The Eyes Of The Dragon (2124 words) Essay Example For Students

The Eyes Of The Dragon (2124 words) Essay The Eyes Of The DragonThe theme of the book, The Eyes of the Dragon, by Stephen King, is to stick to ones beliefs no matter what happens and always do what one knows is right. Dont give up on oneself; anything is possible. King Roland was the noble king of Delain. He was known as Roland the Good. He was, by far, not a bad king, though he was really not a great king. He meant no harm and was successful, but whenever he meant to do great things, he seemed to be unsuccessful. Roland, king of Delain, had two sons and had done his best to raise them without a wife. Peter, the oldest, was much like his father. He was successful at avoiding harm of the kingdom. In addition, he seemed to be more successful at the great things he attempted. Even as a little boy, Peter was loved by the kingdom, and many were looking forward to his reign as king. When Peter was merely a boy, he stood up against grown men for what he believed in. This was why the kingdom loved and appreciated him. In one instance, Peter was passing through the stableyard when he saw a lame horse about to be killed. Peter commanded Yosef, the palace fixture, to stop. After arguing, Peter managed to convince Yosef to give Peter one hour to find a veterinarian. Peter was to prove to Yosef that this horse would not die if taken care of. Just short of an hour later, Peter and the veterinarian returned. The veterinarian listened closely and agreed with Peter. The horse would never be a working horse aga in, but it would certainly make a great pet for Peter. This was only the beginning of Peters wisdom and only a hint of the respect he would soon earn. We will write a custom essay on The Eyes Of The Dragon (2124 words) specifically for you for only $16.38 $13.9/page Order now Thomas was a little different. He was very quiet, so no one was really sure of him. He did mysterious things. The citizens of Delain were glad Thomas was the younger son, for no one wanted Thomas as king. Anyone who attempted to, could befriend Thomas and earn his complete reliance. This great weakness caused the downfall of Delain. Roland had become dependent on his magician, Flagg. Roland was a good man, but he wasnt clever. It was not known, but Flagg had come and gone many times through out the years. He had come and gone with one uncompleted goal. It was fortunate for Delain that Flagg tended to be unsuccessful with his plans. Roland the Good was getting old, and it was widely known that he would soon be leaving the crown to Peter. Disappointing news as it was, many strongly believed Peter was going to do great things throughout his reign. Peter soon grew up, and though he knew what was coming to him upon his fathers death, Peter still wished his father many years to come. It had become tradition for Peter to take two glasses of wince to his fathers room before retiring. Each man, glass in hand, sat together simply enjoying the company. This, among other things, made Thomas unhappy and extremely jealous. Thomas believed that he had no family to love. He had taken the blame for his mothers death and believed his father and brother had also placed the blame on him. It was probably because of this that Thomas had no friends, no confidence, and barely a will to live. Flagg, the brilliant magician that he was, used Thomas weakness to his advantage. Flagg had attempted many times to destroy Delain. He waited year after year and finally his chance arose. He hadnt completely worked out the details, but he knew things would work out for him. Thomas and Flagg became quite close. Flagg knew he would finally complete his lifes work, and Thomas would put his entire soul into getting what he had always wanted, a friend. Thomas confided his every though with Flagg, and Flagg showed great sincerity. Flagg knew all the secrets of the castle because of his coming and going throughout the centuries. Through the eyes of Niner, a dragon Roland had killed, there were peeping holes. Through a back hallway, one could find the hidden passage way that led to the peep holes. Flagg told Thomas of this, and it had meant a lot to Thomas. This was to become Flaggs big mistake. .uc257f021b5bd8501f22e5c09814c1fe9 , .uc257f021b5bd8501f22e5c09814c1fe9 .postImageUrl , .uc257f021b5bd8501f22e5c09814c1fe9 .centered-text-area { min-height: 80px; position: relative; } .uc257f021b5bd8501f22e5c09814c1fe9 , .uc257f021b5bd8501f22e5c09814c1fe9:hover , .uc257f021b5bd8501f22e5c09814c1fe9:visited , .uc257f021b5bd8501f22e5c09814c1fe9:active { border:0!important; } .uc257f021b5bd8501f22e5c09814c1fe9 .clearfix:after { content: ""; display: table; clear: both; } .uc257f021b5bd8501f22e5c09814c1fe9 { 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; } .uc257f021b5bd8501f22e5c09814c1fe9:active , .uc257f021b5bd8501f22e5c09814c1fe9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc257f021b5bd8501f22e5c09814c1fe9 .centered-text-area { width: 100%; position: relative ; } .uc257f021b5bd8501f22e5c09814c1fe9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc257f021b5bd8501f22e5c09814c1fe9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc257f021b5bd8501f22e5c09814c1fe9 .