Leading & Managing People Learning and Development

Question: Talk about theLeading Managing Peoplefor Learning and Development. Answer: Presentation An authority style is a style of a pioneer that gives guidance just as how to actualize an arrangement. Pioneers help to manage as propel their adherents in the built up objectives that assists with explaining the necessities of the undertakings. The individual initiative model that has been created here primarily uses a repeatable procedure that the pioneers can use to impact the conduct of others. The principle thought is to execute a procedure in a basic and adaptable way. This will thusly, help to furnish the pioneers in the association with the instruments that is required to ably explore the requests of an inexorably shifted workforce. The essential thought is that there is nothing of the sort as a solitary best of administration. According to the necessities of an association initiative changes and subsequently, effective pioneers can get graceful (Goethals et al. 2014). The unmistakable vision is to screen that where the group is going. Subsequently, it gets conceivable to recognize just as receive the most useful practices. There are no fixed qualities as the administration style of the individual initiative is adaptable. The individual initiative model that has been grown predominantly attempts to support a group so as to turn out to be increasingly free. So as to build up the individual authority model it is imperative to incorporate physical vitality, insight, task ability just as ability to spur people and assurance. It is required to connect pack of character characteristics to prompt achievement in the association in differing circumstance. On the off chance that pioneers are loved and acknowledged, it will get simpler to build up the individual administration aptitude as the laborers will have the option to adapt up well to the association (McCleskey 2014). Rousing workers is one of the most significant qualities that makes an inclination for accomplishment and changes over potential into execution. A decent pioneer improves the dedication just as duty of workers towards the association. This thus will assist with propelling the representatives to work more earnestly. Another most significant attribute of a decent initiative is simply the structure regard that is additionally pivotal to high representative confidence. The structure of confidence assists with building character and to keep up a decent human relationship. The most significant expertise that is required to fabricate an individual administration model is to rouse and propel others. A dream about the future should be made that will assist with building up the individual administration style. An extraordinary pioneer requires showing trustworthiness too high respectability that should be translucent. This will thusly assist with tackling issues of the association just as to a ccept open doors in the commercial center. One of the significant undertakings of a compelling pioneer is to conceive objective. At the end of the day, authority for the most part manages the defining of objectives just as rousing (Giltinane 2013). There are different manners by which the pioneers play out the defining of objectives. The primary way is that they declare a dream of what the most ideal way is. The subsequent way is that it imperative to give answer for the issues. The relative objective of pioneers and supporters in deciding goals varies from gathering to gathering. The affirmation of qualities is another most significant undertaking of a compelling pioneer. It is additionally imperative to practice political judgment so as to keep auxiliary clashes of direction from congestion advancement toward most significant objectives (Oreg and Berson 2015). Advancement just as imagination is the two most significant fundamental beliefs of administration. The way in to the future achievement of the organization is advancement and the overall race for development is getting solid. An inventive pioneer requires a ground-breaking creative mind just as superb correspondence expertise that will assist with building trust in the group. Authority has an immediate circumstances and logical results relationship in the association. The qualities, culture just as representative inspiration are fundamentally controlled by the authority model. The authority hypothesis has all the significance that will fabricate a decent relationship in the association. Administration guarantees the smooth running of the association just as the way that the laborers are compensated monetarily. The authority model that has been picked essentially spurs and moves the laborers that help to keep up authoritative relationship (Cameron et al. 2014). The administration model includes the way that supervisors include the supporters in the arranging procedure. The model principally includes helping supervisors in making clear associating between the goals set in the exhibition arranging method. Authoritative relationship is a result of numerous elements that is mostly recognized by the Satellite Model. This model chiefly contains the authoritative structure, information, key situating just as human procedure. Relationship in the association is characterized as accomplishing or surpassing business just as social destinations from the point of view of the making a decision about gathering. Fruitful association relationship relies upon the best possible conduct from administrators just as the laborers who are related with the association. Chiefs and laborers have less ability to support the enormously basic pioneers. Therefore, the pioneer requires to keep up a decent connection with the laborers (Anwar and Hasnu 2013). The administration model that is polished is trying to accomplish a superior future that will assist the supporters with taking a positive perspective on what's to come. The model is likewise looking to accomplish useful understanding. Clashes are inescapable just as solid and it is required on account of oppressed gatherings. It is imperative to manage both outer just as interior clash. So as to fabricate an individual initiative, the administration requires considering the prerequisite for correspondingly functional understandings. In the event that the degree of trust is high, disruptiveness just as difference is simpler to mend. It is important to move just as make inspiration out of nowhere. To turn out to be progressively successful it is critical to tap the thought processes that thus will serve the destinations of mutual activity in quest for vital shared objectives (Westerlaken and Woods 2013). In ongoing situation, the fruitful association utilizes transformational administration that is totally unique in relation to the previously mentioned style of authority model. Transformational administration is basically a style where the pioneers work so as to subordinate the change. The authority that is utilized is totally extraordinary as it makes superior workforce and has discovered different levels in the association. This level incorporates groups, offices just as division. Transformational authority utilizes thought the board that will uncover a significant level of occupation fulfillment (Avolio and Yammarino 2013). In spite of the way that both the authorities are powerful to the association, the administration model that is utilized to build up the self-improvement is for the most part a notable methodology. The vision for the current methodology is basic, as the laborers are progressively agreeable when they recognize the vision. In the current authority, energy assists with selling the vision of the association just as its laborers. In any case, the administration that has been picked incorporates outer authorities that approach paying little mind to the hierarchical culture. The authority assists with perceiving a culture that places solid result on coordinated effort just as participation. Then again, the current administration model demonstrates that their pioneers are known for their individual moxy. This thusly, empowers the laborers to change their jobs just as their exhibitions (Beck and Cowan 2014). From the individual perspective, it very well may be inferred that the administration model that is utilized to build up the individual authority style is increasingly advantageous. The initiative model can be applied by and by concentrating on the difference in the current condition. I will have the option to organize the work and systematically break down the situation before executing an answer. I will have the option to fabricate hierarchical relationship by utilizing taking an interest style. Then again, by utilizing assigning style I will have the option to subordinate so as to assume liability for the work in the hierarchical just as to screen the advancement after some time (Bartenschlag and Funk 2013). End It very well may be presumed that according to the prerequisites of an association initiative changes and therefore, effective pioneers can get graceful. On the off chance that the degree of trust is high, disruptiveness just as difference is simpler to recuperate. It has likewise been presumed that so as to manufacture an individual administration, the authority requires considering the prerequisite for equally commonsense understandings. References Anwar, J. furthermore, Hasnu, S.A.F., 2013. Belief system, Purpose, Core Values and Leadership: How they impact the Vision of an Organization?.International Journal of Learning and Development,3(3), pp.168-184. Avolio, B.J. furthermore, Yammarino, F.J. eds., 2013.Transformational and alluring initiative: The street ahead. Emerald Group Publishing. Bartenschlag, A. furthermore, Funk, B., 2013. Improving initiative quality.Ohio: Battelle for kids. Beck, D.E. furthermore, Cowan, C., 2014.Spiral elements: Mastering esteems, administration and change. John Wiley Sons. Cameron, K.S., Quinn, R.E., DeGraff, J. also, Thakor, A.V., 2014.Competing qualities initiative. Edward Elgar Publishing. Giltinane, C.L., 2013. Authority styles and theories.Nursing Standard,27(41), pp.35-39. Goethals, G., Allison, S., Kramer, R. also, Messick, D. eds., 2014.Conceptions of administration: Enduring thoughts and developing experiences. Springer. McCleskey, J.A., 2014. Situational, transformational, and value-based authority and administration development.Journal of Business Studies Quarterly,5(4), p.117. Oreg, S. also, Berson, Y., 2015. Character and Char

