Staff Training And Development Essay Free Essays

Supporting Effective Staff Training And Development Essay Presentation What is preparing and improvement? Preparing and advancement is an idea in the executives which permit the hierarchical action to be pointed straightforwardly at execution of people, gatherings and the association (Landale, 1999). There are three fundamental exercises under the appearance of preparing and advancement which are interlinked †preparing, training and improvement. It isn't only the job of the business to distinguish preparing and improvement needs, the representative likewise should have the option to recognize their job in the association and how they can adequately create themselves (Landale, 1999). We will compose a custom article test on Staff Training And Development Essay or on the other hand any comparable subject just for you Request Now Van der Bossche et al (2010) recognize that because of the quick headways in innovation and information require the person to take an interest in close to home and expert turn of events. The advancement of ability inside the association is vital for upper hand to exist, it is additionally important for the maintenance of representatives. The association needs to recognize ability and to help the people through the entirety of their preparation needs Staff Training and Development is portrayed as the need to cover the fundamental abilities utilized in the ordinary work circumstance. Inside the advancement of preparing and improvement, the individual should be centered around the objective of building up their abilities, information and comprehension of how the association exists inside its condition (Jerling, 1996). On the off chance that the supervisor can spur the worker in their work and can empower improvement then the representative will see it in a positive light and will progress in the direction of the goals.I I Background Having compelling workers is instrumental to the accomplishment of any business association. This is the situation as a result of the high worker turnover rates and high joblessness rates apparent in many nations. Since the 2008 downturn in the U.S, different nations of the world have encountered the far reaching influences as the world biggest economy battles to recoup. The European countries have endured under the current obligation emergency that has contracted economies in Europe. Different nations in African and Asia have likewise felt the effect, as their economies are generally subject to both the U.S and European markets for exchange. The subject of having successful representatives has subsequently, picked up importance as businesses search for approaches to support their laborers. With an end goal to keep their most significant resource, associations are vigorously engaged with the preparation and improvement of representatives (Hung Wong 2007). Preparing and improvement ha s been an apparatus utilized by associations to alleviate the dangers of losing worker to different associations. It has likewise been utilized to prepare future pioneers of the organization, just as help associations in setting aside time and cash. This exposition will talk about two speculations that examine boss help and preparing, just as the effects of representative exhibition comparable to preparing and improvement of employees.III Development Humphry Hung and Yiu Wong have concocted two speculations that talk about the connection between the business and the laborers with regards to preparing, proceeding with training and work study execution (Hung and Wong, 2007). The hypotheses were presented as a result of a contextual analysis of Hong Kong understudies who were in school and worked simultaneously. The creators at that point thought of the hypotheses to help clarify the understudy or employee’s execution in relations to their representatives and boss relationship (Hung and Wong, 2007). The principal hypothesis was the mental agreement hypothesis while the subsequent one was the anticipation dis-affirmation hypothesis. The scientists understood the requirement for representatives to have training with the goal that they can climb the stepping stool most definitely. The specialists utilized the representative and manager relations as the subject of examination, and concocted a model to clarify how preparing and im provement can be adequately utilized in the working environment (Hung Wong2007). Mental agreement hypothesis As indicated by the mental hypothesis, the business and the representative have an allowance of faith based expectations, guarantees and commitments that go past the conventional agreement between the two. This mental agreement hypothesis is credited to the second rush of examination in this subject, to be specific where the premise is a shared faithfulness among representatives and association (Hall and Moss, 1998). The components of the third influx of exploration on the mental agreement, which gauges the perspectives and perpceptions of workers towards association are exhibited underneath (Robinson, 1996). As it were, when a business recruits a representative, the worker needs to keep certain guidelines while the business is committed to act expertly. This implies the workers hope to trade their dependability and efficiency for compensation and different types of pay (Kimberly 2009). This hypothesis might be respected to be restricted in conveyance of profundity of examination of relations among association and workers (Robinson and Morrisson, 1995). This recommends late exploration has neglected to recognize the way that mental contact hypothesis is more multi-dimensional instead of what has been introduced in the examination (Trunley and Feldamn, 1999a). Therefore, there were two sorts of substance introduced, to be specific value-based and social. Value-based substance includes quantifiable monetary trades between the two gatherings. For example, a worker works 40 hours every week for a check toward the week's end. Social substance depend on trust and long haul connections. In such a case, a representative can designate a specific job to the worker dependent on trust (McConnell 2004). In the examination, three standards can developed. In the first place, there is connection at an individual level, common connection between the two gatherings lastly strategic trades. A great many people accept that the connection between the representative and the business depends on close to home ties in light of the fact that the business is an exemplification of the association, and the experience of their communication directs the accomplishment of an association (Hung Hing 2007). Then again, some accept that there must be a shared connection between the business and the worker for associations to succeed. The common commitment depends on the conviction that the business is obliged to the worker as a byproduct of a responsibility. At long last, the strategic trades happen between the laborers wherein case, the worker demands a psychological association between the two gatherings (Kimberly 2009). The centrality of the mental agreement hypothesis is that it endeavors to clarify the employee’s conduct with respect to how he is treated by the business. As it were, the representative relationship to the business is basic to issues with respect to how workers respond when exposed to preparing by associations. The advancement of the worker directs the presentation of the representative in the proceeding with work-study. The exploration found that understudies who had a decent working relationship with their boss performed well in their preparation and instruct ion contrasted with the individuals who had an awful relationship (Hung Hing 2007). Another restriction is ascribed to the presumption, that mental contact hypothesis neglects to address the particulars of individual work conduct (Robinson, 1996a). From methodological point of view, this hypothesis was created based on employee’s self-evaluations. Subsequently, it neglected to incorporate the genuine supervisor’s evaluations, which are seen to be very urgent in conveyance of target feeling regarding the matter of occupation execution (Keeney and Svyantek, 2000). Anticipation disconfirmation hypothesis The anticipation disconfirmation hypothesis is like that of shopper disharmony. Just that for this situation, it manages the representative, rather than the buyer. The hypothesis was achieved from the correlation of a specialist and a purchaser when managing their items. A worker is accepted to have decidedly disconfirmed their job in the association when their apparent exhibition surpasses their normal execution (RoughtonMercurio 2002). The inverse is valid and alluded to as negative disconfirmation. Negative disconfirmation happens when a worker accepts that their desires surpass their apparent The capacity for the association to have the option to continue powerful staff preparing and advancement in the work environment is a need in the worldwide market. The motivation behind this paper is to consider preparing and improvement in the work environment (Venkatesh and Goyal, 2010). Different contemplations which must be thought about while examining this subject are corresponding to the way of life and structure of the association just as the significance of correspondence and the effect of the authority styles on the general conduct of the association (Venkatesh and Goyal, 2010). The worldwide market has permitted the exchange of abilities and information through movement and the internationalization of associations. Preparing and improvement are imperative to how the association can contend in the market, if the association can continue their workers through preparing and advancement they will have the option to contend in the market. The viability of workers will end up being a significant advantage for the association and it is significant that the association clutches their representatives (Klein, 1998). It has been contended that the assets of an association are the key wellsprings of intensity. There is a need to look at the foundation of the association †culture and structure to perceive how these can decide how the association sees preparing and improvement openings inside the association. This hypothesis has likewise demonstrated to have a few restrictions credited to it. This infers it has been a dependent upon confinements forced on the

Hun Essay Example | Topics and Well Written Essays - 750 words

Hun - Essay Example God reviled Cain and Cain was the principal human conceived and the first to submit murder while Abel turned into the primary man to bite the dust. From the story, the quick inspiration for Cain to murder his sibling was desire and outrage. The envy came about because of God tolerating Abel’s offering as opposed to Cain’s offering. Albeit no explanation is given for God’s tolerating Abel’s penance and dismissing Cain’s, Cain thought about the dismissal literally and felt that God dismissed him and acknowledged Abel. This drove Cain crazy and he slaughtered his sibling. The narrative of Cain and Abel additionally contains different components which are not as evident as outrage and envy. Cain was a rancher while Abel was a shepherd. While these two callings are complimentary in that cultivating gives grain based nourishments and crowding gives meat, the two callings require land as an asset and there is strife among ranchers and shepherds over land. Shepherds are commonly exceptionally respected in the book of scriptures with the vast majority, for example, Moses, Jacob and David having been shepherds. The New Testament affirms that Jesus is the acceptable shepherd. In this manner, Abel had the correct calling. Cain was rebuffed to turn into a drifter. Yield ranchers commonly settle in one spot while shepherds move meander around. In this manner, the discipline basically made Cain a shepherd since he was unable to meander around and ranch crops. The tale of Cain and Abel is the first of contentions among siblings. This is an intermittent topic in the book of scriptures with the tale of Esau and Jacob, Joseph and his siblings, David and his siblings and among Moses an d Aaron. This story can be identified with clashes between siblings which are basic in the contemporary society. The tale of Cain and Abel has different exercises that can be applied to the contemporary society. This is in spite of the contemporary society being to a great extent industrialized and administration arranged as opposed to little scope