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; } .uc257f021b5bd8501f22e5c09814c1fe9:hover .ctaButton { background-color: #34495E!important; } .uc257f021b5bd8501f22e5c09814c1fe9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc257f021b5bd8501f22e5c09814c1fe9 .uc257f021b5bd8501f22e5c09814c1fe9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc257f021b5bd8501f22e5c09814c1fe9:after { content: ""; display: block; clear: both; } READ: Summary of Behavioral Genetics EssayOne day, an ingenious plan came to Flagg. The magician used a special poison he had saved for centuries just for the occasion. This poison was no ordinary poison. It would burn a person from the inside out after simply inhaling it. While working with the poison, Flagg wore gloves and used tweezers. After going to the window to take a breath, Flagg would work for a few minutes, and take careful measures not to breathe in the fumes. In a glass, he took a small amount of poison and mixed it with Rolands favorite wine. Taking a bit more, Flagg opened up a cage and fed it to a mouse to observe the suffering. The remaining poison was placed in a little wooden box stolen from Peter years ago. The box had been a present from Peters mother with his name engraved in the top. Flagg, knowing of Peters nightly tradition, went to Rolands bed chamber with the glass of wine to do away with his king. Flagg waited until he was sure Peter had left and no one would see him enter. Since visitors were becoming few and far between in his old age, Roland was glad to see him. After drinking their wine, both men agreed to retire for the night. Though he knew it was for the better, Flagg wished he hadnt had to leave what was to become a night remember. Flagg left that night thinking he would be the last to see Roland alive. He was wrong because someone else would see the suffering Flagg had inflicted. Someone else would be the last pers on to see Roland alive. Flaggs big mistake had caught up with him; Thomas had witnessed everything. Thomas had seen it all through the eyes of Niner. The next day, servants reported Rolands death. It was also a servant who found Peters long wooden box. If circumstances had been different, Peter wouldve been overjoyed to see the memorable gift. Unfortunately, Peter was devastated to hear that the poison used to kill his father had been found in that box. Peter was arrested, tried, and sent to the Needle for life. Since Peter was royalty, he wouldnt be sentenced to death but instead sentenced to live the rest of his life atop the tower through cold, heat, and loneliness. If Peter had been Thomas or any other man, he wouldve given up and died soon enough. Peter always had hope, and searched constantly for a way to escape. It didnt take Peter long to earn the respect of the disgusting gentlemen in charge of him. Eventually, they would bring him almost anything he desired, for a price. Peter had no money; therefore, he tried his luck with an old friend. He had a letter delivered to Penya, and he agreed to help in any way possible. Peny a, after receiving Peters letter, chose to believe in Peters innocence. He vowed to do everything in his power to free Peter. To keep Peters newly earned privilege, he used it sparingly. He asked for his mothers dollhouse and a napkin with each meal. As no one wouldve guess, Peter had a plan already in effect. From each napkin, Peter pulled five strands of fabric. This may seem like very little, but it began to add up. Using the working loom in his mothers dollhouse, he began making a rope. Things in Delain had become awful for the villagers. With Flagg ruling through Thomas, taxes had been raised, bankers had to become more strict with mortgages, and a great fear fell over the land. Because of this, many people began to leave their homes, farms, and lifes work to hide in the forest. Penya was included in the move. The forest provided a safe place of refuge and the grounds to plan for a revolt. In this newly formed community, the majority had decided that Peter was to be somehow rescued. This would be their next move. Upon his escape, they were to make their own decision concerning his guilt. (Though many already believed firmly in his innocence, there would still be a vote.)The trip was already a difficult one, but to make matters worse, it was midwinter. Means of travel were simply by foot, unless one was fortunate enough to have a team of dogs and a sled. Penya had sent two people, Ben and Naomi, to go to try to rescue Peter. The two travelers were fortunate enough t o have Naomis sled team. This cut the long trip down to a day and a half. Once inside the village, there was no plan, but the two were determined. It was difficult to sneak into the kingdom and even trickier to get into the village square where the Needle was located. .u3d6c4c5d57861941682ad124f7fd449e , .u3d6c4c5d57861941682ad124f7fd449e .postImageUrl , .u3d6c4c5d57861941682ad124f7fd449e .centered-text-area { min-height: 80px; position: relative; } .u3d6c4c5d57861941682ad124f7fd449e , .u3d6c4c5d57861941682ad124f7fd449e:hover , .u3d6c4c5d57861941682ad124f7fd449e:visited , .u3d6c4c5d57861941682ad124f7fd449e:active { border:0!important; } .u3d6c4c5d57861941682ad124f7fd449e .clearfix:after { content: ""; display: table; clear: both; } .u3d6c4c5d57861941682ad124f7fd449e { 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; } .u3d6c4c5d57861941682ad124f7fd449e:active , .u3d6c4c5d57861941682ad124f7fd449e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3d6c4c5d57861941682ad124f7fd449e .centered-text-area { width: 100%; position: relative ; } .u3d6c4c5d57861941682ad124f7fd449e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3d6c4c5d57861941682ad124f7fd449e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3d6c4c5d57861941682ad124f7fd449e .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; } .u3d6c4c5d57861941682ad124f7fd449e:hover .ctaButton { background-color: #34495E!important; } .u3d6c4c5d57861941682ad124f7fd449e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3d6c4c5d57861941682ad124f7fd449e .u3d6c4c5d57861941682ad124f7fd449e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3d6c4c5d57861941682ad124f7fd449e:after { content: ""; display: block; clear: both; } READ: Gerald Croft Essay ThesisPeter must have had the same type of feeling flowing that night as the rescue team did because he was preparing for his escape just as Naomi and Ben arrived. It wouldve worked out perfectly if Flagg hadnt been watching from his crystal ball. Flagg had gone to the Needle to stop Peters escape. Peter began preparing his rope as Flagg began climbing the three hundred stairs to the top. Peter was half way down the rope when Flagg reached the top, but Flagg watched the rope break. When Peter was about one hundred feet above the ground, his hands froze and he couldnt move. He had lost feeling in his hands and moving would risk a fall. The rope was only m ade of napkin cotton and broke, just as Flagg had imagined. Peter fell and thought he had less of a second to live, but his friends