students. The findings also suggested that accounting students seem to be quite sensitive to employability when it comes to Job Market Considerations. While this factor was ranked for accounting students, the sub section for accounting students contained two specific attributes: namely job availability and security of employment. Working environment and financial rewards are in common in terms of physical benefits. Several prior studies examined and found that these factors have significant influences on a students career choice in relation to accounting (Paolillo Estes, 1982; Kochanek Norgaard, 1985; Inman et al. , 1989; Adams et al. , 1994; Felton et al. , 1994; Ahmed et al. , 1997). In contrast, the finding of our study in Malaysia indicated that these were ranked as only minor factors. The results again confirm that both the professional body and the accounting firms should give more attention to the intrinsic values rather than the physical factors when marketing the attractiveness of a CPA career especially for the accounting students. As for the remaining influential vocational factor for accounting students, Persons Influences, was rated the lowest. Prior studies discussed the effectiveness of this factor but have failed to agree on this issue. Some studies insisted that Persons Influence is very important to a students career choice (Paolillo Estes, 1982; Cohen Hanno, 1993) while other studies have not supported this impact (Gul et al. , 1989; Ahmed et al. , 1997). The analysis of this current study in Malaysia supports the latter cases, which indicate that promotional activities involving other persons could be relatively ineffective in encouraging accounting students. Job market considerations were also ranked relatively higher accounting students. This also suggests we need to emphasize the importance of the economical and physical conditions of an accounting career, rather than the mental factors such as occupational intrinsic values that were more important to accounting students. Therefore, in establishing a career pathway accounting students may be slightly driven by these attributes in the short-term. This aspect should also be considered by the professional body and accounting firms when developing remuneration schemes. CONCLUSION. The purpose of this study was to observe factors profiles in career choice for accounting students. The results of our empirical study indicated that there were four factors, our study also suggests strategies for the accounting professional body and the accounting firms to develop and maintain the attractiveness of the CPA in accordance with the results of the statistical analyses. As discussed, the strategies to promote the accounting profession. There are several limitations in this study. The strategies used to promote the accounting profession to accounting students and vice versa. Any contradiction between the resulting strategic will diminish if we can identify students future career perspective at an early stage of their career. Secondly, the study only asked students opinion regarding the attributes influencing their career decision. We ignored the effects on career choice of personal values, which is regarded as one of the cognitive styles, may influence a students career choice (Kolb, 1981). Thirdly, this study focused on the domestic population. Since some of the findings in this study were unique to specific traits identified in Malaysia, it is difficult to conclude discussion without comparative counterparts. International comparative studies within several countries regarding this topic will be required in order to finalize the issues. These limita

Of course youre joking, Mr. Feynman! Review Essay Example

Of course youre joking, Mr. Feynman! Review Paper Essay on Of course youre joking, Mr. Feynman! An entertaining and instructive book. At that time I received an answer to the question where and how to get people in this case physics with extraordinary views, developed with a critical eye, train the brain, ready to engage in the solution of any highly complex task at any moment. And the more difficult the task (for example, deciphering ancient writing), the more fun these people manage to extract from the process itself It all started in early childhood is very common with enthusiasm the most varied handicraft:. Fix locks, appliances, radios and etc. etc. Feynman later even became famous for being able to professionally (or even on a dare) to open the locks of safes super complex, which houses, not much is not enough, the documentation for the development of atomic weapons. Responsible for nuclear secrecy generals literally covered in a cold sweat from such eccentricity. Among the known to me (including yourself!) The best theoretical physicists these qualities are quite common. Work hands-Yourselfers, possession of machine tools, machinery childhood educates and provides the most powerful impetus to the development of intelligence. These craftsmen were Kapitsa, Migdal, Kadomtsev and more. ., Etc. Recently, I was immediately on the spot one of my oldest and closest friend a theoretical physicist, head of the theoretical department of the Institute of the largest he had too much on their own engine of its foreign cars (Lake Volvi) so that she then went for a long time, yet he did not sell. Services that theoretical this theoretician More search We will write a custom essay sample on Of course youre joking, Mr. Feynman! Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Of course youre joking, Mr. Feynman! Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Of course youre joking, Mr. Feynman! Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer And Feynman recalls to him for repairs carried household entire district Equipment Another common impulse often comes from the development of a!. musical instrument. Here Feynman scored! Already in the rank of the Nobel Laureate, he carefully concealing their status, enthusiastically played the drums in a professional team, and even won with it the musical contest with the finale in Paris! It was only in the final of the pros of the jury was suspected that the musician is somewhat unusual (Feynman knew entries and letters). musicians career began long before that he took part in the procession of the carnival in Brazil, where he scored his abilities amorous adventures of the young professor is particularly laughable: one of the girls college did not want to believe it, thats the klutz -. the same physics professor. All they considered him a liar, and an acquaintance stopped immediately. But as soon as he pretended to be overage freshman all at once it turned out it all at once tried to take care of, but the deception then inevitably opens The story of the atomic project interesting anecdotes about the struggles and adventures of the young professor with the local bureaucrats-sekretchikami.. I wonder how he met Feynman and Bor. Feynman came to the performance of light and of physics at the end of the seminar, Bohr asked his son to invite for further discussions of the young person with galorki, which, unlike the audience alone behaved very disrespectful: not nod in assent head, did not make an intelligent species and did not agree with almost anything, what was trying to preach to the founding father of the atomic physicist Niels Bohr. each status scientist sooner or later have to deal with the system of intellectual tricks, tricks and other aukoobraznoy nonsense issued for science. This phenomenon has even got its own name SBR system -Bred Sivà ¡ Mares. Its funny to compare how in such circumstances behaved Feynman just following just such a recipe:  « a few words about how to deal with the Ivory Coast. The usual way the arguments, disputes, contemptuous disregard, etc. -. Not help. Here you just intellectually and figuratively hit in the face to move from theory to practice. Practice here this is a hoax and scandal (more here: Here is what Feynman about their participation in one of scientism: Was there a sociologist who has written more on the eve of the conference paper, which we all ought to read. As soon as I started this damned thing to read, I have my eyes on the forehead climbed: I read and I can not see any rhyme nor reason The thing is, I decided that I did not bother to read any book from the same list in general!. I began to pester feeling of incompetence and pestered until I said to myself: Pr itormozi and slowly read one sentence, you look and youll understand what the devil it means  » I slowed down -. on the first available spot -. and carefully read the following sentence Precisely I do not remember it, but it was very similar to this: Individual members of the social community often receives information from visual, symbolic channels » I turned the proposal this way and that, and finally translated it into normal language.. Do you know what it meant? People read ». Then I picked up the following proposal and found that I could translate it as well. Then everything went easy: Sometimes people read, sometimes listening to the radio, and the like, it simply was written before the catchy, that from the first time I did could not understand, and when in all has understood, it turned out that this article was simply not on the than I participated in meetings of the stenographer who wrote all this tyagomotinu. And on the second day he came to me and said: What do you do? Youre certainly not a professor -? Thats exactly what the professor I answered -. The professor then -? Physics Ah! Well, I guess thats the whole point he said -. What business -? Yes, you know, Im a stenographer, I type on my typewriter all, what can I say . So, when all the other act, I enter their word, and what is at stake, I do not understand. And every time you ask a question or something utter, I understand everything up to the point and your question, and the meaning of what you have said that I decided that professor you be well, just can not (whole fragment here:)! . just the same, hits the eye the obvious: a great inner freedom of the American independent judgment, inability to simply on faith to accept imposed on even prominent people point of view, the ability in their eyes called nonsense galimatoy:  «this conference was attended by a huge number of fools, and n pyschennyh and I from them simply on a wall climb. Conventional fools it is still all right: you can talk to them, they try to do something to help. But pompous fools fools who conceal their nonsense and trying, by any hocus-pocus to convince people think about what they are fools, remarkable and outstanding I GIVE THAT THESE CAN NOT! Neutral fool does not cheat, he is a fool honest. And the worst dishonest fool, and there can be nothing! Here is their something I was at that conference, and saw horde of pompous fools and the spectacle is me terribly upset  » Examples of direct benefits of such behavior in the book enough.. This is an invaluable quality was at the time appreciated by the Minister of Education of Brazil, where Feynman some time teaching (funny episode about it can even be read here:):  «- Mr. Feynman rattled us a lot of unpleasant things, evident, however, that he really loves science, and is sincere in his criticism. So I think we should listen to him. I came here knowing that our educational system suffers from some ailment, but now I know that she was ill with cancer  »  « These guys had some strange arrogance no one knew anything, and everyone pretended to understand. All depicted people who know, but if someone from the students at least for a moment admitted that he did not understand them, and asked the question, others were taken shpynyat him, pretending to be here and to realize a particularly nothing, reproaching for being he was wasting their time. I have tried to explain to them how useful collaboration, discussion, general conversation, but they did not agree, fearing disgrace one by the fact that they will ask questions. Piteous spectacle!  » Brazil talking about? And do not remind you of anything?

