Colligative Properties

Name: JOANNA CELESTE M. QUINTANA Date performed: NOV. 12, 2012 Section: C-1L Date submitted: NOV. 21, 2012 Group Number: 3 Exercise No. 2 COLLIGATIVE PROPERTIES (Full Report) I. INTRODUCTION Colligative properties In liquid solutions, particles are close together and the solute molecules or ions disrupt intermolecular forces between the solvent molecules, causing changes in those properties of the solvent that depend in intermolecular attraction. For example, the freezing point of a solution is lower than that of the of the pure solvent and the boiling point is higher.Colligative properties of solution are those that depend on the concentration of solute particles in the solution, regardless of what kinds of particles are present the greater the concentration of any solute, the lower the freezing point and the higher the boiling point of a solution. FREEZING POINT LOWERING A liquid begins to freeze when temperature is lowered to the substance’s freezing point and the first few molecules cluster together into a crystal lattice to form a tiny quantity of solid.As long as both solid and liquid phases are present at the freezing point, the rate of crystallization equals the rate of melting and there is a dynamic equilibrium. When a solution freezes, a few molecules of solvent cluster together to form pure solid solvent and a dynamic equilibrium is set up between the solution and the solid solvent. In the case of a solution, the molecules in the liquid in contact with the solid solvent are not all solvent molecule.The rate at which molecules move from solution to solid is therefore smaller that in the pure liquid to achieve dynamic equilibrium there must be a corresponding smaller rate of escape of molecules from solid crystal lattice. This slower rate occurs at a lower temperature and so the freezing point of the solution is lower than that of liquid solvent. The change in freezing point ? Tf is proportional to the concentration of the solute in the same way as the boiling point elevation. ?Tf = Kf ? msolute ? ?soluteHere also, the proportionality constant Kf depends on the solvent and not the kind of solute and isolute represents the number of particles per formula unti of solute. For water, the freezing point constant is -1. 86 oC-kg/mole. Freezing point or melting point is the temperature of transition between solid and liquid. Melting point can be measured more accurately than freezing points. This is becauses so in freezing point measurements, supercooling may occur which would yield a lower than sslkdjs freezing (melting point).CHANGES IN VAPOUR PRESSURE: RAOULT’S LAW At the surface of an aqueous solution, there are molecules of water as well as ions or molecules from the solute. Water molecules can leave the liquid and enter the gas phase, exerting a vapour pressure. However, there are not as many water molecules at the surface as in pure water, because some of them have been displaced by dissolved ions or molecules/ ther efore, not as many water molecules are available to leave the liquid surface, and the vapour pressure is lower than that of pure water at a given temperature.From this analysis, it should make senses that the vapour pressure of the solovent above the solution, Psolvent, solution, that is , to their mole fraction. Thus, since Psolvent ? Xsolvent, we can write Psolvent = Xsolvent ? K (where K is a constant). This equation tells you that, if there are only half as many solvent molecules present at the surface of a solution as at the surface of the pure liquid, then the vapour pressure of the solvent above the solution will only be half as great as that of the pure solvent at the same temperature. If we are dealing only with pure solvent, the above equation becomes Posolvent = Xsolvent ?K where Posolvent is the vapour pressure of the pure solvent and Xsolvent is equal to 1. This means that Posolvent = K; that is, the constant K is just the vapour pressure of the pure sovent. Substitutin g for K in the foremost equation, we arrive at an equation called Raoult’s law: Psolvent = Xsolvent ? Posolvent If the solution contains more than one volatile component, then Raoult’s law can be written for any one such component, A, as PA = XA ? PoA Like this ideal gas law, Raoult’s law is a description of a simplified model of a solution.An ideal solution is one that obey Raoult’s law/ although most solution are not ideal, just as most gases are not ideal, we use Raoult’s law as good approximation to solution behaviour. In any solution, the mole fraction of the solvent will always be less than 1, so the vapour pressure of the solvent over an ideal solution (Psolvent) must be less than the vapour pressure of the pure solvent (Posolvent). This vapour pressure lowering, ? Psolvent, is given by ? Psolvent = Psolvent ? Posolventwhere Psolvent < Posolvent Boiling point elevationRaoult’s law tells us that the vapour pressure of the solvent over a solution must be lower than that of the pure solvent. Assume for example that you have a solution of a non-volatile solute in the volatile solvent benzene ? ? ? ? II. MATERIALS A. Reagents 4. 00 g naphthalene 0. 20 g unknown solute A unknown solute B (assigned amount per group) distilled water B. Apparatus 250-mL beaker 400-mL beaker 100-mL graduated cylinder test tubes thermometer iron stand, iron ring, iron clamp hot plate C. Other Apparatus wire gauze tissue paper graphing paper timer III. PROCEDURE Freezing Point of NaphthaleneIn a clean and dry test tube, 2. 0 g of naphthalene was weighed. To measure the temperature while heating, a thermometer was suspended by tissue paper at the mouth of the test tube. It was placed in a water bath with the water level above the sample in the test tube. To avoid the contact of the test tube to the bottom of the bath, it was supported by an iron clamp. The water bath was then heated until the entire sample has melted and until the temperatur e of the sample reached 90o C. The flame was put off and the temperature reading was recorded every 15 seconds until the temperature has fallen to 70oC.The set up was put aside for the next part of the experiment. Data gathered were tabulated and plotted for analysis and evaluation. Freezing Point Depression of Naphthalene Pre weighed 0. 20 g of unknown solute A was added to the previous set up of naphthalene. The same procedure was done with it. The thermometer was again suspended at the mouth of the test tube by tissue paper. With the help of iron clamp, it was again placed in a water bath, with the water level above the sample in the test tube, to avoid contact to the bottom of the bath.The water bath was then heated until the entire sample of unknown solute A and naphthalene has melted. When the temperature reached 90oC, the flame was put off. The temperature reading was recorded every 15 seconds until the temperature has fallen to 70oC. Data was also tabulated and plotted toget her with the data from freezing point of naphthalene. Boiling Point of Water In a 250-mL beaker, 100-mL of distilled water was boiled until it completely boiled. The temperature reading was recorded. In a separate 250-mL beaker, 0. 20 g of unknown solute B was dissolved in 100-mL distilled water.This was also heated until it finally boiled. The boiling point was also recorded. It was tabulated together with the boiling points of solutions with varying amounts of solute from other groups. Comparison was made for evaluation of the results. IV. DATA/OBSERVATIONS Table 1. 1. Observations on cooling of naphthalene at 15-second intervals. Time (sec. )Temperature (oC)Appearance 1590clear liquid 3090clear liquid 4587clear liquid 6086clear liquid 7585clear liquid 9085clear liquid 10584clear liquid 12084clear liquid 13583clear liquid 15083clear liquid 16582clear liquid 18081clear liquid 9581clear liquid 21080clear liquid 22580clear liquid 24079clear liquid 25579clear liquid 27078clear liquid 28577clear liquid 30077clear liquid 31576solidification 33075solidification 34575 36075 37575 39075 40575 42075 43575 45075 46575 48075 49575 51075 52575 54075 55575 57075 58575 60075 61575 63075 64574 66074 67574 69074 70574 72073 73573 75073 76572 78072 79571 81070 Mass of naphthalene used (g): 2. 00 g Table 1. 2. Observations on cooling of solution of naphthalene and unknown solute at 15-second interval. Time (sec. )Temperature (oC)Appearance 1590clear liquid 3090clear liquid 587clear liquid 6086clear liquid 7585clear liquid 9085clear liquid 10584clear liquid 12084clear liquid 13583clear liquid 15083clear liquid 16582clear liquid 18081clear liquid 19581clear liquid 21080clear liquid 22580clear liquid 24079clear liquid 25579clear liquid 27078clear liquid 28577clear liquid 30077clear liquid 31576clear liquid 33075 34575 36075 37575 39075 40575 42075 43575 45075 46575 48075 49575 51075 52575 Mass of naphthalene used (g): 2. 00 g mass of unknown solute B (g): 0. 20 g Table 1. 3. Data on freezing point depression of naphthalene. Mass of naphthalene used (g)2. 0 g Mass of unknown solute A used (g)0. 20 g Mass of solution (g)2. 20 g Freezing point of pure naphthalene (oC)75 oC Freezing point of solution (oC)73 oC Freezing point difference of pure naphthalene and of solution (oC) Molality of solution (mol/kg) Moles of solute used (mole) Molecular mass of solute (g/mole) Table 1. 4. Summary of data on boiling points of solutions with varying amounts of solute. Group No. Amount of solute B used (g)Boiling point (oC) –100 10. 5099. 0 21. 0090. 0 31. 5099. 5 42. 0099. 5 52. 50100 V. DISCUSSION ? ? ? ? VI. CONCLUSION ? VII. LITERATURE CITED/BIBLIOGRAPHY

