Demand and Supply Analysis Essay Example | Topics and Well Written Essays - 1250 words

Demand and Supply Analysis - Essay Example b) The relationship between the quantity demanded and the price is of negative relationship while that between quantity supplied and price shows a positive relationship. Quantity demanded of a commodity according to the theoretical information is the quantity of a commodity that a buyer is willing and able to purchase at the prevailing market prices (McEachern, 2011). When prices go up few buyers will be willing to buy depending on the nature of the good. This shown by the negative gradient depicted by the demand function of -2, it means that for every 1 unit increase in price quantity demanded reduces by 2 units. Quantity supplied on the other hand is with reference to suppliers and producers. It is defined as the quantity of goods and services that a provider is willing and able to produce and supply at the prevailing market prices (McEachern, 2011). Suppliers are always willing to supply more when prices are high as opposed to when they go down. This is depicted by the positive gr adient of the supply curve of +1. This means that if prices are increased by 1 unit, quantity supplied also increases by 1 unit. c) The slope of the demand function is -2; this means that an increase in price by 1 unit solicits a reduction in quantity demanded by 2 units. d) The slope of the supply function is of +1. This means that an increase in price by 1 unit solicits an increase in quantity supplied by the same unit. 12. ... 1. Among the ten countries, price elasticity of demand for food is high in Tanzania and it decreases sequentially with Tanzania having the highest price elasticity all the way to the US having the lowest elasticity. This is explained by the general principle that with general increase in income demand for food normally goes down while that of luxury and junky foods goes up (Tucker, 2008). Developing countries still have a population that is still of the need of basic needs like food, this explains the reason as to why developing countries like Tanzania have high price elasticity of demand. Both the quantity demanded and supplied of the commodities in Tanzania is composed of food and food products. The agricultural products also add to the supply of food into the economy (Tucker, 2008). Consumers in developing countries with relation to food are related to then food prices and their income. Rise in income in such countries leads to an increased consumption. Changes in prices also thre aten the food consumption patterns in such countries. The only food consumption that is not threatened is that of basic staple foods. This implies that there is high purchase of foods and foodstuffs in Tanzania than the same is for the US. High purchases are realized in staple foods. On the contrary, consumption of high value foods like meat experiences high purchases in the US (McEachern, 2011). 2. Fig. 2: Tax effect on demand and Supply 3. 4. 5. 6. 7. 8. 9. 10. 11. Before taxation is imposed on the commodity, the equilibrium quantity is Qe while the equilibrium price is Pe. Tax has the tendency of normally increasing prices of commodities as well as

Body language Essay Example for Free

Body language Essay I wasnt too sure on what to wear when I performed my interaction. From previous research into communication I am aware that this can affect the quality of communication. For example dark and gloomy clothes sometimes can indicate you being in bad mood and could prevent clients approaching you. However if you were to wear bright and colourful clothes then it would give the impression that you are happy and friendly and easier to approach. I decided to go for clothes in the middle of bright and dark, however I am still unsure whether this had an effect on the communication shown. At the end of my interaction I gave a member of the group my questionnaire to fill in about the interaction (appendix 1). I wanted to make sure that I gained some feedback from interaction to see whether I was effective in achieving my purpose. I structured that questionnaire very simply, and clear so the child would have no problem in being able to fill it in. the child who I asked to complete my questionnaire filled it all in, and they ticked YES for every box. This would indicate to me that my interaction was a success on the basis of that it was fun, exciting, and there was nothing too bad that affected them in the interaction. This would show that I was successful in achieving my purpose, which to me is a great accomplishment. I got some feedback from this pupil on the questionnaire which was very interesting and useful, however I wanted to make sure that I had an assessment sheet filled in about me to look more specifically at my skills that I demonstrated, what was good about them, what was bad and also to see if I achieved my purpose. Therefore I gave Mrs