were truly great. Not only did they risk their lives through the cold to get there, risk their heads for helping a criminal escape, and wait for Peter at the bottom of the needle, but they had also made him a huge bed of napkins in case of his fall. Each gave a different estimate at the size of the pile, but it was said to be twenty feet high. Peter landed squarely in the middle of the napkin and wasnt quite sure if he was alive. His friends ecstatically rushed to him, knowing they had little time to make an escape. There were tired guards just now arriving. This would be a big problem to most, but not Peter. With almost all the courage he had left, he simply told the guards that he was king, and he didnt kill his father. The let him pass. After spending all that time in the Needle, Peter had uncovered the truth about Flagg. On the way to the castle, Peter explained to his friends how Flagg had been trying to destroy Delain for centuries and he explained his plan. Peter had to reach his fathers bow and arrow used to kill Niner, because it was the only idea he had to destroy Flagg. The heroic trio reached Rolands chambers and the bow and arrow were gone. Flagg, who had been fresh on their trail the entire way, reached the chamber almost immediately after them and was pounding on the door. Ben and Naomi had their weapons drawn and ready, though Peter knew these wouldnt stand a chance against the wizard. Flagg was never one to rush into things and make hasty decisions, so once inside the door, they all talked. Flagg expressed his guilt for the murder of Roland, vowing to kill all he had just confessed to. Peter told Flagg he would never get away with it, and Flaggs reply was simply a smile. After a few moments of silence, Flagg told them that no one had seen him enter Rolands room that night, only Peter was seen entering the room. At this, Thomas, who had been hiding in the shadows, spoke up. Thomas told everyone that he had been watching that night through the eyes of Niner and with his father bow, show Flagg in the left eye. After being hit, Flagg disappeared. This was quite an ending to quite a book. Most of the villagers had believed strongly in Peter, but gave up on him too quickly when accused. Three characters persuade the truth and did what they knew was right. It was because of them, this book had a happy ending. Book Reports

Educational leadership styles Which one fits you

Educational leadership styles Which one fits you If you’re looking to take your career in education to the next level, part of that means understanding what kind of leadership skills you have- and how you’d apply those in your job. Because educators are already a pretty diverse crowd, it should be no surprise that leadership styles can vary pretty widely too. So let’s look at the main types of educational leaders. The AuthoritarianThis sounds severe, but the authoritative leader is the one who is able to set a clear direction or implement a new vision. This means the leader is a decision-maker, often the final say. The authoritative leader is often the cheerleader-in-chief, motivating a team (or multiple teams) toward a single goal. The authoritative leader is a confident, strong voice, and comfortable making decisions. If you feel more comfortable giving orders than taking them taking them, then this might be your style.Pro: Things get done how you want them done.Con: Team members may have trouble connecting t o this kind of leader, since they’re less engaged in the decision-making process.The Team BuilderThis kind of leader, also known as an affiliative leader, focuses on building, maintaining, and repairing relationships. The affiliative leader’s priority is on harmony and collective productivity. This type of leader typically strives to get input from others and have good relationships with everyone on the team, rather than hand down assignments.Pro: Team members feel valued and connected.Con: Poor performance is sometimes ignored in favor of maintaining larger group harmony.The PoliticianThis kind of leader, also known as the democratic leadership type, works on consensus. This leader has the final say, but relies on having other stakeholders weigh in as well. The diverse perspectives can foster creativity and innovation, because everyone is able to give input and share their points of view.Pro: Team members feel more engaged because they have a say in the process.Con: D ecisions may not happen quickly if you’re waiting for mass buy-in.The CoachThe coaching-focused leader prioritizes team development over immediate achievement. Meeting goals is about the process, and providing feedback and instruction to make sure that members of the team are able to succeed in the project at hand, or on a more long-term basis. It’s also a natural leadership style for many teachers, who are already accustomed to nurturing talent to hit milestones. In this role, the coaching leader often delegates tasks and responsibility to help team members understand and learn in a hands-on way.Pro: This is a very forward-thinking leadership style, and encourages team members to set and achieve their own goals.Con: It can be time-consuming to incorporate feedback and ongoing training. Also, if team members are resistant to learning, that can also slow overall progress.The VisionaryThe visionary leader is focused on innovating and improving outcomes. For these leaders , the status quo is less important than setting goals and improving how students learn, how teachers work in the classroom, etc. The visionary leader typically spends a lot of time brainstorming and engaging others in common goals.Pro: Employees feel empowered to find new ways to accomplish goals.Con: Sometimes focusing on the big picture can lead to neglect of the everyday, or less interesting tasks at hand.There is no one-size-fits-all leadership style for an educator, or even a school. So depending on your personality and your goals, it may be that one of these suits you really well- and others not at all. Whatever your leadership style is, it’s important to nurture those qualities and find leadership opportunities that work for you.

