Why do you think science fiction is so popular today Essay

For what reason do you think sci-fi is so famous today - Essay Example the advanced world is inferable from the incredible logical advancement that has been made as of late, the far reaching nature of the class, and a general disquiet with contemporary society and our aggregate prospects. One of the significant reasons sci-fi is broadly well known today is a result of present day mechanical advances. The most recent two decades have seen an imbuement of innovation the quick movement of which the world has at no other time experienced. In such matters, one thinks about the improvement of the Internet and computerized innovation as a portion of the conspicuous turns of events. What's more, cloning and foundational microorganism research has likewise introduced extraordinary potential for the class. At last, with the blast of these innovations a relating want to investigate their outrageous possibilities in writing and diversion has to a great extent filled the class. Another noticeable explanation sci-fi is very mainstream in the contemporary world is a result of the extensive idea of the class. Sci-fi is exceptional among kinds in that it is limited uniquely by the creative mind of the author. This is appeared differently in relation to sorts, for example, film noir, westerns, or even lighthearted comedies that are dependent upon profoundly prohibitive kind shows that develop tired following various years. Then again sci-fi is continually ready to reexamine itself as per explicit changes in innovation and the social milieu. This capacity to continually investigate the range of human information and experience permits the class to remain profoundly applicable in the contemporary world. A last explanation sci-fi is broadly well known is a direct result of general disquiet with society and our aggregate prospects. The current world has issues. Nations, for example, Italy and Greece are confronting liquidation and the remainder of Europe and the United States face a significant downturn. There are developing worries with a worldwide temperature alteration, world craving, and HIV. With this extraordinary measure of social anxiety the requirement for a fantasy like and fanciful

Trade Reform, Adjustment, and Growth

Exchange Reform, Adjustment, and Growth The Focus of the Article Economic examiners look into the monetary development of one country with another with the target of inferring conceivable clarification of their differentiating development execution and apply the strong discoveries as suggestions to the creating nations. The differentiating variable that the investigators have recognized is the â€Å"openness to the global trade† (Greenaway, Morgan Wright 1547).Advertising We will compose a custom report test on Trade Reform, Adjustment, and Growth explicitly for you for just $16.05 $11/page Learn More There is certain relationship between's the open exchange and the monetary development as observationally showed in the created nations. This finding has activated exchange changes the creating nations with the World Bank starting and supporting the exchange changes through its Structural Adjustment Program. The political will is fundamental for appropriate usage of the arrangements in exchange changes given the method of reasoning that â€Å"†¦there seems, by all accounts, to be long haul relationship among execution and transparency and in the event that an economy is by and by moderately shut, at that point advancement is an important scaffold to turning out to be more open† (Greenaway, Morgan Wright 1547). Subsequently, one of the essential components to transparency is the progression of the exchange. Diverse monetary experts have utilized various systems and models to clarify the effect of exchange advancement to the development of the economy. The greatest test is the recognizable proof of the exact model that will give vigorous proof since advancement is extremely disputable in the perspective on monetary and exchange changes. The financial examiners can utilize one or numerous methodologies in the distinguishing proof of the exchange progression. Arrangement accounts is the fundamental proportion of distinguishing freedom as far as the approaches yet it has a mishap of poor e xecution of strategies accordingly require the back up from different measures. A relative value change is another measure that has a unit of exchange system inclination, which can substitute exchange advancement with time. The yield based measure is wide and can coordinate increasingly superfluous pointers. Numerous financial experts have neglected to introduce the unmistakable elements of the advancement on the grounds that â€Å"†¦there are no straight forward markers of progression. For these explanation various investigators have utilized different models to recognize freedom scenes, some unoriginally some judgmentally† (Greenaway, Morgan Wright 1550).The utilization of numerous rules approach gives an away from of the progression multifaceted nature. The Evidence The exact confirmations have demonstrated that the monetary development relies upon the advancement, fares, and exchange direction. On account of advancement, the appraisal and assessment has been drawn ne arer in two different ways, in the midst of difficulties, for example, prior strategies, other arrangement shifts, and the idea of the economy. Crosscountry is the primary methodology that has been utilized by the bury alia World Bank and has two parts of evaluation: ‘with-without’ and ‘before-after.’Advertising Looking for report on business financial matters? How about we check whether we can support you! Get your first paper with 15% OFF Learn More Assessment utilizing ‘with-without’ involves taking of case and control investigations of an example of nations and doing similar examinations to find out whether there is hugeness distinction in monetary development consequently crediting to the exchange changes. ‘Before-after’ appraisal is like the ‘with-without’ aside from that it has a scope of time as far as years when evaluation. Time arrangement is the second methodology that utilizes financial parameters, for exam ple, auxiliary change advances, venture, and fares in the examination of freedom. These examinations have affirmed that, â€Å"liberalization is a panacea; its outcome into a progressively fast development of fares, increasingly quick development of genuine GDP †¦without genuine transitional expenses in joblessness, and †¦without critical impacts on the government’s monetary position† (Greenaway, Morgan Wright 1552). The equivocalness of the relationship between's exchange changes and financial development challenge the above end that the freedom is a panacea of monetary development. The irregularity and uncertainty of the outcomes demonstrating relationship of exchange changes and monetary development can be ascribed to the over goal-oriented program configuration, low gracefully flexibility, and poor execution of the program and the utilization of differed measures and models. To locate the steady and strong outcomes, changed