Paterson, an observation sheet about me to fill in (appendix 2) you can see from the sheet that Mrs Paterson rated me highly on most of the skills. However there were a few points which she had to make. PERSONAL IMPROVEMENTS AND ACTION PLAN One of my main problems that occurred during this interaction was that I found it very hard to observe the type of communication, group layout which was going on as well as performing my own personal communication skills within the group. I think that if I was going to do the interaction again I would probably video record it therefore I could go back and see what I did wrong but also what type of communication skills and patterns occurred. This would be a very effective way in which I could evaluate myself critically in order to create a more efficient action plan. I expressed before about how I felt very nervous and intimidated by the interaction. I think that this could be improved by practice, and just making sure that I remain as calm as I possibly can. Being aware of my body language too is essential too. I also feel that to improve the quality of the interaction I would need to find out ways in which I could include other group members, which were lacking in joining in. I am not entirely sure on a method which I could choose to help me learn this other than teacher training, and obviously this is not possible. However what would be possible is to talk to some teachers, to find out information about how to make clients feel valued and belonged within the group more than what I know already. I gave the observation sheet to Mrs Paterson to write about my interaction. Mrs Paterson did rate me slightly lower on a couple of issues. These were really useful to me in aiding me to create a realistic action plan. For example she quoted: Tone of voice at times she found it difficult to calm her voice down, due to nervousness. Â  Appropriate responsiveness and calmness again Leanne found it hard at times to remain calm, however it did improve towards the end. I completely agree with the comments that Mrs Paterson made about my poor communication. I knew that I was finding it hard to calm down and make my voice and body language relaxed during the interaction. I did feel that I made an improvement towards the end whilst I got into the activity more. This is definitely something I need to work on and improve for further interactions such as this. I am going to make a conscious effort to improve on the poor things about my interaction, because it is vital that I can be effective whilst communicating. Im going to make sure that when Im in an interaction such as this I am going to try and calm myself down before I enter the group interaction. There were so many things that I have become aware or further whilst doing this interaction. And again I feel that it is essential for me to be trained, or get more experience in interacting within a group. For me to improve my interaction I would need to study my assessment sheet to look at where I went wrong, and how I could improve it to make sure that a next interaction is Im proved and that I have learnt from my poor communication. CONCLUSION This experience has been a very large learning experience for me. Before this I had learnt about all the different types of effective communication, however I never actually knew how incredibly difficult it is to put them into practice. There is so much for and health and care social worker to remember when interacting with their clients. I think that it takes a very talented person to be good at their job within this area. I enjoyed my interaction with the group so much, and I have already decided to go back in the future, to try my group interaction to perhaps try out my action plan. What made this experienced even more enjoyable is the fact that the children relished the activity as much as what I did. When I went to go after my interaction I was actually disappointed on how quickly the time had gone. The children who I was working with seemed to have formed a bond with me and were also upset to see me go too. I think that I was very successful in achieving my purpose of the interaction, and this was reflected through not only the effective communication skills I demonstrated but also that of the amount of enjoyment we all experienced. This has certainly given me a lot to contemplate on, I have learn a lot about myself, as well as how imperative effective communication is in this type of setting. Another thing, which I think has been a vital learning point, is the fact that health and social care workers give so much to their clients. Teachers need to make sure that they are demonstrating communication skills the whole time, but also to leave their own personal or emotional problems at home, because it can effective the relationships between them and the clients. This must be extremely hard to do. I would imagine that this job is very satisfying.