Learning Disabilities Why Self esteem Essay

As a child goes through teenage life, he or she is exposed to many different challenges, stressors, and prospects. An imperative factor in handling these challenges is a positive self-concept and high self-esteem. Through teenage life, schools should be preparing students to become a comfy part of the general population, quickly bending to their environs (Saghatoleslami, 2010). A population of students that necessitate closer attention are Learners who have been diagnosed with a learning disability. Learners with learning disabilities are likely to represent 2% to 10% of the student population (Reese, Bird, &Tripp, 2007). Learners with learning disabilities tussle with self-concept and self-esteem, which in tum can lead to amendment difficulties, substance abuse, depression, and suicide ideation. It is, therefore, essential to monitor the self-worth of students and help mend and advance their self-concept and self-esteem. When bearing in mind students with learning disabilities, it is important to weigh their self-concept and self-esteem in a different way, understanding different social factors that come into play (Moller & Pohlmann, 2009). There are many facets to self-concept and self-esteem, and coping with a learning disability has an influence on a student’s quality of life. For both students with LD and students who have not been diagnosed with LD, active parental involvement can directly influence a student’s self-concept and self-esteem (Saghatoleslami, 2010). The Individuals with Disabilities Education Act, Public Law, splits 12 types of categorizations of learning disabilities, in which children may be fit for special education and interrelated services. These types are; (a) autism, (b)deafness, (c)deaf-blindness, (d)hearing impairment, (e) mental retardation, (f) multiple disabilities, (g) orthopedic impairment, (h) severe emotional disturbance, (i) visual impairment, (j) speech or language impairment, (k) traumatic brain injury, (l) and specific learning disability (Moller & Pohlmann, 2009). Autism is an age-linked disability significantly affecting verbal and non-verbal communication and social relations, typically evident before age three. Deafness is an earshot impairment that is so austere that the child is lessened in processing linguistic info, with or without augmentation; deaf-blindness is a synchronized visual and hearing impairments. Hearing impairment is of the audible range, whether perpetual or mutable. Mental hindrance re lates to suggestively below usual general cerebral functioning, which prevail concurrently with shortfalls in adaptive performance. Multiple disabilities: the exhibition of 2 or more disabilities such as mental retardation-blindness, an amalgamation that involves special accommodation for ultimate learning (Moller & Pohlmann, 2009). Additionally, there are corporal impairments; orthopedic impairment is physical disabilities, which include congenital impairments, caused by illness, and impairments from further causes (Berdine, 2010). Grave emotional disorder is a disability where a child of typical intellect, has strain over time and to a patent degree, building pleasing interpersonal relationships; (a) retorts inappropriately psychologically or emotionally under ordinary circumstances; (b) exhibits a pervasive mood of unhappiness; (c) or has a propensity to develop physical signs or fears. Detailed learning disability is a malady in one or more of the basic psychosomatic processes convoluted in understanding or in expending language, written or spoken, which may patent itself in an imperfect knack to speak, read spell, think, write, or do mathematical calculations; dialogue or language impairment: a communication (Moller & Pohlmann, 2009). Disorder such as stuttering, impaired articulation, a type of linguistic impairment, or the voice impairment can be considered a detailed learning disability. Traumatic brain injury is an assimilated injury to the brain caused by a marginal physical force, resulting in partial or total functional disability or psychosocial impairment or possibly both (Berdine, 2010). Visual impairment is a pictorial struggle (including blindness) that, even with correction, unfavorably affects a child educational performance. Learning disabilities can disturb students in diverse manners. As studies designate, self-concept and self-esteem are two vital elements during a student’s foundational years. Throughout this time, students begin to express and realize who they will turn into as grownups. The self-concept that is established during this time canines over into maturity (Elbaum & Vaughn, 2010). For this purpose, it is vital to consider the adverse effects of LD, especially during a teenager life. Dyson points out that children who have proficient denial, disgrace, and disappointment have outlooks of low self-worth and defenselessness (2008). Both students with LD and students without LD exhibit varying levels of self-concept and self-esteem. These self-concepts adapt and grow as a student develops from childhood, through adolescence, and into adulthood. Students with LD reported that they felt worse about their general intellectual ability than students without LD (Moller & Pohlmann, 2009). This can result in negative self-concept and low self-esteem. By implementing evidence-based interventions, students with LD can develop a positive self-concept and improve their self-esteem. One such response includes positive parental involvement. When parents are involved in the lives of their children in a positive way, the self-concept and self-esteem of their child improves. A challenge of active parental involvement pertains to the difficulties of communicating with a child who has LD (Dyson, 2008). Utilizing parental programs to overcome such adversities positively affects the parent/child relationship. Through this active int eraction, adolescents with LD improved academically and emotionally. A lot of children with LD get these emotions more often than students with no LD. This can have a philosophical effect on their educational self-concept as well as their general self-esteem. The importance of this topic is substantial, as the American Psychiatric Association (2007) establish that between 3% and 8% of the learners’ population, especially children are affected by LD. Utilizing the Self-Perception Profile for teenagers, Moller and (2009) established that high school learners with LD conveyed they felt worse about their general mental ability than did students not diagnosed with LD. Furthermore, using the Piers-Harris Children’s Self-Concept Scale, it has been shown that students with LD scored significantly lower on the subscale of Intellectual and School Status. This is significant because these students were in separate classes with other students in special education (SPED), including students with emotional disturbances or cognitive impairments. When students are deliberately taken out of the general classroom, it becomes apparent to them that they are different from typically developing students. By separating students, it can have an adverse effect on their self-concept. This can have an adverse consequence on their self-esteem and academic achievement (Ochoa& Emler, 2007). The response to this unruly is not as easy as moving towards an inclusive system where students with LD learn with typically developing students. In a study shepherded by Barrera, it was revealed that the self-concepts of students with learning disabilities attending comprehensive schools were inferior to those of their classmates devoid of learning disabilities (2009). The discoveries are all too shared, since a meta-analysis prepared by Barrera established the same incongruity (2009). Due to these common judgments, many schools have relocated away from an integrative class. In other situations, the self-concepts of students with learning disabilities may be improved through adapting instruction to the wants of each student (Elbaum & Vaughn, 2010). Constructing the best erudition environment for each student wishes to be a precedence within the overall school system. Once students with LD associated themselves with others with LD, they conveyed that they felt improved about their recital than children with LD, who likened themselves to their aristocracies without LD (Ochoa & Emler, 2007). This largesse contradictory information. When unraveling students with LD from archetypal students, it can have an undesirable consequence on their self-concept and self-esteem. On the affirmative side, nevertheless, when students with LD are studying with other students with LD, they may incline to compare themselves to their partners with LD. This outcome in a more optimistic self-concept and advanced self-esteem in students with LD. Every school is exclusive in its tactic to students with LD, and it is significant to consider these educations when determining whether or not students with LD should be encompassed in the general classroom or placed in a distinct studying setting. Age is an imperative factor in appreciating what the best intervention is for a st udent with LD. While academic interventions were most consistently effective for elementary students, counseling interventions were the most reliably effective for middle and high school students (Elbaum & Vaughn, 2010). These results have an effect on the academic self-concept for the student and do not necessarily hold true for other dimensions of self-concept. Elbaum and Vaughn also pointed out that, overall, counseling and mediated interventions were the only interventions that had a significant effect on general self-concept (2010). These findings complement previous statements regarding the importance of creating an intervention strategy that is malleable, as well as unique to each student who passes through the intervention plan (Reese, Bird, &Tripp, 2007). To create a single intervention strategy, it may be useful for a school to use the interpersonal competence profile. By using the ICS-T and the ICS-S and comparing the two, a unique strategy can be created for each student that best serve s his or her learning style. This tool can be useful to determine if an inclusive or separated intervention strategy would best help each student with LD. The insight provided by Berdine; because self-knowledge emerges from, and is sustained by, our experiences with others, negative self-views have interpersonal as well as personal components (2010). This means that for people to enjoy improvements in their â€Å"self-views†, changes must occur not only in the way they think about themselves, but also in the environments that sustain their own self-views (Berdine, 2010). The value of this quote is substantial. Not only is this positive self-concept paramount for students with LD, it is also significant for everyone. Our experiences in life and our perception of who we are define what we eventually become. In Positive Teacher and Parental Involvement, it is important for teachers and parents to affect the self-concept and self-esteem of students with LD by remaining positive and encouraging them to succeed. This is evident, as it was exhibited that there was an incongruity between self-assessments of students with LD and their ed ucators’ verdicts. They discovered that students alleged themselves to be more proficient than their teachers rule on them. Furthermore, Moller and Pohlmann (2009) indicated that teachers were commonly unaware of students’ perceptions of abilities. For better communication between teachers and students, it may be beneficial for tutors to devote time to students to converse their perceived strongholds and weaknesses. When parents were positively involved in the lives of their children, the self-concept of their children was affected in a positive way (Ochoa& Emler, 2007). The student’s paternities can also petition or appeal to the learning institution, or to the director of distinctive education and complain of their child being gaged. They may sense that the child is not developing as he, or she ought to be, or identify or detect certain glitches in how the child does. If the school believes that the child, undeniably have a disability, then the school must perform a valuation. If conservatory staff do not sustain that the learner has a disability, they may well decline to consider the child, but should apprise the parents in lettering as to their whys and wherefores for rebuffing. If parents believe intensely that their child does, certainly, have a disability that needs special edification, they may entreaty a due process earshot, where they will have the chance to spectate why they believe their juvenile should be appraised. To be assessed, there are numerous of probable assessments that are acknowledged in the IDEA, that is, Individuals w ith Disabilities Education Act (Elbaum & Vaughn, 2010). When parents interacted and maintained, a positive attitude with their children, a more positive self-concept was developed and self-esteem was raised (Berdine, 2010). Conversely, when the interaction between parent and child was minimal, or family communication was poor, negative self-concept and low self-esteem resulted. Dyson (2008) found that children with LD themselves can contribute to a lack of communication between child and parent. In line, child and parental cognitive-behavioral factors reciprocally amplify one another over time. For parents of high school students with LD, communication was often directly related to the nature of the learning disability (Berdine, 2010). When a parent and child were unable to communicate wholly due to the child’s disability, it adversely affected the relationship. This alone is reason enough for parents of children with LD to explore various options for the betterment of communication with their children. When this lack of communicat ion compounds over time, stress can be built up for the child as well as the parent. If the guardian of a child with LD exhibits stress surrounding their child’s disability, that child tends to have problems with social competence as well as display more behavior problems (Dyson,2008). This presents a direct correlation between parental stress regarding a child’s disability and the self-concept and behavior of that child. When parents show a positive environment for their child with LD, it helps to reinforce a sense of positive