Business Plan for Introducing Erythritol in Indonesia Assignment

Field-tested strategy for Introducing Erythritol in Indonesia - Assignment Example Not at all like other sugar substitutes, it is produced using normally happening substances and consequently is to a great extent liberated from symptoms. Indonesia is an archipelago of 13,367 islands with a complete land region of 1,907,950 square kilometers. The changes attempted by Indonesian government since the 1997 monetary emergency have brought about exceptionally helpful condition for setting up another business. The minimal effort of work in Indonesia makes setting an Erythritol creation production line a truly gainful undertaking. Moreover, with expanding buyer mindfulness in Indonesia, it will likewise be beneficial to market and sell this zero-calorie, no symptom sugar substitute in Indonesia. In spite of the fact that Indonesia isn't a simple spot to begin another business Indonesian government energizes outside interest in Indonesia. Thinking about the minimal effort of work, it is less expensive to arrangement a manufacturing plant in Indonesia instead of bringing in Erythritol from outside. As indicated by www.doingbusiness.org, it takes a normal of 97 days and a base capital of IDR 20,000,000 (USD 2500) to acquire the necessary licenses to dispatch another business in Jakarta. Another 40,000,000 (USD 5000) is expected to acquire the necessary licenses and enrollments for a distribution center. Subsequently the fundamental expenses would be of building the manufacturing plant and purchasing/renting types of gear. Tragically, in Indonesia this expense could be restrictive. Another obstacle in setting up a manufacturing plant in Indonesia is the long time it takes to get all the requir... Glucose can be acquired from various high starch crops. Since corn is promptly accessible harvest in Indonesia and has high glucose content, it is the primary decision for crude material for creation of Erythritol. The harvest is basically developed on the island of Java. So it is ideal to find the manufacturing plant on the island, close to the crude material. While choosing the area of the processing plant, we need to think about the expense of land. In the urban zones and in significant urban communities, including Jakarta, there is constrained land zone and consequently the cost is incredibly high. Truth be told, numerous urban areas have illegal setting up of new manufacturing plants inside their civil cutoff points. Consequently it would be better and less expensive to find the production line in the rustic zone where there is ample of land and satisfactory labor. Raising Capital Because of the enormous advantages of Erythritol as a sugar substitute and the modest expense of work in Indonesia, setting up a manufacturing plant in Indonesia speaks to a generally safe business. Capital is required for purchasing land, building production line, purchasing corn from ranchers, purchasing hardware, work and advertising. There are a few choices for raising capital. Be that as it may, the best and the least expensive alternative is a bank credit. With an okay system and a strong strategy, getting a bank to back the new business ought to be simple. The land and processing plant can be utilized as security in the bank credit. Organization Operations The organization will employ nearby populace for every single significant position, including the Chief Executive Officer. The nearby individuals comprehend the neighborhood customs better and therefore will be in a superior situation to deal with the everyday tasks. The low work cost in Indonesia additionally makes this recommendation an appealing one. The crude material, corn for this situation can be handily acquired from

How Mentally Strong People Respond to Snarky Comments

How Mentally Strong People Respond to Snarky Comments At times, a well-timed funny comment at someone’s expense is a good humor amongst good friends. However, passive-aggressive comments which hide anger prowling behind the mask usually constitute a snark.At times, snarky comments comprise of insincere compliments like “You really look appealing to someone as old as you”.Snark can also include sarcastic comments like “No offense but there is a possibility you would have made extra sales if you sounded like you actually understood what you were talking about.”Today, it looks like people are becoming snakier every moment.However, that does not mean that you have to allow those comments to stress you or drag you down.This article will guide you on how to become a mentally stronger person and how to respond to snarky comments with the needed mental strength to do that.WHAT IS MENTAL STRENGTH?A person who is always optimistic controls his or her life and does not feel sorry for his or herself is a mentally strong person i.e. they p ossess a mental strength.Most people use mental toughness interchangeably with mental strength.However, depending on how you define mental toughness, there is a possibility you are not talking about the same thing.Mostly, mental toughness is used when referring to Navy Seals or elite athletes, or people who are subjecting their bodies to extreme limits to see how much pain their bodies can endure.But, many of us don’t need to subject their bodies to extreme limits or physically threaten their opponents.Being a mentally strong person is not about acting tough. It is all about knowing your emotions, following your values and learning from previous painful experiences.The following are the three main components of mental strength:Controlling your thoughts â€" by controlling your thoughts, you teach your brain to think more helpfully. This can mean to ignore doubting yourself or to replace self-depreciation with self-comparison.Governing your emotions â€" when you are aware of your em otions, you begin to understand the feelings that impact how you behave and think. This can involve accepting certain emotionsâ€"even if they make you feel uncomfortable, or acting opposite to your emotions when the feelings dont serve you the way you want.Behaving productively â€" the key to becoming mentally strong is choosing things and actions which can enhance your life, even at times when you are struggling with delayed gratification or motivation.THE TRAITS OF A MENTALLY STRONG PERSONThomas Jefferson had said,“Nothing can stop the man with the right mental attitude from achieving his goal; nothing on earth can help the man with the wrong mental attitude”.With that said, you should understand that being mentally strong is not a trait you are born with, but it is an attribute you must develop.Your daily activities can drag you through some tough and exciting situations and how to understand mental strength is essential in how you are handling these situations.Life happens, and you can only navigate it well if you are mentally strong.Therefore, you should learn how to improve yourself through your life experiences, rather than to allow the regret of your past mistakes eats you up. That can only happen if you are mentally strong, but it is not all that it takes.Mental strength is considered a skill, which you can only develop through perseverance and grit. It also comes as a result of acquiring certain traits that you develop through regular repetition of particular habits.By its nature, a habit automates your actions, and this helps you not to be a victim of decision fatigue via overthinking.Here are the top 20 traits of mentally strong people. These traits show how these people think, act and how they handle and treat themselves as well as others. 1. Emotional IntelligenceMaybe you not clear the difference between mental strength and emotional intelligence. You are not alone in this. Many people have many misconceptions about being mentally strong and myths regarding how to develop their emotional intelligence.In the past few years, the meaning of emotional intelligence has significantly changed.The Cambridge Dictionary defines emotional intelligence (EQ) as your ability to understand how people react and feel, and how this skill can assist you to make good judgments to solve or avoid problems.You should understand that emotional intelligence is part of mental strength. Yet, mental strength goes way beyond your emotions and addresses the behaviors and thoughts that affect the general value of your life.However, you can still increase your emotional intelligence and still build your mental strength. Both emotional intelligence and mental strength can serve you well personally as well as professionally.A book written by Daniel Goleman called “Emotional Intelligence: Why It Can Matter More Than IQ”, is what brought the concept of emotional intelligence into the limelight. Goleman argues that emotional intelligence can give you a competitive advantage in some environments.Furthermore, he says that your high EQ cannot make you achieve higher academic grades or improved SAT scored. He says these things rely more on your IQ.According to Goleman, there are five core components you should know about emotional intelligence. These include:Self-awareness â€" this is your ability to recognize and understand your emotions as well as what drives these emotions, and how your emotions affect other people.Internal motivation â€" this is the passion, or desire to work and it goes way beyond status and money. It’s like your inner vision of what matters in life or the satisfaction or joy of doing what you like.Self-regulation or self-control â€" this is all about redirecting your unsettling moods and desires and your ability to think carefully before acting.Empathy â€" is your ability to understand the emotions of other people around you and the readiness to treat these people according to how they react emotionally.Soci al skills â€" these include your skills to handle relationships and your ability to develop a rapport with other people through finding a neutral ground.2. Confidence“Whether you think you can or think you can’t â€" you are right”, Henry Ford has said once.As a mentally strong person, you will always subscribe to Fords idea about how your attitude can significantly affect your success. That idea is not a mere motivational tool; it is a fact.Real confidence, compared to the false/untrue confidence that you can use to mask your insecurities, has its own look.Being mentally strong can allow you to be in a better position over the skittish and doubtful people since your confidence can inspire other people and even assist them to make things happen.3. Avoiding ConflictsOne true mark of mental strength is when someone tries to hurt you, but you try to understand his or her situation in return rather than focusing on how to hurt them.Holding grudges can never be a solution to any pro blem, and you will never achieve anything positive from that.Rather than spending most of your time loathing people who hurt you, you allow yourself to heal and learn from that occurrence. Even during some of the most difficult stress factors, you prefer to calm yourself down and try to manage the situation with maturity.As a mentally strong person, you firmly believe that raising your voice signifies weakness.4. Not Envying nor JudgingYou can never make any assumption without being aware of the situation at hand in the first place. You dont have hard feelings about the success of other people, and you also dont believe in the negative things people have told you in the past.You like to celebrate the success of other people and do not get jealous when someone outdoes you in a particular area. You believe that success is a result of hard work and you are always ready to go that extra mile just to achieve what you want.5. Embracing ChangeWhen you are mentally strong, you will always b e flexible and adapt to new changes every time. You know that the fear of change can be paralyzing and a threat to your happiness and success.Every time you look for change that is waiting around the corner and develop a plan just in case these changes happen.You can only find the good in new things when you embrace change. You have an open mind as well as open arms, and they assist you to recognize and take advantage of the opportunities that are created by change.6. Willingness to Receive the Assistance of Other PeopleAs a mentally strong person, you are not a slave to your ego. You dont fear to ask support from others when you need help.Besides, you always have confidence when admitting that you don’t know certain things and you can always ask for help when you want to learn.7. Embracing FailureMentally strong people do not fear to fail because they are aware that for them to succeed, they must fail sometimes. You can never experience success without embracing failure.By admitt ing that you are on the wrong path, your mistakes create the way for your success. You should understand that the most significant breakthroughs in life happen at times when you feel that you are stuck or most frustrated.Frustration forces you to think differently, think out of the box and see the answers which you have been missing all the way.8. Not Letting Mistakes Bringing You DownMentally strong people believe that where they focus their attention greatly determines their emotional state.Focusing on the issues which you are going through can lead to prolonged stress and negative emotions, and this can significantly affect your performance.On the other hand, focusing on the actions which can improve yourself as well as your situation helps in creating a mood of personal efficiency.This, in turn, results in positive emotions, which enhances performance.Mentally strong people don’t like associating themselves with their mistakes, but they also don’t forget them. By not relatin g to their mistakes, and not forgetting about them, you develop the ability to adjust and adapt to your future success.9. No One Limits Your JoyIf you derive your sense of satisfaction and pleasure from comparing your life to that of others, you stop mastering your own happiness.When you feel good because of something you did, you won’t allow other people’s opinions on success to take that joy away from you.Whenever it is possible, you always dont focus on what other people think about you.Furthermore, you dont like comparing yourself to other peoples, and at times you take the opinions of other people positively.Mentally strong people believe in one thing, no matter what other people think or say about them, they are never as good or bad as people perceive them.10.  You Dont Limit the Joy of Other PeopleYou can never judge other people since you know that everybody has his or her potential, and they have something to bring to the table. Also, you can never take another person d own just to feel good about yourself.Always know that comparing your life to that of other people can be limit you.Resentment and jealousy drain life out of you â€" they are some of the greatest energy-stealers in a person. You do not waste your energy or time analyzing other people and worrying whether or not they are worth your time.Rather than wasting your energy and time on jealousy, you direct that energy into appreciating other people. You believe that celebrating the success of other people benefits you both.11. You Know How to Say NoYou are more likely to experience burnout, stress or even depression if you find it hard to say ‘no’.Mentally strong people understand that saying no is very healthy to them. Therefore, mentally strong people have developed the foresight and self-esteem to ensure other people understand them when they say no.When it comes to saying no, mentally strong people usually avoid certain phrases like “I am not sure” or “I don’t think I can do it.”You have confidence when saying no since you believe that rejecting new commitments usually honors your existing commitments. As a result, you have the opportunity to fulfill these commitments successfully.As a mentally strong person, you know how to wield self-control via saying no to yourself. You can easily delay satisfaction and avoid stupid actions which can cause you harm.12. Youre not SelfishYou like to assist others. Also, you never anticipate anything from a person after doing good to them. You believe in the saying that, “my candle cannot lose anything by lighting another candle.”13. The World Doesnt Owe You AnythingMentally strong people feel that they are not entitled to things in this life. They are always ready to work hard and deny themselves comfort just to achieve their goals.They believe that their world is what they make it be.As a mentally strong person, you never take anything for granted, and you always appreciate whatever you have.14. You Cannot Ple ase EverybodyEven though you are a genuine and kind person, you know that you can never make everyone around you happy.For you, spending time by yourself is an important thing, just like spending time with other people.However, you are not afraid to say no to someone who tries to steal the time youve set for yourself.15. You Know that Determination Pays OffAs a mentally strong person, once you set your goals no one can distract you from achieving these goals. Even though you might have failed severally, you dont see your failures as a reason to stop pursuing your goals.But, you see your failure as a chance to grow to improve yourself and grow stronger.You always find a way around any obstacle you encounter.Giving up is not something for you, but looking for different alternatives is what you know.16. Self-Improvement is Your ThingYou are always aware that life is all about learning and meeting new things. So, you live your life by trying to improve it, whether it is your health, job or any other aspect of your life.You don’t like people stopping you, and if they try to, “they are dead!”.17. You Know How to Forgive YourselfIf you are preparing a presentation, and you forgot to save all your work before you turned your PC off.How can you react?In reality, you only have two options; you can choose to forgive yourself and move on or blame yourself for what you did. As a result, you can waste more energy focusing on your mistakes.But, mentally strong people are conversant with self-comparison. You treat yourself just like you’d treat your friend. You cannot continue to put your friend down just because he or she made a mistake.So, why treat yourself the way you wouldn’t treat your friend?18. You Dont Like Staying in Your Comfort ZoneComfort zone is not a good place for a mentally strong person to be stuck. This is because nothing good comes out of there.As a result, you usually challenge yourself every day, and you like taking calculated risks.19. You Fol low and Believe Your HeartYou believe that you cannot go wrong so long as you are following your instincts and heart.You know that following your instincts and heart helps your soul to grow. Furthermore, you don’t ever feel sorry when you follow your heart.20. You Are Relentlessly PositiveWhen you watch new for an extended period, you will see that it is one endless cycle of violent attacks, war, failing companies, environmental disasters and fragile economies.Many people see that its very easy for them to think that its like everything is headed south.Who knows?There is a possibility that is true.However, mentally strong people never worry about such things because they can never find themselves in situations which they cannot control.Rather than starting a revolution, you channel your energy on directing the things which are within your controlâ€"your effort and your attention.Mental strength isn’t an inborn thing awarded to only the chosen few. You can achieve and enjoy it! H OW TO DEAL WITH SNARKY COMMENTSA study conducted by the Michigan State University in 2016 revealed that there is a lot of incivility in todays workplaces.The researchers found that people who experience snaky behaviors, such as put-downs and sarcasm, waste their mental strength trying to understand the person’s motives.As a result, these people become mentally drained, and they have a challenge in handling their instincts and managing their emotions. Thus, they are more likely to lose their temper since they lack the energy to control their impatience.If you are not careful, one snarky person can case mass incivility.However, there is still good news.You can remain mentally strong even when you are dealing with people full of snark. THREE OF THE BEST WAYS HOW YOU CAN RESPOND TO SNARKY COMMENTSDon’t Give Away Your PowerAllowing another person to control how you feel, think or behave hands them the power over you. But, you still dont want to let negative and snarky comments to imp act the way you feel about yourself or how your day shall be.In case a person decides to give you snarky comments regularly, you should never allow that person to occupy too much space in your life. You should always endeavor to make your day as interesting as possible, even when your workmates are rude to you.Also, you can decide never to allow snide remarks from your supervisor affect your self-esteem. Never hold any upsetting thoughts in your mind. In case someone gives you snark, take a deep breath as this helps you to stay calm, and then walk away from the entire situation if warranted.Stay True To Your ValuesYou should always know your values and prioritize living according to your values, even when dealing with snarky people.You should always know that maintaining your integrity is the secrete to your inner peaceâ€"whether it means to keep telling yourself, “It is essential to treat other people with respect,” or excusing yourself from circumstances which are not in line with your thoughts.Even if you feel tempted to respond to a snarky person, never stoop to his or her level. At the end of the day, you want to hold your head high, and know that you triumphed over the entire situation.You Know When To Speak And When To Keep QuietWhen you are mentally strong, you will always know the time to be assertive, and you will never back down from speaking up.Also, youll be able to recognize when a person is trying to use snarky comments just to grab your attention.Mentally strong people never feel like the must comment in every situation and they are not interested in entering in arguments, just to announce their presence. However, they are not afraid to address a person out of his or her behavior.You should always use direct communication, but when it is needed. You can choose to say, I didnt like your comment after I reminded you of that project. Did I upset you or something?Or, when you are in a meeting, and a person gives a negative comment to your idea, just turn and discuss it with people who look like they are interested in the idea. This will allow you to focus your attention on the right placeâ€"to the positive people. CONCLUSION  It is possible for everybody to develop strong mental muscles to assist them in handling snarky people and difficult situation in positively.However, if you happen to find yourself in a compromising situation, you might need to bail out, for good. An unhealthy environment can affect you, both physically and mentallyâ€"no matter how mentally strong you are.