James Stewart :: Entertainment Film Papers

James Stewart "In a career of extraordinary range and depth, Jimmy Stewart has come to embody on screen the very image of the typical American.... His idealism, his determination, his vulnerability, and above all, his basic decency shine through every role he plays..."-- The American Film Institute. The Nature of Film and Acting When film was young, acting was overdone. Low quality cameras could only record large movements; posing and enunciation were overstated as a result of theater acting; the development of the character was limited to a script. Starting in the 1930's film acting became more natural. Actors could interpret scripts to find emotion and motivation in their characters. Good acting relies on a kinesthetic, an intrapersonal, and an interpersonal intelligence, all of which work together to form a creative expression. There exist limitless styles of acting; there is always something to learn. The physicality of the actor is the most important part of the creation of the character. Since all experiences are interpreted through a physical means (i.e. our senses), the kinesthetic actor can evoke a response from his audience by connecting his actions to their lives, memories, or emotions. By having distinct facial features or a certain body build, the actor's mere physical presence can convey some detail of his character. However, the most important part of the kinesthetic intelligence in acting is the knowledge of one's body, where it is, what it's doing, and what message it's conveying. This is more than just muscle movement. It includes physique, timing, rhythm, voice and mannerisms. When we watch movies, we notice emotion and characterization mainly in the eyes and mouth. However, a man can not just act from the neck up. What his body tells us is just as important as what his face tells. Try It! Make your body tense. Tighten every muscle you can. Now, smile. How do you feel? How would you appear to feel? For the actor, the hands are a good place to release energy, but conveying meaningful messages through the hands is hard to do. Also, overuse of gestures can be dizzying to a viewer. Voice is another excellent means of communicating the unstated. From sincerity to sarcasm, we can tell as much from the way something is said as from the words themselves. Underneath the physical lies the actor's presence. The intrapersonal unconsciously comes through in the form of a persona that the audience can further relate to.

Music and Memory in D. H. Lawrence’s Piano Essay -- Literature

D. H. Lawrence’s poetry is said to often be of â€Å"great biographical interest† (Encyclopedia Britannica), and his poem â€Å"Piano,† written in 1918, eight years after the death of his mother, illustrates his attachment to his mother through the device of an unwilling memory evoked when he hears a woman singing. Though Lawrence’s relationship with his mother is said to have been â€Å"an intensely—often labeled abnormally—close relationship† (Pearson and Watson), it is also said that it was she who encouraged him to obtain an education and to write. His mother was a teacher, and according to Norton, it is her â€Å"delicacy and refinement† that he â€Å"allied† himself with rather than his less educated, coarse coal miner father (2248). It is she whom he sided with in the conflict-ridden relationship he witnessed between his parents. According to Wart, â€Å"Piano† expresses Lawrence’s personal response when a â€Å"song stirs memories of childhood and his mother,† involuntary as these memories may be. However, though it may be true that we should never assume that the speaker of a poem is, indeed, the poet, according to Semansky, â€Å"Lawrence's work invites us to, as he has always woven autobiographical material into his writing.† Lawrence’s â€Å"Piano† may thus be considered to be the recounting of unwanted and involuntary emotional memory brought about as a response to music. â€Å"Piano† begins by describing a setting conducive to reflection and remembrance, â€Å"Softly, in the dusk, a woman is singing to me† (Line 1). Intimacy is implied in the setting: â€Å"the dusk,† the singing being â€Å"soft† and seemingly personally directed to one individual all lend themselves to an aura of intimacy. This encounter draws Lawrence back through the â€Å"vista of years† (Line 2). In fact,... ..., 1900 to Present. New York: Facts On File, Inc., 2009. Bloom's Literary Reference Online. Facts On File, Inc. http://www.fofweb.com/activelink2.asp?ItemID=WE54&SID=5&iPin= CBPNP235&SingleRecord=True (accessed April 4, 2012). Rexroth, Kenneth. "Introduction." D.H. Lawrence: Selected Poems. New Directions, 1947. 1-23. Rpt. in Literature Resource Center. Detroit: Gale, 2012. Literature Resource Center. Web. 2 Apr. 2012. Saunders, Clifford. "Critical Essay on 'Piano'." Poetry for Students. Vol. 6. Detroit: Gale Group, 1999. Literature Resource Center. Web. 2 Apr. 2012. Semansky, Chris. "Critical Essay on 'Piano'." Poetry for Students. Vol. 6. Detroit: Gale Group, 1999. Literature Resource Center. Web. 2 Apr. 2012. Wart, Alice Van. "Critical Essay on 'Piano'." Poetry for Students. Vol. 6. Detroit: Gale Group, 1999. Literature Resource Center. Web. 2 Apr. 2012.