self-concept and high self-esteem. Children with LD have a strong academic self-concept and high self-esteem when they receive positive feedback from teachers and parents (Dyson, 2008). When children have a healthy self-concept, they are less likely to have a low self-esteem (Reese, Bird, & Tripp, 2007). To determine if a child is adequate for classification in one of these regions of exceptionality, an individualized appraisal or valuation, of the child must be carried out. This is accomplished through IDEA. The IDEA stipulates a number of requirements regarding estimates of children alleged of having a disability. While a more comprehensive description of these requirements is presented in the Persons with Disabilities Education Act, these rations are briefly summarized as follows: In advance a child is evaluated for the first time, the school district must acquaint parents in writing (Berdine, 2010). Parent’s commitment gives written consent for the school system to carry out this first evaluation also identified as a pre-placement appraisal. Evaluations must be accompanied by a multidisciplinary team such as speech and dialectal pathologist, occupational or physical therapist, medical specialists, and school psychologist. They must include at least one teacher or sentinel who is knowledgeable about the area of the child’s alleged disability. The assessment must carefully investigate all areas related to the child’s suspected impairment (Dyson, 2008). Indeed not a sole technique may be used as the sole norm for determining a child’s eligibility for special services or for deciding his or her suitable educational placement. Moderately, the evaluation method must utilize a variety of valid evaluation instruments and observational data. All testing must be done independently. Trials and other evaluation materials must be delivered in the child’s primary language or manner of communication, unless it is evidently non-realistic genuine to implement. All tests and other evaluation resources must be authenticated for the particular drive for which they are used. This tells that a test may not be used to evaluate a student in an exact area unless the test has been premeditated and validated through examination as measuring that definite area. Valuations must be conducted in a fair way. This means that the trials and evaluation resources and procedures that are the castoff may not be ethnically or culturally prejudiced agains t the child (Montgomery, 2011). The assessment team must guarantee that any test used is administered correctly by a person fitted to do so, that the test is being used for the objectives for which it was meant, and that the child’s disability does not conflict with the child’s ability to take any test measuring specific abilities, the child’s visual impairment changes his or her ability to read and rightly answer the questions on an test. Suitable, comprehensively, and accurately assessing a child with an alleged disability clearly presents a substantial challenge to the assessment team (Dyson, 2008). Valuation in educational locales serves five main purposes: (a) screening and proof of identity: (b) to screen children and recognize those who may be experiencing delays or learning problems; (c) eligibility and diagnosis: to govern whether a child has a disability and is entitled to special education amenities, and to analyze the specific nature of the student’s glitches or disability;(d ) IEP growth and placement: to provide comprehensive evidence so that an Individualized Education Program (IEP) can be enhanced and proper decisions may be implemented of the child’s educational placement; (e) instructional scheduling: to develop and plan instruction apt to the child’s individual needs; and evaluation: to assess student development. (Berdine, 2010). One program that was used to influence parental/child interaction positively was Systematic Training for Effective Parenting (STEP). (Barrera, 2009) Used STEP to deliver parents with training on how to answer more positively to their children. The outcomes displayed that parents had a very strong influence on their children’s self-concept. Additionally, Barrere suggested that classroom interventions to augment self-concept might be enhanced by involving parents in a synergistically designed parent program (2009). As previously mentioned, students with LD are more likely to struggle with social competence (Dyson, 2008). Having active parental involvement in the life of a student with LD helps facilitate improvement in this realm, thus positively influencing a student’s self-concept (Dyson, 2008). Intervention strategies for students with LD within the school setting resulted in underwhelming outcomes at times. To better the chances of success, schools may see benefits by involving parents in their intervention strategies. When parents interacted with their children frequently, positive outcomes generally occurred. As Reese, Bird, and Tripp (2007) found parent-child conversations regarding positive past events contained the highest amount of emotional talk regarding the child. Additionally, during conflict discussions, a moderate amount of positive talk was found. This positive talk can have a profound effect on the self-concept of a child. The link between conversations regarding past positive events and children’s self-esteem was substantial (Brown && Hooper, 2009). In Critical Analysis, there were three main research questions addressed in this studies: (1) what is the dissimilarity stuck between self-esteem and self-concept? As the constructs of self-concept and self-esteem share similarities, it is important to delineate the two constructs in order to depict their differences clearly. Self-concept is defined as people’s overall composite or collective view of themselves through multidimensional sets of domain-specific perceptions. These judgments are based on self-knowledge and evaluation of value or worth of one’s competences formed through involvements with and understandings of the environment. A person’s self-concept not only comes from internal individual perceptions, but can also be influenced by different experiences and external information from others. People’s self-concept addresses a more factual side of their life, such as knowing what they enjoy or what they tend to think about themselves. Self-esteem, as defined by Ochoa and Emler, is the sense an individual has about himself or herself that affects the way he/she views himself or herself (2007). These opinions include self-observations, perceived feelings of him/herself, and self-knowledge. How the individual feels is addressed within self-esteem, whereas self-concept addresses what the person thinks or sees about himself or herself. Self-concept is a construct that stays relatively constant over time, while self-esteem can vary throughout a person’s lifetime (Berdine, 2010). (2) How do students with learning disabilities and scholars who have not been established with a learning disability compared in regards to self-concept and self-esteem? Present study endorses that there is an alteration in the levels of self-concept and self-esteem between students who have been detected as having learning disabilities and students who have not been analyzed as having a learning disability. Barrera, (2009) established that high school students with LD reported that they felt worse about their general Intellectual ability than did students who have not been diagnosed with LD. Students with Learning disabilities who were in separate classes with other students in SPED, such as students with emotional disturbances or cognitive impairments, were found to have a lower self-concept on the Intellectual and School Status subscale. This finding suggests that the separation of the individual with a learning disability from the general education classroom can have an adverse e ffect on the student’s self-concept. Comparatively, Brown and Hooper (2009) showed that students with learning disabilities attending inclusive schools had a lower self-concept than classmates without a learning disability. Whether students are included in the general education classroom or separated and placed with other students with disabilities, their self-concept was consistently lower than that of students without disabilities (Montgomery, 2011). It is important to note the research that the self-concepts of students with disabilities can be heightened through tailoring instruction to the needs of the individual student. According to Saghatoleslami when students with LD compared themselves to other peers with LD, they felt better about their performance than did children with LD, who associated themselves with their peers without LD (Saghatoleslami, 2010). These findings suggested that pairing students within the general classroom on the basis of instructional level and individual needs positively influenced the self-concept and self-esteem of pupils with learning disabilities. (3) Does the level of active parental and teacher involvement have an effect on a student’s self-concept and self-esteem? According to the existing research, active parental and teacher involvement has a positive impact on student’s self-concept and self-esteem. Dyson (2008) found that children with LD have a positive academic self-concept and high self-esteem when they receive positive feedback from teachers and parents. The environment the parent provides, as well as the dialog between the guardian and the youth, are both factors that play a role in the student’s development of self-concept and self-esteem. For instance, Dyson (2008) found that if a parent of a child with LD exhibits stress surrounding their learner’s disability, that child tended to have problems with social competence as well as display more behavior problems. When parents presented a positive environment for their child with LD, it helped to reinforce a positive self-concept and a sen se of high self-esteem. Additionally, communication was often related to the nature of the learning disability, especially when the parent and the child were not able to communicate due to the child’s disability. This, in turn, adversely affected the relationship between a parent and child (Ochoa && Emler, 2007). It was supported that with positive interaction and a parent’s positive attitude toward their children, a more positive self-concept was developed and self-esteem was raised from the child (Montgomery, 2011). The emphasis is a positive interaction and support from the parent to positively influence self-concept and self-esteem. Along with a positive stress, there is also a weight on alliance between the home and school to upkeep consistency between the two settings. Saghatoleslami (2010) found that active parental involvement in a wellness-based prevention program in schools was helpful in building positive self-concepts in children and college students. Additionally, Montgomery, (2011) suggested that classroom interventions used to increase self-concept might be enhanced by involving parents. The involvement of parents or other supportive figures, bettered the chances of success across settings, as there were collaboration and communication occurring between parents and teachers. A limitation of the analysis is the broadness of the subjects. While there is an assortment of LD types, there was no sub-typing of LD in this study. Furthermore, self-concept and self-esteem were measured on a broad scale, with minor sub-typing of self-concept. Socioeconomic status, ethnicity, gender, and physical attractiveness were not taken into consideration when measuring a student’s self-concept or self-esteem(Dyson, 2008). Finally, this studies are not applicable across cultures. The vast majority of research reviewed was conducted in the United States. Based on the analysis, it is clear that the most complex measure of self-concept and self-esteem is necessary. In future research, obtaining more data regarding self-concept and self-esteem will make additional subtypes available, both for these two domains, as well as subtypes of LD (Reese, Bird, &Tripp, 2007). Further implementations need to be aimed at supporting students with LD. The focus of future support for students with LD should be not only academic, but have emotional and psychological support as well. Many interventions are aimed at improving the grades of students with LD. In addition to this, specific attention should be placed on the betterment of their self-concept, as well as the improvement of their self-esteem. Both teachers and paternities should be included in future studies to promote positive self-concepts and increase self-esteem. Through in future studies, effective evidence-based solutions will be found. References American Psychiatric Association. (2007). Diagnostic and statistics: manual of Mental Disorders. Washington, DC: Author. Barrera, M. (2009). Roles of definitional and assessment representations in the identification of new or second language learners of English for special education. Journal of Learning Disabilities. Berdine, W. H., (2010). Assessment in Special Education (5th Ed.) Boston: Little Brown. Brown, F J. Hooper, S. (2009). Journal of Intellectual Disabilities. 13 (3), 195-201 DOI: `10.1177/1744629509346173 Dyson, L.L. (2008). Children with Learning Disabilities within the Family Context: An assessment with siblings in global self-concept, academic self-perception, and social competence. Learning Disabilities Research & Practice, 18, 1-9. Elbaum & Vaughn, (2010), Parent- teacher- and self-rated motivational styles in ADHD. Journal of Learning Disabilities. Moller, & Pohlmann, B. (2009). Achievement and self-concept of students with Learning Disabilities. Social Psychology of Education, 12(1), 113-122. Montgomery, M. (2011). Self-concept and children with learning disabilities. Journal of Learning Disabilities, 27(4), 254-262. Ochoa, G.M., & Emler, N.P, (2007). Adjustment problems in the family and school contexts. Attitude towards authority and violent behavior in school in adolescence. Adolescence, 32, 779-794. Reese, E., Bird, A., & Tripp, G. (2007). Children’s self-esteem and moral self: Links to parent-child conversations regarding emotion. Social Development, 16, 460-478. Saghatoleslami, M. (2010). Adjustment to college: College students with learning disabilities. Dissertation Abstracts International, 66, 2315. Source document