Health and Safety at Work free Samples †MyAssignmenthelp.com

Question: Examine about the Report on Planning WHS Management System. Answer: A Report on Planning WHS the executives framework: Introduction GoFuel Pty Ltd working environment comprises of six help stations inside which different administrations are given. These incorporate retail shops and nourishment bars, and there is a stockroom just as the workplace of the head supervisor. The workplace essentially manages profoundly touchy items, for example, the fuel, gas, and oil just as the general store products, cold beverages and the hot pies; with 24-hour-a-day tasks. The organization's workplace has a representative base of 60 workers, who have a place with various etymological and social foundations, and most of them have a secondary school instruction level. It is additionally critical to take note of that a portion of the representatives have poor English education which may affect on their capacities of the administration conveyance. GoFuel bargains in an industry that requires an elevated level of security at the work environment first for the representatives and afterward to the clients (Bega Valley Shire Council, 2014). Security is a need and there are sure prerequisites an organization need to set up to guarantee they agree to worthy WHS measures which incorporates having an ensured working condition, legitimate forewarning methods, wellbeing rules, fire quenchers just as defensive riggings. In the survey of the data gave by the GoFuel Pty Ltd, various strategies and techniques can be named as the significant in undoubtedly: Exercises dependent on an every day, week after week, and yearly premise. The intermittent sponsorship of the electronic information is a decent sign. Occurrence outline reports. Arrangement of the Personal Protective Equipment (PPE). The protection arrangements are set up. There are medical aid units in each store and most completely loaded. Research on the Proposed Design of WHSMS Contriving a compelling WHS the board framework requires a broad thought of all the legitimate systems that are set up (Sparq Solutions, n.d.). It bodes well for the administration structure to consider all the accessible legitimate arrangements that control all the work environment security quantifies as to WHS rules and guidelines. The nearby thought of the accessible legitimate measures guarantees the companys proceeded with satisfaction of the WHS for its representatives without breaking the set national norms (Safe Work Australia, n.d.). Moreover, it likewise gives the organization a perfect bill and forestalls any pointless confusions if there should be an occurrence of the representative grumblings. For example, the Victorian WHS legitimate system contains the most recent guidelines which initiated on June of 2017 (Work Safe Victoria, n.d.). The proposed codes in connection WHS incorporated the perilous manual consistence codes, hazardous substance taking care of code, the plant consistence, destruction consistence and Noise consistence codes among different codes. The Work Health and Safety Act 2011 give an away from to the assurance of the government assistance, wellbeing, and security of all representatives at the working environment. The WHS demonstration gives security to all laborers including the representatives, the temporary workers, outworkers, chips in and even the work experience understudies among others. The Act likewise sets out the guidelines for the notice of the occurrences, conversations with the laborers, issues around the offenses and punishments, question goals and the force and elements of the overseers (State of Queensland, 2015). The WHS the executives frameworks for an organization like GoFuel require exacting measures in hazard the executives, beginning from the arrangement of the defensive riggings for the laborers and guaranteeing they use them fittingly. Additionally, the records in each action inside the firm, from worker data to episode and protection records are generally basic. Important Policies and Procedures Adapted from Acquiring Business The obtaining of any business element would require the selection of a portion of the current arrangements and guidelines. Along these lines, GoFuels obtaining of ISS implied that the organization needed to hold and adjust a portion of the guidelines and methodology of the ISS. The Smoking Policy Given that the GoFuel obtaining of ISS included the organizations in a similar industry and a similar activity line; adjusting the smoking arrangement is a pivotal advance. Fills are profoundly combustible, which implies that, in the event that the smoking patterns are not controlled inside the workplace, at that point dangerous fire occurrences may be unavoidable. Liquor and Drugs Policy The utilization of liquor and different types of medications impacts the activities of the laborers and how they work. That is the reason it is a significant for the organization to receive approaches that manage the utilization of medications at the working environment to upgrade wellbeing for everybody inside the workplace. Crisis Procedures The significant crisis techniques that can adequately be embraced for this situation by GoFuel incorporates the fire crisis systems to forestall fire rates; the medical aid strategies in the event of any wounds at the working environment, the fuel spill method, and the outfitted hold up if there should be an occurrence of an assault by the burglars or buglers at the working environment. Extra, the record keeping strategy ought to be organized, which incorporates records of the occurrences, representative data, the protection data, the records on the worker preparing and records on the laborers' pay plans among others. The selection of all these recordkeeping steps is to guarantee that all the security guidelines of the representatives are tended to viably corresponding to WHS prerequisites. Human, Physical and Financial Resources Required The usage of a WHS the executives framework requires a mix of human, physical and monetary venture to understand its full usage. HR are required and these include the workers, and the administration (Shen et al. 2009); the physical assets like the premises and the hardware used to execute, and above all, the account, which is the most pivotal determinant of all the necessary assets. This WHS the board framework system would require contributions of the head supervisors, move administrators and clerks, and WHS specialist. Also, preparing rooms are required for the viable execution. The all out expense of the previously mentioned factors charged on the hourly premise would cost at a normal of $250. Record Keeping Policy and Procedure Records ought to be kept in a progressively characterized manner which tends to all the worries and the events that occur inside the workplace. These records would include data on the peril reports, and the episode reports among others. The layout underneath speaks to an example format in which most kinds of rates are recorded. Sort of the Incident Absolute No. The Affected Person(s) Work Days Lost Fuel Spill Fire in refuse receptacle Slip on wet shop floor Falling stock available for later Excursion Consumes A Report on Managing laborers interview The fruitful usage of a WHS the board framework system relies upon the administrations capacity to include the laborers in the dynamic since they are the essential subjects with respect to the WHS guidelines. It is in this manner basic for the administration to hold fast to the laborers predicaments (Hussain Ahmad, 2012; Turner, Huemann, Keegan, 2010). Effective firms focus on what the laborers need to state concerning what influences them, and this includes having a decent HR group inside the firm. The coordination between the administration and the laborers will lessen superfluous erosion and the general chance of damaging WHS guidelines. The inevitable objections by some segment of the representatives of GoFuel underline the companys need to direly audit their WHS the board framework. Given this is a zone which straightforwardly influences the workers; it would demonstrate an exorbitant mix-up if the administration completely overlooked their endeavors to have their commitments thought of. A successful WHS the executives system considers all the authoritative components that are legitimately identified with the specialist wellbeing measures, and in consistence with the current arrangement of rules, approaches and lawful structures inside the nation of activity. There are numerous ways the organization can include the investment of the representatives in the WHS dynamic procedure. Their commitment, in any case, must be checked on and assessed to decide how successfully they can address the wellbeing and security issues of the laborers at the work environment. A portion of the method to guarantee worker cooperation in WHS dynamic incorporate worker preparing, open meeting conference with the administration, the utilization of recommendation boxes, permitting the laborers choose their own agents and tending to developing concerns. Representative Training Representatives at GoFuel are not adequately prepared to manage security necessities that are set out in the legitimate systems for WHS. This is halfway on the grounds that the organization has not made the suitable strides in offering broad preparing to its representatives. In this way, representative preparing would furnish the worker with the capacity to contribute emphatically to the WHS objectives. Open Session Consultations Every so often, open meeting conference between the top administration and the representatives is significant for the inclusion of the considerable number of gatherings in the dynamic procedures. It includes permitting workers to air their perspectives about what influences them most corresponding to WHS. The Use of Suggestion Boxes Recommendation boxes are acceptable methods for letting the representatives air their view without fundamentally meeting the administration. The administration will get an opportunity of perusing the basic representative concerns and tending to them when fundamental. The down piece of this procedure is that a uninformed administration should abandon the raised worries by the utilize

What You Dont Know About Research Papers Sample Could Be Costing to More Than You Think

What You Don't Know About Research Papers Sample Could Be Costing to More Than You Think Completing a research paper is most likely among the most well-known assignments not based on your academic level and subjects. The outline will allow you to organize your work in that you're now able to understand where to compose your introduction, content, and conclusion. It will be a lot easier that you finish the assignment if you understand it from the very first page to the last. It is essential that you read the assignment carefully. The Key to Successful Research Papers Sample As a writer, you ought to be extra careful to not select a topic that's too general, therefore specificity is vital. Typical topics will probably wear out the reader at the start of the paper, unlike a new topic which grabs the interest of the reader. Research Papers Sample Ideas If at all possible, ask a friend or family member to read the summary to remember to have presented information in a simple t o understand fashion. In reality, students may know the info inside out, but might have bad presentation abilities. For some students, a choice of topic is the easiest part. If you're confused with a selection of interesting topics to research online, it's much better to determine what interests you the most. Ruthless Research Papers Sample Strategies Exploited For example, a master level research paper demands an expert with no less than a master or Ph.D. degree. As soon as you choose a specific topic, the initial step is to develop into an authority in the area. The research procedure takes a string of steps as listed below. You can proceed and divide the research into phrases to check at every aspect keenly. 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Ok, I Think I Understand Research Papers Sample, Now Tell Me About Research Papers Sample! In the procedure for writing research articles, it's required to adhere to a particular topic. A research topic ought to be interesting to the audience and the writer. Not all resear ch paper topics are made equal, and you would like to be sure you pick an amazing topic before you commence writing. Even if a specific research paper topic is getting lots of buzz at this time or other individuals seem interested in writing about it, don't feel tempted to make it your topic if you don't genuinely have some type of interest in it also. So as to compose a paper, you are needed to compose a research question. In light of the aforementioned, let's consider some intriguing research paper topics and tips for your research paper. When you get a generic instance of introduction in research paper, for example, you might not have to pay much. Needless to say, picking the correct topic for your research paper is the very first and most vital step on the best way to writing the paper itself. By analyzing an internet research paper example, you can learn to draft your own topic. After the topic is chosen, it would be helpful to make an outline so you could see whether you have sufficient information for good-structured research paper. Just like any research paper essay, the main thing is to construct your topic and paper with the robust evidence. Many are highly-reputed. Researching any issue about government or laws can get overwhelming because of the intricacy of the issues and even on account of the wording of some laws. The significant issue which almost all of the students complain about is the issue of plagiarism. A research paper involves surveying a field of knowledge as a way to get the best possible data in that area. If you don't find out how to begin your essay or where to search for supporting data, we' ll be happy to help you. If you've decided on a particular keyword for example consumer behaviour, you can search for similar research papers online. It is crucial to make sure that your research does not have any plagiarism and such errors as they could be utilised to penalize you. Research Papers Sample Options You will soon locate the official data about us. For instance, if your report consists of a chapter on trends within a particular industry, decide which trends ought to be mentioned in the summary. Research needs proper strategy, valuable supply of information, correct referencing is critical in a superb research work. Your research will finally have a flow. Here's What I Know About Research Papers Sample Organizing your research work is critical. The stated research topics may be used among other people to produce interesting research papers. Health is such a gigantic topic, it can be difficult to determine what you would like to write about. Research papers ar e trying, but in addition they have the capability to be somewhat rewarding.

Watching Who Your Friends Are Essay - 709 Words

Yesenia Villanueva October 5, 2015 English 101 Watch Who Your Friends Are Stupid isn’t it? You put all your trust in someone and they destroy it like it meant nothing to them. A whole friendship destroyed for a stupid reason or action. One minutes they’re your best friend and the next thing you know, they betray you in a way you never thought was possible. But like mama always said, watch who your friends are, because not everyone is a good person . Making friends fast came natural to me. I was never afraid to meet new people and get to know them. So when I first moved to Moses Lake, I met a girl named Sally. She lived across the street from me in a light yellow house. We instantly became best friends since we had lots ofmany things in common. We shared the same love for basketball and liked many of the same TV shows, we went literally everywhere together. My parents treated her like if she was family, never once did I not trust her. We had every class together in elementary and middle school and we were in the same basketball team. So whenever she needed a ride or anything at all I was there for her. Just as much as she was there for me. But in eighth grade things started to change. My mom started noticing that every time she came over she would start looking around and going through our things. One day she went to my room and waited for me while I cleaned the living room. She started going through my closet and dresser, her excuse was that she was looking for theShow MoreRelatedTelevision Does Not Burn Our Minds941 Words   |  4 PagesWhen people generally think of television, most may assume it rots the mind. 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Bond Free Analysis - 856 Words

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In one’s dreams, one can escape and look down upon the world and not appear to be a part of the â€Å"interstellar gloom†. Frost’s use of words such as gloom convey that reality is not something desirable, but rather something to escape. In the light of day, reality sets in again and Thought must retrace its steps to earth. Frost uses the imagery of Sirius’ disc to illustrate that Thought is the brightest star in the night sky. If earth represents where Love resides, the heavens represent where Thought resides. In the final stanza, Frost concludes the poem by respecting what Thought builds in the heavens, but realizes there is value in Love as well. Beginning in stanza three, Thought begins to be personified as male with the use of the pronouns him and his. This creates the juxtaposition of Love as being a female characterization. Symbolically then Frost is proposes men as being the logical thinkers, who long for escape from the entrapment of Love or the female figure. 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Soldiers Of Destruction By Charles W. Sydnor, Jr Eicke’S Cultivation Of Elitism Essay Example For Students