The Vampire Diaries: The Fury Chapter Ten

December 12, Thursday morning Dear Diary, So after a week of work, what have we accomplished? Well, between us we've managed to follow our three suspects just about continuously for the last six or seven days. Results: reports on Robert's movements for the last week, which he spent acting like any normal businessman. Reports on Alaric, who hasn't been doing anything unusual for a history teacher. Reports on Mrs. Flowers, who apparently spends most of her time in the basement. But we haven't really learned anything. Stefan says that Alaric met with the principal a couple times, but he couldn't get close enough to hear what they were talking about. Meredith and Bonnie spread the news about other pets besides dogs being dangerous. They didn't need to work very hard at it; it seems as if everybody in town is on the verge of hysteria already. Since then there've been several other animal attacks reported, but it's hard to know which ones to take seriously. Some kids were teasing a squirrel and it bit them. The Massases' pet rabbit scratched their littlest boy. Old Mrs. Coomber saw copperhead snakes in her yard, when all the snakes should be hibernating. The only one I'm sure about is the attack on the vet who was keeping the dogs in quarantine. A bunch of them bit him and most of them escaped from the holding pens. After that they just disappeared. People are saying good riddance and hoping they'll starve in the woods, but I wonder. And it's been snowing all the time. Not storming but not stopping, either. I've never seen so much snow. Stefan's worried about the dance tomorrow night. Which brings us back to: what have we learned so far? What do we know? None of our suspects were anywhere near the Massases' or Mrs. Coomber's or the vet's when the attacks happened. We're no closer to finding the Other Power than we were when we started. Marie's little get-together is tonight. Meredith thinks we should go to it. I don't know what else there is to do. Damon stretched out his long legs and spoke lazily, looking around the barn. â€Å"No, I don't think it's dangerous, particularly. But I don't see what you expect to accomplish.† â€Å"Neither do I, exactly,† Elena admitted. â€Å"But I don't have any better ideas. Do you?† â€Å"What, you mean about other ways to spend the time? Yes, I do. Do you want me to tell you about them?† Elena waved him to silence and he subsided. â€Å"In the basement,† chorused several voices. â€Å"And we're all just sitting here. Does anybody have a better idea?† Meredith broke the silence. â€Å"If you're worried about its being dangerous for me and Bonnie, why don't you all come? I don't mean you have to show yourselves. You could come and hide in the attic. Then if anything happened, we could scream for help and you would hear us.† â€Å"I don't see why anybody's going to be screaming,† said Bonnie. â€Å"Nothing's going to happen there.† â€Å"Well, maybe not, but it doesn't hurt to be safe,† Meredith said. â€Å"What do you think?† Elena nodded slowly. â€Å"It makes sense.† She looked around for objections, but Stefan just shrugged, and Damon murmured something that made Bonnie laugh. â€Å"All right, then, it's decided. Let's go.† The inevitable snow greeted them as they stepped outside the barn. â€Å"Bonnie and I can go in my car,† Meredith said. â€Å"And you three-â€Å" â€Å"Oh, we'll find our own way,† Damon said with his wolfish smile. Meredith nodded, not impressed. Funny, Elena thought as the other girls walked away; Meredith never was impressed with Damon. His charm seemed to have no effect on her. She was about to mention that she was hungry when Stefan turned to Damon. â€Å"Are you willing to stay with Elena the entire time you're over there? Every minute?† he said. â€Å"Try and stop me,† Damon said cheerfully. He dropped the smile. â€Å"Why?† â€Å"Because if you are, the two of you can go over alone, and I'll meet you later. I've got something to do, but it won't take long.† Elena felt a wave of warmth. He was trying to trust his brother. She smiled at Stefan in approval as he drew her aside. â€Å"What is it?† â€Å"I got a note from Caroline today. She asked if I would meet her at the school before Alaric's party. She said she wanted to apologize. Elena opened her mouth to make a sharp remark, and then shut it again. From what she'd heard, Caroline was a sorry sight these days. And maybe it would make Stefan feel better to talk to her. â€Å"Well, you don't have anything to apologize for,† she told him. â€Å"Everything that happened to her was her own fault. You don't think she's dangerous at all?