proportions of advancement, hug e example of nations and a standard center development model was utilized. The outcomes got show that â€Å"the development upgrading impacts of progression are probably not going to be quick: an away from of a J bend impact which is predictable across tests and proportions of liberalization† (Greenaway, Morgan Wright 1558). For the financial development to be exponentially noteworthy, it requires a drawn out time of years. The Implications The investigations of exchange changes and monetary development have observationally demonstrated that progression and receptiveness have long haul critical effect on the development of the economy. The recognizable proof of components that establishes advancement and evaluation of progression sway on the monetary development has been so dubious and uncertain. The vagueness and discussion was because of the conflicting outcomes from various monetary experts that made it hard to give definitive outcomes. The irregularity of the outcomes was ascribed to the varying measures and models of assessing and surveying progression. This examination acquired strong and reliable outcomes since it used variable progression measures and standard center development model. The examination have indisputably indicated that the exchange arrangements and changes fundamental for monetary development are unpredictably connected to the transparency, progression and other jumbling variables, for example, correspondence, innovation and transportation. Greenaway, David, Wyn Morgan and Peter, Wright. â€Å"Trade Reform, Adjustment andAdvertising We will compose a custom report test on Trade Reform, Adjustment, and Growth explicitly for you for just $16.05 $11/page Learn More Growth: What Does the Evidence Tell Us?† The Economic Journal 108 (1998): 1547-1561

Geodon (Ziprasidone) Antipsychotic Drug Profile

Geodon (Ziprasidone) Antipsychotic Drug Profile Bipolar Disorder Treatment Medications Print Geodon (Ziprasidone) Drug Information Treating Schizophrenia and Bipolar I Disorder By Marcia Purse Marcia Purse is a mental health writer and bipolar disorder advocate who brings strong research skills and personal experiences to her writing. Learn about our editorial policy Marcia Purse Medically reviewed by Medically reviewed by Steven Gans, MD on November 13, 2014 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on December 11, 2019 Geodon   More in Bipolar Disorder Treatment Medications Symptoms Diagnosis In This Article Table of Contents Expand Indications Dosage Side Effects Warnings Drug Interactions Potential Advantages Other Considerations View All Back To Top In 2001, the U.S. Food and Drug Administration (FDA) approved the antipsychotic drug Geodon (ziprasidone) for the treatment of schizophrenia. The approval was extended in 2004 to include acute manic or mixed episodes of bipolar I disorder (the more severe form of the disease). In 2009, Geodon received further FDA approval for use of Geodon as a daily maintenance therapy for bipolar I disorder in combination with other traditional bipolar drugs. Geodon belongs to a class of medications known as atypical  antipsychotics, which works by altering the activity of  neurotransmitters  in the brain. Indications Geodon is indicated for treatment in adults with the following specific conditions: Schizophrenia, taken either as an oral medication for the general treatment of schizophrenia or as an intramuscular injection for acute episodes of agitation in schizophreniaAcute manic or mixed episodes of bipolar I disorderBipolar I disorder, where it is used for maintenance therapy with either lithium or valproate when acute symptoms have been controlled The Role of Antipsychotics in Schizophrenia Dosage The dosage of Geodon varies by the condition treated. Geodon capsules are available in four formulations: 20 mg, 40 mg, 60 mg, and 80 mg. Geodon injections are available in a single-dose vial, reconstituted with sterile water for a total of 20 mg of ziprasidone. The recommended dosage of Geodon is as follows: Schizophrenia: Start with 20-mg capsules twice daily, increasing to a daily dose of no more than 80 mg twice daily. The lowest effective dose should be used.Acute manic/mixed episodes of bipolar I disorder: Start with 40-mg capsules twice daily. Increase to 60 mg or 80 mg twice daily on day 2 of treatment. Subsequent adjustments should be made based on tolerability, maintaining the lowest effective dose.Maintenance of bipolar I disorder: Continue treatment at the same oral dose used to stabilize the acute manic/mixed episode. When used for this purpose, Geodon must be coadministered with either lithium or valproateAcute agitation associated with schizophrenia: Start with a 10- to 20-mg injection delivered intramuscularly (into a muscle), up to a maximum of 40 mg per day. Dosages of 10 mg can be delivered every two hours. Dosages of 20 mg can be delivered every four hours. If you miss a dose of Geodon, you can take the dose when you remember. However, you should skip the missed dose if its almost time for your next dose. You should never double up or take extra doses to make up for missed doses. Side Effects All antipsychotic drugs will have side effects, ranging from mild to intolerable. Speak with your doctor in advance of treatment so that you are fully aware of the possible side. Common side effects of Geodon use include: FatigueSleepinessNauseaConstipationDizzinessRestlessnessDiarrheaCoughRunny nose Extrapyramidal symptoms, including tremors, shuffling, rocking, muscle rigidity, and involuntary movements (dystonia), are common with all antipsychotic drugs. Of the 15 antipsychotics currently approved for treatment, Geodon ranked eighth in the potential for extrapyramidal symptoms according to a 2013 study from Germany. Geodon may also trigger an allergic reaction in some people. In rare instances, this could lead to a potentially life-threatening, all-body allergy known as anaphylaxis. Call 911 or seek emergency care if you develop hives, rapid heart rate, breathing difficulty, lightheadedness, nausea or vomiting, and the swelling of the face, throat, or tongue after taking Geodon. Warnings Geodon is not approved for the treatment of dementia-related psychosis in elderly people. The FDA issued a black box warning advising doctors and patients about the increased risk of death in this population of adults. Most deaths were caused by either a cardiovascular event or an infection. The same warning has been issued with other antipsychotic drugs. There is also a slight risk (roughly one in 4,000) that Geodon could trigger a potentially fatal change in heart rhythm, known as arrhythmia, leading to sudden death. As such, you should not take Geodon if you had a recent heart attack or have been diagnosed with severe heart failure, long QT syndrome, or certain heart rhythm disorders. Call 911 or seek emergency care if you faint or experience rapid heartbeats (tachycardia) or abnormal heart rhythms while taking Geodon. Drug Interactions Geodon is contraindicated for use with any drug that affects the QT interval of the heart. These include: Avelox (moxifloxacin)Betapace (sotalol)Mellaril (thioridazine)Orap (pimozide)Quinidex (quinidine)Tikosyn (dofetilide)Zagam (sparfloxacin) Geodon should also not be used with any medication used to treat arrhythmia, including: Pacerone (amiodarone)Procan (procainamide)Rhythmol (propafenone)Tambocor (flecainide)Tonocarid (tocainide) Carbamazepine, an anticonvulsant drug sold under the brand names Tegretol and others, can reduce the effectiveness of Geodon by as much as 35 percent. As such, carbamazepine may need to be substituted for another drug. Because of its potential for inducing hypotension (low blood pressure), Geodon may enhance the effects of certain drugs used to treat hypertension (high blood pressure). Potential Advantages One of the more exciting aspects of this novel antipsychotic drug is that, unlike earlier generation medications, Geodon is not associated with weight gain. In a six-week, head-to-head study, Geodon performed just as well as Zyprexa (olanzapine) in alleviating symptoms of psychosis, including hallucinations, delusions, paranoia, and withdrawal. However, it did so with only a median weight gain of one pound compared to 10 pounds with Zyprexa. Moreover, unlike Zyprexa, Geodon did not cause an increase in cholesterol and other blood lipids. These results suggest that Geodon is not only a healthier alternative but may decrease the risk of treatment termination due to weight gain. Antipsychotics Used to Treat Bipolar Mania Other Considerations As ziprasidone is primarily cleared from the body via the liver, any preexisting liver condition may be exacerbated the use of Geodon. This is especially true for people with cirrhosis in whom Geodon may increase liver impairment. If used, your doctor will need to monitor your liver enzymes to avoid liver toxicity and damage. Geodon is classified as a Category C drug for pregnancy, meaning that there are no adequate clinical studies in humans but that animal studies have shown an increased risk of adverse events. Low birth weight is the most cited concern. As such, the potential benefits of Geodon may outweigh the potential risks, so speak with your doctor. You should not breastfeed while taking Geodon as there are no studies to determine whether ziprasidone can be transmitted in breast milk and what effect if any, this may have on the baby. Before starting Geodon, advise your doctor if you: Have a family history of heart diseaseHave ever had problems with dizziness or faintingHave ever had liver problemsAre pregnant, breastfeeding, or intend to get pregnantHave allergies to any medications Do not drink alcoholic beverages while taking Geodon as this can exacerbate symptoms of dizziness or fainting. What Are Typical Antipsychotics?

Human Immunodeficiency Virus ( Hiv ) - 2193 Words

Taxonomy Human immunodeficiency virus (HIV) in 1983, was an early report of a new disease discovered by both French virologist Luc Antoine Montagnier of the Pasteur Institute of Paris and Dr. Robert Gallo of the National Cancer Institute in Washington. The virus was at first named HTLV-III/LAV which is (human T-cell lymphotropic virus-type III/lymphadenopathy-associated virus) by an international scientific committee. The name was later changed to HIV Human immunodeficiency virus. Since the early 1980s, Human immunodeficiency virus was identified as a retrovirus as the cause of AIDS.1 Fig.1. Taxonomy and Classification of Human immunodeficiency virus. 2 Because HIV is a virus, there is less known about the general taxonomic classification of it, and as a result, classification of HIV is a different than other organisms. 2 The Human immunodeficiency virus (HIV) is the causative agent of Acquired Immune Deficiency Syndrome (AIDS). There are two phylogenetically distinct types of HIV referred to as HIV-1 and HIV-2. 3 The Human immunodeficiency virus itself belongs to the group of retroviruses known as lentiviruses. Human immunodeficiency virus HIV has been discovered that as well as it affects humans, Human immunodeficiency virus can also infect mammals, such as monkeys and a number of different animal species.4 The Human immunodeficiency virus type1 (HIV-1) was first isolated in 1983, and firmly associated with the Acquired immunodeficiencyShow MoreRelatedHuman Immunodeficiency Virus ( Hiv )1359 Words   |  6 PagesThis paper explores the human immunodeficiency virus (HIV) as well as the simian immunodeficiency virus (SIV). The virus has infected two million adults and children by the year 2005 already. The virus continues to race around the world, and new HIV infections are at 50,000 per year (Martine Peeters, Matthieu Jung, Ahidjo Ayouba) (2013). The final outcome of the HIV infection is Acquired Immune Deficiency Syndrome (AIDS). There are many treatments that have developed to help the large numberRead MoreHiv And Human Immunodeficiency Virus Essay1208 Words   |  5 PagesHIV has been a pandemic that has affected the world relentlessly for many years in a never-ending circle. HIV, or Human Immunodeficiency Virus, is the virus that is spread through certain bodily fluids and can lead to AIDS (Acquired Immunodeficiency Syndrome). HIV attacks the immune system by destroying CD4+ T cells, which leaves the person infected with HIV vulnerable to other infections, diseases, and other complications.1 Once this virus is acquired, the human can never fully rid itself of thisRead MoreHuman Immunodeficiency Virus ( Hiv )884 Words   |  4 Pages(2010), Human Immunodeficiency Virus (HIV) is a virus that affects the human immune system, leading to a chronic, progressive sickness that leaves people susceptible to opportunistic infections. When the body no longer can fight or resist infections, the condition is at this point referred to as AIDS, which means Acquired Immunodeficiency Syndrome. Averagely, it has been found to take more than ten years to develop from initial infection of HIV to AIDS. Though simple in description, HIV and AIDSRead MoreThe Human Immunodeficiency Virus ( Hiv )862 Words   |  4 Pagesshown that the Human Immunodeficiency Virus (HIV) is the ca use of AIDS. More than 33.4 million people worldwide are infected with the HIV virus today. HIV stands for Human Immunodeficiency virus. HIV is a virus similar to that of the flu or common cold. The differentiating factor is that with the flu and cold, your body will eventually clear the virus out of your system, but with the HIV virus, the immune system cannot clear it. Getting HIV means you have it for life. The virus immediately beginsRead MoreThe Human Immunodeficiency Virus ( Hiv )948 Words   |  4 PagesThe Uses of Blood by the HIV Virus Blood-borne diseases have contributed greatly to poor health outcomes among individuals and communities. Though blood fulfills various functions to ensure our survival, it can also act as the mechanism through which we become diseased. Understanding the characteristics of such infectious diseases is essential to preventing further cases. In this paper I will discuss how the human immunodeficiency virus (HIV) uses blood to cause illness within the infected individualRead MoreHuman Immunodeficiency Virus ( Hiv )1261 Words   |  6 PagesHuman Immunodeficiency Virus Human immunodeficiency virus (HIV) has become more commonly seen in the world. It is important to show compassion rather than judging that patient based on a virus. The hygienist plays an important role in making the patient feel comfortable and in a judgment free environment. The patient should not feel as if the disease or virus defines the overall character of the patient. Standards precautions are still the same when treating all patients with or without a compromisingRead MoreHiv And Human Immunodeficiency Virus1205 Words   |  5 PagesWhat is HIV? HIV is a fatal disease which stands for â€Å"Human Immunodeficiency Virus† it is a failure to the immune system to protect the body from any infections. This virus causes a condition called acquired immunodeficiency syndrome. When HIV is left untreated it leads to another disease called â€Å"AIDS†. It can occur in any age, race, sex or sexual orientation. The highest risk of contracting HIV is having unprotected sex and sharing needles with others. Another factor are people that have STI’s andRead MoreThe Human Immunodeficiency Virus ( Hiv )980 Words   |  4 Pages The Human Immunodeficiency Virus (HIV) is an immune system disorder that can be contracted through sexual activity as well as other types of contact. (Healthy Living, pg. 79) If left untreated this virus can turn into AIDS (Acquired Immunodeficiency Syndrome). AIDS is the final stage of the Human Immunodeficiency Virus (HIV). (aids.gov) AIDS is an incurable progressive disease that causes gradual destruction of CD4 T cells by the human immunodeficiency virus (HIV). (Diseases, pg. 431) A healthyRead MoreHiv, Or Human Immunodeficiency Virus998 Words   |  4 PagesQuestion 1 HIV, or Human Immunodeficiency Virus, attacks the human immune system and greatly weakens the body’s ability to fight foreign invaders and infection. HIV first demanded notice in the early 1980s in the United States in homosexual men displaying illnesses like Pneumocystis carinii pneumonia and Kaposi’s sarcoma. The disease was soon observed in IV drug users, hemophiliacs, and blood transfusion recipients, but became publicized as a â€Å"gay disease,† nicknamed by the media as GRID, or Gay-RelatedRead MoreHuman Immunodeficiency Virus ( Hiv )1349 Words   |  6 Pages Human Immunodeficiency Virus (HIV) is a retro virus that causes AIDs by infecting the T Helper cells of the body’s immune system. The AIDS virus is the final stages of the HIV virus. HIV is a lentivirus genus, which is a subgroup of the retrovirus that causes the AIDS virus. Even with proper treatment, an infected person has a life expectancy of less than ten years.As the virus weakens t he human immune systems, this effectleaves the patient compromised and at risk to opportunistic infections

Equality In Harrison Bergeron, The Scarlet Ibis, And Brownies

Treating everyone everyone equally. Doesn’t that sound nice? I’m guessing your saying yes but just imagine if everyone was treated equally we probably wouldn’t have the stuff we do today because everyone would have to have an equal intelligence. Doesn’t that sound weird an equal intelligence, equal strength, and much more that would make things so much different. That doesn’t sound good to me I don’t think everyone should be treated equally. Harrison Bergeron, The Scarlet Ibis, and Brownies all share this in common they want people to be equal and when they try to treat people as equal they sometimes don’t take into concentration some things about them or if they have different ways about them or if they are taking away from what we could†¦show more content†¦She fired twice, and the Emperor and the Empress were dead before they hit the floor. Diana Moon Glampers loaded the gun again. She aimed it at the musicians and told the m they had ten seconds to get their handicaps back on.† In this you see how seriously they take the handicaps and the lengths they will go if everyone is not equal. This can looked at from two different point of views. First view is that they see this as a serious matter and know one should go against it. The second view is that they have become so wrapped up into the idea of everyone being equal that they will kill anyone who goes against it which shouldn’t be an option. So despite them wanting everyone to be equal it is to be said that treating everyone equal sounds like a good thing but in the long run it can lead to people getting killed for not being equal to everyone and that when we are trying to make everyone equal it also is hurting everyone’s future and the future of what we could be doing with the world. In The Scarlet Ibis there is a brother and his brother Doodle. Doodle is not like everyone else, he is unique in his own way. His brother is very emba rrassed by this and tries to fix where he can be equal with him and everyone else. While this is a thoughtful thing to try to help him do normal stuff his intentions come from a rotten dark place inside of him. With him succeeding with him they go show their family and he starts crying , â€Å"What are you crying for? asked

MBA Free Essays

My decision to pursue my MBA rests on my commitment to improve myself. Being a firm believer that learning is a life-long process which should an individual’s top priority, I am applying for an MBA program with the hope of furthering my strengths and competencies while contributing my acquired knowledge and skills to this institution. After my college graduation, I remember being very much excited on applying the theoretical concepts which I have learned inside the four walls of the classroom into the outside world. We will write a custom essay sample on MBA or any similar topic only for you Order Now Surprisingly, working in the corporate arena equipped me with the new skills which are beyond what are taught by professors. My job experiences furnished me with the capacity to lead, become creative as well as self motivated. Having been assigned to lead my team in the creation of communication tool for managing promotions, I have experienced how it is to manage a workforce with members of different values, expertise, and ideas. I can say that the most challenging part in being a leader is coordination especially because I’ve dealt with a team from different functional areas. However, this experience taught me the essential qualities to be an efficient leader—being goal-oriented, credible, approachable, firm, and the ability to deal with a diverse workforce. I am the type of person who doesn’t settle for the conventional but as much as possible, I look for ways to improve things. In the business sense, I apply this through a continuous search for ways which can help my business organization to be more efficient like the communication tool I have described above. I believe that my acceptance for the MBA program should not only be credited for my skills that I currently posses but even more for my passion in gaining more knowledge and enhancing my skills in order for me to reach my full potential. I am very much motivated to excel in my career but more importantly is my motivation to improve myself. I