Decision Making Biases And The Deepwater Disaster - 830 Words

Decision making biases played a devastating role in the Deepwater Disaster. The biases that were present are; representativeness heuristic, overconfidence bias, confirmation bias and escalation of commitment bias. Based on my findings, to some extent, each of the following biases contributed to the Deepwater Disaster. Representativeness heuristic, as stated in our text books is often used when people estimate the probability of an event occurring. It reflects the tendency to assess the likelihood of an event occurring based on one’s impressions about similar occurrences (Kreitner Kinicki, 2013). BP’s, confidence in its drilling success-rate, was partly to blame for the disaster. More importantly, based on the fact that, â€Å"offshore blowouts occur frequently—there were 173 in the Gulf of Mexico alone from 1980 to 2008—there had never been one in deep water. In fact, neither BP nor any of its competitors had proven equipment or technology or any backup plan for a catastrophic failure at great depth. Therefore, the industry did not develop an oil spill plan for the low probability, high- consequence event when everything fails, says Greg McCormack, director of the Petroleum Extension Service at the University of Texas. (Hoffman, 2010) According to (Kreitner Kinicki, 2013), overconfidence bias, relates to our tendency to be over-confident about estimates or forecasts. This bias is particularly strong when you are asked moderate to extremely difficult questions ratherShow MoreRelatedBp Deep Water Horizontal Explosion3148 Words   |  13 Pagesrepositioned BP as a â€Å"green† oil company after he took over and practiced the model of organizational decision-making strategy, known as â€Å"asset federation.† Under this new strategy, onsite asset managers had the authority to make decisions, and employees’ compensation was directly tied to asset performance (Ingersoll et. al, 4). Many decisions made by John Browne were directly related to the Deepwater Horizon explosion. In 2007, Tony Hayward replaced John Browne and became the new chief executive. TonyRead MoreIssue Management: Risk Management2957 Words   |  12 Pagessurprises? Bazerman and Watkins have identified five cognitive biases for t his question. â€Å"First, we tend to have illusions that lead us to conclude that a problem does not exist or is not severe enough to merit action. Second, we interpret events in an egocentric manner- we allocate blame and credit in ways that are self-serving. Third, we discount the future because it is easier to put off daunting measures today to prevent â€Å"far-off† disaster. Fourth, we cling on to the status quo. And fifth we onlyRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesPreface xxii 1 2 Introduction 1 What Is Organizational Behavior? 3 The Individual 2 3 4 5 6 7 8 Diversity in Organizations 39 Attitudes and Job Satisfaction 69 Emotions and Moods 97 Personality and Values 131 Perception and Individual Decision Making 165 Motivation Concepts 201 Motivation: From Concepts to Applications 239 3 The Group 9 10 11 12 13 14 15 Foundations of Group Behavior 271 Understanding Work Teams 307 Communication 335 Leadership 367 Power and Politics 411 Conflict and