† â€Å"Be careful,† Elena said as he started off into the snow. The attic was as she remembered it, dark and dusty and full of mysterious oilcloth-covered shapes. Damon, who had come in more conventionally through the front door, had had to take the shutters off to let her in through the window. After that they sat side by side on the old mattress and listened to the voices that came up through the ducts. â€Å"I could think of more romantic settings,† Damon murmured, fastidiously pulling a cobweb off his sleeve. â€Å"Are you sure you wouldn't rather-â€Å" â€Å"Yes,† said Elena. â€Å"Now hush.† It was like a game, listening to the bits and pieces of conversations and trying to put them together, trying to match each voice to a face. â€Å"And then I said, I don't care how long you've had the parakeet; get rid of it or I'm going to the Snow Dance with Mike Feldman. And he said-â€Å" â€Å"-rumor going around that Mr. Tanner's grave was dug up last night-â€Å" â€Å"-you hear that everybody but Caroline has dropped out of the snow queen competition? Don't you think-â€Å" â€Å"-dead, but I'm telling you I saw her. And no, I wasn't dreaming; she was wearing a sort of silvery dress and her hair was all golden and blowing-â€Å" Elena raised her eyebrows at Damon, then looked meaningfully down at her sensible black attire. He grinned. â€Å"Romanticism,† he said. â€Å"Myself, I like you in black.† â€Å"Well, you would, wouldn't you?† she murmured. It was strange how much more comfortable she felt with Damon these days. She sat quietly, letting the conversations drift around her, almost losing track of time. Then she caught a familiar voice, cross, and closer than the rest. â€Å"Okay, okay, I'm going. Okay.† Elena and Damon exchanged a glance and rose to their feet as the handle on the attic door turned. Bonnie peered around the edge. â€Å"Meredith told me to come up here. I don't know why. She's hogging Alaric and it's a rotten party. Achoo!† She sat down on the mattress, and after a few minutes Elena sat back down beside her. She was beginning to wish that Stefan would get here. By the time the door opened again and Meredith came in, she was sure of it. â€Å"Meredith, what's going on?† â€Å"Nothing, or at least nothing to worry about. Where's Stefan?† Meredith's cheeks were unusually flushed, and there was an odd look about her eyes, as if she were holding something tightly under control. â€Å"Nothing, or at least nothing to worry about. Where's Stefan?† Meredith's cheeks were unusually flushed, and there was an odd look about her eyes, as if she were holding something tightly under control. â€Å"Never mind where he is. Who's coming up the stairs?† â€Å"What do you mean, ‘who's coming up the stairs?' † said Bonnie, rising. â€Å"Everybody just stay calm,† Meredith said, taking up a position in front of the window as if guarding it. She didn't look overly calm herself, Elena thought. â€Å"All right,† she called, and the door opened and Alaric Saltzman came in. Damon's motion was so smooth that even Elena's eyes couldn't follow it; in one movement he caught Elena's wrist and pulled her behind him, at the same time moving to face Alaric directly. He ended in a predator's crouch, every muscle drawn taut and ready for the attack. â€Å"Oh, don't,† cried Bonnie wildly. She flung herself at Alaric, who had already begun to recoil a step from Damon. Alaric nearly lost his balance and groped behind himself for the door. His other hand was groping at his belt. â€Å"Stop it! Stop it!† Meredith said. Elena saw the shape beneath Alaric's jacket and realized it was a gun. Again, she couldn't quite follow what happened next. Damon let go of her wrist and took hold of Alaric's. And then Alaric was sitting on the floor, wearing a dazed expression, and Damon was emptying the gun of cartridges, one by one. â€Å"I told you that was stupid and you wouldn't need it,† Meredith said. Elena realized she was holding the dark-haired girl by the arms. She must have done it to keep Meredith from interfering with Damon, but she didn't remember. â€Å"These wood-tipped things are nasty; they might hurt somebody,† Damon said, mildly chiding. He replaced one of the cartridges and snapped the clip back in, aiming thoughtfully at Alaric. â€Å"Stop it,† said Meredith intensely. She turned to Elena. â€Å"Make him stop, Elena; he's only doing more harm. Alaric won't hurt you; I promise. I've spent all week convincing him that you won't hurt him.