know that there is no simple formula which can make a person succeed in everything that he does. My measure of accomplishment is usually gauged in the amount of things that I have learned from the experience and not victory itself. So far, I am very proud of the three accomplishments which have instilled me with a sense of fulfillment namely being able to land my first full time job at VCS, being a core team member of business projects, and leading a team which worked for the creation of a communication tool for promotions management. I am one of those fortunate fellows who have experienced the thrill and challenge of landing a first full time job after searching for months. I can still remember how overjoyed I was when I am informed that I am hired for the position of _________ at ______________. This job opportunity has tested my patience and perseverance. The company also became the first venue for me to apply my knowledge and skills and instilled me with the values of being a good employee. Secondly, I am proud to be a core team member of the Business Objects project where members representing various departments worked hard together to reach a common goal. While we spent countless hours to test and implement the project, in the end, it is very much self-fulfilling. I value the ideas that I have learned from my colleagues as well as the good working relationship which we have established. Lastly, I consider launching a communication tool for managing promotions, which is now utilized by sales, operations, finance and senior management the most challenging task that I have ever handled. I am specifically proud of my recognizing some of the shortfalls which I committed during the project because this is where most of the learning comes from. I am proud to have led the project which is now generating numerous benefits for the company not just in its bottom line but on overall efficiency. How to cite MBA, Essay examples MBA Free Essays The 20th century revolutionised the idea of leadership and management. As little as ten years ago, leadership and management were clearly separated by rank, position and chain of command. Leadership was seen as something natural, which could maybe not be skilled. We will write a custom essay sample on MBA or any similar topic only for you Order Now It was the stuff of Bill Gates and Richard Branson, the giants of technology and commerce who belonged to a very exclusive club of like-minded individuals. These people manifested the kind of leadership that was connected to charisma, power and the ability to inspire others to buy into their vision. In the past, you needed the right connections or at least an MBA to become a leader of anywhere near that caliber. The ethos was driven by political visionaries such as Margaret Thatcher and Ronald Reagan who promoted the ideas of free enterprise and a move away from socialist economies. It is not simple to understand what are the differences in the role of team leadership and organization leadership? As for me the roles for leaders do change, as will be explained in more detail which include: adjusting organisational structures and supports for collaborative work processes   and monitoring and mediating environmental factors that effect internal operations. Team leadership concerns the level and focus of way a team communicate. Team members may share leadership amongst them or rely on a chosen leader. Wherever it resides, leadership is important in channeling team energy and efforts, and in helping to work through conflicts and problems. Clearly absent from the High-Performance Team Wheel is â€Å"the leader,† as most important aspects of leadership are contained in the nine dimensions and can effectively least in theory—exist without a formal authority or designated leader. After long comparison I concluded that team leaders coordinate while leaders of organization control work and work processes. As general organization leaders are its managers. The team leader’s job is to develop the business and the business strategy – e.g. formally or informally researching and identifying new business opportunities. Organization leader are more involved in setting objectives, drafting plans and implementing the work. Moving people is very much part of its role while, at the same time, organization leader   must know how to motivate staff on a daily basis. Team leaders coach and develop e.g. by setting up mentorship relationships between new entrant graduates and experienced, successful senior managers. Organization leader s on the other hand is engaged in training and managing/monitoring staff performance. The leader’s role is to renew, reinvent and replenish, while organization leader measure, evaluate and monitor. 21st century leadership is also about growing and developing self-managing teams. Organization leader are more concerned with building and managing conventional teams. The role of leadership is required to communicate a vision of how products need to be developed and to define the desired development process objectives under this new paradigm. Is the focus on time-to market, on product performance and technology, or on product or life cycle costs? Each of these objectives will result in a different orientation for the development process. Specific goals should be established and communicated – â€Å"we will cut our development cycle by 40% over the next three years†. Priorities need to be established – â€Å"we will focus on establishing an effective team-based approach to development before we invest in upgrading our CAD systems†. Resources and funding mechanisms for this effort need to be committed including time for personnel working on the IPD initiative, training, process improvement, and tools implementation. Will these efforts be funded by a separate budget, by departmental budgets or by development program budgets? Explicit guidance is required on objectives, goals, priorities, resources and funding mechanisms. Once the key people in the organization develop a plan of action, it must be reviewed, approved and actively supported by executive management. Leaders must have a wide range of skills, techniques and strategies, which are the same to both organization and team leaders. These include: Planning Communication skills Organization Awareness of the wider environment in which the team operates Jack Welch, respected business leader and writer is quoted as proposing these fundamental leadership principles: There is only one way – the straight way. It sets the tone of the organisation. Be open to the best of what everyone, everywhere, has to offer. transfer learning across your organisation. Get the right people in the right jobs – it is more important than developing a strategy. An informal atmosphere is a competitive advantage. Make sure everybody counts and everybody knows they count. Legitimate self-confidence is a winner – the true test of self-confidence is the courage to be open. Business has to be fun – celebrations energies and organisation. Never underestimate the other guy. Understand where real value is added and put your best people there. Know when to meddle and when to let go – this is pure instinct. Worked Cite: 1. Daniel. F. Predpall, ‘Developing Quality Improvement Processes In Consulting Engineering Firms’, Journal of Management in Engineering, pp 30-31, May-June 1994 2. Richard Pascale, ‘ Managing on the Edge’, Penguin Book, pp 65, 1990 3. John Fenton, ‘ 101 Ways to Boost Your Business Performance’, Mandarin Business, pp 113, 1990 4. Welch, J. (2001). Jack: Straight from the gut. New York: Warner Business Books. Samsung in bloom. (2002, July 15). Newsweek, 35. 