Alan Bennet’s “Talking Heads” – A monologue commentary

After reading a selection of monologues from Alan Bennett's â€Å"Talking Heads†, I was inspired to right one of my own. In my monologue the focus is on a young girl who lives alone with her father, who abuses her. The title, ‘A father's love', is ironic because if her father loved her, then why would he abuse her? This links to the monologues written by Alan Bennett as he also uses the technique of irony to engage the audience. The opening stage directions show some aspects of the character's lifestyle, â€Å"Emma sits on a battered leather armchair in a plain living room† From reading this, the audience will be able to identify the poor lifestyle that the girl experiences; this is also shown in a further set of stage directions â€Å"Emma is washing dishes in a basic, untidy looking kitchen.† In both instances there are hints of poverty, yet her father finds enough money to go to the pub at night. This helps to reveal her father's character and his priorities. In the first section of the monologue there is no clue as to what the problem could be, but as the monologue progresses the clues become clearer and the audience may have more of an idea of what the girl is experiencing. For example, â€Å"I said I was sorry about the medication but it really wasn't my fault, there wasn't a need for the way he reacted.† There it becomes obvious to the audience that the girl's father has a bad temper. This idea is developed in the next section of the monologue as the girl debates whether or not to go to school. It now becomes apparent that he has hit her. To create a more obvious clue I had to re draft my monologue in order for the audience to pick up on the problem, â€Å"How can I go to school with a face like this†¦ I could just tell everyone I fell down the stairs.† The clues are really subtle at first but do become more obvious as the monologue progresses. I tried to create tragedy in the monologue by portraying the young girl as feeling alone in the world; she lives alone with her bad tempered father who drinks a lot. The tragedy is that she doesn't want to walk out on her father but she knows that it's not safe for her to stay. I think that the audience could identify this in the monologue. In my monologue, it shows the father suprising the young girl with a shopping trip; this was only through guilt. It's tragic that he has to show his love for his daughter by buying presents and not through affection. By the end of the monologue we can see that there has been no change in the attitude of the father, although he promises his daughter that things will change, they don't. Emma says, â€Å"He promised me that he wasn't going to do this anymore†¦ I just hope he isn't drunk again.† This demonstrates her fear of her father. The last set of stage directions shows that the girl is frightened and that her father hasn't changed. The young girl knows what is going to happen when her father comes home. â€Å"A door slams and a man is heard shouting from off stage†¦ He's home! (Frightened)† I have tried to end my monologue on a tragic note, but leave the audience in suspense. It shows that the father has broke his promise and come in drunk again, but there is no indication as to whether he will beat his daughter.

Humanity in King Lear Essay Example | Topics and Well Written Essays - 1000 words

Humanity in King Lear - Essay Example However, on a different perspective, it is also possible to see the play as a declaration that humanity is an make-believe ideal. In this play, only those who recognize and value the fundamental human condition possess humanity. For example, as King Lear ages and advances into madness, he is stripped of his title, thrown out of his home, and reduced to nothing. It is a sharp depiction that man is really just a â€Å"bare, forked, pitiable animal† and even he, who supposedly owns a noble title, is no more than this. Metaphors are used to acknowledge his inconsequentiality and establish his epiphany as a mere mortal. Lear is able to recognize the values of humanity in his journey to humility. It is shown when he tells his daughter Cordelia to give in to her fate in jail, signifying Lear’s discovery that genuine filial love has more bearing than cultural materialism focusing on power, property, and rank. Still, it is not possible to merely interpret the play as an suggesti on of the basic void that the world is made of --- where Lear is shown as accommodating to the idea that there is nothing but the dreary, cruel, and cold world represented in the story. Edmund, Regan, and Goneril’s portrayed logical sanity contradicts their base natures, as symbolized by animal metaphors such as â€Å"toad spotted traitor† and â€Å"pelican daughters.† While it is natural for human beings to transcend their own limits, this creative tendency to exceed oneself is also the source of destructiveness, a paradox that King Lear explores. This difficult dialectic poses the problem of respecting the norm while at the same time going beyond it. Excess may become too excessive, yet such superfluity is also precisely that which marks off men and women from the inhuman precision of beasts, or indeed of Goneril and Reagan. Lear’s daughters may have a point in failing to appreciate their father’s entourage of a hundred knights. However, what the y miss is the more vital point that Lear expresses at the onset of the play â€Å"O reason not the need.† It is nevertheless inherent to human --- being not beasts --- that desires go beyond the minimal need if there is no rationale why humans should want more than is required for survival. However, excessive material possessions may hinder a man’s ability to identify with the misery of others and feel care. This thought becomes clear to Lear when he is thrown out of his home into the storm, moments before he meets Edgar disguised as Poor Tom. This same insight becomes clear to Gloucester as well, after he is blinded. On the other hand, Cordelia’s forgiveness and mercy of her father offsets this harsh want for excess or surplus. Cordelia’s attitude towards Lear even extends beyond the set standards of justice. It is Cordelia’s attitude depicting both restriction and generosity that resolves several of the text’s formal antinomies. This is sh own when she tells Lear that her love should be suitably divided between himself and her future spouse no matter how unreservedly her love is given. However, when Cordelia dies, another problem is presented. After all, it is a matter of controlling what seems to be a permanent inconsistency in the material composition of humans, and not merely a matter of resolving preset contradictions. It is a tragedy because the play asserts the fact that no poetic imagery is sufficient to resolve this contradiction. Another excess depicted in the play is the excessive ability of humans to inflict pain on each

Syria and Iraq Post-Hashemite Leadership Essay Example | Topics and Well Written Essays - 500 words

Syria and Iraq Post-Hashemite Leadership - Essay Example   Syria also had the same scenario because the dictatorial rule stills reigned. However, the dictatorial rule did not affect the economic stability of both nations. The aim of the regimes was power rather than economic tussles. The only setback was that the increase of the coups paved way for many coups. In this regard, the dictatorial rule was experienced even during the reign of Saddam Hussein in Iraq. Qasim was a great leader, although he applied autocratic leadership. His assertiveness made the country economically stable during the reign. His ability to harness the support of the Soviet Union was instrumental in keeping the British off the oil-rich zones of Iraq. The leader made great strides in the protection of the natural resources of the Republic of Iraq. The initiation of a constitution for the country portrayed him as a democratic leader. Tripp asserts that anarchy was counterproductive during the reign of King Faisal.2 The leader was also a man of the people because he had direct contact with his subjects, although the tendency enabled his opponents to stage a coup incognito. The leader also allowed the freedom of expression. The fact that the civil rights groups, al-Rabita, were clamoring for the freedom to the women indicated that the leaders were liberal although the Islamic culture prohibits the women from certain practices. The leader’s ignorance of the outsid ers and the internal rebels was spotted. His protection of the oil reserves of the nation was important for the nation’s economic stability. The Iraq Petroleum Company played a major role in the extraction, processing, control, and supply of oil. The company had the machinery and equipment for the extraction of oil from oil wells.  

Project Management Analysis Research Paper Example | Topics and Well Written Essays - 7250 words

Project Management Analysis - Research Paper Example s such as Sony, EMI, Warner Music Group and universal lead to the foundation of the company which can provide original sound tracks with ease of access named as SPOTIFY (Catherine, 2012, p. 82). The SPOTIFY is a service that provides commercial music streaming with a class of copy protection technologies. The copy protection technology protects the content from the reproduction. SPOTIFY include the content from the record labels (Billboard, 2009, p. 24). The service facilitates the users from browsing or searching the music by categories such as artist, genre, record label or play list. SPOTIFY was developed by SPOTIFY AB in Stockholm Sweden, The founder of the company was Daniel Ek, who was a Swedish entrepreneur and a renowned technologist who came up with an idea of launching the services that can provide to its users ease of access to the world of music at high quality. The company was launched in 2006. The promotion of no piracy with original music was the main idea behind the p roject. SPOTIFY launched its application on 7th cot 2008. In order to manage the growth of the service, free account remained available. However, the paid subscription also began after the launch of the application (Billboard, 2009, p. 25). In November 2011, Spotify launched the mobile app named as SPOTIFY App. The app made it possible to for the developers such as third party developers to contribute towards a core technology of the internet, which can be used for structuring and presenting content for the World Wide Web. The core technology could be hosted within the desktop player of SPOTIFY (Anderson & Schwarz, 2013, p. 150). The mobile application could provide number of features such as synchronization of the lyrics, critical reviews regarding music and extremely long playlist (Kijima, 2014, p. 61). The formation of the SPOTIFY APP had one main objective: To create an internet based company that can provide easy access to millions of songs with customized demands while

What moral values are emphasized in The Theban Plays Essay - 1

What moral values are emphasized in The Theban Plays - Essay Example despite the fact that many of the main characters feel confident in their own power; this power is based on the lack of knowledge concerning the truth. In the play, Oedipus the King, Oedipus is seen as a man who is confident in his own power since he considers himself the savior of the city of Thebes after he killed the Sphinx, which was terrorizing it. He proudly states, â€Å"You all know me, the world knows my fame/ I am Oedipus† (Oedipus the King, 8-9). While this is the case, he does not know the truth concerning his own heritage; that he is a man who is cursed because he killed his father and married his own mother. This knowledge is revealed to him by the seer Tiresias, and this revelation destroys the confidence with which Oedipus carried himself. He comes to the realization that he had committed, albeit unknowingly, some of the worst sins known to man, namely, patricide and incest. The truth is so painful for the king that he chooses to blind himself so that he ceases to see the world that has brought him so much pain. Therefore, it can be said that truth is a powerful force in the play because it not only makes Oedipus realize the emptiness upon which his power is based, but it also creates a vivid picture of how the other characters respond to it. While truth is a good thing to have, it also ends up having a negative effect on the city of Thebes that loses a strong ruler to be replaced by chaos from civil war. Justice is one of the moral values that are displayed in the Theban Plays and it is used to reflect how the people who hold power tend to deny it to those who have none. Furthermore, in the plays, chastisement is seen to be meted out in agreement with the crime that was committed. The justice that is displayed in the plays is one that is based on crime and punishment, so that when characters commit an injustice, their punishment takes place swiftly. Justice seems to be the domain of the gods, who decide the people that are to be punished for the