A Christmas Carol Essay Example for Free (#13)

A Christmas Carol Essay Christ (509) , Charles Dickens (378) , Christmas (159) , A Christmas Carol (87) , Christmas Carol (60) , Bob Cratchit (35) , good extended (7) , Powerful (1) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints ? The Ghost of Christmas Past is the epitome of the contradictions of youth and age as well as winter and spring. The ghost has a beam of light jetting from his head and Scrooge extinguishes the light when he feels that he is unable to bear any of the other memories that the ghost is showing him. By showing Scrooge his past, the ghost has makes him realize that he has changed drastically from who he was when he was young and that his interests have turned from people to money. The Ghost of Christmas Present is a friendly, generous giant who shows Scrooge the homes of Bob Cratchit as well as Scrooge’s nephew, Fred. In both homes, good will is extended toward Scrooge although he has never shown the same good will to either his clerk, or his nephew. As the time passes the ghost, who was young when he first appeared to Scrooge, seems to age in the way that the present changes to the past with the passing of time. Then, just as he is approaching his last moments, the ghost shows Scrooge that want and ignorance are two products of society that will destroy it if not combated against by those who can prevent both social ills. The Ghost of Christmas Yet to Come is a dark phantom, and the only part of this ghost that Scrooge sees, beyond his black robe, is a hand with which he points at the things Scrooge is to take notice of. This ghost shows Scrooge how he will die, and it is a sad scene. Scrooge begs the ghost to tell him that this fate can be changed if he changes his ways, but the ghost doesn’t answer him. Scrooge is left only with the knowledge that he must change and become a more charitable person if he is to alter the fate that the ghost revealed to him. Last of the major characters is Tiny Tim who is Bob Cratchit’s youngest son. He is a lame boy with a cheerful nature despite his ailments and symbolises hope. At the Christmas church service, Tim hopes that people will look at his ailment and be reminded of how Christ healed the lame and blind. Tiny Tim’s guileless nature impresses Scrooge, and when he learns from the Ghost of Christmas Present that Tiny Tim will die soon, Scrooge is saddened. The Ghost of Christmas Yet to Come also shows the Cratchit house without Tiny Tim, and the vision is a sad one. Scrooge is touched by the gentleness of the little boy and wishes to prevent this fate from occurring. There are also some minor characters in ‘A Christmas Carol’ but who also play an important part of the story. Firstly there is Fred, Scrooge’s nephew (his deceased sister’s son), is a pauper, but a cheerful man nonetheless. He comes to the counting house to wish Scrooge a merry Christmas and invite his uncle to dine with himself and his wife on Christmas Day. Scrooge, however, refuses to associate with his nephew. Fred actually pities his miserly uncle because although he has all that money, he is still alone and unhappy. Fred insists that he will visit Scrooge at Christmas every year no matter whether or not Scrooge ever agrees to dine with Fred and his wife. After his visitation by the three ghosts of Christmas, Scrooge attends the Christmas dinner at Fred’s home and enjoys himself immensely. Secondly there is Mr. Fezziwig who was Scrooge’s kind and generous employer. He revisits the memory of his employment with Fezziwig when the Ghost of Christmas Past shows him Fezziwig’s great Christmas party. The memory of this kind employer makes Scrooge feel a twinge of regret at how poorly he treats Bob Cratchit, his own employee. Last of the minor but nonetheless important characters is Belle, the young woman who once loved and was loved by Scrooge. Unfortunately, his love for her was replaced by his love for money, and she did not want to be second in favour to gold. She left him and went her own way after that and married. Scrooge remained alone. The Ghost of Christmas Past reminds him of why Belle left him and shows him where his life began going the wrong direction While reciting ‘A Christmas Carol’ I noticed some themes that were entwined within the story, the most important themes of the story are stated more or less clearly by characters in it. The first of these might be Marley’s saying, â€Å"Business†¦ Mankind was my business†. Where Scrooge sees business in the familiar sense of trade and finance, Marley now sees that one’s â€Å"business† is what one should do in life, duty or obligation. Mankind is or was not just Marley’s business of course, but Scrooge’s business, your business and mine, in fact, everyone’s. Secondly, Scrooge’s unkind remark that poor people should die and â€Å"reduce the surplus population† brings us to another theme of the story. When Scrooge asks if Tiny Tim will die he is reminded of these words. Why? Because the â€Å"surplus population† is not an abstraction but real individuals. Scrooge is told by the Ghost of Christmas Present to find out â€Å"What the surplus is, and where it is† before making such statements. Another theme is that change is possible however set we are in our ways. Dickens imagines the most miserable and hard-hearted man he can, and shows how he can be reformed if he sees his responsibilities. The message that Dickens is trying to get across is one of happiness. If you live your life in seclusion, only speaking to those who you must and always being nasty, you can never be truly happy. Dickens uses Scrooge as the epitome of selfishness and we are supposed to realise this and contrast it with Tiny Tim’s attitude of caring and sharing. Tiny Tim is the epitome of joy and hope; he is the person in the book with who we are supposed to learn from. The ghosts are the conduit from which we are to understand the past, present, and future of an unhappy man. A Christmas Carol. (2017, Sep 23).