5. Patrick M Lencioni, Jossey-Bass The Five Dysfunctions of a Team, , San Francisco, CA, 2002                      How to cite MBA, Essay examples MBA Free Essays I would like to share the considerations which I have made in my choice to enroll in an Executive MBA program. I believe that the program would help me grow in both personal and professional realms, through an acquisition of both technical and soft skills. Through the rigor and discipline required, I will be equipped with academic content that will help me function more effectively in my job. We will write a custom essay sample on MBA or any similar topic only for you Order Now In securing a Masters’ degree, I also to develop the necessary soft skills that will hone managerial effectiveness. In particular, I want to be enlisted into a program that will help me further develop my skills of problem solving, written and oral communication skills, information retrieval and utilization, and collaboration. From a â€Å"working knowledge† level, I want the program to help me advance to a â€Å"can do† level. For my problem solving skill, I want to learn more on how to analyze and synthesize the emergence of problems, patterns and causes and to generate solutions or options in solving critical or complex issues through various means. I also want to be capable of identifying new, innovative and creative ideas/options to overcome problems. For communication skills, I want to learn how to foster an atmosphere of open communication and to see things from another’s perspective. In addition, I want to learn how to assess the need of the audience in order to deliver the appropriate message and content. For information management, I want to broaden my perspective by ensuring that information is free of distortions or personal bias. Finally, on collaboration, I expect the program to teach me how to develop and maintain a strong network of contacts in the industry and outside the company and use this to promote my company’s reputation. I also want to learn how to actively building lasting business relationships with other department or companies, private and government institutions. Pursuing this degree is one of my educational goals in the near future. I want to secur the degree within the next 5 years as I simultaneously strive to continue developing my accounting and management skills. I will carry this out by conscientiously attending training and workshop sessions for accounting and administrative professionals. I would also be actively engaged in planning for my own development in my current workplace, suggesting means and venues for skills acquisition to my superior. If time permits, I also intend to join a professional organization within my field of expertise striving to work my way up to a role with greater responsibility and to pursue a Doctorate degree simultaneously to further increase my management competencies. I am fortunate to have been given proper and comprehensive exposure to management roles. I have held positions which allowed me to exercise a substantial degree of autonomy. The positions which I have thus far held helped me to think critically and to make rational decisions amidst ambiguity. While I do not have an exceptionally high GPA, my experience in the organizational setting, I believe, may compensate for this short coming. Upon graduation in 1989, I have worked for a decade in manufacturing companies, holding accounting positions. These include the positions of Cost Accountant, General Accountant, Plant Accountant, and Finance Manager. Gradually, my circle of influence has grown with increasing responsibility. There have been no significant changes in terms of the technical requirements of these roles. The increasing responsibility came with the need to manage people, which is more of a challenge than the technical aspect of these jobs. I take pride in saying that while I have not been academically exceptional, I have been effective at performing these roles, being both results driven and yet to have enough focus on people management. Thus far, the position of Finance Manager have been the most challenging role I have performed so far. Whereas before I was only expected to deliver daily management plans or short-term objectives, this role has necessitated strategic and â€Å"big picture† thinking. In this role, I have also been required to manage people, and have realized that it it important for them to realize how their objectives are meaningfully linked to overall organizational goals. Recognizing the importance of one’s contribution has been an effective motivator. The intangible factors of autonomy, relationship with superior, and engagement cause people to be results-driven and constantly motivated. The people management component of the role has helped me keep a more balanced perspective or focus on work vis-à  -vis people, and initiatives may be cleverly drafted so that one component complements the other. In resolving to apply in the program, I have been convinced that it is critical to my personal development and learning, and may also be key to progress in my career. In entering the program, I expect my technical and management skills to be developed further. For problem solving, I want to be able to break down problems and see patterns or basic relationships or connections among them. Moreover, I want to be able to utilize several analytic or creative ways to break apart complex issues into component problems and to evaluate the identified alternative solutions to problem. I would also want to be taught how to use logical, systematic reasoning to understand and resolve, analyze and resolve issues. In terms of communication skills, I want to express ideas more effectively in both written and oral communication and to pick up non-verbal clues and use non-verbal information. I want to practice effective use direct, open, two-way communication and read beyond what is said and to alter my own behavior to respond appropriately. Information management is also one of the areas which I want to develop. I want to be able to compare, recognize and correct discrepancies with multiples sets of data to balance records and to utilize monitoring systems to ensure achievement of goals of individuals in the organization I work for. I also want to be taught the rigor of verifying or uncovering additional information for accuracy. I also want to be more effective at collaborating with others. I want to build good relationships with people within and outside of the organization to identify or resolve differences, issues and obstacles. All these soft skills, together