A Hopeless Romantic in Disguise Professor Ramos Blog

A Hopeless Romantic in Disguise Never Marry a Mexican by Sandra Cisneros paints a picture of a young woman named Clemencia who has spent her days as a homewrecker and in love with a man that will never belong to her. When her mother told her â€Å"Never marry a Mexican†, she truly took that to heart and swore never to marry- not just Mexican men, but any men (Cisneros 68). Clemencia’s reasoning behind this is that she knows how terrible men really are on the inside: â€Å"I’ve witnessed their infidelities, and I’ve helped them do it† she states (Cisneros 68). Even with all the men she had these relations with, she couldn’t help but fall in love with one- Drew. Sadly, she knows deep down that she can never have him for herself and this angers and saddens her a great deal. One may think of her as just some promiscuous female who takes great and deliberate pleasure in committing adulterous acts- but beneath it all, she’s just another sad, hopeless romantic who knows that because of women like her and men like Drew, marriage will never be a harmonious thing in her life. â€Å"I admit, there was a time when all I wanted was to belong to a man,† Clemencia tells us (Cisneros 68). However, she’s always had her men â€Å"borrowed† because she believes she’s too much of a romantic for true love (Cisneros 69). â€Å"Marriage has failed me, you could say,† Clemencia says. â€Å"Not a man exists who hasn’t disappointed me, whom I could trust to love the way I’ve loved. It’s because I believe too much in marriage that I don’t. Better to not marry than live a lie.† (Cisneros 69). In this phrase, she foreshadows how her father disappointed her, how all the men she’s been with disappointed her, and most of all, how Drew disappointed her. Clemencia tells us how after her father died, it was like her and her sister, Ximena, didn’t matter (Cisneros73). â€Å"Once Daddy was gone, it was like my ma didn’t exist, like if she died, too,† Clemencia writes (Cisneros 73). She tells us the story of how when she was younger she had a small finch that got its leg twisted around one of the bars in its cage and the leg eventually just dried up and fell off (Cisneros 73). After the leg fell off, the finch just went on living, and lived a long time, without it (Cisneros 73). She explains how her memory of her mother is like the finch’s dead, dried-up leg (Cisneros 73). Clemencia says, â€Å"†¦ and I stopped missing where she used to be. Like if I had never had a mother†¦. It was as if she had stopped being my mother. Like I never even had one.† (Cisneros 73). This phrase here is a huge indicator of mommy issues. She even goes on to say how when her father was dying, her mother was already seeing a new man and that she can never forgive her mother for doing that (Cisneros 73). Drew and Clemencia met because he was her teacher. She says how he â€Å"took her under his wing and in his bed† (Cisneros 76) - she wasn’t even nineteen yet; she could have even been a minor, but she doesn’t say how old she was when they first started sleeping together. She says how she was honored that he’d done her that â€Å"favor† †¦ that she was that young back then to see it as a favor rather than an abuse of power (Cisneros 76). She became attached to him, even with all the other men she borrowed. Drew was her favorite; the one man she truly loved. Being her first love, she was insecure and got her view of her own self-worth from Drew’s eyes rather than her own. This is shown when she says, â€Å"You said I was beautiful, and when you said it, Drew, I was† and, â€Å"I liked when you spoke to me in my language. I could love myself and think myself worth loving† (Cisneros 74). This flame inside of Clemencia that was ignited by her first love, Drew, starts to burn more fiercely- but not in a good way. Clemencia becomes incredibly jealous of Drew’s wife by acting like she’s so much better than her because his wife is white. She says if Drew’s wife was brown, she may have had a harder time forgiving herself (Cisneros 76). She says how she’s the one who â€Å"gave Drew permission† to give his wife a child because apparently Drew was going to leave his wife for Clemencia (Cisneros 75). Clemencia was sleeping with Drew the night his son was born- in the same bed that his son was conceived in (Cisneros 76). Clemencia has this strange fascination with wrecking homes. She even says that this wasn’t the only time she’s slept with a man while his wife was giving birth and that it gives her some sort of crazy joy to â€Å"kill those women like that, without their knowing it† (Cisneros 77). One time, Clemencia was drunk and called Drew at four in the morning, only for the phone to be picked up by his wife, Megan (Cisneros 77). Clemencia told Megan that she wanted to talk to Drew and Megan didn’t even question why some woman was calling her husband at four in the morning, just handed the phone to Drew and said, â€Å"Excuse me, honey, it’s for you† (Cisneros 77). Clemencia thought it was hilarious that Megan did that. She was so jealous and hateful of Megan that Clemencia shoved gummy bears in all of Megan’s things just so she would know Megan would be off-put by it; that Clemencia had been there and would always leave a mark on their family (Cisneros 81). Clemencia waited nineteen years. Just to be with Drew’s son. To get Drew back, even if it was just a piece of him, because she knew she could never get Drew back. And it wasn’t the same as having Drew for herself. â€Å"People dont fall in love with each other because its convenient. They fall in love because they fall in love, and thats it.† ―Harriet Evans (Goodreads). Cisneros, Sandra. Woman Hollering Creek: and Other Stories. New York: Vintage; 1st Vintage contemporaries ed edition, 1992. Print. Goodreads. â€Å"A Hopeless Romantic Quotes by Harriet Evans.†Ã‚  Goodreads, Goodreads, goodreads.com/work/quotes/516280-a-hopeless-romantic. Image: Keller, Maria, et al. â€Å"Does Cheating Always Mean The End Of a Relationship?†Ã‚  Love Dignity, 30 Jan. 2017, lovedignity.com/does-cheating-always-mean-the-end-of-a-relationship/.

Punctuation Saves Lives!

Punctuation Saves Lives! Punctuation Saves Lives! Punctuation Saves Lives! By Daniel Scocco Its Saturday, so instead of our usual writing tip well have some fun. The image below appeared on Deborah Ngs Google+ (Googles social network) stream yesterday. Nice huh? For those who cant see the image, the first line says: Lets eat grandma!. The second line says: Lets eat, grandma!. And the conclusion: Punctuation saves lives!. If you have similar images about the English language and want to see them featured on the blog you can send them to info@dailywritingtips.com. We might make this a regular column. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:7 Classes and Types of PhrasesDo you "orient" yourself, or "orientate" yourself?Quiet or Quite?