Soldiers Of Destruction By Charles W. Sydnor, Jr: Eicke’S Cultivation Of Elitism Essay A sign declaring â€Å"Barnard College ranks Number 1 in the Journal of Economic Education’s, Fall 1997 ‘Rankings of 40 ELITE Liberal Arts Colleges’ Economics Departments’† adorns the door of my dorm room. Although society emphasizes the attainment of elitism or status, it may not be aware that the doctrine of elitism and those who are labeled â€Å"elite† have been ingrained in society since childhood. Parents dedicate their energies and funds to provide the best opportunities for their children. And the children’s resulting future success becomes the reward for their parents’ determination. Similarly, in Soldiers of Destruction by Charles W. Sydnor, Jr. , Theodore Eicke, the creator and commander of the Third SS Panzer Division Totenkopf, strives to instill upon his soldiers the elite character of their division. With the goal of instilling elitism in his soldiers, Eicke’s combination of uncompromising demand for obedience, talent for organization, and a gift for inspiring and leading men has given the Totenkopfdivision the reputation as one of the most powerful formations in the German armed forces. As a result of its uncompromising leader, Theodore Eicke, the SS Totenkopfdivision possessed a special character and demeanor even among the other SS divisions. First, Eicke’s doctrine of elitism was routed in the Nazi movement that he embraced with zeal and ferocity. This elitist mentality can be traced back to Eicke’s handling of the prewar concentration camps. Eicke’s conviction in the inferiority of the prisoners established the basis for his development of the standard concentration camp system as a place of forced labor, solitary confinement, and other established forms of abuse. In addition, Eicke wholeheartedly believed that the concentration camps were the only available and effective instrument for destroying these adversaries of the National Socials. These concentration camps were organized, and guarded by the militarized SS formations that Eicke himself had recruited. Since the fuhrer had given the SSTV-a racially select group of individuals-sole responsibility for guarding and running the camps, the SSTV constituted an elite within the elite structure of the SS. In other words, not only were the SSTV elite, but they were superiors to others within the elite SS structure. Seventeen to twenty years old, at least five feet ten inches tall, in perfect health, and of ‘racially pure stock’† were the stipulations placed upon volunteers desiring acceptance into the newly formed SS Totenkopfverbande (25). These core requirements demonstrate what Eicke deemed fit for the division and what he envisioned as elite. And this idea of elitism per versed the Totenkopfdivision through Eicke’s orders, circulars and adamant memoranda that constantly attempted to convince the men they served the most important and finest formation in the SS. Therefore, Eicke sought to remove the stigma of the SSTV as jailor or prison guards for fear that it would damage their performance on the job. Eicke’s elitist belief marauded the Totenkopfdivision in all aspects of its operations. Awarding the men a sense of spirit and status allowed them to go and fight with courage, drive and perseverance. The men became very goal-orientated. The Totenkopfdivision faced the war with a set purpose and the view that they were the only ones able to perform the task fixed in their minds. Basically, they were conditioned to believe, by Eicke, if they can not do it, then no one can. Eicke amazingly fused his political fanaticism, elitism and camaraderie in order to give the soldiers a sense of their own uniqueness within the SS. First, Eicke set up several criteria or rules of selection for admission into the Totenkopfdivision. In order that he may set up his own elite formation, Eicke resisted Himmler’s attempts to intervene in matters concerning enrollment and recruitment of soldiers in the SSTK (70). Searching for the perfect combination of administrative and military talents, Eicke gathered a reliable staff to advise him in his new command of the SSTK (46). .ua8d15ab24ed8aa1967e8417fe806d189 , .ua8d15ab24ed8aa1967e8417fe806d189 .postImageUrl , .ua8d15ab24ed8aa1967e8417fe806d189 .centered-text-area { min-height: 80px; position: relative; } .ua8d15ab24ed8aa1967e8417fe806d189 , .ua8d15ab24ed8aa1967e8417fe806d189:hover , .ua8d15ab24ed8aa1967e8417fe806d189:visited , .ua8d15ab24ed8aa1967e8417fe806d189:active { border:0!important; } .ua8d15ab24ed8aa1967e8417fe806d189 .clearfix:after { content: ""; display: table; clear: both; } .ua8d15ab24ed8aa1967e8417fe806d189 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua8d15ab24ed8aa1967e8417fe806d189:active , .ua8d15ab24ed8aa1967e8417fe806d189:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua8d15ab24ed8aa1967e8417fe806d189 .centered-text-area { width: 100%; position: relative ; } .ua8d15ab24ed8aa1967e8417fe806d189 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua8d15ab24ed8aa1967e8417fe806d189 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua8d15ab24ed8aa1967e8417fe806d189 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua8d15ab24ed8aa1967e8417fe806d189:hover .ctaButton { background-color: #34495E!important; } .ua8d15ab24ed8aa1967e8417fe806d189 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua8d15ab24ed8aa1967e8417fe806d189 .ua8d15ab24ed8aa1967e8417fe806d189-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua8d15ab24ed8aa1967e8417fe806d189:after { content: ""; display: block; clear: both; } READ: Gwendolyn Brooks EssayIn addition, except for Bertling and Montigny, all high officials had been hand-picked and trained by Eicke solely to help him build the division into the kind of formation the prewar SS Totenkopfdivision had been (53). Eicke also had problems with the composition of the men in SSTK. About 7,000 soldiers-less than half of the original 15,000 man SSTK force- were members of original prewar Totenkopfverbande. According to Eicke, the remainder of the men were less disciplined and less experienced than the men who had served under him in former SS concentration camp divisions and thus were unwelcome (58). In order to ingrain the soldiers with his doctrine of elitism, Eicke now had to properly train each soldier to be â€Å"elite. † Eicke and his staff devoted almost every hour of training to making the division combat ready, especially for the expected western campaign. Eicke was very thorough about training. Every conceivable moment available for training the soldiers was utilized. For example, Eicke managed to conduct several large scale exercises during January and February 1940, despite all the difficulties resulting from the winter weather and lack of supplies (66). Accordingly, as soon as warmer weather arrived, Eicke began intensive combat training exercises (78). Soldiers endured â€Å"grueling exercises continued seven days a week from dawn to dusk† (81). Eicke’s foremost goal with this harsh training was to teach the SS soldier how to handle himself and his weapons in every possible battle situation, thereby providing the soldiers with the materials, knowledge and skill to become an elite member of the SS. In addition, Eicke tried to instill in them the reason and drive to fight until the enemy was annihilated. Thus, Eicke weeded out undesirables or inferior soldiers from his desired elite Totenkopfdivision. To better accomplish its missions, Eicke incessantly asked for adequate supplies and arms for his Totenkopfdivision. For example, in December of 1939, Eicke adamantly requested heavy weapons such as mortars, antitank guns, howitzers, and artillery pieces for the Totenkopfdivision (70). In addition, the soldiers were given a â€Å"daily menu of hearty German fare† to ensure that the group was properly nourished (69). Eicke also was angered when his men had to dress down and withdraw to a defensive position during the French campaign because it called into question the elite doctrine he was trying to instill in each of the soldiers (101). After setting down his agenda and vision for the SS Totenkopfdivision, Eicke had to ensure that the soldiers adhered to his commands, adopted his beliefs and strove for elitism. First, Eicke was very careful about disease outbreaks in the Totenkopfdivision. Thus, â€Å"any member of the SSTK who wished to marry had to send his own personal complete Anentafel (ancestral chart) and that of his prospective bride to Eicke, who, after examining the materials, passed them on through Fuhrlande to the RuSHA for final approval† (60). He also prohibited any further use of three day passes so that the soldiers would not go out into the city , commit adultery and therefore catch venereal diseases (61). Eicke utilized †sharp arrest† to discourage first time offenders of his rules and prevent them from turning into persistent troublemakers (74). Also the threat of the concentration camp, utilized by Eicke with great skill, had an immediate effect on the division. Soldiers no longer requested transfers, attempted to resign and many discipline problems subsided. Furthermore, Eicke was extremely worried about publicly negative comments in reference to the division that caused a stigma on the elite Totenkopfdivision. For instance, a young SS sergeant (SS unterscharfuhrer) was charged with revealing secrets in letters written to several women that diminished the elite image Eicke was arduously trying to build for the Totenkopfdivision. .u91762f829992cab5011c8dec378e9c69 , .u91762f829992cab5011c8dec378e9c69 .postImageUrl , .u91762f829992cab5011c8dec378e9c69 .centered-text-area { min-height: 80px; position: relative; } .u91762f829992cab5011c8dec378e9c69 , .u91762f829992cab5011c8dec378e9c69:hover , .u91762f829992cab5011c8dec378e9c69:visited , .u91762f829992cab5011c8dec378e9c69:active { border:0!important; } .u91762f829992cab5011c8dec378e9c69 .clearfix:after { content: ""; display: table; clear: both; } .u91762f829992cab5011c8dec378e9c69 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u91762f829992cab5011c8dec378e9c69:active , .u91762f829992cab5011c8dec378e9c69:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u91762f829992cab5011c8dec378e9c69 .centered-text-area { width: 100%; position: relative ; } .u91762f829992cab5011c8dec378e9c69 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u91762f829992cab5011c8dec378e9c69 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u91762f829992cab5011c8dec378e9c69 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u91762f829992cab5011c8dec378e9c69:hover .ctaButton { background-color: #34495E!important; } .u91762f829992cab5011c8dec378e9c69 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u91762f829992cab5011c8dec378e9c69 .u91762f829992cab5011c8dec378e9c69-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u91762f829992cab5011c8dec378e9c69:after { content: ""; display: block; clear: both; } READ: Truth in The Water Works and In Cold Blood EssayAlso, two days after receiving the memorandum concerning Montigny’s unfavorable report on the status of the Totenkopfdivision, Eicke announced plans for renewed intensive training even before the onset of good weather (67). Although the report had been published, Eicke had to denounced it and improve the image of the Totenkopfdivision quickly. â€Å"The major factor contributing to the division’s success in the face of such overwhelming odds was undoubtedly the fighting quality of the individual Totenkopf soldier. The years of constant political and racial indoctrination, the long periods of strenuous training and physical conditioning, and the intensive cultivation of elitism had produced an SS fighting man superbly suited for the unique rigors of the Russian War† (192). Thus, Eicke devotion of time and energy succeeded in transforming the Totenkopfdivision into an elite division that retained both its fighting spirit and combat effectiveness in defeats as well as victory, and by its utterly ruthless behavior in the execution of political and military task against enemy civilians and soldiers.