with the technical content that shall be imparted in the program will help me become a more effective professional. I am thoroughly convinced that to progress in one’s profession, there must be continuous passion for learning – both academically and through practical applications. The learning not only comes with solid academic content but also equips one with the soft skills needed to advance in one’s career. This realization of the value of learning upon application to the program in itself is valuable. I have changed my perspective of learning as a tedious process, to one in which I could be actively engaged, and to even have fun. I really appreciate what the program has to offer, and its promise of helping me advance both my personal and professional career. I also expect the program to espouse an atmosphere of learning where students can be inquisitive. That is, where questions and further inquiry are encouraged. Moreover, I hope that the teachers of the program may be prudent in knowing when to handhold a student and when to let him work independently. There may be some subjects which I will find difficult and in which I expect more help from my Executive MBA mentors.    How to cite MBA, Essay examples

Critically Evaluate The Cognitive Theory Of Stereotyping. Essay Example For Students

Critically Evaluate The Cognitive Theory Of Stereotyping. Essay Word Count: 3201B231: Social Interaction, Exam Paper 1998, Question 4. Graeme GordonStereotyping is a form of pre judgement that is as prevalent in todays society as it was 2000 years ago. It is a social attitude that has stood the test of time and received much attention by social psychologists and philosophers alike. Many approaches to, or theories of stereotyping have thus been raised. This essay evaluates the cognitive approach that categorisation is an essential cognitive process that inevitably leads to stereotyping. Hamilton (1979) calls this a depressing dilemma. Browns (1995) definition of stereotyping through prejudice is the holding of derogatory social attitudes or cognitive beliefs, the expression of negative affect, or the display of hostile or discriminatory behaviour towards members of a group on account of their membership to that group. This definition implies that stereotyping is primarily a group process, through the individuals psyches within that group. A further idea of stereotyping, defined by Allport (1954) as thinking ill of others without warrant, is that people make their mind up without any personal experience. This pre judgement about a whole group is then transferred to the stigmatisation of any individuals in that group. It is these ideas that the essay aims to evaluate, through the cognitive process of categorisation and the above definitions that bring about three distinct features of stereotyping, that our cognition can be demonstrated through. The first characteristic of stereotyping is over-generalisation. A number of studies conducted found that different combinations of traits were associated with groups of different ethnic and national origin (Katz and Braly, 1933). However, stereotyping does not imply that all members of a group are judged in these ways, just that a typical member of a group can be categorised in such judgements, that they possess the characteristics of the group. Still, when we talk of a group, we do so by imagining a member of that group. The second feature and characteristic of stereotyping is the exaggeration of the difference between ones own group (the in-group) and the other group (the out-group). This can be traced back to the work of Tajfel during the 1950s the accentuation principle (Tajfel, 1981). Tajfels work was specifically on physical stimuli, and concluded that judgements on such stimuli are not made in isolation, but in the context of other factors. Applied socially a judgement about an out-group relies upon other factors surrounding the judgement in question, as well as making a statement about the in-group and the relationship between the two groups. Through stereotyping and categorisation we exaggerate the differences between the groups. From this comes the effect that in believing an out-group is homogenous, through exaggerated differences, their in-group is not with very much less over-generalisation taking place (Linville, et al., 1986). The third characteristic of stereotyping is that of the expression of values. Most stereotypical judgements of group characteristics are in fact moral evaluations (Howitt, et al., 1989). For example, Katz and Braly (1933) studied a group of students attitudes to towards minority groups. They found that Jews were attributed to being mean (in terms of money), rather than they themselves being spendthrifts. Also, they found that there was a strong view that French people were excitable. This actually implies that they are over-excitable above the norm, as everybody is excitable, per se, and thus there would be no necessity to mention it. Concluding from this, it is valid to say that a value has been put on a characteristic in this case, a stereotypical one. A criticism with much of this research is that participants are asked to make judgements out of social context in abstract situations. Howitt, et al. (1989) say that this leads to a derogatory implication: that attributing a group with a characteristic is also withholding others. However, stereotyping leads to more than merely placing an adjective onto a group or category. The cognitive processes that give reason to stereotyping are much deeper than this, giving rise to the above characteristics. The cognitive approach to stereotyping is that we all stereotype, at varying levels because of the essential cognitive process of categorisation (Brown, 1995). Howitt, et al. (1989) take this view also, and add that it is an ordinary process of thought to over-generalise, and then protect it. We live in a complex social environment, which we need to simplify into groups, or categories. This simplification is present at all levels of life it is part of our language, distinguishing between dog and cat, male and female, and even in the basic motives of distinguishing between food and non-food. Such categorisation may seem linguistically simple, but is essential for example, the classification of elements and organisms by biologists and chemists: one of the most basic functions of all organisms is the cutting up of the environment into classifications (Rosch, et al., 1976). However, the point must be made that, even though language suggests so, categorisation leads to different functions and features in non-humans and humans. For stereotyping is not present in non-humans, thus, we may come to the conclusion that stereotyping is possible through linguistics this topic is discussed further later. This categorisation also has varying depths of moral meaning, or value, which c an lead to varying levels of stereotyping. For example, the categorisation of Catholic Protestant in Northern Ireland. Categorisation is seen as a way of ordering what we perceive (Billig, 1985), stimuli of the external world that needs to be simplified, using