My Journey Towards Becoming A Preschool Teacher - 1390 Words

When starting my journey towards becoming a preschool teacher, my philosophy was pretty vague. I believed in simple things such as caring and loving children as well as supporting and guiding them onto their path. I still believe in all these things, although I have recognized that there is a lot more to teaching, as well as my philosophy, than I initially thought. I came to this realization when studying about all the different child development theorists throughout history, as well as the six key social-emotional life skills, which the theorists identify and acknowledge as well. Additionally, the knowledge of philosophies already used in schools has influenced my thought on teaching and how I will teach my students and your children.†¦show more content†¦Attachment is described as an emotional bond to somebody or someone. A child will tend to attach themselves to someone who shows their affection and love, who they know keeps them safe and someone who shares their knowledg e. When these things are given a child will feel comfortable enough to accept help from this individual. In most cases, the first person children will attach themselves too is their family. It is important for a healthy attachment to be made because when a child feels secure, that encourages children to adventure and explore on their own. They know that if they do go out and explore alone, that you will always be there to catch them if they need help. Having a sense of belonging is also important, especially in a classroom. If a child feels as though they belong, they are more likely to participate in activities. Once again, a sense of belonging usually stems from their family. A child’s family is important when establishing a sense of belonging because it helps start the search for their identity. For example, they learn what their place is in the family, are they the son, daughter, sister or brother? They even learn about their cultural identity. 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The ability to formulate concepts ad think abstractly disappears Free Essays

Alzheimer’s disease is a progressive, irreversible, degenerative neurologic disease that begins insidiously and is characterized by gradual losses of cognitive function and disturbances in behavior and affect. Alzheimer’s disease is not found exclusively in the elderly; in 1 % to 10% of cases, its onset occurs in middle age. A family history of Alzheimer’s disease and the presence of Down syndrome are two established risk factors for Alzheimer’s disease. We will write a custom essay sample on The ability to formulate concepts ad think abstractly disappears or any similar topic only for you Order Now Of family members have at least one other relative with Alzheimer’s disease, then a familial component, which non- specifically includes both environmental triggers and genetic determinants, is said to exist. Genetic studies show that autosomal- dominant forms of Alzheimer’s disease are associated with early onset and early death. In 1987, chromosome 21 was first implicated in early-onset familial Alzheimer’s disease. Soon after, the gene coding fro amyloid precursor protein or APP was also found to be on chromosome 21. Not until 1991 was an actual mutation in association with familial Alzheimer’s disease found in the APP gene of chromosome 21. For those with this gene, onset of Alzheimer’s disease began in their 50’s. Only a few of the cases of familial Alzheimer’s disease have been found to involve this genetic mutation. In 1992, chromosome 14 was found to contain an unidentified mutation also linked to familial Alzheimer’s disease. Since 1995, molecular biologists have been discovering even more- specific genetic information about the various forms of Alzheimer’s disease, including genetic differences between early- and late- onset Alzheimer’s disease. These genetic differences are helping to pinpoint risk factors associated with the disease, although the genetic indicators are not specific enough to be used as reliable diagnostic markets. A. Causes/ Risk Factors Symptoms of AD are usually subtle in onset and often progress slowly until they are obvious and devastating. The changes characteristic of AD into three general categories: cognitive, functional, and behavioral. Reversible causes of AD include alcohol abuse, medication use, psychiatric disorders, and normal- pressure hydrocephalus. Increasing age is the leading risk factor of people getting Alzheimer’s disease. II. Symptoms, Changes by Psychological and Behavioral A. Dementia Symptoms are usually subtle in onset and often progress slowly until they are obvious and devastating. The changes characteristics of dementia fall into three general categories: cognitive, functional and behavioral. In the early stages of Alzheimer’s disease, forgetfulness and subtle memory loss occur. The patient may experience small difficulties in work or social activities but has adequate cognitive function to hide the loss and can function independently. Depression may occur at this time. With further progression of the disease, the deficits can no longer be concealed. Forgetfulness is manifested in many daily actions. These patients may lose their ability to recognize familiar faces, places, and objects and may get lost in a familiar environment. They may repeat the same stories because they forget that they have already told them. Trying to reason with the person and using reality orientation only increase the patient’s anxiety without increasing function. Conversation becomes difficult, and there are word- finding difficulties. The ability to formulate concepts ad think abstractly disappears; for instance, the patient can interpret a proverb only in concrete terms. The patient is often unable to recognize the consequences of his or her actions and will therefore exhibit impulsive behavior. For example, on a hot day, the patient may decide to wade in the city fountain fully clothed. The patient has difficulty with everyday activities, such as operating simple appliances and handling money. Personality changes are also usually evident. The patient may become depressed, suspicious, paranoid, hostile, and even combative. Progression of the disease intensifies the symptoms: speaking skills deteriorate to nonsense syllables, agitation and physical activity increase, and the patient may wander at night. Eventually, assistance is needed for most ADL’s including eating and toileting, since dysphagia occurs and incontinence develops. The terminal stage, in which the patient is usually mobile and requires total care, may last for months or years. Occasionally, the patient may recognize family or caretakers. Death occurs as a result of complications such as pneumonia, malnutrition, or dehydration. How to cite The ability to formulate concepts ad think abstractly disappears, Papers