Website Interface Re-design 3 (Evaluation Report) Research Paper

Website Interface Re-design 3 (Evaluation Report) - Research Paper Example This critically looks into the extent of how easy it is to learn its use, apply it effectively, re-familiarize with its functions, and its level of flexibility as discussed below. This prototype provides a very distinct level of learn ability due to the appropriate use of Gestalt principles of proximity and similarity. The five colorful circle-shaped buttons in the home page provides quick and direct links to other web pages. Web prototype under evaluation is established with the understanding of both experienced and inexperienced end users of Web-site applications. For instance, various navigation options (on the drop-down menu and active links) are provided for use to similar pages. However a little more should be done to ensure that this application can also be accessed through simple gadgets such as smart phones for maximum usability and accessibility. Usefulness level of a website is determined by its main objectives and purposes for which it was developed, compared to its provisions. If the two contradicts, then it is irrelevant and not useful to either of the parties using such an application. Our case study is considered very relevant since its provisions are within its set mandates and priorities. E-commerce websites have all sorts of visitors. The groups of visitors include serious buyers, those who just browse through web pages and friends who wish just to chart on the website platform. Clear, concise, descriptive and easily understandable language should hence be used for efficiency and effectiveness. A standard website should support quick and complete loads (upload and download) with a consistent look on all browsers. Well organized home page with concise contents, consistent navigation choices, a site map and search engines. Good and highly competitive e-commerce websites must have easy-to-access product catalogues from home page with product categories being easy to understand and navigate through. Additionally, all catalog info and

Domestic Terrorism in the United States Research Paper

Domestic Terrorism in the United States - Research Paper Example of Muslims in the United States, in their establishment of numerous mosques and religious schools across the country, and in their extremist attacks against Americans. There appears to be a general impression among the public that the American security system worked efficiently in thwarting recent terrorist attacks such as the bombing plots at Times Square, in a flight over Detroit, and during a Christmas tree lighting ceremony at Portland, Oregon (Stakelbeck 106). However, these were isolated plots that failed anyway, and were not saved by the intervention of security agencies. Similar to Stakelbeck’s views in his book The Terrorist Next Door: How the Government is Deceiving You About the Islamist Threat, 2011, Catherine Herridge, a television journalist, writes in her book The Next Wave: On the Hunt for Al Qaeda’s American Recruits, 2012, of the increasing possibilities of having Islamic terrorists for neighbors. She adds that the lax attitude of the American government towards recruiting Islamist sympathizers in the workforces has resulted in several attacks from within organizations. For example, a U.S. Army Major Nidal Malik Hasan gunned down forty-five people including 12 soldiers, and an airport shuttle bus driver plotted a subway slaughter. Home-grown terrorists born and raised in the United States have posed a great threat in the recent past and will continue to be an ominous, concealed danger in the future. They cannot be identified because they appear American in every way, have clean records, American passports, â€Å"and mass murd er in their hearts† (Herridge, 2012). The Pew Research Center Report, (PRC, 2011), forecasts that America’s Muslim population will triple in number, from 2.6 million to 6.2 million in 2030. For ensuring the spread of Islam, American Muslims are engaged in a campaign of mosque-building across the country, â€Å"including in the very heart of the Bible belt† (Stakelbeck 6). Today there are over 2000 mosques and innumerable Islamic schools, where the teaching of extremist Islamic ideologies are carried out.

A Discussion of the Final Chapter of Dr Jekyll and Mr Hyde Essay Example for Free

A Discussion of the Final Chapter of Dr Jekyll and Mr Hyde Essay In the final stages of Dr Jekyll and Mr Hyde, there are many ways in which the author, Robert Louis Stevenson, both explores human nature, and also creates a sense of sympathy on the part of the reader for Dr Henry Jekyll, which could be said to extend to Mr Edward Hyde as well. In reference to the authors exploration of the nature of humanity, the settings of the story itself are very important. Previous to the writing of this story, there had been a firm tradition of horror stories being set exclusively in rural areas, perhaps due to the fact that only a minority of people lived in these areas, and so to those elsewhere it would have seemed far more remote and exotic. Stevensons thriller was ground-breaking in that it focussed its plot in an urban setting, by name London, but also with extraordinary resemblance to Stevensons home city of Edinburgh. This setting reflects the idea of urban expansion into the countryside, but more importantly the more modern appearance of this particular horror story. Because a large majority of the readers of this book would have been living in the city, it brings the story closer to them, and allows them to become more involved in the events of the plot. Stevensons use of the city as the setting for his story also is also representative of early manifestations of writers of this era moving towards using the city as a representation of fear and darkness, rather than its previous role as a deeply romanticized place. In terms of Stevensons investigation of human nature, the proximity of Jekylls laboratory and his fine house is very significant. The laboratory represents, in my opinion, the hidden, secretive side of his life, involving his work, as well his life as Mr Edward Hyde. The fact that this laboratory is so close to Jekylls expensive and upper-class house, representing his professional and social life as a doctor and a well-respected member of society, signifies the proximity of the two parts of his character, in fact their intricate relationship, intertwined and connected in so many different aspects. This idea is also mentioned by Jekyll himself in the final chapter, in his account of events, emphatically saying; It was the curse of mankind that these two incongruous faggots were thus bound together-that in the agonized womb of consciousness, these polar twins should be continuously struggling. I have decided to quote this sentence because I believe it is very revealing about the thorough and primitive duality of man explored in the text. Jekyll talks of incongruous faggots being bound together, meaning that the two elements do not combine, but that they are still as one. The phrase polar twins, is almost a contradiction in terms, and shows that the two elements of Dr Jekylls psyche are both united in their existence, but also that they are totally opposite. The phrase duality of man, used earlier in this chapter, also expresses the idea of two parts to every mind or conscience, an ego and a superego. Mr Edward Hyde is the ego, an utterly self-absorbed being, merely concerned with and conscious of themselves. Dr Jekyll, however, is the superego, the element of the character which socialises the entirety, enabling it to interact with others. No man is complete without both of these parts, and neither can truly exist without the other. However, Jekylls apparent desire to appear arid and utterly professional externally, and his recognition of his chief fault as a certain impatient gaiety of disposition seems to have forced him into a desire to separate the two parts of his character, the superego and the ego. This, in his mind, would allow him to live as two men, but his failure to predict the nature of these two individual characters leads to his suffering and isolation. In the final chapter, his retrospective account, he concedes, all human beings, as we meet them, are commingled out of good and evil: and Edward Hyde, alone in the ranks of mankind, was pure evil. Stevenson himself shares some parallels with the character of Jekyll. Born into a strictly religious, part of the Calvinist movement, Stevenson grew up with the belief, although possibly inescapable, that there was an underlying and constant presence of sin in everything; every action and every person. This is shown in the character of Henry Jekyll, and the underlying evil that is personified by Edward Hyde. In Jekylls earlier life, he was forced to conceal his pleasures from his family, becoming rebellious against his father, just as Jekyll himself feels urged to do in the story, and from which the beginnings of his familiarity with a double-life or, as he says a profound duplicity of life, can be traced. The context of the story is also important in terms of the sympathy created by the author for Hyde. The period in which the book is set was one of enormous scientific progress and discovery, and in my opinion, this adds a further element to the reasons for a feeling of sympathy for Henry Jekyll. Jekyll himself cites a burning ambition inside himself as being a key reason for his unquenchable thirst to discover the true nature of humanity, and thus his desire to become Hyde. The intensity of the scientific world of the period, and the temptation which face Jekyll after his first experience of the transformation both appear to contribute towards his inability to stop himself becoming Hyde. Jekyll himself seems to realise the responsibility of these factors towards the end of the book, in his account of events. One particular example of this is; Strange as my circumstances were, the terms of this debate are as old and commonplace as man: much the same inducements and alarms cast the die for any tempted and trembling sinner; and it fell out with me, as it falls with so vast a majority of my fellows, that I chose the better part and was found wanting the strength to keep it This clearly shows Jekylls impotence to stop himself from leaning towards the temptation of his new life, and also that this was not a vice exclusive to him as an individual, but that it was something unavoidably and unquestionably natural for mankind. This creates a sense of sympathy on behalf of the reader, because it emphasises Jekylls lack of power and control over his actions, as well as explaining to the reader that the evil which is brought out of Henry Jekyll is not something that he is to blame for, instead that he is a victim of his own ambition and daring, as well as the ambition and aspirations of the society in which he lived. Another remark which shows this idea is, It was thus the exacting nature of my aspirations, than any particular degradation in my faults, that made me what I was, expressing the feeling of blamelessness in Jekyll, and thus the sympathy in the reader for him. Another way in which the reader is led to sympathise with Jekyll is the way in which Jekyll is tempted to become Hyde by his feelings of restriction and his desire to find pleasure, whilst keeping his life as Dr Henry Jekyll separate from this. In his account, Jekyll explains that, in becoming Hyde, he is free from the bonds of obligation and is able to, like a schoolboy, strip off these lendings and spring headlong into the sea of liberty. These quotations clearly show the immense need for freedom that Dr Jekyll faces, and the extent to which he is prepared to act in order to obtain this freedom. There seems, to me, to be a certain resemblance to the idea of sin and temptation in this element of the story. Jekyll clearly feels restricted by, and in, the world in which he lives, and the fact that he is aware of a way out of this world causes his inability to resist the temptation of taking the path to freedom. When he has experienced the freedom for the first time, he is unable to st op himself from using the potion in order to free himself from the burdens of society. The sympathy induced by Stevenson is not, however, limited to the character of Dr Jekyll. To a certain extent, Mr Hyde is worthy of some pity himself. The main way in which this applies is in relation to Hydes death and disappearance. Hyde commits suicide because he is afraid of being caught, and subsequently punished for his violent actions. If we are to believe that Hyde is evil incarnate, and that he possesses no element of good in his character, then the fact that he is unable to forgive himself his wrongdoings, and that he makes excuses for his actions, would seem to suggest that he cannot be seen as utterly ruthless, and thus in a sense he is weak. This inability to ignore his conscience, means, in my opinion, that he is not in fact entirely evil, and that the relationship between good and evil, and between Dr Henry Jekyll and Mr Edward Hyde, is not as defined as one might think, that there are shades of grey to be considered. I believe that this creates sympathy for Hyde, making him appear wretched and pitiful. Indeed, Dr Jekyll himself creates and expresses a certain degree of pity for Hyde, admitting that he cannot wholly condemn his actions, because he himself envies the way in which Hyde embraces his freedom. He says, But his love of life is wonderfulI find it in my heart to pity him The fact that even Jekyll feels pity for his wretched inner self merely serves to encourage similar feelings in the reader. In conclusion, I believe that Dr Henry Jekyll bravely sacrifices his own life in order to prevent the evil Edward Hyde from being free. In this sense, I feel that he shows another side of human nature which is almost entirely exclusive to Jekylls superego, the conscience. Jekyll shows an ability to consider the situation of others above himself, and importantly, an ability to recognise between good and evil.