Reflection Paper on The History & Philososphy of Education Term

Reflection on The History & Philososphy of Education - Term Paper Example Spreading the awareness of a specific subject matter, in an explicit style is understood as education. Thus the philosophy of education can be either the process of educating others or the wide fields of education and its understanding. The inborn curiosity provoked the earliest man to seek and learn more; of what is around and how to bring betterment and produce comfort from it. This includes the major aim of producing well rounded people and to inculcate the love of learning. The process of learning and teaching is discussed and described by many philosophers. However, all of them hold their view point according to the cultures and times they lived in but some, few elaborated the education purpose and laid the foundation for upcoming generations to understand and explore the horizons of it. Philosophy of Education: Through history one can see that, how the great philosophers of all times learned from one another and left the theories for the upcoming youth to explore and gain. Socr ates, Plato and Aristotle; three pioneers of philosophy of education explained their philosophies, which helped others to understand the aim of learning. Socrates taught Plato and is known for his explicit work on ethics and methods. From there onwards Plato followed the footsteps of his teacher and laid the foundation stone of doctrine for education, and called it Academy. Elaboration: Plato advocated the idea of integrity, not only for the state but for the individuals who are learners. The learners are dependent upon teachers who are fairly in a position to deliver the right kind of knowledge in an appropriate manner. Through his theory, one can understand better the significance of the responsibility on a teacher’s shoulder for educating. He also described the various types of learner and their learning styles and how their learning can be supported, like scaffolding; to enhance the capability of each individual. The core of his ideology was to handle an individual in suc h a manner that the support (scaffolding) is there, but he acquires the skill of learning himself; that he stated can only be achieved in certain environment and through following the knowledgeable. The reasons behind law and rules cannot be understood by all; therefore he promoted the idea of children to learn specific skills under the supervision of knowledgeable personalities. They are the people, who can nourish the positive aspects of a subject, as any subject of knowledge contains; the negative factor which pessimistically impacts the personality of a child; leaving him as a destructive member of the society rather than constructive. Plato strongly believed that arts and literature did not help the learning process; on the other hand they are acting like slow poison, addicting the victims and throwing them in a state of unreality. The general idea is that young children are unable to distinguish between reality and fiction. Thus telling them false stories which are far from re ality; is a disorder one develops readily which later on encourages doubts and imbalanced thinking. He was against poetry, music because they produced uncontrollable passion which later becomes a cause of many ethical issues. Moreover, it doesn’t provide with any knowledge and has no practical meaning to it. His theories revolved around the moral values and thus sustaining and inculcating them in the offspring too. He discouraged the concept of myths and stories to young children, as they are far from real

Explanation of Security Breach and Request for Formal Apology Essay

Explanation of Security Breach and Request for Formal Apology - Essay Example A month ago, the lock manufacturer sent me an email to warn me of the possibility that the lock could malfunction and to schedule for a technician to come and fix the lock’s firmware. No further queries were made on this issue following the current measures on cost-cutting, and the fact that the Head of Security was dismissed six weeks ago. I apologize for not informing you of the problem with the system on time. I am heavily involved in planning for the launch of the Bionic Leg event, a project that is critical to the company’s ongoing success, and that is why I have not had time to resolve the issue. Linda is an important employee to our company because she is the most knowledgeable person in Canada in the field of bionics. Bob Loblaw is the only other person in the company who possesses similar expertise. Since they work together, there is a chance that if Linda were to leave then Bob would also leave. This would be a great loss for the company. Without the service o f these two key employees, the Bionics Division would be forced to close. In the last three years, the company has been surviving on the revenues generated from the Bionics Division. Furthermore, we risk losing Linda to our main competitor, Bionic Works Co., which has been trying to poach her from us for quite some time. Her decision to stay is based on her loyalty to my leadership and because she enjoys working with our team. To prevent Linda from leaving the company, we need to compromise company policy and fulfill her terms.

Types of schools Essay Example for Free

Types of schools Essay 1. Community Schools Run by LA’s who own both the land and buildings and are responsible for employing the staff. The LA decides the schools’ admissions criteria for the allocation of places should the school be oversubscribed. These schools are supported by the community and as such the school facilities are used by local groups such as adult education and childcare classes. 2. Foundation and Trust schools Foundation schools are run by their own governing body who employ the staff and determine the admissions policy in conjunction with the LA. The governing body (or charitable foundation) owns the school and the land. A Trust School is a type of foundation school but forms a charitable Trust with an outside partner such as business or education charity whose aim is to raise standards and new ways of working. They buy in support services for Speech and Language, Educational Psychologists etc. The decision to become a Trust school is taken by the governing body in consultation with the parents. see more:examples of school facilities 3. Specialist Schools These schools operate in partnership with private-sector sponsors and within the requirements of the National Curriculum. They apply for specialist status to develop in one or two specialisms music, sport, languages, science, arts, business and enterprise, mathematics and computing, technology, applied learning, engineering, humanities and receive additional government funding for doing so. They are usually secondary schools but not necessarily SEN schools although SEN schools can become a specialist school  under one of the four areas of the SEN Code of Practice communication and interaction, Cognition (understanding) and learning, behaviour, emotional and social development, sensory and/or physical needs. 4. Voluntary-aided Religious or ‘faith’ schools but all can apply for a place. Run in the same way as Foundation schools but the land is usually owed by a religious organisation or charity. The governing body contributes to the building and maintenance costs employs the school’s staff and set the admissions criteria. These schools are funded partly by the governing body, by a charity and partly by the LA who also provides additional support services. 5. Voluntary-controlled Similar to voluntary aided but run by the LA who sets the admissions criteria and employs the school’s staff. The school land and buildings are normally owned by a charity, often a religious organisation which will also appoint some of the members of the governing body. 6. Independent Schools Not run by LA but funded by fees paid by parents and income from investments. They must be registered with the DfE and their standards are monitored by OfSTED or by an inspectorate approved by the Secretary of State. They set their own admissions policies and curriculum (they do not follow the National Curriculum). Teachers working in Independent schools do not have to be qualified. 7. Academies Sponsored, publicly-funded independent schools. Sponsors come from a wide range of backgrounds such as successful schools, businesses, charities, universities and faith bodies. Sponsors, are however, accountable for improving the performance of their schools. Although Academies have a close link with the LA they are not controlled or maintained by them and benefit from greater freedom than State schools to set their own pay and conditions for staff. They have freedom on how to deliver the curriculum and freedom to change the lengths of terms and school days. Identify the school you work in, state which type of school it is, and the age-range of the pupils. Swiss Garden, Shoreham-By-Sea is a ‘community school’ with approximately 410 pupils from the age of four to eleven years of age.