Presidents Eisenhower and Johnson the Civil Rights Movement

Table of Contents Introduction Historical background Eisenhower and Civil Rights Movement Lyndon Johnson and Civil Rights Movement Conclusion Notes Works Cited Introduction Presidents Dwight Eisenhower and Lyndon Johnson played crucial roles in the Civil Rights movements in the USA. The African Americans and other minority groups in the US faced discrimination. For instance they were not allowed to vote.Advertising We will write a custom essay sample on Presidents Eisenhower and Johnson: the Civil Rights Movement specifically for you for only $16.05 $11/page Learn More They were denied freedom to mix and mingle with Native Americans in both public and social gatherings. To handle these challenges needed resolute leadership. Eisenhower’s presidency saw the introduction of the Civil Rights Act in 1957. Lyndon Johnson, on the other hand, equally grappled with this issue early enough. Historical background The social historians have managed to cog ently present the politics that surrounded the civil rights movement. They particularly focused on retelling the predicament of the underclass and their strategies of progress over time.1 Ezra has adequately managed to present the struggle through which the African Americans went through to gain civil liberties and recognition in the American society.He further avers that although civil rights movement has been greatly highlighted, it just marked a lower position of the road to freedom (Ezra 5). Actually, the African Americans started their struggle for freedom many years. The struggle could be traced all the way to the Atlantic Slave trade. He has successfully illustrated what the slaves did to express their resistance to slave trade. For instance, he says that the slaves never wanted to abandon their heritage (Ezra 38). They married fellow slaves and went ahead and had families. They have resisted through a myriad of ways such as feigning illness, spoiling the tools meant to be us ed for working and to some extent would even capture and murder their captors. It is against this backdrop that 1954 to 1968 came to be greatly associated with civil rights movement. It was a momentous era in the African Americans’ struggle for freedom as it led to substantial gains in the fight for equal rights. The era was one characterized by heightened activism. Secondly, the era gained the support of non blacks. The whites also sympathised with the cause of the struggle. The movement also managed to gain the support of the aims of government, the executive, legislature, and even the judiciary (Ezra 6). The executive particularly did so through issuing of speeches of civil rights movement.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Fourthly, the civil rights movement managed to receive international attention and support. Finally, the media was not left behind. It played a pivotal role in projecting the civil rights movement as one was putting the American moral conscience to question. Lyndon Johnson’s participation in the Civil Rights movement had started earlier, though covertly. His experience of teaching in a segregated school made him develop a deep conviction that segregation was morally wrong. He always thought of once transforming America into a great society, and when he thought of segregation, he felt that America was not pursuing that direction of greatness. He had worked with the segregated minority groups since 1928. As an elementary school teacher in a segregated Mexican American only school, Johnson saw how the small community was wallowing in abject poverty and illiteracy. They also lived in squalid conditions. By this he felt that the situation could only be remedied through provision of education. Eisenhower and Civil Rights Movement Dwight D. Eisenhower (1953-1961) approached the Civil Rights movement with measured caution (Jacoway 65). H is support for the Civil Rights movement was measured so as he could not seem to antagonize his voting base. Eisenhower’s contribution towards civil rights movement has been mired with controversy. Many analysts felt that he stood on both sides of the fence. All in all, his action or inaction had crucial contribution to the civil rights movement in the US. Many analysts have seen that Eisenhower tried all ways possible to avoid issues that had to do with race conflict. But this could not go on for long as he got spurred into action in the Brown vs. Board of Education in 1954.2 The Supreme Court had ruled that segregation that occurred in the public schools was unconstitutional. It is believed that this Supreme Court ruling did not go down well with Eisenhower (Jacoway 70). Consequently, he declined to sanction its endorsement. Most opponents of desegregation got their agitation bolstered by this silence from the highest office. As such, most whites from the south formed counc ils whose sole purpose was to hinder or sabotage any compliance to the court’s ruling through various ways including violence and intimidation. Other groups resorted to political action to discourage compliance.Advertising We will write a custom essay sample on Presidents Eisenhower and Johnson: the Civil Rights Movement specifically for you for only $16.05 $11/page Learn More Though Eisenhower had not been publicly associated with the Civil Rights Movement, the Little Rock incident made him respond. Initially, his belief was that no one should force the other person to change beliefs and convictions through legislation. He thought that such change could only be occasioned through their heart. In other words, he did not want to support legislation for Civil Rights but the event at Little Rock school formed a turning point on the whole view. Eisenhower, though opposed to the ruling of the court, was duty bound by the constitution to respect it. So , when white mobs prevented some black students from joining Little Rock High school, Eisenhower had to dispatch the army to guard and make sure the black students were protected the whole year (Jacoway 44). Even Governor Faubus reluctantly agreed to let the African American students enrol in the school. The troops stayed at the school for the whole year and in 1958 Central High School in Little Rock produced the first African American graduate. In this situation it can be seen that Eisenhower contributed towards the initial implementation of desegregation in the American public schools. This he did but not without constant interruption. For example, we are told that in 1958 Governor Faubus, in a bid to sabotage desegregation, went ahead and closed all public schools. This was solely aimed at stopping the integration program that was already underway. Another area in which Eisenhower contributed greatly towards civil Rights Movement was legislation. For instance, it is recorded that he was the one who first signed civil rights legislation. The law required that the federal government protects all voting rights of individuals regardless of colour, creed etc.3 The situation was particularly worse in the Southern states: African Americans had completely been disenfranchised – their voting rights had been denied despite the constitution having stated otherwise. The states managed to prevent them through roadblocks such as subjecting them to literacy tests and even poll taxes licence for letting them vote.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More But it should not also be forgotten that the jury of the matter was that the jury was predominantly white hence there was no hope of a fair verdict. Eisenhower did not tire in signing legislation. For example, in 1960, he further went ahead and signed his second Civil Rights law that was a further advancement over the previous one (Jacoway 86). In other cases, the president invoked executive authority to further champion civil rights as envisaged in the constitution. In a nutshell, Eisenhower valued moderation as he went about the civil rights issue. For example, he urged both sides to go slow. He urged those who wanted the rights to be implemented to go slow as well as those who were opposed to desegregation. To him the both sides were exhibited extremist tendencies in their approach, something he seemed to abhor. Lyndon Johnson and Civil Rights Movement Johnson’s soft spot for civil rights movement is well documented. He started implementing his aspirations at the formative stage before he even became president. He recognised the effect of racism even while serving as President John Kennedy’s Vice President (Kirk 101). He appreciated that the blacks had played a crucial role in World War II; hence the need for the state to treat them well otherwise he thought that could result in a bloody revolution. After assuming the US Presidency, in 1963 after Kennedy’s assassination, Johnson set out his vision of transforming America into a â€Å"Great Society†. He felt that this could only be achieved through eradication of poverty and racial discrimination. During this tenure the Civil Rights Bill was passed into law. Some southerners were not amused with Johnson’s interest in Civil Rights by seeing to it that the Bill was passed in its entirety without any form of dilution (Kirk 97). He devoted all his energy and resources to achieve this end. However, Johnson seemed to receive a backlash from the whites and even the blacks, who tho ught the Bill was not comprehensive enough. To further ensure the right to decent living and education, Johnson felt that his Elementary and Secondary Education Act in 1965 was a solution towards helping the poor out of the squalid conditions in the ghettos. True to his wishes, very poor states like Mississippi received uplifting federal funding that led to a large number of African Americans accessing higher education. The African American students quadrupled within a very short time. Though Johnson feared opposition from Congress, he further pushed the voting Rights Act of 1965. The political face of the South changed dramatically as it became integrated. Johnson succeeded in his legislative journey because of his persuasive nature and strong desire and determination to right all the wrongs that had bedevilled the minority in the country. The voting Rights Act actually helped the African Americans and other minority groups in the US to vote freely without any hindrance. Furthermor e, the Acts made the African Americans gain economic and political power (Kirk 77). Despite all the work that Johnson had done, there were riots in Watts, Los Angeles. These riots had been occasioned by some element of de-facto discrimination that continued to thrive. This type of discrimination was one that was not easy to legislate against. The Africans further rioted till 1966. Riots occurred in more than 38 cities in America. All in all, Johnson can be said to have played a very important role in the civil rights movement. This could be seen in his success in putting a stop to de jure kind of discrimination. Now African Americans could vote freely and even get voted for during elections. In the field of education his Education Acts acted as catalysts for disaggregation in schools and other educational institutions. Even in his other Acts, Johnson managed to greatly improve the economic stature of the Africans as even their unemployment rates reduced by over 34%. Conclusion The h istorians have successfully managed to analyze the civil rights movement. From their expose, they have managed to show or reveal how presidents Eisenhower and Johnson were faced with the dilemma to pursue civil rights while at the same time deeply worried about losing votes from opposing sides. All in all, they finally managed to promote civil rights. Notes See U.S. Commission on Civil Rights Report, Justice (1961). Brown v. Board of Education, 347 U.S. 483 (1954). See William L. Taylor, The Passion of My Times: An Advocate’s Fifty-Year Journey in the Civil Rights Movement (Carroll Graf Publishers, 2004), p. xv. Works Cited Ezra, Michael. Civil Rights Movement: People and Perspectives. California: ABC-CLIO, 2009. Print. Jacoway, Elizabeth. Turn Away Thy Son: Little Rock, the Crisis that Shocked the Nation. New York: Free Press, 2007. Print. Kirk, John. Beyond Little Rock: the Origins and Legacies of the Central High Crisis. Fayetteville: University of Arkansas Press, 2007. Print. This essay on Presidents Eisenhower and Johnson: the Civil Rights Movement was written and submitted by user Tristen C. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

biology of plant essays

biology of plant essays I believe that some plants produce as much heat for their weight as birds do, which are the greatest heat producers of all. It is even harder to believe that some are able to thermoregulate, which means that they actually alter their heat production to keep their temperature constant in fluctuating air temperatures. This is similar to what mammals do. The article I am reviewing tells about few a plants that do this, and how they do it. There are only three plants which have yet been shown to regulate their temperature. They are the Philodendron selloun, the Skunk Cabbage, and the Sacred Lotus. The most extensive testing has been done on the P. selloun. The earliest testing aimed to do little more than determine whether the inflorescence actually had become hot. In the experiment spadices were impaled with temperature probes into the plant and the probes were connected to a machine that recorded the temperature continuously. During the measurement period the temperature outside averaged 20 degrees Celsius and the temperature in the plant remained 20 degrees higher. This proved that the inflorescence was hotter than its environment. The next experiment aimed to show the range of the P. selloun's heat producing capabilities. Some specimens were cut and put into indoor cabinets where the temperature could be varied. The reason the plants were placed in indoor cabinets was so that the plants rate of heat production could be measured by the expedient of measuring its rate of consumption of oxygen. Then the inflorescences were examined at air temperatures from low freezing to temperatures that are uncomfortably hot for humans. At the coldest extremes some of the inflorescences could not heat up at all. But their temperatures went to as high as 38 degrees Celsius when the environment temperature was still 4 degrees C. The cuttings became hotter as the air temperature rose further. The inflorescences peaked at 46 degrees C w...