Federal Funds, a Short Term Loan free essay sample

5. Federal Funds Federal Funds represent the asset to lending bank and liability to borrowing bank. The loan in Federal funds is short-term loan. Usually, the loans are for one to seven days. These funds help the bank to correct short-tem fund imbalances. Federal funds rate is interest rate charged in the federal funds. It is same for all banks borrowing in federal funds market. We will write a custom essay sample on Federal Funds, a Short Term Loan or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Federal funds market more active on Wednesday because that is final day of each particular settlement period for which each bank must maintain a specified volume of reserves required by Fed. 6. Federal Funds Market Banks have to meet reserve requirements. Each Wednesday is the final day of each particular settlement period for which each bank must maintain a specified volume of reserves required by the Fed. When the bank does not meet the requirement, they have to borrow before settlement period ends. They can borrow in federal funds market. 7. Borrowing from Federal Reserve Rate is charged is primary credit lending rate. It is set at a level above the federal funds rate at any point in time, so bank will only borrow from Federal Reserve as last resort 10. Use of Funds Banks invest in securities because of the liquidity of securities. They can convert securities immediately Moreover, Investing in securities is easier. Managing in Financial Markets Summary and analyze 1. The bank has traditionally focused on CDs 2. It offers checking accounts money market deposit accounts (MMDAs) but it has not advertised these account: The bank does not have much short-term deposit. They cannot use short-term deposit to meet reserve requirement. 3. It pays about 3% points more on its CDs than on its MMDAs: obtaining CDs costs more than MMDAs, but the bank knows when the deposited fund is withdraw. Use of loans: Bank loans to build shopping malls and apartment complexes. The demand for real estate is low, so the probability of defaulted loan increases. a. Bank should continue to focus on attracting funds by offering CDs, it also push the other types of deposits such as MMDAs. The Bank should make push the MMDAs, because it is cheaper source of fund. Besides MMDAs, and CDs, bank can obtain fund from another source. The main fund sources of banks are deposit account (Transaction deposits, Saving deposit, time deposits, MMDAc), borrowed funds (Federal funds purchased, borrowing from the federal reserve banks, Repurchase agreements, Eurodollar borrowing) Long-term sources of funds (Bonds, bank capital) . Bank should not focus on real estate loans because it put bank in the riskier position. The real estate market is going down, so the probability of defaulted real estate loan will increase. The bank should diversify their using of fund to reduce the risk. The bank can make loan to small business or different industry firms to diversify its borrowers. The common uses of funds by banks can be: * Reserving as Cash, bank holds cash to meet the reserve requirement. * Loaning, the loan is tailored to the borrower’s need. Investing in securities, which enable cash out the securities whenever they want. * Selling Federal funds, The bank can lend their extra fund to other banks in federal fund market * Setting up repurchase agreements, the bank can lend their money by purchasing a corporations holding of treasury securities with agreement selling back at a later date. * Making Eurodollar loans, the bank can loan their dollar in foreign market for corporations who need U. S dollar for their transaction. * Investing in Fixed Asset, Bank has to maintain some amount of fixed assets as requirement. . The potential return on the banks use of funds will increase under my restructuring of asset portfolio if the small business and the different industry firms can do well and the increase in value of securities such as mortgage backed securiti es The cost of funds will be increase under restructuring. First, to generate more funds, the administrative and advertising expense will increase. Second, The cost of each source is different. If the bank obtains more MMDAs, it can reduce the cost of fund. However if it generate money by issuing bond, the cost of fund will be greater.

Sentirse Conjugation in Spanish, Translation, and Examples

Sentirse Conjugation in Spanish, Translation, and Examples The verb sentirse is a reflexive verb that means to feel. It is used to talk about how someone feels psychologically or physically. For example, Me siento feliz (I feel happy) or Nos sentimos cansados (We feel tired). This verb can also be used as a non-reflexive verb, sentir, in which case it can have several different meanings. It can mean to feel or sense something, and sometimes it can even mean to taste or hear something. For example, Siento el viento en mi cara (I feel the wind on my face) or Siento sabor a chocolate en la bebida (I taste chocolate flavor in the beverage). Sentir can also mean to be sorry, as in the common expression lo siento (Im sorry) or Siento que hayamos llegado tarde (Im sorry that we arrived late). Sentirse Conjugation Since sentirse is most often used in its reflexive form, this article includes sentirse conjugations including the reflexive pronouns in the indicative mood (present, past, conditional, and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Notice that sentirse is a stem-changing verb. This means that in some conjugations, when the vowel of the stem is in a stressed syllable, the e changes to ie and sometimes i. For example, the present tense first person singular conjugation is me siento, and the preterite third person conjugation singular conjugation is se sintià ³. When conjugating sentirse, make sure to avoid confusion with the verb sentarse (to sit down), which has a very similar conjugation. Present Indicative When conjugating a reflexive verb, you must always include the reflexive pronoun before each conjugated verb. In the present tense, the stem change e to ie occurs in all the conjugations except nosotros and vosotros. Yo me siento Yo me siento feliz con mi familia. I feel happy with my family. Tà º te sientes Tà º te sientes cansada al final del dà ­a. You feel tired at the end of the day. Usted/à ©l/ella se siente Ella se siente triste por la mala noticia. She feels sad because of the bad news. Nosotros nos sentimos Nosotros nos sentimos emocionados por el triunfo del equipo. We feel excited about the team's victory. Vosotros os sentà ­s Vosotros os sentà ­s enfermos despuà ©s de comer mucho. You feel sick after eating too much. Ustedes/ellos/ellas se sienten Ellos se sienten relajados en la playa. They feel relaxed at the beach. Preterite Indicative You can use the preterite tense to describe completed actions in the past. In the preterite, there is a stem change e to i only for the third person singular and plural conjugations. Yo me sentà ­ Yo me sentà ­ feliz con mi familia. I felt happy with my family. Tà º te sentiste Tà º te sentiste cansada al final del dà ­a. You felt tired at the end of the day. Usted/à ©l/ella se sintià ³ Ella se sintià ³ triste por la mala noticia. She felt sad because of the bad news. Nosotros nos sentimos Nosotros nos sentimos emocionados por el triunfo del equipo. We felt excited about the team's victory. Vosotros os sentisteis Vosotros os sentisteis enfermos despuà ©s de comer mucho. You felt sick after eating too much. Ustedes/ellos/ellas se sintieron Ellos se sintieron relajados en la playa. They felt relaxed at the beach. Imperfect Indicative You can use the imperfect tense to describe actions in the past that were ongoing or repeated. It can be translated as was feeling or used to feel. There are no stem changes in the imperfect. Yo me sentà ­a Yo me sentà ­a feliz con mi familia. I used to feel happy with my family. Tà º te sentà ­as Tà º te sentà ­as cansada al final del dà ­a. You used to feel tired at the end of the day. Usted/à ©l/ella se sentà ­a Ella se sentà ­a triste por la mala noticia. She used to feel sad because of the bad news. Nosotros nos sentà ­amos Nosotros nos sentà ­amos emocionados por el triunfo del equipo. We used to feel excited about the team's victory. Vosotros os sentà ­ais Vosotros os sentà ­ais enfermos despuà ©s de comer mucho. You used to feel sick after eating too much. Ustedes/ellos/ellas se sentà ­an Ellos se sentà ­an relajados en la playa. They used to feel relaxed at the beach. Future Indicative The future tense is conjugated with the infinitive form and the future tense endings (à ©, s, , emos, à ©is, n). There are no stem changes in the future tense, since the base for this conjugation is the complete infinitive, sentir. Yo me sentirà © Yo me sentirà © feliz con mi familia. I will feel happy with my family. Tà º te sentirs Tà º te sentirs cansada al final del dà ­a. You will feel tired at the end of the day. Usted/à ©l/ella se sentir Ella se sentirtriste por la mala noticia. She will feel sad because of the bad news. Nosotros nos sentiremos Nosotros nos sentiremos emocionados por el triunfo del equipo. We will feel excited about the team's victory. Vosotros os sentirà ©is Vosotros os sentirà ©is enfermos despuà ©s de comer mucho. You will feel sick after eating too much. Ustedes/ellos/ellas se sentirn Ellos se sentirn relajados en la playa. They will feel relaxed at the beach. Periphrastic  Future Indicative   The periphrastic future tense consists of three components, the verb ir (to go), the preposition a, and the infinitive sentir. The reflexive pronoun should be placed before the conjugated verb ir (to go). Yo me voy a sentir Yo me voy a sentir feliz con mi familia. I am going to feel happy with my family. Tà º te vas a sentir Tà º te vasa sentir cansada al final del dà ­a. You aregoing to feel tired at the end of the day. Usted/à ©l/ella se va a sentir Ella se vaa sentir triste por la mala noticia. She isgoing to feel sad because of the bad news. Nosotros nos vamos a sentir Nosotros nos vamosa sentir emocionados por el triunfo del equipo. We aregoing to feel excited about the team's victory. Vosotros os vais a sentir Vosotros os vaisa sentir enfermos despuà ©s de comer mucho. You aregoing to feel sick after eating too much. Ustedes/ellos/ellas se van a sentir Ellos se vana sentir relajados en la playa. They aregoing to feel relaxed at the beach. Present Progressive/Gerund Form The gerund or present participle can be used as an adverb or to form progressive tenses like the present progressive. For reflexive verbs in progressive tenses there are two options for placing the reflexive pronoun: before the conjugated auxiliary verb estar, or attached to the end of the present participle. Notice that the gerund for sentir has the stem change e to i. Present Progressive ofSentirse se est sintiendo / est sintià ©ndose Ella se est sintiendo triste por la mala noticia. She is feeling sad because of the bad news. Past Participle The past participle can be used in perfect tenses like the present perfect. Note that the reflexive pronoun has to go before the conjugated auxiliary verb haber. Present Perfect of Sentirse se ha sentido Ella se ha sentido triste por la mala noticia. She has felt sad because of the bad news. Conditional Indicative The conditional tense is usually translated as would verb. Yo me sentirà ­a Yo me sentirà ­a feliz con mi familia si nos llevramos bien. I would feel happy with my family if we got along. Tà º te sentirà ­as Tà º te sentirà ­as cansada al final del dà ­a si hicieras ejercicio. You would feel tired at the end of the day if you worked out. Usted/à ©l/ella se sentirà ­a Ella se sentirà ­atriste por la mala noticia, pero no tiene sentimientos. She would feel sad because of the bad news, but she has no feelings. Nosotros nos sentirà ­amos Nosotros nos sentirà ­amos emocionados por el triunfo del equipo si ganramos. We would feel excited about the team's victory if we won. Vosotros os sentirà ­ais Vosotros os sentirà ­ais enfermos despuà ©s de comer mucho, pero comisteis comida liviana. You would feel sick after eating too much, but you ate light food. Ustedes/ellos/ellas se sentirà ­an Ellos se sentirà ­an relajados en la playa si pudieran descansar. They would feel relaxed at the beach if they could rest. Present Subjunctive Notice that in the present subjunctive all the conjugations have a stem change. However, the nosotros and vosotros conjugations only change from e to i, while the rest change from e to ie. Que yo me sienta Mi padre espera que yo me sienta feliz con mi familia. My father hopes that I feel happy with my family. Que tà º te sientas El jefe espera que que tà º no te sientas cansada al final del dà ­a. The boss hopes that you do not feel tired at the end of the day. Que usted/à ©l/ella sesienta Eric espera que ella no se sienta triste por la mala noticia. Eric hopes that she doesn't feel sad because of the bad news. Que nosotros nos sintamos El entrenador sugiere que nosotros nos sintamos emocionados por el triunfo del equipo. The coach suggests that we feel excited about the team's victory. Que vosotros os sintis Laura espera que vosotros no os sintis enfermos despuà ©s de comer mucho. Laura hopes that you don't feel sick after eating too much. Que ustedes/ellos/ellas sesientan David recomienda que ellas se sientan relajadas en la playa. David recommends that they feel relaxed at the beach. Imperfect Subjunctive You can conjugate the imperfect subjunctive in two different ways; both forms require the stem change e to i. Option 1 Que yo me sintiera Mi padre esperaba que yo me sintiera feliz con mi familia. My father hoped that I would feel happy with my family. Que tà º te sintieras El jefe esperaba que tà º no te sintieras cansada al final del dà ­a. The boss hoped that you did not feel tired at the end of the day. Que usted/à ©l/ella sesintiera Eric esperaba que ella no se sintiera triste por la mala noticia. Eric hoped that she didn't feel sad because of the bad news. Que nosotros nos sintià ©ramos El entrenador sugerà ­a que nosotros nos sintià ©ramos emocionados por el triunfo del equipo. The coach suggested that we feel excited about the team's victory. Que vosotros os sintierais Laura esperaba que vosotros no os sintierais enfermos despuà ©s de comer mucho. Laura hoped that you didn't feel sick after eating too much. Que ustedes/ellos/ellas sesintieran David recomendaba que ellas se sintieran relajadas en la playa. David recommended that they feel relaxed at the beach. Option 2ï » ¿ Que yo me sintiese Mi padre esperaba que yo me sintiese feliz con mi familia. My father hoped that I would feel happy with my family. Que tà º te sintieses El jefe esperaba que que tà º no te sintieses cansada al final del dà ­a. The boss hoped that you did not feel tired at the end of the day. Que usted/à ©l/ella sesintiese Eric esperaba que ella no se sintiese triste por la mala noticia. Eric hoped that she didn't feel sad because of the bad news. Que nosotros nos sintià ©semos El entrenador sugerà ­a que nosotros nos sintià ©semos emocionados por el triunfo del equipo. The coach suggested that we feel excited about the team's victory. Que vosotros os sintieseis Laura esperaba que vosotros no os sintieseis enfermos despuà ©s de comer mucho. Laura hoped that you didn't feel sick after eating too much. Que ustedes/ellos/ellas sesintiesen David recomendaba que ellas se sintiesen relajadas en la playa. David recommended that they feel relaxed at the beach. Sentirse Imperative To give direct orders or commands you can use the imperative mood. For reflexive verbs you must be careful where the pronoun is placed: in positive commands, it goes after the verb, while in negative commands, it goes before the verb. Positive Commands Tà º sià ©ntete  ¡Sià ©ntete cansado al final del dà ­a! Feel tired at the end of the day! Usted sià ©ntase  ¡Sià ©ntase triste por la mala noticia! Feel sad because of the bad news! Nosotros sintmonos  ¡Sintmonos emocionados por el triunfo del equipo! Let's feel excited about the team's victory! Vosotros sentidos  ¡Sentidos enfermos despuà ©s de comer mucho! Feel sick after eating too much! Ustedes sià ©ntanse  ¡Sià ©ntanse relajados en la playa! Feel relaxed at the beach! Negative Commands Tà º no te sientas  ¡No te sientas cansado al final del dà ­a! Don't feel tired at the end of the day! Usted no se sienta  ¡No se sienta triste por la mala noticia! Don't feel sad because of the bad news! Nosotros no nos sintamos  ¡No nos sintamos emocionados por el triunfo del equipo! Let's not feel excited about the team's victory! Vosotros no os sintis  ¡No os sintis enfermos despuà ©s de comer mucho! Don't feel sick after eating too much! Ustedes no se sientan  ¡No se sientan relajados en la playa! Don't feel relaxed at the beach!