The Issue Of The Kalabagh Dam Environmental Sciences Essay

The Issue Of The Kalabagh Dam Environmental Sciences Essay Pakistan has faced energy crisis problems from the start but they were very mild and were being dealt with very well. It was not until the 1990s that the problem of the energy crisis started to get serious due to the rise in the demand for it. Dams can be defined as fence which stops the water or upstream rivers. (http://en.wikipedia.org/wiki/dam) The main purpose of any dam is to keep hold of water. Dams can also be used to collect water or can be used in order to store water, in order to equally distribute between different areas. Hydropower is often used in union with dams, in order to generate electricity. Kalabagh is a small town in province Punjab located in Mianwali district. Kalabagh was the location which was proposed for building the Kalabagh dam, as this place is located on the western side of the river Indus. The main idea of Kalabagh dam was going on from decades but once again it was brought up by General Pervez Musharaf, but due to problems and conflicts raised between Punjab, Sindh, Khyber Pakhtunkhwa and Baluchistan; this issue has still not been worked upon. Out of all four provinces, Punjab is the only province which is favor of building the Kalabagh dam. And Punjab is the strongest of all four provinces, and has centralized government legislation. The other three provinces are completely against this decision and have passed undivided resolutions rejecting the project of building Kalabagh dam. This is because Baluchistan and Sindh would not benefit much from the Kalabagh project; instead they would suffer from even more water shortages. Baluchistan is not directly affected by the building of Kalabagh dam. However, the Sardarà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s of Baluchistan often says that the construction of Kalabagh dam is a way in which the province Punjab will rule over other small provinces. And because of these conflicts and disputes, the project is still not been finalized. The opposition groups, who are against the construction of Kalabagh dam, often say that this project will have very adverse impacts on the environment. Secondly, the construction site which is currently home for thousands and millions of people will become no more available for them. If we have to highlight the major cause of not building the dam, we can with no doubt blame the lack of trust between the Punjab government and the other three provinces. The other three provinces have this hatred for Punjab and this could be a result of over intervention of the Pakistan army, which comprises majority of Punjabis and Pathan, all over Pakistan, especially Sindh. Another reason for the hatred can be the ethno-nationalists that give rise to the anti-Punjabi sentiment amongst the public. If the Kalabagh dam project is constructed, then it would be able to have a live storage capacity of 6.1 million acre feet (MAF). This amount would make extensive contribution to boost the irrigation supplies. It will not only enhance the food irrigation for the new projects; but it will also increase the additional allotment decided by the provinces under the water apportionment accord (WAA) of 1991. Another major advantage of building kalabagh dam is that it will increase a huge amount of cheap hydropower to the national grid through its 2,400 mw (ultimate 3,600 mw) installed power. Building Kalabagh dam will also replace the storage previously lost by sedimentation in present reservoirs at Mangla, Chashma and Tarbela. The dam will provide further storage which can be helpful in achieving the present water shortages faced during early Kharif, i.e. the sowing period of April-June. It will also provide efficient directive of Indus River in order to meet the additional Kharif allocations of the provinces under Waa, 1991. Once the dam will be constructed, it will regulate and control the high flood rise in Indus; and will enable provision of tube well irrigations to the river rain area in the south. Lastly, talking about the advantages, while the construction process, 30,000 people will be employed during the construction and a large number of people will get jobs after the construction, as maintenance and operators. Thus, boosting Pakistanà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s GDP and moving Pakistan towards economic growth. If the dam is not constructed, than Pakistan will have to face even more severe crisis of high fuel prices. As the yearly energy generated at Kalabagh, if the dam is build would be equal to 20 million barrels of oil. If Pakistan imports this amount of fuel for thermal generation, than it would be additional burden on the economy. The federal government has taken some measures in order to overcome the load-shedding Pakistan is currently facing. And in order to do this, the government has signed agreement with international private sector of installing over 3,000 mw of thermal power over the next 4 years. This might help in overcoming the load-shedding. However, the power cost will increase drastically. As these private electricity companies are very expensive electricity producers. So, Kalabagh hydropower dam would be very cheap in comparison to keep the cost of electricity within affordability of the nation of Pakistan. Literature review The issue of Kalabagh is an immense issue which has resulted in conflicts and arguments between all the provinces of Pakistan. Some of the arguments against the building of the dam include negative environmental and social impacts. The Kalabagh dam has to face extensive examination and checking from the world dam commission. So, it is likely that these checks might slow down the construction of the Kalabagh dam. The oppositions to the dam often blame the low trustworthiness of government and its agencies, which includes both federal and provincial government for creating an information gap between the original debate of the Kalabagh dam and the discussions which are done by other parties on this issue. The parties in favor of the dam often argue that the construction of Kalabagh dam will help in meeting the urgent needs of cheap energy and cheap food supply for the speedily growing population. The government of Punjab is trying to construct a dam on a very large scale. This is done in order to generate 3,600 mw electric power, and store 6.1 MAF water. On the other hand, if this dam is constructed, it will have many adverse effects. The loss caused by constructing this dam will be loss of 182,000 acres of productive land. Other than this many people will be displaced from their homes. There is a whole set of reasons that goes against the building of the Kalabagh dam. The first reason is the absence of good governance. The project of Kalabagh dam has mostly faced a lack of governance. The people who are the decision makers of the whole project have to also deal with the society and their concerns. Due to the side effects that Kalabagh dam would have an alternative plan called the Tarbela action plan has been proposed. This plan is made through the sediment flow simulations made by the computers. The two purposes that these simulations have are, to see if flushing is feasible for estimating storage capacity in the long run and to analyze reservoirs and predict future sedimentation. On the results of the above simulation three components have been proposed which should be done in order to build the dam. These include reservoir operating strategy, underwater dike and flushing bypass. Reservoir operating strategy works in the way that first the reservoir should be reached at a minimum level and then gradually growing it each year by a small amount. This would ensure the tunnel security until the underwater dike is made. A rock file dike underwater should be made to prevent sediment to overwhelm. Then a bypass would have to be made at a low level with a high capacity in order to be able to flush the sediment. If the plan is implemented this way it would make the storage sustainable. The loss that would be occurred would be more or less what the Kalabagh dam would be designed to take. As is the Kalabagh dam have many issues. The crop yield increasing that has been projected is only in the case when water logging and salinity is put out of the consideration. Hydel energy is really expensive which adds to the environmental costs. Many ecosystems that live in the mangrove forests and are relying on the Indus River would be degraded. Many opposition parties often ignore all these valuable blessings of building Kalabagh dam and still oppose to the building of the dam. Some of the reasons for this opposition are that there is no evidence given to the opposing parties about the costs of hydro power as compared to other sources which provide energy. Other than this, there is a deficiency of organized assessment of the cost of Kalabagh water and the costs of substitute ways of increasing deliverance of water used in the irrigation system and at the same time dropping the wastage in the use of irrigation used water.( Kalabagh dam: an ecological disaster by Abrar Kazi) The adverse impacts of the Kalabagh dam which much opposition argue are, that, it is not yet clear that whether the water flowing from the Indus is enough for filling up the dam in next few years. Another argument is that, the water flowing below Kotri, if it is reduced, than it will affect the people who are very much dependant on this water flowing from underneath Kotri and then utilizes this water on agriculture and fisheries in the coastal Sindh. It will ruin the lives of many people living in the coastal Sindh. The situation becomes more alarming when WAPDA avoid this sort of statistics and rejects to undertake comprehensive and credible studies on this matter. The federal government in response says that, every year, 35maf water goes wasted into the sea, downstream of Kotri. However this wasted water can be used to bring a huge amount of new land used for cultivation and can be used to produce more food. In response to the siltation of land, the federal government says that more dams can help in replacing the lost storage of existing dams. As otherwise we are actually losing the existing storage due to siltation of previous reservoirs. The WAPDA figures in 1987 showed that there was a system loss of an average of 10 MAF in the post Mangla period. However, these figures were doubted, as once the Tarbela dam was built, it was seen that the river regime conditions worsened in 1977. The average yearly system losses in post Tarbela era (1976-94) increased to 14.7 maf as in opposition to 6.2 MAF in the post Mangla pre-Tarbela period (1967-76), showing an increase of 8.5 MAF. Another problem is that, in the Indus basin there is high levels of water logging and salinity, and if the irrigation supplied are to be increased it will just add more to the water logging and salinity to an alarming level in the Indus basin which could be very dangerous. Organizations which drain out the water, such as, national drainage program will take a long time period in reducing the water level from the basins to the sea, and even then, there is a huge probability that it will create a lot of problems and will take a lot of time, as there is no other alternative way of draining the runoff into the sea. The other issues are the financial issues related with the building of Kalabagh dam. There is a very tiny possibility of our government in getting financial aid from international organizations. Most probably the dam will only increases are countries debts. However, if private infrastructure funds are attracted to finance the Kalabagh dam at a high return rate, it is uncertain that the project will still stay fiscally and cost-effectively feasible. Meetings of the council of common interests will remain a poor substitute for responsible and responsive governance. There is an urgent need for the multi ethnic general public involvement on these vital issues of both ethical and officially authorized civil rights to once own life and livelihood that enclose claims to water. Simply in identifying this issue we can sincerely initiate effort towards forging a nationwide agreement on whether or not to construct Kalabagh, rather than by holding conferences amongst councils, who decide on these serious issues. The benefits of Kalabagh dam are considerable. Kalabagh dam will replace the loss of storage in the Tarbela and Mangla moreover it will increase the total quantity of stored water facilitating further and well-timed discharge for irrigation use in order to boost the food grain production. (Kalabagh: need for informed debate by Aly Ercelawn Omar Asghar Khan) Discussion Kalabagh dam is protect that would bring about many changes and many of those changes would be very hard, costly and destructive to cope. Kalabagh dam project is based on many assumptions that are either not true or are just one side of the story. I believe that Kalabagh dam does indeed have some significantly important points to support itself in the construction of it such as the electricity generation and increased food supply through growth in irrigation. However at the same time i believe that Kalabagh dam should not be built when looking at the adverse affects that it would have on the economy. Kalabagh dam is thought to be only useful or living for 22-30 years this means that the cost of making it would not be fully recovered and the replacement of the dam by a new project after its useful life would be again a major expense and hassle. Many other affects of the Kalabagh dam could not be left without putting a great deal of thought into it. The project would affect lots of peo ple and land. Through the Kalabagh dam lots of farmland would be lost and hence the food production would also go down. This would ultimately affect the GDP of Pakistan and cause a national decline. Many people who live in those areas where the dam has to be built would have to be re-homed to new places which is very expensive and could mean that the whole project could be useless in regards the cost. Not only would the government have to re home the people who would be left homeless but also many of the roadways such as the Attock-Talang roadway and railway service would have to be planned all over again. The Sui gas line in the north would also be affected and the re-construction of that would be very costly as well. Moving on, however much costly the problems mentioned above are they can still be tackled with nonetheless. Many of the issues are much more serious and would have an impact on our environment and society for much long-lasting or even indefinite time. One such issue w ould be the lost of the forest. The mangrove forests that would be effected would cost Pakistan the loss of massive wildlife and would cause many diseases through disruptions in the in the food chain. For a healthy atmosphere we need forests and the wildlife that its caters, if the forests are affected not only do humans suffer through the loss of food chains and loss of trees which are useful for production in many finished goods but also the changes in percentages of gasses in the atmosphere would be very harmful for the human life. Even if these issues could be catered for and the Kalabagh dam could maintain its costs through its benefits it would be a project that could be given a thought. However, the physical properties and uses of the dam have also failed to produce a truly glorious picture. Kalabagh dam has been projected to produce 43.5 MAF electricity according to WAPDA however, initially WAPDA itself announced a figure of 23.5 MAF on the basis of the past 60 years of reco rds, when they realized that this figure was too small they gave a new higher figure and claimed it to be on the basis of the last 22 years. This clearly shows that the figures provided by the government and WAPDA are not very reliable. In the case of the Tarbela dam governments had also produced wrong figures that proved to be wrong and disastrous for the provinces of Sindh and Baluchistan. Sindh and Baluchistan believe that they would have to suffer from water shortages and the Punjab would get the benefit. Kalabagh dam would also cause water logging by putting backpressure on the river Kabul. River Indus would also be polluted and the existing problem of water shortage would just be increased by the Kalabagh project. Studies have also showed that if worked to their full capacities, the existing dams are enough for the production of the electricity need of Pakistan. Kalabagh dam would only cause more frustration and decline in the growth of Pakistanà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s economy and would hamper the production of energy instead of increasing it. The dispute from the three provinces would lead to a national dispute and would mean a conflict at both the level of society as well as the parliament. All the benefits of the Kalabagh dam that the supporters of it have put forward have never been reliable enough and face criticisms and face valid problems. These problems in my opinion must be first overcome through other minor projects, which are safer, and if it is still necessary then the Kalabagh project should be given a thought. Other minor projects include ghazi Barotha and Bhasha dams. Conclusion To conclude i would like to say that Kalabagh dam does have many good points as stated in the literature review such as the eradication of energy crisis and the increase in the irrigation increasing the supply of food. However the costs and the affects of this project are quite massive and could result in increasing the problems instead of solving it. The adverse affects of the Kalabagh dam are very massive and must be given a very careful review before any decision is made. Kalabagh dam has many negative points to it and there are very little reliable solutions to those problems that have been given. In the light of the current situation the decision to not allow the construction of the Kalabagh dam is the correct decision and until any better proposal or solutions to the problems mentioned above are not found permitting the construction of Kalabagh dam would most likely turn out to be a disaster. To overcome the current energy crisis of Pakistan, there should be an attempt to stric tly supervise the production of energy that is present from the existing plants and these should produce at their best capacity. This might reflect that many of the studies that have shown that with the existing plants producing energy at their best in Pakistan the energy crisis could be solved altogether might be true. This strategy might eradicate the whole need for the Kalabagh or a new dam or a plant to produce energy at the first place. If the problem still persists and proves the analogy of existing plants being able to meet the energy demand of Pakistan wrong then other small projects should be tried first which would not have so much of the adverse affects related to them such as the Bhasha dam and the ghazi Barotha dam project. These small projects are thought to be much more effective as they have little impact on the society and still can produce higher energy, however these dams also have environmental and humanly costs related to them and therefore should be avoided as much as possible.