Economy and Health Research Paper Example | Topics and Well Written Essays - 1000 words

Economy and Health - Research Paper Example There is also a general bust in the infrastructural development with efficient resource allocation to the active macroeconomic sectors (Rodrick & Rosenzweig, 2009). Health sector on the other hand is a key component of any existing economy. Any existing economy stands because of the number of individuals that it supports. This population supports the given economy. Population has to exist for an economy to realize economic development and growth. The existing population must be managed well to facilitate the above objectives (Layard, 1986). Health ensures that a country operates with a healthy population in the process of striving to achieve economic growth to compete other nations. Other sectors that can be compared to the health sector include the education sector, agricultural sector and many others. The fundamental states or proves beyond reasonable doubt that at no point any of the above can survives if health does not exist because the all depend on a healthy population. From t he definition of economics, therefore we can easily define health economics as the study of scarce resource allocation to the health industry (Culyer, 2000). ... It is also the duty of any government in the contemporary world to ensure the health of its citizens at all costs. Health economics sees on how the few resources can be allocated to ensure that provision of health benefits is maximized (Rodrick & Rosenzweig, 2009). The optimization point is the point when the marginal cost of providing health is equal to the marginal benefits of the healthy provision itself. In trying to analyze the cost allocation of the various resources to be allocated to the healthy sector a thorough cost analysis has to be done and then a cost effectiveness statement be developed (Wise, 2004). Several research works have been undertaken relating to wealth and health. The researches have been conducted in both developing countries and developed countries as well. In the developed countries, it is found out that senior citizens can comfortably afford healthcare and in fact, the most appropriate care since they have the wealth and since they keep increasing their l evel of disposable income as they age (Culyer, 2000). The developing countries it is the reverse since majority of citizens in such countries are extremely poor. Only a few rich individuals can afford the health care services in such states hence a great burden on the government. Millennium development goals advocate for six major pillars as follows; that the world will be in the position of providing adequate healthcare, that food will be in abundance, industrial and technological advancement will be at the peak, that the level of education will allow people to be able to perform or engage themselves in basic reading (Henderson, 2011). In addition, it advocates for international peace through peaceful coexistence among nations,

Athletic programs Essay Example | Topics and Well Written Essays - 500 words

Athletic programs - Essay Example As I reflect upon my experiences from these sports programs, I believe that the lessons I have imbibed greatly contributed to my overall development as an individual. I reckon that the benefits I have derived from joining these programs make be better equipped in facing the challenges of high school life. As a part of the athletic programs, I have greatly appreciated the concept of teamwork. These programs have made me realize that through team effort goals would achieved more efficiently. Instead of working or playing on my own, I have grown to become a team player. In my high school years, this characteristic would help me relate with my group mates or peers both inside and outside the classroom. Moreover, participating in athletic programs has assisted me in gaining self-confidence. Through the guidance of trainers, I developed my belief in my skills as a soccer player, student and individual who is part of a team. This trait also enabled me to easily accept rejections and failures. As a high school student, this is vital because such gives me the courage to try various pursuits. Should I fail in these endeavors, I could easily inspire myself to improve and find ways to further hone my skills to succeed. The athletic programs have also molded me to embody sportsmanship.