† â€Å"And now I think my wrist is broken,† Alaric said, rather calmly. His sandy hair was falling into his eyes in front. â€Å"You've got no one but yourself to blame.† Meredith returned bitterly. Bonnie, who had been clutching solicitously at Alaric's shoulders, looked up at the familiarity of Meredith's tone, and then backed away a few paces and sat down. â€Å"I can't wait to hear the explanation for this,† she said. â€Å"Please trust me,† Meredith said to Elena. Elena looked into the dark eyes. She did trust Meredith; she'd said so. And the words stirred another memory, her own voice asking for Stefan's trust. She nodded. â€Å"Damon?† she said. He flipped the gun away casually and then smiled around at all of them, making it abundantly clear that he didn't need any such artificial weapons. â€Å"Damon?† she said. He flipped the gun away casually and then smiled around at all of them, making it abundantly clear that he didn't need any such artificial weapons. â€Å"Oh, I'm sure,† Bonnie said. Elena walked toward Alaric Saltzman. She wasn't afraid of him, but by the way he looked only at her, slowly, starting from the feet and then continuing up, he was afraid of her. She stopped when she was a yard from where he sat on the ground and knelt there, looking into his face. â€Å"Hello,† she said. He was still holding his wrist. â€Å"Hello,† he said, and gulped. Elena glanced back at Meredith and then looked at Alaric again. Yes, he was scared. And with his hair in his eyes that way, he looked young. Maybe four years older than Elena, maybe five. No more than that. â€Å"We're not going to hurt you,† she said. â€Å"That's what I've been telling him,† Meredith said quietly. â€Å"I explained that whatever he's seen before, whatever stories he's heard, you're different. I told him what you told me about Stefan, how he's been fighting his nature all those years. I told him about what you've been going through, Elena, and how you never asked for this.† But why did you tell him so much? Elena thought. She said to Alaric, â€Å"All right, you know about us. But all we know about you is that you're not a history teacher.† â€Å"He's a hunter,† Damon said softly, menacingly. â€Å"A vampire hunter.† â€Å"No,† said Alaric. â€Å"Or at least, not in the sense that you mean it.† He seemed to come to some decision. â€Å"All right. From what I know of you three-† He broke off, looking around the dark room as if suddenly realizing something. â€Å"Where's Stefan?† â€Å"He's coming. In fact, he should be here by now. He was going to stop by the school and bring Caroline,† Elena said. She was unprepared for Alaric's reaction. â€Å"Caroline Forbes?† he said sharply, sitting up. His voice sounded the way it had when she'd overheard him talking with Dr. Fein' berg and the principal, hard-edged and decisive. â€Å"Yes. She sent him a note today, said she wanted to apologize or something. She wanted to meet him at school before the party.† â€Å"He can't go. You've got to stop him.† Alaric scrambled to his feet and repeated urgently, â€Å"You've got to stop him.† â€Å"He's gone already. Why? Why shouldn't he?† Elena demanded. â€Å"Because I hypnotized Caroline two days ago. I'd tried it earlier with Tyler, with no luck. But Caroline's a good subject, and she remembered a little of what happened in the Quonset hut. And she identified Stefan Salvatore as the attacker.† â€Å"Don't you understand? You're not just dealing with high school students anymore,† Alaric said. â€Å"It's gone too far. Caroline's father knows about it, and Tyler's father. They're concerned for the safety of the town-â€Å" â€Å"Hush! Be quiet!† Elena was casting about with her mind, trying to pick up some hint of Stefan's presence. He's let himself get weak, she thought, with the part of her that was icy calm amid the whirling fear and panic. At last she sensed something, just a trace, but she thought it was Stefan. And it was in distress. â€Å"Something's wrong,† Damon confirmed, and she realized he must have been searching, too, with a mind much more powerful than hers. â€Å"Let's go.† â€Å"Wait, let's talk first. Don't just go jumping into this.