Women And Slavery Essay Example | Topics and Well Written Essays - 1000 words

Women And Slavery - Essay Example Slaves were owned by their masters, having no rights of their own. They were subject to brutal punishments often for false or whimsical reasons, depending upon the desire or mood of the master who owned them. Men were beaten and often killed by their masters for unavoidable human error. Deliberate offenses were punished by cruel torture, such as being left in the hot sun while restrained by a stock, after being beaten and horsewhipped on a bare back. â€Å"Patrollers† were men assigned to riding on horseback through areas to check for slaves off the plantations; runaways were punished. Both men and women runaways were branded on their cheeks with an R, signifying runaway. Male slaves who attempted to run away were beaten and had their tendons slashed on one leg so they couldn’t walk very well, much less run. Women were often beaten and raped by their masters to satisfy their base natures or to provide some form of entertainment; children were born of these events, were owned, like livestock. The slaves were frequently traded and sold in the open market at designated marketplaces. They were chained together and displayed in a public place. Each potential buyer would examine the slave they were interested in as livestock; the body, attitude, and minimal history of each slave was considered. Slaves social and work history were recorded along with their trade records; for example, it would list the name of the slave, the amount of pervious purchase, any significant social history, such as violence or mental instability, with the current asking price; often these histories were inaccurate. It was rare that families were allowed to remain together; each person being sold piecemeal, although, young children were usually left with their mothers until they were old enough to be useful as servants or laborers. Neighbors and other plantation owners developed a network for trading slaves. They often borrowed each other’s slaves during times of harvest or disaster. Towards the end of the slavery period, slaves, in preparation for transition, would obtain permission to rent themselves out to neighboring plantation owners in order to make money to buy their freedom. The Slave Codes born from the Negro Act of 1740 controlled every detailed aspect of slave life. The children usually wore no clothing until adolescence; then clothing of the poorest quality was distributed once a year by the master, occasionally winter clothing was issued at Christmas. The elderly or physically disabled slaves received nothing extra, neither warm clothing nor shoes. Slaves weren’t allowed to learn to read or write, neither could they assemble together, nor practice folk traditions, customs, or their religion. Plantation slaves often had more of a sense of community, because they usually worked together. They were often managed by a â€Å"driver† who was of their own community; making him responsible for the performance of every slave on the plantation. It often led to disputes among them, as he also had to be the one to deliver the required punishments. On the plantations, slaves lived in cabins they built for themselves; it was often just a lean to shack of one room, urban slaves lived in the attics or back rooms of the master’s home. Slaves lined up weekly, usually on Saturdays, at a central location on the plantation, usually near the area where butchering was done to receive their weekly rations of food; their diets were poor, usually very high in meat fat and starch. They received flour, molasses, peas and beans, lard, cornmeal, and a poor cut of scrap meat. (From this is comes the tradition some companies still have

False Claims Coursework Example | Topics and Well Written Essays - 250 words

False Claims - Coursework Example New York Times reports indicate that 34 percent of American households possessed guns in 2012. They claim that compared to 32 percent of gun ownership in 2010, the rate had substantially declined. The GSS Survey data that New York Times relied on contradicts many other surveys conducted by prominent firms such as Gallup. Gallup reported 47 percent gun ownership in October 2011. The percentages reported by Gallup were inconsistent with the trend of decline in gun ownership as outlined by New York Times. New York Times data also failed to account for the percentage of gun ownership in 2011(Gebeloff & Tavernise, 2013). Omission of data shows unreliability in New York Times report on gun ownership in America. Data from ABC news and Washington post-poll also shows inconsistency of New York Times data. ABC News reports indicate that gun ownership among American households holds at 43 percent that is higher than the 37 percent reported by the New York Times. Gebeloff, R. & Tavernise, S. (2013, March 9). Share of Homes with Guns Shows 4-Decade Decline. The New York Times. Retrieved October 10, 2014 from, http://www.nytimes.com/2013/03/10/us/rate-of-gun-ownership-is-down-survey-shows.html?hp&_r=0 Johnrlott. (2013 November, 19). Problems with Using the General Social Survey to Measure Gun Ownership. Crime Prevention Research Center. Retrieved October 10, 2014 from,

Igniting Young Minds Essay Example for Free

Igniting Young Minds Essay Swami Vivekananda’s success Mantras for youth! â€Å"My Faith is in the Younger Generation, the Modern Generation, out of them will come my workers. They will work out the whole problem, like Lions.† Swami Vivekananda expressed this confidence in the youth of this country exactly 50 years before the end of Colonial Rule while speaking to a mammoth gathering of youngsters in Madras. Swami ji himself was the embodiment of youth, dynamism and vibrancy. The life and ideals of Swami ji are the greatest inspiration for the youth of our nation. In a short life of 39 years, 5 months and 22 days, this great man conquered the entire world with his message. Many great personalities both in India and across the world became deeply inspired by Swami ji. The writings of Swami ji can ignite the minds of the reader.. Anybody who has come into either direct or indirect contact has witnessed an ocean of change in his or her life. Today, the youth of this country faces various challenges and I am certain that the message of Swami Vivekananda has the power to wonderfully guide them into the future. PURPOSE OF LIFE Swami ji always held that the real birth of the individual takes place when the purpose of his life germinates. He believed that he who does not have a purpose is nothing but a walking-talking corpse.It is extremely important not to decide the purpose of life with the narrow objective to be something or the other. Think of doing not becoming and in this process you will certainly become something. Once the purpose of life is clear, all actions of life become driven by that purpose. SELF-CONFIDENCE A precursor to do anything in life is to have confidence in the self. Swami Vivekananda attached more importance to self-confidence than even faith in God! â€Å"He is an atheist who does not believe in himself. The old religions said that he was an atheist who did not believe in God. The new religion says that he is an atheist who does not believe in himself,† he famously stated. Unfortunately, we have limited ourselves without knowing our capabilities. Many times we feel that we can do ‘only this much’ despite being blessed with tremendous capabilities. If our youth is determined, there can be nothing impossible for them to achieve in the world! But, for this we must regain our self-confidence. Swami ji always believed that everything that is happening around us be it small, big, positive or negative gives us the opportunity to manifest the potential within. DEDICATION For any endeavor to attain the pinnacle of success, dedication to the cause is absolutely essential. Swami Vivekananda once said, â€Å"To succeed, you must have tremendous perseverance, tremendous will. ‘I will drink the ocean’, says the persevering soul; ‘at my will mountains will crumble up’. Have that sort of energy, that sort of will; work hard, and you will reach the goal.† Another quality that Swami Vivekananda spoke of was patience. He said, â€Å"Be like the pearl oyster. There is a pretty Indian fable to the effect that if it rains when the star Svà ¢ti is in the ascendant, and a drop of rain falls into an oyster, that drop becomes a pearl. The oysters know this, so they come to the surface when that star shines, and wait to catch the precious raindrop. When a drop falls into them, quickly the oysters close their shells and dive down to the bottom of the sea, there to patiently develop the drop into the pearl. We should be like that.† Very often, it so happens that we take on a task with immense enthusiasm but as time passes by, the same enthusiasm fizzles out. Pursuing a challenge with utmost dedication is indeed a road to success for our youth. TEAMWORK This era belongs to organization and teamwork. Be it any sector from science, technology to business, teamwork constitutes a major cornerstone to attaining the desired results. When he was in USA, Swami Vivekananda was greatly impressed by the spirit of teamwork there and he thought of the need to re-vitalize this spirit of teamwork in India. Leading by example, he founded the Ramakrishna Mission and organized Sanyasis to work towards nation building. Friends, if the present youth walks on the hallow path of Swami ji’s ideals and beliefs it will merely be a matter of time before India adorns the mantle as the leader of the World. In any case, we are the most youthful nation in the world but simply that is not enough. It is necessary to arm our youth with the relevant knowledge and skill that will convert this mammoth potential to desired results. India is celebrating Swami Vivekananda’s 150th Birth Anniversary and Gujarat is commemorating the entire year as ‘Yuva Shakti Varsh’. It is indeed high time that we resolve to follow these ideals of Swami Vivekananda and take this youthful nation to greater heights as the leader of the world.