The Main Types of Essay Papers

The Main Types of Essay Papers Defining Narrative, Argumentative, Expository Essay Types Students of all ages face the necessity to complete various types of academic works. Types of assigned papers usually depend on students’ grade and specialization. However, some essay types are included in general education program. It means you inevitably have to write them no matter if you are studying Law or Science. This time we will define the major essay types including Narrative, Argumentative and Expository essays defining their features in addition to useful writing tips. Essay type 1 – Narrative essay Everything looks pretty simple here. All you need is to try a role of a storyteller. Speak to your audience in a written way and tell about any real-life experienced that stroke you in the past. Students like writing narrative essays although the paper may still be rather challenging for immature and amateur writers. Narrative essay topic examples: The Happiest Family Vacation; My Worst Enemy. Essay type 2 – Expository essay College students are familiar with this type of academic paper. They are actually the same as research papers. Here you need to deliver facts merely and support the topic and your point of view. The most challenging aspect of this essay is to arrange all paragraphs, sentences and thoughts establishing a coherence for the reader. Make sure your audience can put up with all facts and data you deliver. Expository essay topic examples: How do mobile devices affect people’s lives? The results of Communism. Essay type 3 – Argumentative essay This is where you need to persuade your readers that you provide the only right point of view. The name of the paper makes it clear that students are supposed to highlight strong arguments in favor of their opinions. Although you are allowed using other experts’ opinions, the main mission of the paper is to design one of your own. Argumentative essay topic examples: Can mobile devices replace live communication? Is the modern education program efficient when finding a job?

Marcus aurelius and septimus Severus and there involvement during the Research Paper

Marcus aurelius and septimus Severus and there involvement during the fall of the roman empire - Research Paper Example Emperor Verus went to lead the campaigns in the east however, the situation was tough. The Campaign leadership was left to Roman empires and to Marcus back in the Roman Empire. The return of Verus and his troops came with a devastating plague racking the empire which was then attacked at the North by Germanic tribes. During the fight with the Germanic tribes, Emperor Verus was attacked by the plague and died leaving Marcus as the sole emperor. Later the Marcomanni and Quadi tribes launched their assault to Danube. Marcus and his armies due to the plague had trouble in maintaining control. However, harsh conditions were affecting his forces. Though his reign was constantly affected by gruesome wars, he still worked on Governmental affairs. Marcus was of little faith and to him Christians were just fanatical martyrs who stubbornly failed to work for the empire. In AD 175, the empire experienced another tragedy followed by a bad fortune according to Winkler (68). The emperor became ill during his Danube campaign and rumor came that he was dead. This almost led to civil wars in the country. To avoid the situation occurring again, he appointed his son Commodus as his co-emperor. The Danube wars seemed to take long, Marcus and his son left for north to lead the troops.

An Instrument - Reliable and Validity Assignment

An Instrument - Reliable and Validity - Assignment Example A measurement may be reliable but need not be valid. Nevertheless, measurement has to be reliable before it can be valid. A tool should be reliable and should be suitable for measuring the intended object. In designing a research project it is absolutely necessary that the measurements are both reliable and valid. If it is not so the tools of measurement are basically useless for measuring what the researcher wanted to measure. 2. Almost daily, we hear about research that seems to contradict earlier findings. One day, for example, a particular food is good for you and the next it is not. What does this reflect about the scientific method What are the advantages and disadvantages of the scientific method It is very true that we find research to support or to conclusively oppose something. For any study that puts forward a recommendation, there is another one that is apparently researched and documented and challenging the conclusions of the first. There is no convergence in the points of view of people. This does not invalidate the scientific method. There could may many possibilities for this divergence. Perhaps a researcher may not have used the valid tools for testing. The tools themselves may not have been reliable. The test conditions may not have been the same in all cases.   It insists on systematic experimentation. Scientists have developed criteria and practices to reduce the individual and social bias on scientific findings. The basic approach is an experiment, observation, and inference. It approaches reality objectively. However, our five senses might even play tricks on us. That is why theories of Ptolemy were later replaced by the theories of Copernicus. Some times more efficient tools to observe reality will be developed which give more data, hitherto unavailable. The use of an electron microscope has unraveled new insights into cell and modern cell biology is entirely different from what it was fifty years ago. 3. Suppose you wish to measure the effect of physical exercise on self-esteem. What type of experimental design would be most appropriate to Describe the types of groups necessary for this design? How would you measure your variables Which threats to internal validity would you need to consider The available evidence indicates that exercise not only benefits by providing a healthier body but also enhancing self-esteem. However, this has to be proved by empirical evidence. Visitors to a fitness center would be the ideal group to test the validity of this thesis.  