Permeability Of Hydrophilic :: essays research papers

Permeability of Hydrophilic Supervisors: Vladan Milovic Professor Per Artursson SUMMARY Investigations of the integrity and transport characteristics of 2/4/A1 cells have been done in this report. The cell line was isolated from rat fetal intestinal epithelial cells and transfected with thermolabile SV40 large T antigen. These cells proliferated at 33 Â °C, but eliminated the antigen and ceased proliferating at a non-permissive temperature (39Â °C). At 39Â °C 2/4/A1 cells started to differentiate but simultaneously the cells also underwent massive cell death. When cultured at 37Â °C these cells formed confluent and tight monolayers that seemed to have paracellular transport characteristics similar to that of the human intestine. Transmission electron microscopy confirmed the development of multilayers at 33Â °C, monolayers at 37Â °C and defects in the cell layer due to apoptosis at 39Â °C. Different immunostainings of ZO-1, E-cadherin and vinculin confirmed formation of tight and adherence junctions. Transepithelial resistance reached a plateau of 25-35 Ohm.cm2, which was similar to the small intestine. In transport studies 2/4/A1 cell line monolayers selectively restricted the permeation of hydrophilic permeability markers proportional to molecular weight and discriminated more accurately between the molecules of intermediate molecular weight compared to Caco-2 cells. These results indicated that 2/4/A1 cells could be used as a model for hydrophilic drug absorption. INTRODUCTION The small intestine plays a crucial role in the absorption of drugs and nutrients. Exogenous substances cross a series of barriers during the process of intestinal absorption: (1) the aqueous boundary/mucus layer, (2) a single layer of epithelial cells, and (3) the lamina propria, which contains the blood and lymph vessels that then transport the absorbed drugs to other parts of the body (Artursson 1991). The cell monolayer is comprised of two parallel barriers: the cell membrane and the tight junctions. Most drugs are absorbed by a passive diffusion across the cell membrane by the transcellular route, or across the tight junctions between the cells - the paracellular route. Drug transport can also be carrier mediated, when the drug utilizes transporters located in the cellular membrane. Transcytosis is another kind of active transport, in which macromolecules can be transported across the intestinal epithelial cell in endocytosed vesicles. The hydrophilic and charged drugs are absorbed after passing through the paracellular route, the water-filled channels between the cells (Artursson 1991). Rates and extent of the paracellular transport are, therefore, highly influenced by the structure and size of the tight junctions as well as by the size of the molecules. Only small and hydrophilic drugs can pass between the cells rapidly and completely; permeation of larger molecules can be limited proportionally to their size and lipophilicity (Hillgren et al. 1995). Simple assay methods are needed for drug absorption studies.

Bbmdoc.233

CHRIST UNIVERSITY Hosur Road, Bangalore Department of Management Studies Course Plan-2012-2013 Subject/Code: Organizational Behaviour/BBM 232 |Name of the faculty | Email | |Dr. Jain Mathew |[email  protected] in | |Mr. John Paul |john. [email  protected] in | |Ms.Mary Thomas |mary. [email  protected] in | |Ms. Vinita Seshadri |vinita. [email  protected] in | INTRODUCTION To provide students with thorough knowledge in theory and concepts of organizational behavior, also to equip them to address the contemporary changes related to the behavior and performance of people in organizations today.Teaching and learning approach Each week's teaching sessions will comprise: Four- Hour lecture including student centered activity During which you will be introduced to the topic for that week. It is important to note that the coverage of each topic during the lecture will be incomplete unless you read the references provided and attempt the tutorial questions that cover that topic. It is important to note that for each topic a set of objectives is given and it is your responsibility to ensure that you meet those objectives.Recommended text books Stephen Robbins, Timothy A. Judge, Seema Sanghi, Organizational Behavior, 13th Edition Pearson Education, Journals Human Capital MBA Review HRM Review ICFAI HR HBR Review Case Folio Lecture Schedule: 1. MODULE – Introduction to Organizational Behaviour 1. 