Impact of Warfare, Religion, and Social Stratification on City-Building

Impact of Warfare, Religion, and Social Stratification on City-Building In both ancient and contemporary human societies, one can witness the cultural creations of warfare, religion, and social stratification interacting to help form and perpetuate the existence of each other. In addition, these cultural factors have lent themselves to help produce, regulate, and justify specific technologies. These technologies may be either destructive or beneficial to human societies economically and/or environmentally, and can have a very wide range of function. Technologies can in turn influence warfare, religion, and social stratification so as to increase the importance of these aspects of culture in society. In this paper, I seek to explore the relationships between warfare, religion, and social stratification, and their important influences on city-building in ancient times and today. As early societies began to group together and form conglomerations of people that eventually became towns and cities, they discovered a ‘need’ for warfare in order to protect and expand their territories, resources, and populations. In the words of Ehrlich, it is important to remember that â€Å"(c)onnecting ‘genes for aggression’†¦to the actions of warring governments is a bit of a stretch, just as would be connecting genes for conciliations to the deployment of United Nations peacemakers (Ehrlich 260).† Basically, Ehrlich wants us to realize that there are no â€Å"war† or â€Å"peace† genes, but that cultural micro- and macro-evolutionary conditions (that is, societal or environmental conditions) may drive a group of people to be either warring or peaceful. With the development of warfare came the development of religion. A causative relationship is... ...a, especially slaves, would have been the people who would have physically labored to build the cities. In this way, social stratification played a major role in the rise of ancient Greek cities. In conclusion, the cultural components of warfare, religion, and social stratification have not only interacted to help create and perpetuate each other, but they have also heavily influenced technologies such as city-building in ancient Greece. Though the emphasis on the different factors changes with evolving cultural and environmental climates, they are still present to some degree in Western culture today. Works Cited Chant, Colin. Pre-Industrial Cities and Technology. London: Routledge, 1999. Ehrlich, Paul. Human Natures. Washington, D.C.: Island Press, 2000 Southwick, Charles. Human Impacts on Planet Earth. Oxford: Oxford University Press, 1996.