Impact of Web-Based Instruction (WBI) in Schools

Impact of Web-Based Instruction (WBI) in Schools Nowadays the use of Web-Based Instruction (WBI) has significant impacts on every aspect of our lives. In the context of education industry more and more school and education institutions have come to realize the potential impact of using the WBI in the classroom as part of the learning environment. Despite the many challenges yet to be overcome, the advantages of WBI have been widely recognized. Some of these major advantages include flexibility and broader accessibility (Lee, Cheung, Chen, 2005), improved students performance (Alavi, 1994), reflective evaluation of the learning experience (Hiltz, 1995), and higher computer self-efficacy (Piccoli, Ahmad, Ives, 2001). Academic institutions also benefit in terms of cost reductions and increasing revenues (Saadà © and Bahli, 2005). The success of Web usage for learning is primarily due to its potential to integrate various types of media such as audio, video, graphics, animation and text and delivered in various forms. Statement of the problem: Schools are witnessing a profound increase in the use of multimedia presentations, video teleconferencing, and, more currently, Web-Based Instruction (WBI). WBI presents great potential for instructional improvement by providing ready access to information and allowing more interaction between teachers and learners (Hill, 1997). In order to meet the diverse needs of their teachers when integrating WBI into their subjects, most schools have adopted a few major brands of commercial course management software. Nowadays we have heard that information technologies are going to change school education especially in the way teachers teach and the way our students will learn. But most of us have seen little evidence to support the claim. In fact, teachers utilization of innovative technologies has remained low (Surry and Land, 2000). The integration of technology such as WBI into the classroom has remained low and educational technology use has been minimal, infrequent, and limited as an add-on rather than as indispensable to teaching and learning (Becker, 1991). Surry and Ely (2002) diagnosed, as a reason for this lack of utilization, which instructional designers had focused on developing. They added that there is no guarantee for diffusion of instructional technologies itself. While the diffusion and implementation of innovation is important. Rogers (1995) and Stockdill and Morehouse (1992) described, it is a complex process that is influenced by many factors. Technological superiority is only one of a number of factors that influence a persons decision about whether or not to adopt an innovation. A more complex interaction of social, economic, organizational, and individual factors influence which technologies are adopted and how much they are used after they have been adopted. As one of the major areas of diffusion of innovation study, instructional technologies have focused on the identification of the significant factors contributing to educational technology implementation. Most studies of this issue have been simply investigating factors or have confined the research scope to only examine either the psychological perspective of factors (Marcinkiewicz, 1994; McKinney, Sexton, Meyerson, 1999; Olech, 1997), or the external or environmental perspective of factors (Daugherty and Funke, 1998; Groves Zemel, 2000), disregarding other relevant variables. Daugherty and Funkes (1998) study focused only on the teachers perceived supports or incentives as factors influencing the use of Web-Based instruction. They surveyed school teachers and students involved in Web-Based instruction on the advantages, disadvantages, and general effectiveness of using the Internet as a teaching and learning tool. Teachers reported the lack of technical support, lack of software or adequate equipment, lack of teachers or administrative support, the amount of preparation time, and student resistance are barriers to use Web-Based instruction. According to Hamilton and Thompson (1992) in reality it is assumed that a person will be influenced by psychological and also environmental factors at the same time for a decision to adopt or utilize an innovation and Ely (1999) identified eight environmental conditions. His approach recognizes that the characteristics of adopters and the innovation are not the only factors influencing its diffusion. His research suggests that the environment such as supports and incentives in which the innovation is to be introduced can play an equally important role in determining a change efforts success. In the this study, the three categories of variables known to relate to the level of innovation use are identified based on the diffusion and innovation models. First, in the area of personal characteristics, previous experience and self-efficacy are selected as key variables. Second, complexity and relative advantage in this study are selected for the area of perceived attributes of innovation. Last, for the area of perception of influence and support from the environment, supports, and time are selected. To go beyond the single-equation approach using multiple regressions and address the associated limitations, structural equation modeling (SEM) will be used. Using this technique, indirect effects among variables are identified in the model that is specified from the literature and theories by the researcher. These indirect effects, when added to the direct effects in the model, allow the determination of total causal effects. Research Objective: Identifying the direct, indirect and total effects of the identified predictor variables (self-efficacy, relative advantage, complexity, computer experience, supports and time) on criterion variable (level of WBI use). Research Questions: What are the direct, indirect and total effects of the identified predictor variables (self-efficacy, relative advantage, complexity, computer experience, supports and time) on criterion variable (level of WBI use)? Purpose of the Study: The purpose of the study is to build a model to predict the level of diffusion and utilization of Web-Based Instruction in school. To test the model six independent variables (self-efficacy, relative advantage, complexity, computer experience, supports and time) from the three perspectives affecting the diffusion and utilization of WBI will be used. The selection of the variables is substantiated by empirical evidence from previous relevant innovation studies (Rogers, 1995; Ely, 1999). The result of this study would also be helpful to instructional designers. When it comes to successful educational program design, the consideration of the target audiences characteristics is essential to the analysis phase in most instructional design models. Because the predictor variables are susceptible to interventions such as training or staff development, the identification of the potential factors that are highly related to the integration of a new technology. Operational Definition: Predictor Variables: Six independent variables which are selected from the three perspectives affecting the diffusion and utilization of WBI. The variables are computer experience, self-efficacy, complexity, relative advantage, supports and time. Diffusion of Innovations: The adoption and utilization of Web as a teaching tool. Level of Use: Degree of integration of WBI that has been attained by teachers in order to attain existing instructional goals. Web-Based Instruction: A hypermedia-based instructional program which utilizes the attributes and resources of the World Wide Web to create a meaningful learning environment such as Blackboard and WebCT. Chapter II: Literature Review: The objective of the study is to identify factors affecting the likelihood of diffusion in educational setting is usually perceived from one of three major perspectives. The first of these is concerned with the characteristics of the adopter, such as computer experience and self-efficacy. The second perspective is focuses on the characteristics of the innovation itself. The third perspective focused on the characteristics of the environment in which the innovation is to be introduced. This approach highlights the importance of factors outside the innovation which can set the stage for its success or failure. The review will be focus on diffusion of innovation, relation to factors affecting the diffusion and implementation of Web-Based Instruction in an educational setting, informational technology diffusion models, model constructs and Web-Based Instruction (WBI). Diffusion of Innovation: Sanders and Morrison (2001) have identified three reasons why the study of diffusion theory is beneficial to the field of instructional technology. The first reason is most instructional technologists lack the knowledge of why their products are or are not adopted. They believe a study of diffusion theory could rectify this situation. Second, the field of instructional technology is often associated with the concept of innovations and they suggested that if instructional technologists understand the diffusion and diffusion of innovation theory. They will be more prepared to work effectively with potential adopters. The third reason is the studies of the diffusion theory could result in developing a systematic model of diffusion and diffusion for the instructional technology field. Everett Rogers is the most widely cited author in the area of general diffusion theory. Rogers (1995) theories form the basis of most studies related to diffusion. Rogers theories seem to be common elements of most diffusion theories. They are diffusion process, adopter categories, innovation attributes, and rate of diffusion. So the instructional technologists not only need to create well-designed products but need to ensure the diffusion of these products. The main concern of the diffusion of innovation research is how innovations are adopted and why innovations are adopted at different rates. The diffusion process outlined by Rogers (1995) has five steps knowledge, persuasion, decision, implementation, and confirmation. According to this theory, potential adopters of an innovation have to learn about an innovation and are persuaded to try it out before making a decision to adopt or reject the innovation. The adopters decide to either continue using the innovation or stop using it. This theory is very important because it shows that diffusion is not a momentary irrational act, but an ongoing process that can be studied, facilitated and supported. Factors Affecting Diffusion of Innovation: The experts in diffusion of innovation find that there is no single or a certain group of factors identified to explain the lack of use of Web-Based Instruction in school education. In this section, I will explore the factors have been examined and identified from many studies. The experts in educational technology have done numerous studies to find out the factors affecting the diffusion of Web-Based Instruction in school. Morris (2001) have found that the lack of technical support, lack of adequate equipment, amount of time required, student resistance or lack of computer skills, network problems and identified lack of teachers or administrative support are the barriers that teachers confronted when incorporating Web-Based instruction. From a survey of 557 teachers, Anderson, Varnhagen and Campbell (1998) also found that although most teachers believe that learning and communications technologies are essential to improving the quality of school education, many barriers were identified to realizing that capacity. They identified nine factors as major or minor barriers. The greatest barrier identified was lack of funding. The second greatest barrier was lack of time to learn technologies. The others are classroom infrastructure, adequate computer hardware or connectivity, institutional incentives, knowledge about applying technology in teaching, access to software tools, lack of training and support, an d information about available technology. Pitman, Gosper and Rich (1999) examined teachers use of instructional technology in a school classroom. In this study, they limited instructional technology to internet-related technologies including e-mail and the World Wide Web. The study identified significant relationships between teaching style, perceived effectiveness of technology, perceived access to technology and perceived administrative support and the use of technology. Beggs (2000) have conducted the survey of 348 teachers. In this survey teachers at a school were asked about their self-perceived use of technology, factors influencing their use of technology, and barriers to the use of technology in the classroom. The factors are improved student learning, advantage over traditional teaching, equipment availability, increased student interest, ease of use, compatibility with discipline, time needed to learn, materials in discipline, compatibility with materials, training, administrative support, personal comfort and coll eague use. Rogers (2000) have conducted the study to examine barriers to technology diffusion through a structured interview conducted on the telephone or in-person. The barriers that he identified are need technical support staff, need release time and time for training, funds, and lack of sharing best practices across system. Through this through review, it seems that the factors emerge into three categories as like personal characteristics which include factors such as years of teaching, previous experience, teaching style, self-efficacy, and anxiety, innovation characteristics such as relative advantage, complexity, and compatibility, and environmental and social factors such as support and time. In the case of a factor of support, the factors like accessibility or availability, technical and administrative, workshop, and incentive may be grouped into a single factor as support. Refer to importance of considering both the person and the social environment as joint determinants of behavior, Surry and Farquhar (1997) described adopter based theories as opposite to developer-based theories. Developer-based theories are to increase diffusion by maximizing the efficiency, effectiveness and elegance of an innovation. They assume that the best way to bring about educational change is to create a system or product that is significantly superior to existing products or systems. In summary, this section focused on the studies conducted to find out the factors affecting the diffusion of instructional technology. Since these studies have not looked at the interactional effects of determinants on an adopters behavior so more attention seems to be needed on the interrelationships among identified variables. Innovation Diffusion Models: In contrast to the studies that focus on single factors or a list of factors, a few models have been developed and empirically studied to identify the interactional effects of variables on innovation usage. These models focused on the identification of the determinants of usage, such as attitudes, social influences, and facilitation conditions (Davis, Richard Paul, 1989; Mathieson, 1991). Theory of Reasoned Action: The Theory of Reasoned Action (TRA) was first proposed by Azjen and Fishbein (1975). The theory specified a causal relationship between individual behavioral intention and actual behavior. The components of TRA are behavioral intention, attitude, and subjective norm. TRA suggests behavioral intention depends on a persons attitude toward behavior and subjective norm. Behavioral intention measures a persons relative strength of intention to perform a behavior. Attitude is comprised of beliefs about the consequences of performing the