Archetypal Characters Within the Slasher Film Sub-Genre Essay -- Film

Archetypal Characters Within the "Slasher" Film Sub-Genre One of the most telling traits of a society is how it entertains itself. Although Americans of the late twentieth century have many choices for distraction, one medium has had a particularly significant impact upon the fabric of American culture: film. Through pandering to the ideas and beliefs of the audience, filmmakers parallel those ideas and beliefs in their creations. This correlation was demonstrated in the glut of so-called "slasher" films during the period 1974-1984. Although the films were diverse in form and execution, the basic plot of these movies involved some sort of deranged psychopath gleefully stalking and killing a number of unfortunate teenage victims. Within this sub-genre there can be found a number of basic character styles, or archetypes. These archetypes not only serve to bind certain movies into the slasher category, but also to provide a window into the culture that they cater to. In order to present a specific example of each archetype, I have chosen four films that are exemplary of the overall sub-genre. Tobe Hooper's The Texas Chainsaw Massacre (1974) tells the story of a van full of traveling teenagers and their run-in with a family of backwoods cannibals. John Carpenter's Halloween (1978) has killer Michael Myers strangling baby-sitters on the night of said movie title. Sean Cunningham's Friday the 13th (1980) looses a hockey-masked psychopath upon a host of unsuspecting camp counselors. Finally, Tobe Hooper's The Funhouse (1981) finds four teens trapped in a carnival with a murderous sideshow freak. The most evident archetype within the slasher sub-genre is the Virgin. Usually the Virgin is the protagonist of the film, a female tee... ... of the sub-genre that began with the Wes Craven's Scream (1994). These films are not only helping to carry the archetypes of Halloween and Friday the 13th to a new generation of moviegoers, but also updating them as the culture has updated itself. Despite the changes some form of these archetypes will continue to exist, no matter how much American society alters. As long as a teenager yearns for the adrenaline rush from a masked murderer, slasher films and their archetypes will endure. Works Cited Halloween. Dir. John Carpenter, with Donald Pleasence and Jamie Lee Curtis. Falcon Productions, 1978. Friday the 13th. Dir. Sean Cunningham. Paramount, 1980. The Funhouse. Dir Tobe Hooper. Universal, 1981. McCarthy, Ken. The Splatter Film Guide. New York: St. Martin's Press, 1992. The Texas Chainsaw Massacre. Dir Tobe Hooper. Rosebud Communications, 1974.