1 Objectives †¢ Understand the importance of interpersonal skills in the workplace. †¢ Describe the manager’s function, role and skills. – Week |Topics |Hour |Methodology | | |Nature, importance and purpose of organizations |1 |Discussion | | | | | | |Nov 5 – Nov 10 | | | | | |Managerial Skills by Robert Katz |2 |Lecture (C/PPT) | | |Management Roles by Mintzberg |3 |PPT; video showing various roles | | |Effective versus successful Managerial Activities|4 |Group discussion and reflections | | |- | | | | |Luthan’s study | | | 1B. 2 Objectives: On completion of the material you would be able to: †¢ Define Organization Behaviour †¢ Trace the historical roots of organization behaviour †¢ Explain OB Model †¢ Identify the major behavioral science disciplines that contribute to OB †¢ Identify the challenges and opportunities managers have in applying OB Concepts Week |Topics |Hour |Methodology | | |Introduction to Organization Behaviour – OB Model|1 |Lecture (C/PPT) | | | | | | |Nov 12 –Nov 19 | | | | | |Challenges in handling OB |2 |Group discussion and reflections | | |Contribution from other disciplines |3 |Concept Mapping | | |Case Study |4 |Use as a tool to explain how to approach OB case | | | | |studies | 1+. 2 Reference Prerequisite readings – Chapter 1 Stephen Robbins, Timothy A. Judge , Seema Sanghi , Organizational Behavior, 14th Edition Pearson Education 2. MODULE – II Personality 2. 1 Objectives: On completion of the material you would be able to: †¢ Define Personality, describe how it is measured and factors that determine n individual’s personality †¢ Identify Personality Traits relevant to OB and it’s applications in the workplace |Week |Topics |Hour |Methodology | | |Meaning & Determinants of personality |1 |Concept Mapping | | | | | | | | | | | | | | | | | | | | | |Nov 20 – Dec 4 | | | | | |Theories of personality: Type and Trait theory |2 |Activity: ‘Favourite Personality’ | | |The ‘Big Five’ Personality Traits |3 |Lecture (C/PPT) | | |Experiential Exercise: Big Five Personality |4 |Questionnaire | | |Trait | | | | |Myers-Briggs Indicator |5 |Lecture (C/PPT) | | |Psychoanalytical theory |6 |Lecture (C/PPT) | | |Erickson’s personality |7 |Lecture (C/PPT); Handout | | |Group Activity9-+ |8 |Write up on various personality +-+traits of famous | | | | |personalities | | |Case Study |9 |Case discussion/Written Analysis | 2. 2 Reference: Prerequisi te readings –Ch. 4 Stephen Robbins, Timothy A. Judge , Seema Sanghi , Organizational Behavior, 14th Edition Pearson Education 3. MODULE- III Learning Meaning of learning –– Learning theory of Organisational Behaviour-Classical- Operant conditioning- Cognitive- Observation Theory 3. 1 Objectives: On completion of the material you would be able to: †¢ Define and understand what is Learning †¢ Four theories which explains how learning takes place †¢ Learning principles which needs to be observed in any training programme †¢ Its impact on individual behaviour and organization Week |Topics |Hour |Methodology | | |Meaning of learning |1 |Concept Mapping | | | | | | | | | | | |Dec 5 – Dec 21 | | | | | |Learning process |2 |Discussion | | |Classical conditioning |3 |Lecture (C/PPT) & video | | |Operant conditioning |4 |Lecture (C/PPT) & video | | |Cognitive Theory |5 |Lecture (C/PPT) | | |Social Learning Theory |6 |Group discussion – ‘Role Models’ | | |Group Activity |7 |Presentation on videos depicting various learning | | | | |styles/skits | | |Principles of Learning-Reinforcement and |8 |Lecture (C/PPT) | |Punishment | | | | |Learning Curve |9 |Discussion | | |Case Study |10 |Case discussion/Written Analysis | 3. 2 Reference: Prerequisite readings – Chapter 9 K. Aswathappa, 9th edition, OB-Himalaya Publishing House / Chapter 4- Kavitha Singh-OB Text and Cases-Pearson Education / Chapter 4-OB- Hellriegel & Slocum- Thomson 4. MODULE- IV Attitudes Meaning, Characteristics and functions- Components-the ABC Model- Formation of attitude Meaning, Charecteristics, Components and Formation of attitudes. Change in attitude- Barriers to change- How to minimize the barriers. 4. 1 Objectives On completion of the material you would be able to: †¢ Contrast the three components of an attitude †¢ Discuss attitude and attitude formation †¢ Relate attitude to behaviour Week |Topics |Hour |Me thodology | | |Meaning, Characteristics and functions |1 |Concept Mapping | | | | | | | | | | | |Jan 2 – Jan 12 | | | | | |Components-the ABC Model |2 |Lecture (C/PPT) | | |Cognitive Dissonance; Job |3 |GroupDiscussion | | |Satisfaction/Dissatisfaction | | | | |Formation of attitudes- Changing attitudes |4 |Lecture (C/PPT) | | |Barriers to change, How to minimize the barriers |5 |Video | | |Case Study |6 |Case discussion/Written Analysis | 4. 2 Reference: Prerequisite readings – Ch 3 Stephen Robbins, Timothy A. Judge , Seema Sanghi , Organizational Behavior, 14th Edition Pearson Education 5. MODULE – V – PERCEPTION Meaning and definition – Need, Factors influencing perception, perceptual consistency, Context and definition,. 5. 1 Objectives: On completion of the material you would be able to: †¢ Understand importance and factors contributing for perception †¢ Understand the concepts in perceptual Organization Understand factors contri buting towards the interpretation of data |Week |Topics |Hour |Methodology | | |Meaning, nature and importance of Perception |1 |Concept Mapping | | | | | | | | | | | |Jan 21 – Jan 31| | | | | |Factors influencing perception |2 |Lecture (C/PPT) | | |Experiential Exercise 1 |3 |Story telling based on pictures | | |Perceptual Process |4 |Group discussion | | |Interpersonal perception 5 |Video | | |Case Study |6 |Case discussion/Written Analysis | 5. 