behavior multiplied by his or her valuation of those consequences. Subjective norm is seen as a combination of perceived expectations from referent individuals or groups along with intentions to comply with these expectations. (Azjen and Fishbein, 1975). TRA became the basis for developing the following two models, Theory of Planned Behavior (TPB) and Technology Acceptance Model (TAM). In fact, to account for conditions where individuals do not have complete control over their behavior, TPB extended TRA. Theory of Planned Behavior: Azjen and Madden (1986) modified TRA and generated a model named the Theory of Planned Behavior (TPB). The only difference between the TRA and TPB is the inclusion of perceived behavioral control. Perceived behavioral control reflects a persons ability to actually perform a behavior. It is influenced by the effects facilitating conditions and self-efficacy. Hoffman and Novak (1994) included ease of access, ease of use, price, knowledge, past experience, and skill to represent the perceived behavioral control in their study of hypermedia using TPB. Each of the determinants of intention, like attitude, subjective norm and perceived behavioral control, is determined by underlying belief structures. These are referred to as attitudinal beliefs, normative beliefs, and control beliefs which are related to attitude, subjective norm and perceived behavioral control respectively. Technology Acceptance Model: Technology Acceptance Model (TAM) was developed by Davis (1986) and introduced by Davis, et al. (1989). This model is an adaptation of the Theory of Reasoned Action (TRA). TAM contends two distinct constructs like perceived usefulness and perceived ease of use. Davis (1989) defined perceived usefulness as the degree to which an individual believes that using particular system would enhance his or her job performance and ease of use as the degree to which an individual believes that using a particular system would be free of physical and mental effort. This model is more specific and simple because it only provides two factors which are important determinants of innovation usage (Mathieson, 1991). These factors are specific, easy to understand, and can be manipulated through system design and implementation. In addition, they should also be generalizable across settings. Although it is a special case of the TRA, TAM excludes the influence of social and personal control factors on behavior, which is also identified as important factors in the previous research (Groves Zemel, 2000; Knutel, 1998). Components of the Study Model Constructs: The six predictor variables believed to be important in influencing the diffusion of innovation which has derived from the Rogers model and other relevant constructs from other models and other reviewed studies. Followed is the explanation of each of the six predictor variables and the criterion variable in more detail. Personal Characteristics: Computer Experience: Computer experience is defined as the extent to which adopters perceive previous computer experience and performance with internet connection as good. Also, it includes amounts of time using computer with internet connection in this study. The more positive experiences one has, the more confident one is in a similar innovation (Stone Henry, 2003). In other words, positive past experience with computers will increase ones confidence while negative experience will reduce it. This view is supported by Ertmer, Evenbeck, Cennamo and Lehman (1994), who found that although positive computer experience increased computer confidence, the actual amount of experience was not correlated with the confidence beliefs of students. This suggests that it is the quality, not the quantity, of experience is a critical factor in determining self-efficacy beliefs, which is one of the most important and popular variables in the diffusion and utilization of innovations studies. There have been numerous studies involving the experience and attitude-behavior relationship (Anderson, Varnhagen, Campbell, 1998; Christoph, Schoenfeld, Tansky, 1998; Daugherty Funke, 1998; Ellsworth, 1998; Groves Zemel, 2000; Hill, Stone Henry, 2003; Kao, Wedman, Placier, 1995). Bandura (1977) suggests that experience is likely to reduce anxieties and induce individuals to change their behavior. The information gained by performance accomplishments provides the most influential source of efficacy information (Bandura, Adams, Beyer, 1977 and Zimmerman, 2000). Hill, Smith, Mann (1987) provide evidence that experience with computer technology lead to a higher likelihood of technology adoption through changes in perceived self-efficacy. Self-efficacy: Self-efficacy, a key element in Banduras social learning theory (1977), refers to ones belief in ones capability to use Internet in this study. Self-efficacy has been found to influence the decision to use computers (Hill, Smith and Mann, 1987). Bandura (1997) defined perceived self-efficacy as personal judgments of ones capabilities to organize and execute subjects of action to attain designated goals, and he sought to assess its level, generality and strength across activities and contexts. Zhang and Espinoza (1998) found that comfort or anxiety about computers perceived by students predicted their confidence levels about computers and the confidence level is a significant predictor in deciding their desirability of learning technology skills. In addition, from the findings in his qualitative study Zollinhofer (1998) supported that teachers who have low self-efficacy are susceptible to cyber anxiety which can increase resistance to learning new technologies. According to Banduras (1977) self-efficacy theory, judgments of self-efficacy are based on several kinds of information including performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. Venkatesh and Davis (1994) theorize that perceptions about a new systems usefulness and a new systems ease of use influences and are anchored on an individuals general computer self-efficacy. From this evidence, it can be hypothesized that self-efficacy influences perceived relative advantage and ease of use of innovation, and also influences utilization of an innovation through those two intervening variables. Perceived attributes of innovation: Rogers (1995), Wolfe (1994), and Farguhar and Surry (1994) identified perceived by potential adopters, relative advantage, compatibility, complexity, trialability, and observability as five main attributes of an innovation as important factors in determining the rate of diffusion. According to Rogers theory, potential adopters of an innovation have to learn about an innovation and are persuaded to try it out before making a decision to adopt or reject the innovation. This five attributes are frequently cited as playing a key role in the perceptions of adopters in regard to the implementation of instructional innovations. For this study, although perceived attributes compatibility, observability and trialability could contribute to some extent in diffusion process but only relative advantage and complexity which distinguished by Vinson (1996) and Moskal, Martin, and Foshee (1997) are included. This is because they have the strongest influence from Rogers five attributes. Relative Advantage: Relative advantage is defined as the degree to which an innovation of WBI as an instructional technology in this study is perceived as being better than the technology it supersedes and other solutions being considered (Rogers, 1995). The degree of relative advantage is often expressed as economic profitability, social prestige, or other benefits. The degree of use is expected to be increased by the teacherss perceived relative advantage of WBI. Rogers generalized from previous research that the relative advantage of an innovation, as perceived by members of a social system, is positively related to its rate of diffusion. In their study, Venkatesh and Davis (1994) tested the effect of self-efficacy on the perceived ease of use construct using two different information technologies, E-mail and Gopher. They found that the perceptions about a new systems ease of use are anchored on a persons general computer self-efficacy. Complexity: Complexity is defined as the degree to which the WBI as an instructional technology is perceived as difficult to understand and use (Rogers, 1995). It is similar to the ease of use construct used by Davis, Bagozzi, Warshaw (1989). They define it as the degree to which an individual believes that using a particular system would be free of physical and mental effort. In their study they find a positive correlation between perceived ease of use and behavioral intentions. They found ease of use to be a strong determinant of use. It is expected that the more complex WBI appears to teachers, the less they will use it. An innovation which is perceived as being difficult to use will meet with greater resistance to its use and diffusion than those which are considered as easy to learn. Hence, another generalization drawn by Rogers was that the complexity of an innovation, as perceived by members of a social system, is negatively related to its rate of diffusion. Then, who perceives an innovation as being more or less difficult? The findings (Ghaith Yaghi, 1997; Guskey, 1988) indicate that more efficacious teachers considered an innovation as less difficult to implement. Perception of influence and support from the environment: Groves and Zemel (2000) from their study has been identified that environment as a category of influencing factors on diffusion and utilization of innovation. Ely (1999) proposed eight environmental condition dissatisfaction with the status quo, existence of knowledge and skills, availability of resources, availability of time, existence of rewards or incentives for participation, expectation and encouragement of participation, commitment by stakeholders involved, and evidence of leadership. A few studies have been conducted to determine the best predictors among the eight conditions using stepwise multiple regression analysis. Ravitz (1999) found out availability of resources, availability of time, existence of rewards or incentives, commitment, and leadership are the most important determinants related to the implementation of innovation. In another pure survey study, Daugherty and Flunke (1998) reported the barriers confronted by teachers when incorporating Web-Based instruction a re lack of technical support, lack of software or adequate equipment; amount of time required and lack of teachers or administrative support. From reviewing the related studies, supports and time were selected as key variables for this study. Supports: Groves Zemel (2000) found out that the supports like training available on how to use, information or materials available, and administrative support were rated as very important factors influencing use of instructional technologies in teaching. Morris (2001) found out that lack of technical support, lack of adequate equipment or software, and lack of teachers or administrative support are the barriers teachers confronted when incorporating distance education. Farquhar and Surry (1994) proposed organizational factors with the adopters individual factors as influential factors which affect the diffusion and utilization of the instructional product. They asserted that inappropriate environmental support can often be an important hindrance factor of successful innovation diffusion. The teachers training and other resources to use and learn the WBI technology can be effective and productive by lessen teachers perceived level of complexity to use or learn WBI as an instructional technology. Time: Seminoff and Wepner (1997) discovered that of the 77 respondents in their study on instructional-based projects, 64% indicated that release time for preparation of technology-based projects was not being provided. In the survey study about factors influencing the use of technology and perceived barriers to use of technology, Groves Zemel (2000) found that teachers perceived time needed to learn as an important factor in influencing use of technology. Plater (1995) indicates that managing teachers time is the single most important asset of the school. In the past teachers had only a few time-related issues, including meeting classes, keeping office hours, and attending teachers meetings. Plater goes on to say that schools must recognize teachers time as valuable resource and begin to think about departmental needs and prepare individual teachers to meet these needs. While teachers training should be part of the overall preparation for WBI, teachers training can only be effective and productive if there is adequate preparation time to incorporate what has been learned in training. In the present study time is defined as perceived available time needed to learn and use WBI as an instructional technology. The more available time teachers perceive, the less complex they perceive to learn and use WBI as an instructional technology. Level of Use: Level of using Web-Based Instruction is a dependent variable for this study. Moersch (1995) proposed a conceptual framework that measures levels of technology use. In this framework, seven distinguished implementation levels teachers can demonstrate. According to Moersch (1995), as a teacher progresses from one level to the next, a series of changes to the instructional curriculum is observed. The instructional focus shifts from being teacher-centered to being learner-centered. Computer technology is used as a tool that supports and extends students understanding of the pertinent concepts, processes and themes involved when using databases, telecommunications, multimedia, spreadsheets, and graphing applications. Traditional verbal activities are gradually replaced by authentic hands-on inquiry related to a problem issue or theme. Heavy reliance on textbook and sequential instructional materials is replaced by use of extensive and diversified resources determined by the problem areas under discussion. Traditional evaluation practices are supplanted by multiple assessment strategies that utilize portfolios, open-ended questions, self-analysis, and peer review. To measure the level of innovation use, in addition to above levels of innovation use which are used to measure the degree to which an adopter integrates the innovation into practice, a number of studies (Cartas, 1998; Lin Jeffres, 1998; Jaber, 1997; Wallace, 1998) in the studies of diffusion and utilization of instructional technologies have used three different categories of questions to measure the usage level the frequency of technology use, the amount of hours in using a technology and the number of programs or functions used. Since it seemed that levels of use studies (Moersch, 1995; Reiber Welliver, 1989) dealt with questions pertaining to the specific aspects of computer technologies to measure the levels of technology, the present study created the questions including the three categories of questions pertaining to WBI use. Web-Based Instruction (WBI): WBI is defined as an innovative approach for delivering instruction to a remote audience using the World Wide Web as the instructional delivery system (Khan, 1997). Web-Based learning environments use the resources of the Web to create a context in which learning is supported and fostered. Web-Based Instruction is growing faster than any other instructional technology (Crossman, 1997). More and more school teachers are using WBI as an integral part of instructional activities. School cannot work in isolation and must respond to societal change (Innovation in Distance Education (IDE), 1997). WBI offers medium for school education to accommodate the information age and a networked worl