Mamma Mia! the Musical: History and Music

Mamma Mia! is hit Broadway musical that celebrates the music of ABBA, a 1970’s Swedish pop group.   It includes over 20 original ABBA songs, the most famous of which is Mamma Mia, which lends itself to the title of the musical.   The musical is based on a book written by British author Catherine Johnson, and the music was primarily written by Benny Andersson and Bjà ¶rn Ulvaeus of ABBA. ABBA began in the 1970’s in Sweden, and became famous when the group won the 1974 Eurovision song writing contest.   It consisted of four members: Benny Andersson, Bjà ¶rn Ulvaeus, Ani-Frid Lyngstad, and Agnetha Faltskog.   It is from their first names that the group’s name came.   They wrote songs that became extremely popular world-wide, including Dancing Queen (which was number one on charts across the world, including the US.   It was only song to become number one in the US), Waterloo (the song that won the Eurovision contest), and of course, Mamma Mia.   All of these popular songs, and more, are included in the show that became Mamma Mia! (Mamma Mia official site). Catherine Johnson’s book tells a story about a daughter (Sophie) who is about to get married, but she doesn’t know who her own father is.   She is living on a Greek island paradise, and invites the three potential candidates to the island to see her – the first time they’ve all set foot on the island in 20 years (Harry, Bill, and Sam).   She tries to figure out which one of these men is her father while hiding this from her mother, Donna, who won’t talk about her past.   Her goal is to have her real father walk her down the aisle. Ultimately, her mother walks her down the aisle because everyone realizes that they don’t know who her real father is, but that it doesn’t matter – they will all be a part of her life.   She also realizes she doesn’t actually want to get married, so her mother ends up marrying one of the three men (Sam) instead, and Sophie and her fiancà © go off to travel the world (Wikipedia). The musical is interspersed with songs like Does Your Mother Know, Super-Trouper, Lay All Your Love on Me, and more.   Many of the songs are not used in their original context, but are used in key parts of the musical.   For example, the original lyrics in Does Your Mother Know are sung by a man who is asking his underage date if her mother know she’s seeing him.   In the musical, it is sung by women and used to ask Sophie if her mother knows she’s invited these men to the island (Wikipedia). The original idea for the musical was conceived in 1989 by Judy Craymer, and was to use popular ABBA songs in the new context of a musical.   Bjà ¶rn and Benny had attempted to write their own musical in the 70’s, consisting of songs like Thank You for the Music (now used in Mamma Mia!) and others, but it was never completed.   Lending songs to a musical that was completed and performed was obviously something they were interested in.   In May 1999, 10 years after the original idea, Mamma Mia! was born, and made its debut in London theaters.   While the creators and producers were initially worried about audience reception, it was an instant success, and went on to play all over Britain, and then in the United States on Broadway. The U.S. debut was in 2000, and has since played in many Broadway and off-Broadway theaters throughout the country.   It is playing simultaneously in more theaters than any other musical.   Today, it is estimated that over 20 million people have seen the show (Mamma Mia official website).   The show has toured all major US cities and many minor ones as well, and continues to play on Broadway.   There are several casts that are performing the show at any given time. The show is now playing world-wide, including in Japan, Sweden, and other European countries.   It is estimated that 1.3 million people have seen the show in one of these countries.   The show has swept not only the English-speaking countries, but the entire world.   The soundtrack is also available in different languages for the diverse audience members. Typical advertising lines include â€Å"People are singing in their seats and dancing in the aisles† when they see the musical.   Also, audience members are encouraged to sing along during the encore, which consists of three songs sung earlier in the musical; there are 22 unique songs in all.  Ã‚   Audiences consist of people of all ages, as the musical is family friendly and the music is loved not only by the older generation that grew up with it, but also by the younger generation becoming familiar with it for the first time (Mamma Mia! official site). The combination of familiar, well-loved songs with a new, exciting story is what makes Mamma Mia! what it is.   Many of the adults in world were growing up during the 1970’s and spent a lot of time listening to ABBA music.   Their songs topped charts around the world from their debut in 1974 straight through the mid-80’s.   They produced several greatest hits CDs, include ABBA Gold and More Gold, which together include over 40 songs.   ABBA continues to play on â€Å"oldies† radios today, and their music has been passed down to younger generations. The music is so upbeat and exciting and perfect for the stage that when it was combined with the cute and interesting story by Catherine Johnson, it was well-received and well-loved.   Mamma Mia! will likely continue to play in theaters throughout the country for several more years, as it continues to be an exciting, fun show for all to enjoy. Bibliography â€Å"Mamma Mia!† Wikipedia, the free encyclopedia.   Modified Dec. 8, 2006.   Accessed December 12, 2006.   Website: http://en.wikipedia.org/wiki/Mamma_Mia! â€Å"Mamma-Mia Official Website.†Ã‚   Accessed December 12, 2006.   Website: http://www.mamma-mia.com/

Business Law Scenario Commercial Property

To develop what you believe is a terrific idea for a video game, you lease 50,000 square feet in an office building from Commercial Property, LLC, under a written five-year lease. Your goal is to put the game on the market within two years. Several months into the term, a competitor unexpectedly releases a new game title featuring play that would make your game appear to be a poorly crafted imitation. Can you assign the lease to another party? Explain. You would need the landlord here to get approval to an assignment of the lease. Any task would require a contract since the current lease is between you the tenant and the landlord. All leases hold some type of clause that requires the landlord to consent to a project or sub lease. In most situations the landlord would permit the obligation of your lease assuming that he or she has proper credit history. But in some cases it depends on the limited liability company and if it allows it. What your competitor does has no affect on your lease. It would be nice to help recover some money that they have invested in the lease and to recover some of the loss, if it is aloud, hopefully the commercial property limited liability company allows it, because that would be really nice to recover some cost and not be completely in the whole. You would have to hope that a commercial property limited liability company would work with you, but in some cases a lease is a lease no questions asked and if they decide no then that is all you can do and you will have to take a loss. But I think if you are honest you will be okay and they will be fair.

Global Financial Crisis Essay Example

Global Financial Crisis Essay Example Global Financial Crisis Essay Global Financial Crisis Essay Global Financial Crisis Name: Course: Date: : Global Financial Crisis The recent global financial crisis affected the growth of major economies around the world. The United States, for example, had to grapple with a growing deficit, negative growth rates and rising unemployment levels. Recently, some great economic minds together with the IMF gathered to address the effects of the global financial crisis. They identified several crucial lessons that we can derive from the crisis and brainstormed on how to avoid such crises in the future. According to some economists who attended the conference, there were many lessons to learn from during that period on the effectiveness of economic policy. Robert Solow cited one such lesson; he said that the use of monetary policy in the regulation of financial policy had reached it limits. Monetary policy had failed and was no longer a reliable measure for fixing major financial crises. He added that the education system was not producing enough skilled workers necessary for the maintenance of a buoyant economy. Another economist, Joseph Stiglitz mentioned the inability of economic models to predict or provide solutions for the economic crisis. There is a need to review the models used in analyzing economic situations since the existing ones had failed. He also referred to the use of deficit policies. The global crisis enlightened policy makers on the importance of deficit spending in addressing financial problems. Michael Spencer, another participant, also chided the government fo r enacting policies that focused solely on inflation. During the conference, they proposed several ways and policy issues through which we can get the global economy to accelerate growth and withstand such crises. Robert Solow proposed the adoption of fiscal policy in addressing financial crises. The credit mechanism should be enforced. The financial system should be induced to extend money to investors in order to boost economic growth. He also called for a review of the education system so that it focuses on providing skilled training and the incorporation of employers’ ideas while designing the education system. Stiglitz, on the other hand, called for a replacement of the dollar system with a global currency system. This, he said, will stimulate global growth. He also called for a regulation of the banking system to limit bank sizes and eliminate policy that guarantee the rescuing of banks in crisis. Spencer called on emerging markets to enact policy that will ensure equitable income distribution across vulnerable groups. Anot her participant, Otmar Issing called on banks to desist from providing excess liquidity as this causes an inflationary pressure on the economy. Participants in the conference were able to come up with practical economic ideas that can help revive the global economy after the financial crisis. They also provided intelligent ideas on how we can create economies that can withstand the adverse effects of a global financial crisis. References International monetary Fund. (2011). IMF Videos. New Ideas For a New World . ( Retrieved from http:// imf.org/external/mmedia/view.aspx?vid

How I Self-Published My First Novel at the Age of 50

How I Self-Published My First Novel at the Age of 50 How I Self-Published My First Novel at the Age of 50 Andy Emery  writes fast-paced thrillers set in 19th Century London. Lucas Gedge, the protagonist of Blood Tribute,  had to wait till Andy turned 50 before he could go out into the world. In this guest post, Andy reveals what finally made him take the leap and self-publish his debut novel. Working with ReedsyIt was evident from the beginning that I would need to hire professional help for two important tasks: designing the cover of my book, and editing. I got the cover sorted out early on, but what to do about the editing?I first heard of Reedsy through a webinar run by Nick Stephenson. The fact that I could tap into a large number of potential editors, all vetted by Reedsy and offering services from structural editing through to proofreading, and communicate with them before making a choice, sounded good to me. Using the Reedsy Marketplace is very straightforward. I determined that I would need content and copy editing followed by proofreading. Then I went through all the professionals who seemed to conform to my requirements and requested quotes from five of them.I plumped for Andrew Lowe to do my content and copy editing, mostly because I liked the way he described himself, his relaxed style, and let’s face it, the fact that his fees were not exorbitant. As a first-time novelist, I was apprehensive about the editing process. But early in our first chat on Skype, Andrew put me at ease. He seemed to 'get it',  regarding what I was trying to achieve, and his approach, using Skype sessions and informal email contacts, was very effective. He explained his suggested changes in a constructive and friendly way.After implementing Andrew’s changes, I went straight on to repeat the process for proofreading, and this time chose Katherine Stephen, who again provided a very proficient and professional service.After formatting the book, it was ready to go, and it was published on Amazon on July 12th, 2016. It remains to be seen how it will do commercially, but I’m in it for the long haul, and I’m already working on the second book in the series. It’s been a very satisfying process, and Reedsy’s editors have been a vital part of that.Blood Tribute is available on Amazon, get your copy here!Could your day job also in spire a fantastic thriller? Head to the comments section below and tell us your profession, as well an idea  for a gripping story based on that job.