iconic images, to pass into our short-term memory (Neisser, 1976). This simplification process transforms James blooming, buzzing confusion into a more manageable world in which it is easier to adapt categorisation is a cognitive adaptation. For we do not have the capability to respond differently to each stimulus, whether it be a person, an object, or an event. Categorisation is important in every day life, as well as in the most extreme of circumstances for example, the discrimination between friend and foe. For categorisation to be useful, we enhance the difference between groups. This was found to be the case at both social and physical levels, and later became known as the accentuation principle (see above). However, the distinction between physical stimuli and social objects must be made clear. We ourselves our social objects, thus, we are implicated by such categorisations. As Hogg and Abrams (1988) state: it would be perilous to disregard this consideration. This can be seen in the accentuation of out-group homogeneity (Park and Rothbart, 1982). Mary Flannery O’Connor Analysis EssayWe are aware of the possibility and ability to change. However, we do not express this flexibility because it is a disruption of the norm, or, of the social group-thought. Goffman (1959) views everyday life as dramaturgical (All the worlds a stage, and all the men and women merely players Shakespeare). To disrupt this would be to change the script, and break out of the conformity of the social group, self-to-self and to others. Even so, this illustrates that through our ability to categorise, we have the ability to particularise and do more with the stimuli than accumulate more instances of predetermined categories (Billig, 1985). In Billigs alternative approach to stereotyping, he also raises the point of category selection a problem that cognitive psychologists have often overlooked. Tversky and Gati (1978) found that different stimuli are judged on their similarities and differences before categorisation and this judgement can be diff erent depending on what way the stimuli is perceived. Billigs point is that we must particularise before categorising and thus a link has been formed. Categorisation implies a rigidity in our cognition. Stereotypes, by nature, are over generalisations. Such inflexibility is not a possible process of our cognition categorisation do not exist in isolation (Billig, 1985). As categorisation leads to many categories, through its definition, surely only one such category could possibly be so rigid and inflexible, as other categories must be used by it, and thus be flexible. Therefore, categorisation is not a rigid process, but involves change which is reflective of our cognition and change is possible (conflicting with Allports definition). The difference between two groups affects other attributes of the out-group, including those that are similar to the in-group. By subdividing further such similarities, we are initiating a defence against change in our attitudes and categories. This inventiveness is another example of the flexibility of categorisation. In the most extreme cases, this can lead to an inventiveness demonstrated by racial theorists, which in fact, contradicts their prejudice and rigidity of categories. This flexibility can be illustrated further by studies that have shown that in stereotyping, people imply that most of a group posses a stereotypic trait but not all members. Thus, is the need for special cases, realisation of individualisation and tolerance (Billig, 1985). According to the cognitive approach, stereotyping is a group process. It may occur in groups, but it is the individual psyches that make up the group, that project their stereotypes through a group. We do have the ability to see people as individuals and particularise their unique characteristics. We can change, as even categorisation is flexible, which undermines the cognitive approach with categorisation, although it may take time on a social level. To conclude, the cognitive approach alone does not give us an understanding of stereotyping. However, it does anchor the fact that through our natural thought processes we do categorise, which leads to stereotyping. It also highlights the importance of the individual and the group. There are, however, problems that have been overlooked by cognitive psychologists which we need to understand, in order to fully understand the changing dynamics and nature of stereotyping in our society (Howitt, et al., 1989). There is also the need to look further than the causes of stereotyping and into its effects in order to understand the processes of our thought, of stereotyping. ReferencesALLPORT, G.W. (1954). The nature of prejudice. London: Addison-Wesley. BILLIG, M. (1985). Prejudice, categorisation and particularisation: From a perceptual rhetorical approach, European Journal of Social Psychology, 15, 70-103. BROWN, R. (1995). Prejudice. Oxford: Blackwell and Cambridge, Massachusetts. DUNCAN, B.L. (1976). Differential social perception and attribution of intergroup violence: Testing the lower limits of stereotyping blacks, Journal of Personality and Social Psychology, 34, 590-598. ESSED, P. (1988). Understanding verbal accounts of racism: Politics and heuristics of reality constructions, Text, 8, 5-40. HAMILTON, D.L. (1979). A cognitive attributional analysis of stereotyping, In: Berkovitz, L. (ed.), Advances in Experimental Psychology, Vol. 12, Academic Press, New York. HOGG, M.A. ABRAMS, D. (1988). Social identifications, London: Routledge. HORWITZ, M. RABBIE, J.M. (1982). Individuality and membership in the intergroup system, pp.241-274, In: Tajfel, H. (ed.), Social Identity and Intergroup Relations, Cambridge: Cambridge University Press. HOWITT, D., BILLIG, M., CRAMER, D., EDWARDS, D., KNIVETON, B., POTTER, J. RADLEY, A. (1989). Social psychology: Conflict and continuities, Milton Keynes: Open University Press, and Philadelphia. JONES, E.E., WOOD, G.C. QUATTRONE, G.A. (1981). Perceived variability of personal characteristics in in-groups and out-groups: the role of knowledge and evaluation, Journal of Personality and Social Psychology, 7, 523-528. KATZ, D. BRALY, K. (1993). Racial prejudice and racial stereotypes, Journal of Abnormal and Social Psychology, 30, 175-93. LINVILLE, P.W., SALOVEY, P. FISCHER, G.W. (1986). Stereotyping and perceived distributions of social characteristics: An application to in-group out-group perceptions, In: Dovido, J.F. and Gaertner, S.L. (eds.), Prejudice, discrimination and racism, Orlando, FL: Academic Press. NEISSER, U. (1976). Cognition and reality, W. H. Freeman, San Francisco. PARK, B., ROTHBART, M. (1982). Perception of out-group homogeneity and levels of social categorisation: memory for the subordinate attributes of in-group and out-group members, Journal of Personality and Social Psychology, 42, 1031-1068. ROSCH, E., MERVIS, C.B., GRAY, W.D., JOHNSON, D.M. BAYES-BRAEM, P. (1976). Basic objects in natural categories, Cognitive Psychology, 8, 382-439. TAJFEL, H. (1981). Human groups and social categories, Cambridge: Cambridge University Press. BACK TO MAIN PAGE