Pros and Cons of Using a Plus-Minus Grading System

Student and Faculty Views of Plus-Minus Grading Systems Working Paper Series—07-11 | December 2007 Jim Morgan (928) 523-7385 James. [email  protected] edu Gary Tallman Robert Williams All professors at: Northern Arizona University The W. A. Franke College of Business PO Box 15066 Flagstaff, AZ 86011. 5066 Student and Faculty Views of Plus-Minus Grading Systems Introduction Many colleges and universities have adopted or are considering adopting a grading system that provides a larger number of marking choices than the A through F whole-letter system. This usually takes the form of a plus-minus (+/-) grading system in one version or another.While a variety of reasons have been put forth for the move to +/- grades, a key motivation is the belief that a +/- grading system can either reverse the progression of grade inflation or counter its effects by establishing more grade choices so that performance can be more effectively differentiated. This paper first reviews studies of th e prevalence in American colleges and universities of +/- grading systems and, perhaps more importantly, the prevalence of schools not using +/- systems who could potentially benefit from a shift to use of this form of grading system.Because of limitations found in available data, a targeted analysis of grading systems of a selected set of universities has been conducted. The results of this secondary research are briefly reported in the second section below. Results of the first two sections indicate that there remains a substantial set of schools that do not currently utilize +/- grading and might be considering a shift to this form of grading system. Next the paper reviews literature dealing with faculty and student perceptions of +/- grading systems and the effects of these systems on the level and distribution of grades and on student effort.Substantial differences in the perceptions of the two groups are found. The major focus of this paper is the analysis of how faculty and s tudent perceptions of the benefits of a +/- grading system differ and what the motivations for these differences might be. The technique used to explore these questions is a survey of both faculty and student reactions to a hypothesized change to a +/- grading system at a mid-size public university in the Southwest. The results indicate that the faculty is much more supportive of a change than are students.Insights as to why each group views the effects of the hypothesized change differently are explored in the paper with possible explanations for the differences found in expectancy theory, a popular theory of human motivation that suggests students and faculty will each react to the change in a way that is likely to produce positive benefits for them, and in resistance to change theory which seeks to identify the factors causing resistance among groups affected by a change. Our study shows that each group perceives the effects of the change differently and that some students and fa culty members have very strong commitments to their views.Examination of the Extent of Use of +/- Grades A study by the American Association of College Registrar and Admissions Offices reported that 36% of institutions (both 2 and 4 year) in 1992 used pluses or minuses in grading whereas 56% of such institutions did so in 2002 [Brumfield, 2005]. Thirty-two institutions moved to a +/- system over the ten year period. Private schools were much more likely to use a +/- system than public schools. This continues the trend noted in the prior ten year period when a 12% increase in institutions using a +/system was noted [Riley, Checca, Singer, & Worthington, 1994].In order to further evaluate the use of +/- and other extended category grading systems, on-line catalogs of a representative sample of one fourth of all AACSB accredited business schools were reviewed to determine each school’s undergraduate grading policy. A total of 99 schools were surveyed, 71 of them public and 28 pr ivate. Table 1 shows the distribution of grading systems used. Three basic grading systems were identified: systems using pluses-minuses, systems using a single intermediate grade and traditional whole-letter grading systems of A, B, C, D, and either E or F.Note that about one third of the schools continue to use whole-letter only grading systems. Among public schools, 30 of 71 (42. 5 percent) use only whole-letter grading. Plus-minus grading systems are clearly the most prevalent type of grading system among this group of schools. To clarify the notation used below, the A+ to C+ system would use the grades A+, A, A-, B+, B, B-, C+, C , D, F, while an A+ to D- system would use A+, A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F and so on. The plus or minus typically raises (lowers) the grade by . or . 33 grade points. As the table indicates, many schools 1 do not allow pluses and minuses across their full range of grades. The grade of A+ creates the possibility of a GPA greater than 4. 0 and, probably for this reason; only 9 of the 60 schools with a +/- system include an A+. Four of the 9 schools using the A+ resolve the GPA problem by recording the A+ as a 4. 0 when calculating GPAs, so that the A+ becomes just a notation on individual course grades. Schools also differ with respect to the bottom of the +/- range.Most frequently, pluses and minuses are used all the way down through the D-, however, due to issues relating to transfer grades and determining the grade required for satisfying prerequisites, a number of schools terminate the use of pluses and minuses with the D+ (they do not use a D-) and others stop at the C+ or even C- level. TABLE 1 Distribution of University Grading Systems Number of Schools Using 60 1 8 4 3 16 27 1 7 4 3 32 32 Plus and Minus Grades A+ thru C+ * A+ thru DA- thru C+ A- thru CA- thru D+ A- thru DB+ thru DSingle Intermediate Grade AB, BC & CD AB and BC Whole-letter Only A thru F The A+ grade is counted as a 4. 0 for 4 of the schools us ing an A+ Systems using a single intermediate grade are far less prevalent than the +/- systems. The single intermediate grade is typically listed either as the concatenation of the two grades it lies between, such as AB for the grade between an A and a B, or as a plus without a corresponding minus. In these systems the grade points awarded for the intermediate grade are half way between the two related whole-letter grades (a 3. 5 for an AB or a B+). Why the Movement to +/- Grading?The proportion of institutions using +/- grading systems increased by 12 percent from 1982 to 1992 [Riley, Checca, Singer, & Worthington, 1994] with the trend continuing. There are three reasons typically cited as motivation for universities to change to a +/- grading system. They are concerns over grade inflation, ability to differentiate between students and ability to motivate students to aspire to learn more. A substantial body of literature details the existence of grade inflation in American college s and universities.One study [Levine, 1994] surveyed 4,900 college graduates from 1969 to 1993 and found that the number of A’s awarded had quadrupled and the number of C’s had dropped by two thirds. +/grading shows some promise in reducing grade inflation. In a recent article the author cites evidence of other studies plus his own analysis of the experience of Berry College to conclude that the implementation of a +/- system halts and in some cases produces a minor reversal in grade inflation [Bressette, 2002]. This effect is not equal over all majors.Majors that traditionally have low GPA’s are affected less by a change to a +/- system than majors in a high GPA major [Bressette, 2002]). 2 Proponents of a +/- system also believe it better differentiates students and that it is fairer or more precise. Researchers have found that grades are more reliable indicators of student performance as the width of a grade interval is narrowed [Singleton & Smith, 1978]. The existence of grade inflation in combination with the traditional A-F grading system effectively reduces the grades available and widens the range of student performance represented by each grade.The introduction of +/- grades increases the grades available and narrows the interval for each grade. In majors where grading is more holistic however, faculty believe the additional grade choices create less precision in student evaluations [Quann, 1987]. It is also argued that students are motivated to work harder under a +/- system. Anecdotal evidence in the form of student quotes indicates that they must continue to work through the entire semester to earn a grade under the more refined +/- system.The chance of earning a higher grade may be a motivator (plus) but the risk of earning a lower grade (minus) might be an even stronger motivator according to one study [Cullen et al. , 1975]. Evidence to the contrary is present in a study of economics classes at a mid-size Midwestern universit y that concluded students who chose +/- grading were not significantly more motivated than students who did not [McClure & Spector, 2005]. Student and Faculty Attitudes Toward +/- Grading As noted above, the momentum is toward adoption of a +/- grading system.However, fully one third of all schools currently use a whole-letter grading system. As these schools contemplate a change to their grading system it will be important for them to recognize the differing perceptions of benefits and costs that major stakeholders have. The major focus of this paper is the analysis of how faculty and student perceptions of the benefits of a +/- grading system differ. A recent study of business school faculty and students identified a substantial gap between the expectations and perceptions of the two groups with respect to grading and academic rigor [McKendall et al. , 2006].In addition, articles and editorials in student newspapers of universities considering adopting +/- grades suggest that this type of change in grading policies is always controversial. Such changes are typically proposed by the faculty and often opposed by students [Brown Daily Herald, 2006]. Students have noted that the use of a +/- system that does not include an A+ grade tends to lower the GPAs of the best students since they potentially have many current A grades that could become A minuses, but relatively few B and lower grades that could be raised by the plus grade [Storelli-Castro, 2006; Daily Athenaeum, 2006].Perhaps the clearest evidence of how students view +/- grading versus traditional grading occurs when students have a choice in a particular class. Humboldt State University made the +/- system optional. Student choices were tracked in six introduction to programming classes. Students overwhelmingly chose the traditional grading system over the +/- system, although students who chose the +/- system earned more pluses than minuses [Dixon, 2004]. Students from another university were quoted as arguing that the +/- system would increase the intrinsic value of an ‘A’ and help in identifying the very best students [Bressette, 2002].A survey of faculty documenting their actual use of a voluntary +/- grading system conducted at Ball State University provides evidence of variation in faculty support for such a grading system [Malone, Nelson & Nelson, 2000]. The survey asked graduate faculty how extensively they used the +/- system. Seventy-six percent indicated it was used considerably with assistant professors and those at the university for 1-4 years indicating the heaviest usage. Full professors use it less as did those with over 15 years service.The colleges that used it most were Architecture, Communication Sciences and the Humanities. The colleges that used it the least were Business, Life Sciences, Physical Sciences and Psychology. Business used the +/- system far less than any other unit in the University. No explanation was proffered for the differences b y college. The differing perceptions of faculty by disciplines were noted in another study that concluded â€Å"Faculty believed that the meaning of a grade varies more across disciplines than across institutions† [Ekstrom & Villegas, 1994]. While the studies noted above point to a variety of student and faculty attitudes toward +/grading, for the most part these studies have not examined the conceptual bases for student and faculty attitudes. There are at least two theoretical perspectives that may be useful in explaining these attitudes. The first is resistance to change theory and the second is expectancy theory. Resistance to change theory is quite intuitive and simply states that affected parties tend to resist change to their environment, work or otherwise.Literature describing reasons for resistance to change is well established and many of the major elements cited today were identified many years ago. A 1966 American Management Association keynote presentation identif ied a number of factors that cause people to resent and resist change [Burns 1966]. While this presentation dealt with the work environment, many of the factors identified also apply to the type of change dealt with here. Here in paraphrased form, is a partial list of the factors identified: 1.The change was poorly communicated and the parties involved do not understand the purpose of the change. 2. The parties involved lacked any involvement in planning the change. 3. The belief that the cost of the change is too high versus the potential benefits to be received from the change. 4. The pervasive belief that the current way of doing things is perfectly adequate. 5. The fear that the new system will fail. 6. The failure to consider the habit patterns of those affected by the change and the impact of the change on those habit patterns.In a more recent study, Goltz and Hietapelto [2002] found that employees (or students in our most likely case) resist change when it decreases their pow er or degree of control over stimuli affecting them. A second theoretical explanation of why evolution to a +/- grading system would be resisted can be found in expectancy theory. Expectancy theory, first conceptualized by Vroom [1964] and relying on the work of earlier scholars such as Tolman [1932], Rotter [1954], and Atkinson [1956], represents a cognitive approach to explaining human behavior.The models picture human beings as active, thinking, learning and predicting creatures. People learn to perform certain behaviors (or at least increase the chance of performing the behavior) that they expect would lead to positive outcomes. Consequently, humans are not just products of their environment but they are active in attempting to understand the environment in terms of threats and opportunities. For example, students may perceive a change to +/- grading as a threat. Some of the studies cited above suggest that +/- systems not including an A+ grade do tend to reduce the grades of th e best students.More generally, students may believe that +/- grades serve to reinforce the importance of grades, that lower overall GPA’s will result from the change and that higher levels of incremental study time will be necessary to prosper under a +/- system. The expectations of lower GPA’s, also carries with it graduate school acceptance concerns as well. Finally, the issue of +/- grading is much more personal to students as they rightly understand that the effect of the change applies directly to them. Faculty, on the other hand, do not take the change nearly as personally.Faculty may perceive greater flexibility and greater justice in grading with a +/- system and they might also expect that the +/system would be more motivational to students which would cause them to have a favorable attitude toward a +/- grading system. Survey Methodology This section describes a survey of student and faculty opinions about the introduction of a +/grading system at a mid-size d university in the Southwest. The university currently uses a whole-letter grading system with only the grades A, B, C, D, and F.The variant of +/- grading system being considered is one that adds grades of A-, B+, B-, and C+ to the set of potential grades with + grades being recorded at . 3 points higher than the base grade (e. g. 3. 3 for a B+) and – grades being recorded at . 3 points less than the base grade. 4 Respondents were asked whether they Favored, Opposed or Didn’t Know About or Care About a change to the grading system that would utilize the +/- grading scheme described above. Those who either Favored or Opposed were then asked to rate the strength of their opinions as either: care only slightly, care somewhat strongly or care very strongly.The results of these two questions were combined to produce a 7 point scale with values ranging from Very Strongly Support to Very Strongly Oppose (see Table 2). Respondents were also asked to describe the reasons for their support or opposition. Results of this open ended question were recorded and categorized with up to two reasons being recorded for each respondent. In addition respondents were asked to provide additional information that might be related to their views of the proposed system. Students were asked to indicate their class standing, their GPA, and the college of their major.Faculty members were asked to indicate their college and their length of service at the university. The survey of students opinions was collected by a group of Marketing students who randomly solicited responses from students entering and leaving commonly used buildings across the campus. The survey of faculty was collected on-line through an e-mail solicitation. Examination of the demographic distribution of responses suggests that the respondents are broadly representative of the students and faculty respectively.The 1433 student responses represent just over 10 percent of the count of student on the surveye d campus, while the 433 faculty responses represents over 50 percent of the eligible pool of faculty members. Hypothesized Relationships Based upon the literature reviewed in the previous sections, the following hypotheses about faculty and student attitudes toward the introduction of +/- grades are proposed. H1 – Faculty are more supportive of a +/- system than students. There is some evidence that a move to a +/- grading system may reduce the progression of grade inflation or perhaps reverse it.Therefore, faculty who are concerned about the effects of grade inflation would be expected to be supportive of a +/- grading system. Based upon expectancy theory. Both students and faculty may have resistance to change reasons for opposing the new system, but these reasons are likely to be stronger for students. Students may view any change in the grading system imposed by faculty as a potential threat to their GPA. Students also are likely to feel less involved in the change and ha ve less understanding of the purpose for the change.Thus, students would be expected to resist the change to a +/- grading system. H2 – Freshmen will be more supportive of +/- grades than upperclassmen. Class standing can also be expected to affect student responses to a change in grading system. Upperclassmen have more experience with the current grading system. They may feel that they have learned how to work within that system effectively to optimize their grades. Resistance to change tends to increase, as individuals have more experience with and more of a stake in an existing system.Thus, we hypothesize that freshmen will be more favorable toward +/- grades than upperclassmen. H3 – As a student’s GPA increases, support for +/- grades decreases. Since most +/- grading systems, including the one described to our respondents, do not include an A+ grade, expectancy theory suggests that students with very high GPAs have a rational reason to believe that +/- grad es are more likely to lower than raise their GPAs. For example, consider a student who has earned As in 80 percent of her/his courses and Bs in the other 20 percent leading to a 3. 