2 Reference Prerequisite readings – Chapter 6 K. Aswathappa, 9th edition, OB-Himalaya Publishing House 6. MODULE –VI Group Behaviour and Group Dynamics 6. 1 Objectives: On completion of the module you would be able to: †¢ Analyse the different stages of group formation and development. †¢ Differentiate formal and informal groups. †¢ Know the factors that increase or decrease group cohesiveness †¢ Differentiate between groups and teams. †¢ Discuss the conditions for building successful teams. Week |Topics |Hour |Methodology | | |Meaning and types of groups |1 |Concept Mapping | | | | | | | | | | | |Feb 1 – Feb 12 | | | | | |Formation of groups |2 |Activity + Reflection | | |Characteristics of Groups (Size, Norms, Status, |3 |Lecture (C/PPT) | | |Roles) | | | | |Characteristics of Groups (Cohesiveness, |4 |Lecture (C/PPT) | | |Groupthink, Groupshift) | | | | |Group decision making |5 |Lecture (C/PPT) | | |Groups vs Teams |6 |Discussion | 6. 2 Reference: *Aswathappa –Ch. 14 and 15, Organizational Behavior (Text, cases and Games), 9th Edition, Himalaya Publication 7. MODULE – VII Leadership 7. 1 Objectives: On completion of this module you would be able to: †¢ Differentiate Leadership and management. †¢ Leadership styles and their impact on followers. †¢ Transformational leadership, women as leaders and charismatic leadership are emerging issues in leadership. Week |Topics |Hour |Methodology | | |Meaning, concept and Differences wit h managers |1 |Concept Mapping | | | | | | | | | | | |Feb 13 – Feb 23| | | | | |Leadership Styles |2 |Lecture (C/PPT) | | |Managerial Grid; Situational Leadership (Hersey &|3 |Lecture (C/PPT) | | |Blanchard) | | | | |Tannenbaum and Schmidt; Path Goal theory |4 |Lecture (C/PPT) | | |Transactional, Transformational & Charismatic |5 |Presentations by students | | |leaders | | | | |Communication: Meaning and importance, barriers |6 |Discussion | 7. 2 Reference: *Aswathappa –Ch. 18, Organizational Behavior (Text, cases and Games), 9th Edition, Himalaya Publication 8. MODULE – VIII Motivation 8. 1 Objectives: On completion of the material you would be able to: †¢ Identify major content theories of work motivation Explain the major process theories of work motivation †¢ Understand theories of motivation and evaluate their applicability today |Week |Topics |Hour |Methodology | | |Meaning and Concept of motivation |1 |Concept Mapping | | | | | | | | | | | |Feb 25 – Mar 4 | | | | | |Content Theories of Motivation – Two factor |2 |Presentations by students | | |theory, Theory X & Y | | | | |Alderfer ERG Theory; McClleland’s need |3 |Presentations by students | | |classification | | | | |Process Theories- Vroom’s Expectancy Theory, |4 |Lecture (C/PPT) | | |Porter-Lawler theory | | | | |Case Study |5 |Case discussion/Written Analysis | 8. 2 Reference: Prerequisite readings – Chapter 11- K. Aswathappa, 9th edition, OB-Himalaya Publishing House / Chapter 6- Stephen Robbins, Timothy A. Judge , Seema Sanghi / Chapter 8- Fred Luthans- OB- 9th Edition Mc Graw Hill. 9. MODULE-IX- Organizational Change 9. 1 Objectives: On completion of the module you would be able to understand †¢ The nature, level, need and types of change. †¢ The reasons for change in organization. †¢ The reasons why people resist change in organization. †¢ The change process. Week |Topics |Hour |Methodology | | |Nat ure and Levels of Change |1 |Concept Mapping | | | | | | | | | | | |Feb 25 – Mar 4 | | | | | |Types and Forces for Change & Lewin’s Model for |2 |Lecture (C/PPT) | | |Change Management | | | | |Change Process ( Six Stages) |3 |Lecture (C/PPT) | | |Resistance to change (RTC) and methods dealing |4 |Discussions | | |with RTC | | | 9. 2 Reference: *Aswathappa –Ch. 22, Organizational Behavior (Text, cases and Games), 9th Edition, Himalaya Publication Continuous Internal Assessment CIA 1 – Mid Semester Examinations for 2 hours and 50 marks CIA 2 – Comprising of the following 3 components of 10 marks each: i) Article Review – The student will be required to read a specified article and present the review in the following format †¢ Name of the Author, Year of Publication, Title of the article †¢ Objective of the study †¢ Methodology adopted – o Sample (Technique and size) o Tools o Analysis †¢ Findings of the study †¢ Recommendations of the author (ii) MCQ test. (iii) Case analysis – The case must be analyzed in the following manner †¢ Critical analysis o Key facts in the case o Central problem in the case o Theoretical concept it relates to †¢ Answer the Questions †¢ Recommendations/Suggestions + Conclusion CIA 3 – Comprising of the following 3 components of 10 marks each: (i) Written Case analysis of a comprehensive case following the format specified above. (ii) MCQ conducted through LMS (iii) Class participation evaluated through Q, Activities,