IgG deficiency Case Study Example | Topics and Well Written Essays - 500 words

IgG deficiency - Case Study Example IgG1 and IgG3 subclasses have antibodies that act on protein antigens and therefore inhibit roles of the antigens. Antibodies of IgG2 and IgG4, however, acts on antigens of â€Å"carbohydrates and polysaccharide† to impair functions of the antigens (Porth, 2011, p. 361). Defficiency of IgG2 leads to â€Å"sinusitis, otitis media, and pneumonia† that arise from bacteria that are embedded in polysaccharides. Examples of such bacteria are â€Å"S. pneumonia, H. influenza type b, and N. meningitidis† (p. 361). McMillan, Feigin, DeAngelis, & Jones (2006), however, argue that IgG4, unlike the other subclasses, do not have a binding effect that leads to cytotoxicity. No cause of IgG has been identified but genetics is suspected o play a significant role. Parents transfer genes to their children and the genes are responsible for protein development in the body of the offspring. Transferred defective gene is likely to imply defective development of elements of cells that relate to that gene and this suggest high susceptibility of IgG deficiency for people whose parents have the complication (Johns Hopkins University, n.d.). There is no treatment for IgG deficiency but management approaches exist. the approaches target specific infection that arise from the deficiency and not the deficiency. Some of the management approaches, according to The Centers for Disease Control and Prevention (2015), are vaccine against pneumonia and other live vaccines. â€Å"OPV2, BCG, yellow fever,† vaccines are however contraindicated. The recommended vaccines reduce susceptibility to the infections and therefore undermine pathophyliology of IgG deficiency (n.p. ). While these aim at preventing occurrence of associated complication, treatment of the complication is an alternative measure to managing IgG deficiency. Infections such as allergies may reoccur and require constant antibiotic medication. In extreme cases, however, direct

Problems in the national curriculum for Pre-K-16 in the USA Research Paper

Problems in the national curriculum for Pre-K-16 in the USA - Research Paper Example One of the key reasons as to why a national Pre-K 16 curriculum would actually improve the quality of education as there is the overall continuum of education between K-12 and other post-secondary education system being followed at colleges as well as universities. It has also been argued that a lot of students actually entering the country’s college and university system are significantly unprepared for reading, writing as well as mathematics. These deficiencies can create the significant disadvantage for the students because of the gap between the high school competencies and readiness for college. There is, therefore, a critical misalignment between K-12 and post-secondary standards and it can create the significant disadvantage for the youth.   One of the common pitfalls of having a national Pre-K-16 curriculum is the lack of information regarding the overall expectations of various stakeholders involved. The misalignment between the goals and expectations of teachers an d institutions at both the post-secondary education institutions actually can make the case for development of national curriculum stronger. There is also a lack of shared knowledge as well as standards which can ensure uniform assessment of the students at various levels.   The implementation of the national pre-k 16 curriculum can therefore actually allow the development of a, therefore, by of assessment where less and less students will be required to enroll into remedial courses when they enter into post-secondary education.

The Impact of Social Media on Businesses Essay Example | Topics and Well Written Essays - 1500 words

The Impact of Social Media on Businesses - Essay Example This is because; they will use the social media as a platform to advertise their products to their potential buyers (Zarrela 2010). According to Silver (2009), it is incorrect at this time and age to consign social media as a new phenomenon. Rather, social media should be accepted as part and parcel of the society. Social media has become an integral part of modern society. People do not need to log in to computers to be connected with friends. Nowadays most people are connected on these sites through their mobile phones. For in this way, they receive notifications just like receiving a text message. This means that they are connected on a 24/7 basis. Either way, the idea of social media application is just becoming so simple and easy to use for all types of age groups. Of late, social media has contributed greatly in building more steady governments, and in promoting to more democratic states. For example, Facebook and Twitter, contributed highly to the Arab spring. Through these two social networks, the people of Libya, Egypt and Libya managed to bring an end to abuse of power and dictatorship (Greenslade 2011). As of now, these social networks have brought together people of Syria, who are threatening to topple down the rule of Al Assad, the current president of Syria. In democratic states like Spain, people have used the social media to occupied public plazas nationwide, with a view to protesting high unemployment and exclusionary politics. In Israel, for instance, ordinary citizens from both right and left have put their differences aside and unanimously united in mass demonstrations against the high cost of housing. In India, furthermore, a single campaign against corruption went viral, bringing thousands to the street in support. According to Newman (2011), there are myriad business opportunities that are associated with social media marketing. Many businesses persons will be able to promote their businesses in the