Developing Leadership Skills Using The Semco Case Study

Developing Leadership Skills Using The Semco Case Study Purpose of the report: The purpose of this report is to understand the relationship between Strategic Management and Leadership . The different Leadership styles used for identifying organisationss strategic decisions, the impact of the leadership theories on the organisatiton and the methods of developing leadership skills using the SEMCO case study . Introduction: In 1982, Ricardo Semler took control of Semler Company, a business founded and, until then, managed by his father, Antonio Curt Semler. At that time, the companys organizational structure, was as such of treating employees in a fatherly manner, especially by providing for their needs without giving them rights or responsibilities. A pyramidal hierarchy led by an autocratic leader. Then, Ricardo took over the relatively small manufacturing company from his father . And by renaming the company as SEMCO , eliminated all clerical positions,and implemented an insistent product diversification policy. Most observers predicted that these actions would wipe out the company. Leadership Styles: Leadership style is an approach of implementing plans, providing directions, and motivating people working towards the organisation. A leaders must be able to acquire certain strategies and must follow a certain style of leadership which suits the situation of the organisation. The following are the leadership style followed by Ricardo Semler and their evidence : Authoritarian Leadership (Autocratic): Authoritarian leaders, also known as  autocratic leader, provide clear outlook for what needs to be done, how it should be done, and when it should be done. These types of leaders take their decision on their own with little or no help from their subordinates or followers. There is also a clear distribution between the leader and the followers. The analysts found that decision making was less creative under authoritarian leadership. Authoritarian leadership is best applied to situations where there is little time for group decision making for a possible outcome or where the leader is the most knowledgeable member of the group. (Lewin et. al, 1939). While Ricardo Semler was in law school, in 1980s,his father Antonio Curt Semler decided to make Ricardo the president and then shortly left him for a long Europe vacation, saying only, Do what you need to do. When the senior executives of SEMCO insisted on waiting out the declining shipping industry, Ricardo decided to fire 60% of the top managers in a single afternoon. The departing executives wanted to return and while the frightened customers demanded their return, but Ricardo was determined and remained firm. Ricardo could not afford liquidation taking place in the company . Participative Leadership (Democratic): The democratic leadership style or participative leadership is a very open and its characterized style by having power and authority that is given equally among colleague of running a team. Ideas move freely and are discussed openly amongst the group. And discussion is relatively free-flowing. (Lewin et. al, 1939). SEMCO seeks the best by trusting their employees and to motivate them to apply their creativity in service of the whole enterprise. And to make some important decision related to the flow of work, which also includes the selection and election of their bosses. Employees are given a chance to express their feelings regarding the decision making process. Profit sharing also plays an important role in the organisation , which leads to very low employee turnover , and active involvement of all the employees. Employees are given a chance to select their managers which brings into good working condition in the organisation. Delegative Leadership (Laissez-Faire): In this leadership style the leader offers little or no guidance to the member of his team and leaves the decision making process on the team members, but the leader is responsible for the decisions made by his sub-ordinates. The leader allows the employees to take decisions if they can evaluate the condition and relies how the problem could be solved. (Lewin et. al, 1939). SEMCO encourages its employees to choose what, when and where they want to do it complete freedom is given to the employees for the task performance . About 3000 SEMCO employees set their own working hours and their salaries. Their supervisors are hired and reviwed by the subordinates. If the employees had spent Saturday afternoon in the office then they are encouraged to spent their Monday morning at the beach. There is no organisational chart as such in the organisation, no corporate value statement, no 5 year plan is implemented as most of the organisation does. The employees are not required to follow any dress code. There are no written rules or policy statements, as SEMCO is quite flexible. Impact of Leadership Styles: As Ricardo Semler followed the above mentioned leadership styles, the following are the impacts of these style on SEMCOs strategic decisions: The company has become more consistent and responsible. The turnover of the company had gone from $4million to $160million. Which is also considered as a highest growth. The annual sales had increased upto 24%. In 1982, there were just 90 employees working in the company, and by the year 2003 it went upto 3000 employees working for SEMCO. The overall staff strength has increased due to which the companys profit has increased. SEMCO has diversified into different business unit. The company has generated balance between short-term and long-term goals. The products are offered at fair prices. Customers are provided by variety of products and with a differentiated service styles. It had brought innovation and creativity. As it encourages every employees participation and the decisions are imposed from top-down management, good outcomes are brought due to motivated employees. 2. Strategic Management and Leadership Theories: Strategic management  is used to establish a mission, values, vision, goals, objectives, roles and responsibilities of any organisation. There are various theories to identify and to formulate the above mentioned points for an organisation: Henry Fayol Taylor Peter Drucker Mintzberg Functions of Management Scienticfic Management Techniques Five forces Roles Planning Establishing Goals Setting Objectives Informarion seeker, maintain inter personel contacts Forward information to others Spokesperson Organising Optimum use of resourses for meeting goals Organising the task Motivates and direct the employees Maintain informational links . Commanding Reward system for meeting goals Motivating employees New projects are initiated, identifying business developing areas Decisions are taken together during crisis Resources allocator who decides who gets the schedule, budget and priorities. Negotiator who represents department during negotiations with unions and suppliers. Co-ordinating Measurement of good oblectives Controlling Developing skills by giving training Trait Theories: In Trait theories people become heir to certain qualities and traits which makes them better suited for leadership. Trait theories often categorize soem behavioral characteristics shared by leaders. Contingency Theories: According to the contingency theory no leadership is best suited for all the situation. It depends on the variables which are related to the environment the determines what particular leadership suits the situation. Situational Theories: In Situational theories the leaders choose the best possible action based upon various situations i.e. depending upon the types of situation. There may be different leadership styles suited for different decision making. Behavioural Theories: In Behavioural leadership theory the actions of the leaders are not Focussed on what they are from their mental qualities or internal states as the leaders are not made but they are born leaders. Participative Theories: In this type of leadership all the employees are encouraged to contribute their input as a part of the decision making team for an organisation. The leader also retains the right to allow inputs of others. Great Man Theories: As great leaders are born and not made, this theory portray thar great leaders are mythic, heroic and who are always designed to bring up leadership when needed. Management theories(Transactional): Transactional theories are based upon the system of rewards or punishments. For instance when the employees of an organisation are successful they are rewarded, and on the other had if the employees of the organisation fail , they are punished at the same time. Relationship Theories(Transformational): Transformational theories focus upon inter personal relationship between the leaders and followers. These types of leaders help the group members to be inspired and get them know the importance. These leaders are focused on group performance , but at the same time these leaders also expect that each employees should fulfil their own potential. 2.1 Link between Leadership Theories: The Strategic Management and Leadership theories can be linked by using Mckinseys 7-s Frame work. The McKinsey 7-s frame work model involves 7 interrelated factors which are further categorized as hard element and soft element. Hard elements are easy to identify or define the managements as it is related to the Managers which includes Strategy, Structure and System. Whereas Soft elements can be identified or defined as these are related to the Leaders which includes Shared values, Skills, Style and Staff. Strategy:  It is a plan of action or a widespread plan to help create a competitive advantage which also involves the way of maintaining this advantage. Structure: It is a basic hierarchy of an organisation which helps to understand who is responsible for what and who is suppose to answer to whom. Systems:It includes the daily activities and procedures of the employees who are assigned for task performance in the organisation. Shared Values:  These values are considered as the core values of the organisational, mostly ethical values. Style:  These are the style adopted by a leader in an organisation. Staff:  These are the members of the organisation who are categorized according to their capabilities.   Skills:  This helps in identifying the basic skills each employees possess in the organisation for performing different tasks. 2.2 Impact of Leadership Theories on Organisational and Leadership Strategy:

The Most Common Types of Leukemia in Adults Essay -- health, diseases

In the United States, there was an estimated 310,046 people are living with or are in remission from Leukemia according to statistics gathered in 2013. Incidence rates for all types of leukemia developing in males are higher than in females; males are expected to account for approximately 57 percent of the new cases of leukemia. In all races or ethnicities, it is the tenth most frequently occurring type of cancer. However, incidence is highest among non-Hispanic whites, (13,600) while incidence is lowest among Asian and Pacific Islander populations (7,400) and American Indian and Alaska Native populations (7,300). In 2013, leukemia was diagnosed in approximately twelve times as many adults (43,749) as children and adolescents younger than 15 years (3,605). The median age at diagnosis is sixty-six years old and the median for death caused by the disease is seventy-five years old. The most common types of leukemia in adults are Acute Myeloid Leukemia (AML) and Chronic Lymphocytic Leuke mia (ACL). The most common type of leukemia in children and adolescents younger than 20 years is Acute Lymphoblastic Leukemia (ALL). In 2010, ALL was accountable for 74 percent of the new leukemia cases in children and adolescents younger than 20 years. Most cases of Chronic Myeloid Leukemia (CML) occur in adults. In 2010, CML was accountable for about 3.3 percent of new cases of leukemia in children and adolescents younger than twenty years. Almost two percent of all cases of CML are in adolescents, ages 15 to 19 years. There was a notable improvement in survival from 1975 to 2008. Divided into five year periods, there was only a 34% survival rate from 1975 to 1977 but the survival rate rose to 58% from 2002 to 2008, the difference being statistical... ...Finke, J., †¦ Rocha, V. (2012). Bone marrow or peripheral blood stem cell transplantation from unrelated donors in adult patients with acute myeloid leukaemia, an Acute Leukaemia Working Party analysis in 2262 patients. Journal of Internal Medicine, 272, 472–83. doi:10.1111/j.1365-2796.2012.02547.x Siegel, R., Naishadham, D., & Jemal, A. (2013). Cancer Statistics, 2013. CA Cancer J Clin, 63, 11–30. doi:10.3322/caac.21166. Wang, J. C. Y., & Dick, J. E. (2005). Cancer stem cells: lessons from leukemia. Trends in Cell Biology, 15, 494–501. doi:10.1016/j.tcb.2005.07.004 Weber, C. (2013). Leukaemia: how can stem cells help? EuroStemCell. Retrieved February 14, 2014, from http://www.eurostemcell.org/factsheet/leukaemia-how-can-stem-cells-help Wu, L. (2012). Leukemias. Medscape. Retrieved February 14, 2014, from http://emedicine.medscape.com/article/1201870-overview

Rebellion in Margaret Atwoods The Handmaids Tale :: Handmaids Tale

Rebellion in Margaret Atwood's The Handmaid's Tale "Rebels defy the rules of society, risking everything to retain their humanity. If the world Atwood depicts is chilling, if 'God is losing,' the only hope for optimism is a vision that includes the inevitability of human struggle against the prevailing order." -Joyce Johnson- Margaret Atwood's The Handmaid's Tale analyzes human nature by presenting an internal conflict in Offred: acceptance of current social trends (victim mentality) -vs- resistance for the sake of individual welfare and liberties (humanity). This conflict serves as a warning to society, about the dangers of the general acceptance of social evils and boldly illustrates the internal struggle that rebels face in choosing to rebel. Offred is a Handmaid in the republic of Gilead and while she seems unhappy about this, she is confused about her identity and even starts to accept the role that has been imposed upon her. It seems strange that one might accept such radical changes so easily. Offred has been manipulated into believing that this sinister system was designed for her own good. Peter S. Prescott says: " Offred at first accepts assurance that the new order is for her protection." (151) She must lie on her back once a month and hope that commander makes her pregnant because her sole purpose is to act as a vessel. She even starts to measure her self-worth by the viability of her ovaries and this negatively affects her self-image. This is how Offred characterizes the deploring act : "The commander is fucking. What he is fucking is the lower part of my body. I don't say making love because that's not what he is doing. Copulating too would be inaccurate because it would imply two people,when there is only one. Nor does rape cover it. Nothing was going on here that I haven't signed up for. There wasn't a lot of choice, but there was some and this is what I chose." (Atwood,121) This statement is very dangerous. It shows how Offred has convinced herself that this deploring act is not so bad. It also shows how she is beginning to embrace the system and justify the violations that are being commited against her. By calling it a choice she has shifted the blame from her oppressors to herself and labeled the blatant crime as a mere ritual. Offred shows signs of a developing victim mentality where she accepts defeat and associates the regime's will with her own.

Prohibiting Smoking in Public Places

Secondhand smoke is especially dangerous—much more to children who are directly exposed to the smoke. Canada should implement a no-smoking policy, not just inside cars,but in all public places where there is an threat of secondhand smoke. It is a fact that secondhand smoke is more toxic than smoke directly inhaled by smokers. It is known to cause cancer and there is no safe level of exposure to secondhand smoke. It takes at least three hours for cigarette smoke to clear in an average-sized room. Hazardous components of the smoke can remain present much longer (Office of Tobacco Use Prevention). Although â€Å"the simplest, least expensive and most effective solution against secondhand smoke is not smoking in any enclosed indoor area† (Office of Tobacco Use Prevention), Canada should legislate laws that would ban smoking in public places to reduce deaths related to tobacco use and second hand smoke just like what many other countries have already been doing. Eliminating smoking is the only way to effectively reduce the harmful effects associated with cigarette smoke. Ventilation could prove to be an effective way of eliminating secondhand smoke indoors if the exhausted air leads outside but it not effective in eliminating its harmful components. Parents should be responsible enough to keep their children away from the harmful effects of secondhand smoke. As a sign of respect, smokers should get out of the room when other people will be exposed to the smoke that he/she will exhale. This in turn also limits the number of people that will be exposed to secondhand smoke. Because secondhand smoke is much more harmful than the smoke inhaled, the government should consider legislating laws that would prohibit smoking in public places because this already proved effective for other countries.

Employee Training and Career Development

â€Å"The biggest job we have is to teach a newly hired employee how to fail intelligently. We have to train him to experiment over and over and to keep on trying and failing until he learns what will work,† (Kettering, 2010). Employee training is important in any job if an employer wants to be sure the job is done correctly. Training can help further an employee’s career because he or she will get better at his or her current job so the employee needs a new challenge. Career development is an employee’s responsibility so if they want to continue in the same company, they must think long-term when they first start. If you wish to achieve worthwhile things in your personal and career life, you must become a worthwhile person in your own self-development,† (Tracy, 2010). In this paper the subjects discussed are the role of training in an organization’s development, different employee development methods, relationship between employee development and organizational development, and the role of human resource management in career development. The role of training in an organization development is making the employee a better work for better productivity in the organization. Training involves changing skills, knowledge, attitudes, or behavior. Organizations spend billions of dollars on formal courses and training programs to develop worker’s skills. When organization spends that amount on money, they want to get the most out of their money. An organization wants to make a better employee to help the organization so the company does not want to waste money on training. Typically an organization will test an applicant to see if the skills the organization is looking for match what the applicant holds. An organization will sometimes take an applicant who holds the best matched skills for the job and that way the organization does not have to spend too much money on training. If an applicant holds a degree in human resources, it is not possible for him or her to go out and do the job compared to someone who has been trained in the company so it will take on-the-job training to get their skills up to what the organization needs. Training is a need in any job for an employee who just comes into the job or even when a new program comes out because the employee will need to know how to use the program. Employee development consists of six different methods. Job rotation is a method where employees moved from various jobs in the organization. This helps employees expand their skill, knowledge, and abilities. This can help with broadening an employee’s exposure about what the companies different operations are within the company. This can help with reducing boredom and stimulate development of new ideas. Assistant-to positions are employees with demonstrated potential to work under a successful manager. This type of method work as assistants on special boards, these individuals will perform many duties under supervision. This helps with employees experiencing a wide variety of management activities, and will help with moving them to the next level in their career. Committee assignment allows employees to share in decision making, learn by watching others and investigate specific organizational problems. This is a temporary committee that is assigned to solve a problem in the organization to recommend a solution. These can become permanent positions that can increase the employee’s exposure to other employees in the organization. Lecture courses and seminars revolve around formal instruction. These help acquire knowledge and develop their conceptual and analytical abilities. Through the development of training and technology this type of development is not just offered off-the-job but through distant learning. Simulations are artificial environment that attempts to closely mirror a real problem. Case studies have become popular because these can take real situations that have accrued and attempt to find the right solution that fit the problem. Case studies help develop discussions among the group and help let people defend their reason for finding that solution. Another form of simulations are decision games and role-playing, this puts people in the same place as the problem. When using a computer to decide this decision, they can see what happens with the decision they chose without seeing the reactions of actual people. Role playing lets people act these problems out and deal with people. This lets people put their words to action and find how their actions can affect those around them. This type of development method allows people to simulate the situation, see how deal with certain situations and how the decision chosen can turn out. Outdoor training is the last development method. This method can sometimes be referred to as wilderness or survival training. The importance of this training is work as a team player; it involves some physical and emotional challenges. This helps see how certain employees will handle certain situations and help employees become better leaders. In today’s society most employees do not stand alone because there is usually a team for everything inside an organization. These are the six different employee development methods and the benefits. There are always differences and similarities between employee development and organizational development. Employee development deals with individuals’ on-their-own and organizational development deals with the whole organization as a team. When developing the individual’s and making him or her better for the organization, then the organization needs to be better to deal with the differences in every team member. In an organization there are always changes inside because new employees come in and others leave so the diversity and improvements must be developed. Employee and organization development both work on long-term changes in attitudes and values among the team members. As long as there is open communication between all team members; then most problems can be solved and continuing to develop employee and the organizations developments. Career development is put on individuals themselves. Human resource management use to provide information to assist employees in advancing their work lives. Human resource management would usually give assessment test to see where individuals stood in their career goals. Career development helped organizations attract and retain highly talented personnel. Human resource management no longer in today’s society have a big role in an employee’s own career development, it is left up to the individual. As for my own career I hope to find a job that I enjoy, and can learn new things every day. I do not want to get into a field where it will become boring that is why I choose to go into human resources. I believe that even though you do about the same tasks you are always learning new things in your job and deal with different people for different reasons. I want to own a business but in today’s economy it looks like a long-term plan for now. I want to work for a company that has a large diversity of people. I will continue my education until I run out of things to learn at school or until I find a career that I need to take specific classes to further my career. I know in the past I have worked for a diverse workforce and knew my company would have helped my education had I wanted to do that. An organization has a job of not only developing an employee but also the organization. Employee development and organization development has a benefit of making each team member better, so that team will continue to develop. There is a different role that human resource management plays in career development, but it is put on the employee to find out those options. This paper discussed several subjects about the role in training in an organization, employee development methods and benefits, the relationship between employee development and organizational development, and the role in human resource management in career development.