8 GPA.For that student, the new grading scheme could only lower and not raise 80 percent of her grades while, for the remaining 20 percent, the grade could be either higher (a B+) or lower (a B-). On the other hand, since the system proposed in this survey does not include a C-, a student who has earned 80 percent Cs and 20 percent Bs under the whole-letter system has 80 percent of his/her grades that could only be increased by 5 the +/- grading system. Therefore, we hypothesize that students with higher GPAs will be less favorable toward the use of +/- grades than student with lower GPAs.H4 – As the average grade issued in a student’s college increases, support for +/grades decreases. The average grade in the college where a student is majoring can also be expected to affect responses to +/ - grading. Students in colleges where a very high proportion of As are currently given would have reason to fear that +/- grades would lower average GPAs issued in their unit. In a college with a 3. 2 average grade we might expect that 40 percent or more of the grades issued are As and that 40 percent of grades could not increase, but could only be lowered by the introduction of a typical +/grading system.By comparison, a college with a 2. 7 average grade would be expected to be issuing much fewer As, so that use of +/- grades could potentially either raise or lower nearly all of that unit’s grades. In addition, at least one empirical study [Bresette, 2002] found this type of effect as discussed above. For this reason, we hypothesize that students, in keeping with the predictions of expectancy theory, will be less favorable toward +/- grades the higher the average grade issued by their college. H5 -Faculty support for +/- grades will become less favorable as tenure at the sch ool increases.Faculty views of +/- grades might be expected to vary with the length of time that a faculty member has taught under the current grading system. As a faculty member’s experience with using the existing grading system increases, they, like students, may become comfortable with that system and therefore may be more resistant to change. In addition this type of effect was found in one of the empirical studies cited above [Malone, Nelson, & Nelson, 2000]. H6 – Faulty support for +/- grades will be more favorable as average grades issued in their college increase.The grading culture of the college in which a faculty member teaches may also impact their views of +/- grades. Faculty in colleges with high average grades might logically feel a greater need for additional grading options to better reflect student performance, whereas faculty in colleges with lower average grades might feel that the current system provides adequate assessment of student performance. On the other hand, since faculty are responsible for issuing grades, differences in current grading practices across colleges tend to reflect the grading preferences of the faculty in those colleges.Faculty in colleges with high average grades may be less likely to feel that grade inflation is an important issue. Thus, faculty support for +/- grades may be either stronger or weaker in colleges with high average grades. We believe the desire for additional grading options will be the stronger of the two effects. Survey Results In analyzing the survey results, we will first look to see whether student and faculty opinions about the use of +/- grades differ. Table 2 below shows summary data about student and faculty opinions. There is a strong divergence between student and faculty opinions about the proposed use of +/- grades.Over half of faculty respondents support +/- grades at least somewhat strongly while only 15 percent of students share this level of support. Almost half of the student respondents oppose +/- grades at least somewhat strongly, and many of the remaining students are relatively indifferent to, rather than supportive of, +/- grades. A Chi-squared test of the null hypothesis that the distribution of faculty opinions and student opinions do not differ has been conducted and the null hypothesis is rejected at the . 0001 level, indicating that there is a significant difference between the opinions of the two groups thus supporting hypothesis one. TABLE 2: Distribution of Opinions of Students and Faculty About Use of +/- Grades Students Count Percentage 64 4. 4% 148 10. 3% 145 10. 1% 289 20. 0% 129 8. 9% 332 23. 0% 336 23. 3% 1443 100. 0% 0. 0001 Faculty Count Percentage 126 27. 0% 123 26. 4% 48 10. 3% 26 5. 6% 18 3. 9% 57 12. 2% 68 14. 6% 466 100. 0% Support Very Strongly Support Somewhat Strongly Support Slightly Don’t Know / Care Oppose Slightly Oppose Somewhat Strongly Oppose Very Strongly Chi-Square test p-value The next set of tables provides an analysis of the degree to which student opinions about +/grades vary across different categories of students.First we look at the effect of class standing, that is, do views differ between freshmen, sophomores, juniors, and seniors. Table 3 presents these results. The Chisquare test indicates that the distributions are significantly different and inspection of the table shows very clearly that sophomores and juniors tend to be most strongly opposed to use of +/- grades. Freshmen and seniors do not support use of +/- grades, but are less strong in their opposition and more likely to be indifferent or care only slightly about the grading alternatives.Sophomores and juniors may feel comfortable with the current grading system and be more reluctant to change, while freshmen have less familiarity with the existing system and seniors feel that they would not be personally affected by any change providing support for hypothesis two. TABLE 3: Student's Class Standing vs Student' s Opinion of Use of +/- Grades Freshman 5. 4% 11. 6% 13. 2% 22. 1% 7. 8% 19. 8% 20. 2% (258) 0. 0045 Sophomore 3. 2% 10. 3% 10. 6% 20. 1% 7. 1% 28. 0% 20. 6% (339) Junior 5. 3% 8. 2% 7. 4% 15. 6% 10. 3% 22. 5% 30. 7% (417) Senior 4. 1% 11. 5% 9. % 22. 1% 9. 9% 21. 9% 20. 7% (416) Support Very Strongly Support Somewhat Strongly Support Slightly Don't Know / Care Oppose Slightly Oppose Somewhat Strongly Oppose Very Strongly Students in Category Chi-Square test p-value Table 4 summarizes the distribution of opinions among students in different grade point average categories. Since, the +/- grading system does not include an A+, students with very high GPAs might rationally assume that they personally have more to lose (through A-s and perhaps B-s) than they have to gain (through B+s), and thus oppose the change.The results of Table 4 support this idea, the Chi-square test indicates that students with differing GPAs do differ in their views of +/- grades and students with higher GPAs ar e systematically more inclined to oppose using +/- grades thus supporting hypothesis three. Student respondents were asked to indicate the college of their major. Since the classification of colleges differs substantially across universities this information is not directly comparable to other 7 universities. However, it would be of interest to know whether the grading rigor of a student’s college affects student opinions about +/- grading.Students in colleges which currently give many high grades may feel that they have more to lose from the use of +/- grades than students in other colleges. The university in question has six colleges. Two of them have issued grades which, on average, were below a 2. 8 over the last 3 academic years, two issued grades which were on average between 2. 8 and 3. 1 over that period, and two issued grades which were on average above a 3. 1 for that period. TABLE 4: Student's GPA vs Student's Opinion of Use of +/- Grades 2. 00 or Less 8. 7% 8. 7% 13. 0% 39. 1% 0. 0% 13. 0% 17. % 100. 0% (23) 0. 0001 3. 50 or More 3. 5% 9. 8% 9. 5% 15. 0% 8. 1% 26. 6% 27. 5% 100. 0% (346) Support Very Strongly Support Somewhat Strongly Support Slightly Don’t Know / Care Oppose Slightly Oppose Somewhat Strongly Oppose Very Strongly Students in Category Chi-Square test p-value 2. 00-2. 49 5. 8% 9. 1% 9. 1% 33. 9% 10. 7% 16. 5% 14. 9% 100. 0% (121) 2. 50-2. 99 4. 3% 10. 6% 11. 1% 24. 7% 10. 6% 20. 1% 18. 5% 100. 0% (368) 3. 00-3. 49 4. 7% 10. 7% 9. 4% 15. 6% 8. 4% 24. 8% 26. 4% 100. 0% (572) Table 5 shows the distribution of student opinions across these categories.The Chi-square test for equal distribution does indicate that there is a significant difference in the distribution of responses. Opposition to +/- grades is strongest and support for them weakest among students in colleges issuing the highest average grades thus supporting hypothesis four. This result should be interpreted somewhat cautiously however, because of the natural co rrelation of average grade with the student’s own GPA examined in Table 4. That is, in general, students in colleges issuing high grades are more likely to have high GPAs.Next we examine how faculty opinions about +/- grades vary across different faculty categories. First the length of service at the university is examined. Much like the situation described for students, it might be hypothesized that faculty who have been at the institution for a long period of time will be less likely to support a change in a grading system that they are used to and comfortable in using. TABLE 5: Average GPA Issued in Student’s College vs Student’s Opinion of the Use of +/- Grades Average GPA Issued in Student’s College ;lt; 2. 2. 8-3. 1 ;gt;3. 1 6. 0% 3. 8% 2. 6% 11. 6% 10. 5% 8. 5% 9. 6% 11. 7% 7. 6% 19. 8% 22. 0% 16. 3% 9. 1% 10. 5% 5. 8% 24. 9% 19. 8% 27. 1% 19. 1% 21. 7% 32. 1% (450) 3. 1 21. 0% 28. 6% 31. 5% 35. 3% 21. 4% 23. 8% 11. 8% 11. 4% 8. 8% 2. 5% 5. 7% 7. 2 % 3. 4% 4. 3% 3. 9% 16. 8% 12. 1% 9. 9% 9. 2% 16. 4% 14. 9% (119) 0. 1329 (140) (181) Support Very Strongly Support Somewhat Strongly Support Slightly Don't Know / Care Oppose Slightly Oppose Somewhat Strongly Oppose Very Strongly Faculty in Category Chi-Square test p-valueThe reasons given by students and faculty members for supporting or opposing use of +/- grades are summarized in Tables 8 through 11. These tables were assembled by categorizing open-ended responses. In the case of respondents opposing +/- grades, there were a number of somewhat distinct 9 responses that were still logically related in an overall category. In those instances the overall number of occurrences in the general category is presented, but the distribution of responses within the subcategories is also presented.Table 8 summarizes reasons given by students supporting the use of +/- grades. The predominant reason given was that the system would provide grades that are more accurate and provide a more refin ed measure of performance. The second most prevalent reason – that +/- grades provide a more appropriate reward for the effort is somewhat related. Other rather frequent reasons given were the feeling that +/grades will raise GPAs and the belief that they will increase incentives for students to work hard in classes.In contrast to the 35 students who felt that +/- grades would raise GPAs, Table 9 indicates that 10 times as many students (352) believe that +/- grades will have a negative impact on grades. It seems clear that fear of lower grades was the most important factor in the overall negative view of students toward the +/- grading system. Just over 100 students indicated that they oppose +/- grades simply because they prefer the current system and either see no reason to change or do not like the new system.Students also criticized the new system as being overly complicated, increasing stress and placing too much focus on grades, requiring more work of them to receive t he same grades, and having a potential negative impact on employment, scholarships, and/or getting into graduate school. TABLE 8: Students' Reasons for Supporting +/- Grades Number of Comments Grades are More Accurate/Refined Provide More Appropriate Reward for the Effort Will Raise GPA's Increased Incentives to Work Harder Will increase the Reputation of the School Other Schools Use Them 145 43 35 21 7 5Reasons for faculty support for +/- grades are summarized in Table 10. The two most prevalent reasons cited closely parallel the top two reasons for support provided by students. First, that grades will be more accurate and refined under a +/- system (identical to the students’ top response) and second that they are fairer or better for the students (similar to the students’ response of – provides more appropriate reward for effort). Other prominent reasons for support included the belief that +/- grades will help combat grade inflation, and that they will impro ve student motivation. 0 TABLE 9: Students' Reasons for Opposing +/- Grades Number of Comments In SubIn Category Category 352 164 145 32 11 104 54 50 38 34 21 16 15 9 8 5 Negative Impact on Grades An â€Å"A† is an â€Å"A† (is difficult enough) It will lower my GPA Achieving 4. 0 is More Difficult Heard from ASU / Lower Grades Prefer Current System Like current System / no reason to change Don't like the change System is more Complicated Too much pressure / stress Will require more study time for the same grades Puts too much focus on grades Negative Impact on Scholarships/Employment/Grad.School Doesn't motivate me more Like high School/Grade School Changes School's Atmosphere TABLE 10: Faculty Reasons for Supporting +/- Grades Number of Comments Grades are More Accurate/Refined Grades are Fairer/Better for Students Will Combat Grade Inflation Will Improve Student Motivation Better / Easier for Faculty (Feel better about grades given) Will Improve Student Feedback 173 50 26 23 12 10 Reasons for opposition to +/- grades among faculty were varied (see Table 11). Most commonly cited is the idea that the change poses more costs than the benefits it provides.The next most frequent concern was the belief that grade challenges and arguments over grades would be increased since more students would be near a boundary between grades. Somewhat related to this are concerns that grades will be more difficult (physically and emotionally) for faculty to construct and compute and that the particular grade given will be arbitrary. Interestingly almost as many faculty believed that +/- grades would have no impact on or would increase grade inflation (17) as believed that +/- grades would reduce grade inflation (26). Finally, 10 faculty members expressed concern that +/- grades would overemphasize grades. 11TABLE 11: Faculty Members' Reasons for Opposing +/- Grades Number of Comments In SubIn Category Category 39 14 9 9 7 24 21 17 17 10 7 10 6 4 3 2 Cost versus Be nefit Current System is OK (no need for change) No Benefit to Change No Benefit to Students High cost to change with Little Benefit Will Increase Grade Challenges/Arguments Grading Will be More Difficult for faculty Grades are More Arbitrary Grade Inflation Impact Will Encourage Grade Inflation Won't Reduce Grade Inflation Overemphasis on Grades Emphasizes Grades versus Learning Adds to Student Anxiety over Grades Not used by Employers / recruiters May Hurt Student Grad School chancesConclusions This study examined the extent of use of +/- grades in AACSB accredited business schools by collecting data from 99 such schools. Sixty percent of the schools use some variant of a +/- grading system, 32 percent use only whole-letter grading and the remainder use a single intermediate grade. A survey of faculty and student opinions about a move to +/- grading at a mid-sized university in the Southwest provides a number of interesting insights. There is a strong divergence between student and faculty opinions.Over half of faculty respondents support +/- grades at least somewhat strongly as compared to only 15 percent of students. Nearly half of student respondents oppose the change at least somewhat strongly. Students and faculty supporting the +/- grading system cited very similar reasons for their support – the belief that grades will be more accurate and refined and the belief that grades will be fairer or better for students. Some students also indicated the change would provide incentive to work harder. Some faculty felt it would combat grade inflation and improve student motivation.Students who oppose the change believe there will be a negative impact on GPA’s (352 students believe this versus 35 who believe grades would improve). The next most prevalent student comment was that they prefer the current system and see no need for a change. Faculty who opposed the change commented most frequently that there is little benefit from the change and next th at it will increase grade challenges or make grading more difficult for faculty. Opposition to the change was strongest and support for +/- grades was weakest among students in colleges issuing the highest average grades.In addition, sophomores and juniors and students with higher GPAs tend to be most strongly opposed. This suggests that student opposition to a +/- grading system could be reduced by implementing it in a phased manner (starting with the freshman class) and by finding a way to incorporate a grade of A+. In addition, resistance to change theory suggests that it is important that the reasons why the use of +/- grades might be in the best interest of students be effectively communicated throughout the process and that students groups should be involved early in any proposal to institute +/- grades.