Leadership Is A Relationship Education Essay

Leadership Is A Relationship Education Essay When it comes to this sentence: Leadership is a Relationship, we feel a bit puzzled. At first glance, such a topic sounds like a joke. Traditionally, the definition of leadership  is described as the process of  social influence  in ¼Ã…’which one person can enlist the aid and support of others in the accomplishment of a common task. But here, we must emphasize the relationship between leadership and relationship. Some people hold the opinion that leaders, like husbands or wives, occupy roles only as long as they are alive. (Is Leadership a Relationship? by Mitch McCrimmon, Ph.D., 2010) Leaders and leadership is a topic being discussed for a long time. The desire to call leadership a relationship is well intentioned. Generally speaking, leadership is a relationship because one cannot lead without followers. The very meaning of leadership, to some extent, is a relationship and the interaction between leaders and followers. Leadership is an ongoing relationship between the leader and superiors, leaders and colleagues, leaders and consumers, and especially between leaders and followers. (Leadership is the Relationship by Kenneth Rice, 2006) Now the concept of leadership is no longer conventional type, it isnt limited to fixed roles and whats more, group boundaries are breaking down. In my point of view, leadership cannot take effect alone. To put it another way, leadership needs the aid of relationship. Because the personal relationship defines the existing quality of interpersonal interaction between the leader and would-be followers, followers will not join the leader without the requisite relationship. Leadership is the relationship.(The 9 Natural Laws of Leadership P.12- by Blank, Warren, 1995) Without good relationship in a team, a leader, if not supported by his team members, he cant accomplish the task successfully. It is just like a war. Even the bravest General cannot win the battle by his own, because he is just a drop in the sea. Only when he commands and cooperates with his soldiers will it be possible to win. In fact, leading is more than a relational concept. It is a relational term, and it does not imply a personal relationship between people. Instead, it means that leadership is a relationship is based on confusion or a failure to understand how relational concepts work. There are too many outstanding leaders in the history around the world; I am just a small role. Leadership is an art. We can see the common points shining on those famous leaders: The speeches of Sir Winston Churchill showed his constancy of purpose; in 1863, General Pickett earned the trust of the soldiers he sent up the hill, though everyone knew they would die; Mohandas Gandhi was a pioneer of Nonviolent Protest, his views were the most enlightened of all the political men in 20th century; The influence from Martin Luther Kings I have a dream, witnessed great changes of the whole USAà ¢Ã¢â€š ¬Ã‚ ¦It is well recognized that a qualified leader needs the skills as follows: Good Communication Skills; Good Motivation Skills; Adaptability; Know Your People; Work Delegation; Decision Making; Passion. I remember my first time to be a leader. I would like to exemplify the notion above by my own experience. It was an unforgettable summer. I joined a youth camp in a remote village as a volunteer teacher. There were tens of youngsters of my same age, and what we were going to do is teach the students in the school some basic knowledge of preventing AIDS. I was seldom a leader and I didnt have much experience and talent of being a leader before. I used to think that leader must be those who have strong power of public appeal and are bold and resolute in action. To my surprise, I was chosen to be a leader on the first day I arrived. At that moment, I was both excited and timid: I was afraid that I couldnt be a good leader, but it was really an opportunity for me to have a try. At first, I was too anxious to speak in front of the crowd. When I stood on the stage and said Hello to those kids, I shivered and couldnt utter more words. Students were aged around 10 years old, and they were curious as well as surprised. They couldnt imagine such a coward would be there leader, but of course, they couldnt imagine what this leader would bring to them in the following two weeks. Adaptability is the key to succeeding in our ever changing environment. I adapted to this new environment soon and I thought I could adapt to any unpredictable situation that may arise, too. There are two kinds of leaders; those who want to be liked and those who want to be respected.   If you are respected but not liked, your leadership might be wanted, but it will probably be short lived.   It is possible to be both respected and liked and we should strive for both. Building relationships is one of the most important things we do in life on a personal and professional level. (Leadership Through Relationships by Richard. R. Ramos, 2009) I knew that to get in touch with the students mush first become their friends. I was a leader, but I was like a friend more. I played with them, talked with them, shared jokes and funny experiences with them. We soon knew each other well. Though I was the teacher, I gave each of them equal opportunity to express what they thought. I encouraged them to air their own opinion. As a result, I also earned their respect and credibility. Trust is built on honesty and integrity. (The Essence of Leadership by Stever Robbins, 2003) To build trust, involvement and communication is the key contributor. I always believe in that What you say and what you do must match up. There are five trust techniques: Share thoughts, feeling and rationales; Make commitments you can make; Admit mistakes; Request and accept feedback; Test assumptions. I know that to respect and maintain self-esteem of my students sincerely is vitally important in the process of getting their trust. Every time when they got some accomplishments or made some contributions, I would recognize what they have done and praise them. Otherwise, I listened and responded to them with empathy to show my understanding of their feeling with attention, so they were all willing to talk to me and express their ideas. For some relatively inactive children, I asked them for their help and encouraged them to involve. I valued their opinions and ideas, I was willing to share credit for achievements, and I valued their personal performance more than the results. They soon became optimistic and positive, and are more willing to join us in various activities. A good communication skill is necessary for a leader to listen to the opinions of others, and quickly convey their thoughts. We became close friends, and this is a progress beyond leadership. If we say leadership is the matter of relationship, we can also say that relationship is the source of influence, which is the foundation of leadership. To put it another way, leadership can be defined in one word: Influence. Effective leadership needs influence, and in order to get influence, a strong relationship is needed. We cant deny that the essence of leadership is the art of influencing people. Relationship is the key mechanism for bringing out the best in people from the ordinary, both as individuals and teams. Also, this is the core purpose of leadership can only be achieved through strong relationships. (The Leadership Relationship: Building High-Impact Relationships by Corporate Master, A Division of Integral Master Center) Things went on smoothly. We not only taught children knowledge of AIDS but afterward sang songs and shared our outlook for the future. When the children were asked what are you going to do when you grow up, they have various answers. I remembered some girls said they wanted to be designers because they liked beautiful clothes; some boys who have special interest in architecture hoped to be engineers; some of them dreamt of being professors; but what impressed me most is a boy who desired to be a leader. Gradually, I had more topics with those children and I got their trust. At that time, I felt that perhaps being a leader is better than what I had perceived before. A leader is supposed to have a passion to perform. Being passionate about my work would empower me to find almost impossible solutions be it invention, discovery, or innovation. Also, to me and to my students, passion was one of the sources of our joy and fun. In our class and in our life, passion made us happy and optimistic. For me, as a so-called leader and a voluntary teacher, in addition to my colleagues, my students were also my workmates because I need their aid and cooperation in my job. My colleagues helped me with my lectures and students performance would give me more confidence. I devoted myself into being a leader and I tried my best to be a better leader. After a few days of getting together, those students trusted me and relied on me. Once I was able to give your personal touch to them, I found amazing benefits from these efforts. Their personal lives had a great impact on the each of them. We talked about interesting news, anecdotes and stories together. I was attached to my colleagues and my students. Trust was really the best thing which could give me a warm feeling as the sunshine in winter. We were just like a big family. I had never felt that kind sense of success as well as commitment. Relationship behavior is the extent to which the leader engages in two-way or multi-way communication. It includes listening, encouraging, facilitating, providing clarification, and giving socio-emotional support. (Jossey-Bass Higher and Adult Education Series by Bolman and Deal, 1997) I reminded myself that I was a leader every moment. I must set a good example in front of them so I behaved like a leader and played am exemplary role in my class. In the conversations with the children, I came to know their characteristics and their hobbies. They were really cute, frank, and innocent. Just as technical research and development is essential for continued excellence and a competitive edge, so mush coaching and development become the leaders focal point for leveraging the organizations human capital. Coaching is the process of equipping people with the tools, knowledge, and opportunities they need to develop themselves and become more effective. Coaching conversations involve finding out peoples vision or destination, where they are starting from, and the direction they need to move in order to get there. ( Coach and Develop People by Gebelein, S.H., Stevens, L.A., Skube, C.J., Lee, D. G., Davis, B.L., Hellervik, L.W. Successful Managers Handbook. 6th ed. Minnesota: Personnel Decisions International Corporation. 2000.369-396) Development is vitally important in acquiring the skills and learning the knowledge needed to achieve the goals. I know that the role of a leader is also to be a coach. In order to equip them with more knowledge they couldnt learn from the textbook, I brought then to the park, to the field, and went picnic in the open air. I told them how to observe an insect or a butterfly; I taught them how to draw an oil painting; we played basketball together and competed with each otherà ¢Ã¢â€š ¬Ã‚ ¦ Coaching forged our partnership, which was another example proving that Leadership is relationship, and in other words, this was one of the sources our trust came; coaching inspired commitment of me and the students; coaching grew my managing skill and their learning skills, too; coaching promoted persistence of each one and finally shaped the environment we enjoyed this harmonious environment very much. Whats more, coaching is a continuous process rather than an occasional conversation, so we kept practicing during my stay with them. But things have gone wrong sometimes. In the last few days before the youth camp came to the end, we had prepared for a welfare party. I arranged a chorus for the students and rehearsed for them time by time, day by day. For these kids, rehearsal was the most boring thing in the world and they got tired soon. They rejected and tried to give up, which disappointed me very much. I was so desperate because I felt that the time and toil I paid was futile and would never reward. I tried hard to persuade and comfort them. However, nothing had a turn for the better; instead, they were more impatient and even shouted to me. I was helpless and sad. I recalled every picture that left impression in my brain but it didnt work at all. I was totally disappointed: They were my dearest but they even didnt respect me. I doubted my ability of management as a leader: I didnt succeed in managing a group of children well, let alone other adults. I tried hard to keep myself calm but things went worse. Tho se kids seemed pay no attention to me and made me more distressed. Consequently, I got angry and raged. I had never been so furious that I pounded the table angrily with a great thump. At this moment, those clamorous kids were shocked and astonished and kept silent immediately. There was not a bit voice. The whole classroom seemed isolated and time seemed to have ceased. I didnt know what they were thinking and I was not sure if they were scared of me or repented of what they had done. It was the worst memory in the process of being a volunteer teacher, but when I reflect it now, I came to realize that it was this bad experience that made me grow more mature. It was clear that I needed to implement the essential ingredients of effective persuasion: I knew and concerned their perspectives; I considered my position from every angle; I listened to them actively and patiently; I shared solution with them and tried to make it better; and what more, I insisted that communication do make changes. So I still believed that a leader should not give up first. I am a leader. I told myself at the bottom of my heart. After about one minute, I asked them, Is there anyone want to quit? Nobody answered. If anyone wants to quit now, you can stand out and tell me. Still nobody answered. I continued, Yes, the rehearsal, it is indeed a piece of tiring work. But if you insist staying in our group, please do your best or you will let us down, let yourself down. Those children were upset. One of them asked me in a low voice, It is so boring. We dont want to play it. Maybe it was the rehearsal that deprived them of their leisure. I stopped for a moment, anxiously thinking of this problem. No one knows how hard I struggled in my mind. I pondered for a while, and explained slowly to them, Only when we spare no effort and try our best will the rehearsal be successful. Only when we encounter difficulty and sweats will the result be satisfying. I hoped that every one of you will perform the best in the welfare party. But at present, there is still much to be improved. And I continued, Listen, my dearest kids, now we must believe that we are the strongest and we can be the best! I have full confidence on all of you! Some of them nodded their heads. A leader is the one not only commands and leads toward the victory but the one who comforts and encourages team mates when the morale of the troops is sinking low. Most of them stood and listened with their heads low, but their eyes were filled with a desire to success. One girl approved me, Yes, you are right. I think I didnt sing well enough. I will definitely work harder. Do you believe in yourselves? I asked them, and embraced them. Yesà ¢Ã¢â€š ¬Ã‚ ¦ Though their voice was low, I could still hear their courage and persistence. How about having fun when we finished the performance in welfare party? Then I will cook you delicious food to celebrate! I added. They seemed much satisfied. Her words were like ripples and most children expressed their agreement. They promised that they would exert themselves and never be on strike again. Some of them even proposed to play an important role in the chorus. I gave them a big smile and so did they. The crisis had gone and our trust came back again. Have a good rest, guys! This is the end of todays rehearsal, but tomorrow we must train harder. I reminded them. I rewarded each one of them an ice cream and of course, they were pleased and contented. Leaders require many skills in managing relationships, such as communication, interaction, crisis management, etc. The purpose of the relationship is not only to manage team mates in a good order but also to give each person the opportunity to grow and to contribute to his or her fullest potential and whats more, to build strengths in the midst of differences. According to my students strength and characteristics, I divided them into three groups in the chorus so that each one of them can achieve their best. Every time they rehearsed, I accompanied them, recorded and played to attain improvement. I couldnt do everything on my own. This was our combined effort. I also needed to give personal responsibility of the work to my students individually, and then keep track of their progress regularly. I found this process interesting and rewarding: They were like young trees and I was just the gardener. I saw them sprout, grow and bloom. After many days of cultivation, the day of farewell party would be the day these young trees fruit. Frankly speaking, it is of the utmost importance for me to motivate them to accomplish objectives. A real leader utilizes the most efficient approach for doing this leading by setting an excellent example. Behind the scene, my students seemed anxious. In fact, I was the most anxious one. I concealed my emotion of anxiety. They constantly asked me, Is my clothes tidy? or Am I look good? I gave each of them smile and some encouraging words. You look superb! Come on, your performance is fantastic! Gradually, these words had positive effect on me, too. I was encouraged by my words: I should be sure that they would be the most confident and competent team! Before the performance, I gave each one of them a hug. The whole class embraced together and made a nice wish. Then they step on the stage confidently. They were so calm and devoted in the spot lights. The melody impressed every audience and finally the whole auditorium was filled with applause. They had made it! That was the most wonderful performance they ever had! They were so excited and they ran toward me and hug me tightly. Leadership is a relationship and an act of influence as well as an impact. Albert Einstein once said, We should take care not to make the intellect our god; it has, of course, powerful muscles but no personality. It cannot lead; it can only serve. I used to presume that leadership is just for people at the top but I realized I was wrong.  In fact, every one of us can learn to lead by discovering the potential that lies within ourselves, in order to make a difference of our life. After two weeks, I had to go back to my city and continued my life and study. Those kids were all reluctant to see me leave. They held me tightly, and some of them even cried. Some students called me even Professor to express their affection and thanks for me. I got many presents made by their own: paper flowers, pictures, chocolates, candies, and cards. Though cheap, they were exquisite and meaningful. At that moment, every scene and every moment we spent together was shown in my head again and again. I recalled everything from the first day I came to the last day I left. I didnt quite understand if this was power of leadership at that time, but there must have been something changed. When I reflected this experience after learning this course, I gradually realized it was myself who has changed. I changed from a student without any experience of being a leader to a real leader! Leadership is like wine, only when time passes will it be the finest and the best. Being a leader is absol utely a difficult thing; it is never a piece of cake. However, the feeling of being a leader is extraordinary and terrific, though sometimes it was great pain and stress. I felt that the new me is more courageous and confident; maybe it is because this volunteer experience has taught me a lesson and refined my soul. If we say Leadership is relationship, I am sure that my leadership experience has won me not only relationship but also friendship, which has more profound meaning than only relationship. The students became my friends. They gave me beautiful memory. To me, leadership is applicable to all facets of my own life and they are all beneficial: With the development of my self- awareness and confidence, I can gradually expand our perspective with a competency; I focus more on a goal and set the context of it; I understand the dynamics of human behaviors; I take the initiative to be the real me. Generally, leadership development is not an event.  Rather, it is a constant process. On one hand, leadership excellence is one of the most critical challenges facing not only organizations but small groups or individual nowadays. Leadership is not an easy job, so does to be a great leader. It requires commitment, talent, effort, guidance, and a most difficult thing charisma. There is no doubt that leaders will face a great deal of pressure, which can be quantified. Nevertheless, after accomplishing a great mission or task together with those followers, a sense of achievement and fulfillment is more important than the actual rewards. On the other hand, when we say leadership is relationship, that means relationship has profound influence in todays society, too. I emphasize that the relationship here has nothing to do with bribery and corruption. I truly with that the competition is equal enough. We can safely draw a conclusion that nowadays, especially in a competitive society, no one can battle alone. A wise leader with a strong organization as his or her supporters is more prone to succeed. Only if everyone in the team or organization is supposed to exert his or her utmost effort will it be possible that they have a happy end. In all, to be a volunteer teacher in the village left me a valuable fortune. This was my precious experience that worth remembering all my life. I tasted the sweetness and the bitterness in the short two weeks. Though there were difficulties and crisis in this process, I won the respect and built firm relationship with my students. Leadership is relationship, it is true. I did what a leader was supposed to do, and I had no regret at all. Those students have been my greatest friends because they also taught me a valuable lesson. This was my first time to be a leader, but I have learnt a lot from this experience. What I should do is keep self-improving and never give up. I am still on my way to learning to be a good leader. On this way, there are still a lot of obstacles and much to learn. References: Leadership is the Relationship by Kenneth Rice (2006) Is Leadership a Relationship? by Mitch McCrimmon, Ph.D. (May 2010) The 9 Natural Laws of Leadership P.12- by Blank, Warren (1995) Jossey-Bass Higher and Adult Education Series by Bolman and Deal, (1997) Coach and Develop People by Gebelein, S.H., Stevens, L.A., Skube, C.J., Lee, D. G., Davis, B.L., Hellervik, L.W. Successful Managers Handbook. 6th ed. Minnesota: Personnel Decisions International Corporation. 2000.369-396) The Essence of Leadership by Stever Robbins (2003) The Leadership Relationship: Building High-Impact Relationships by Corporate Master, A Division of Integral Master Center Leadership Through Relationships by Richard. R. Ramos, 2009