† But Alaric might as well have been talking to the wind, trying to rein in its destructive power with words. Damon was already at the window, and the next moment Elena let herself drop out, landing neatly by Damon in the snow. Alaric's voice followed them from above. â€Å"We're coming, too. Wait for us there. Let me talk to them first. I can take care of it†¦Ã¢â‚¬  Elena scarcely heard him. Her mind was burning with one purpose, one thought. To hurt the people who wanted to hurt Stefan. It's gone too far, all right, she thought. And now I'm going to go as far as it takes. If they dare to touch him†¦ images flashed through her mind, too quickly to count, of what she would do to them. At another time, she might have been shocked at the rush of adrenaline, of excitement, that coursed up at the thoughts. She could sense Damon's mind beside her as they raced over the snow; it was like a blaze of red light and fury. The fierceness inside Elena welcomed it, glad to feel it so near. But then something else occurred to her. â€Å"I'm slowing you down,† she said. She was scarcely out of breath, even from running through unbroken snow, and they were making extraordinary time. But nothing on two legs, or even four, could match the speed of a bird's wings. â€Å"Go on,† she said. â€Å"Get there as fast as you can. I'll meet you.† She didn't stay to watch the blur and shudder of the air, or the swirling darkness that ended in the rush of beating wings. But she glanced up at the crow that soared up and she heard Damon's mental voice. Good hunting, it said, and the winged black shape arrowed toward the school. Good hunting, Elena thought after him, meaning it. She redoubled her speed, her mind fixed all the while on that glimmer of Stefan's presence. Stefan lay on his back, wishing his vision wasn't so blurred or that he had more than a tentative hold on consciousness. The blur was partly pain and partly snow, but there was also a trickle of blood from the three-inch wound in his scalp. If only he could collect his thoughts enough to call for help†¦ but the weakness that had allowed these men to overcome him so easily prevented that, too. He'd scarcely fed since the night he'd attacked Tyler. That was ironic, somehow. His own guilt was responsible for the mess he was in. I should never have tried to change my nature, he thought. Damon had it right after all. Everyone's the same-Alaric, Caroline, everyone. Everyone will betray you. I should have hunted them all and enjoyed it. He hoped Damon would take care of Elena. She'd be safe with him; Damon was strong and ruthless. Damon would teach her to survive. He was glad of that. But something inside him was crying. The crow's sharp eyes spotted the crossing shafts of headlight below and dropped. But Damon didn't need the confirmation of sight; he was homing in on the faint pulsation that was Stefan's life-force. Faint because Stefan was weak and because he'd all but given up. You never learn, do you, brother? Damon thought to him. I ought to just leave you where you are. But even as he skimmed the ground, he was changing, taking a shape that would do more damage than a crow. The black wolf leaped into the knot of men surrounding Stefan, aiming precisely for the one holding the sharpened cylinder of wood above Stefan's chest. The force of the blow knocked the man ten feet backward, and the stake went skittering across the grass. Damon restrained his impulse-all the stronger because it fit the instincts of the shape he was wearing-to lock his teeth in the man's throat. He twisted around and went back for the other men who were still standing. His second rush scattered them, but one of them reached the edge of the light and turned, lifting something to his shoulder. Rifle, thought Damon. And probably loaded with the same specially treated bullets as Alaric's handgun had been. There was no way to reach the man before he could get a shot off. The wolf growled and crouched for a leap anyway. The man's fleshy face creased in a smile. Quick as a striking snake, a white hand reached out of the darkness and knocked the rifle away. The man looked around frantically, bewildered, and the wolf let its jaws fall open in a grin. Elena had arrived.

High Self-Esteem Results to High Job Performance Essays

High Self-Esteem Results to High Job Performance Essays High Self-Esteem Results to High Job Performance Essay High Self-Esteem Results to High Job Performance Essay Importance of the Topic Self-esteem reflects an individual’s overall appraisal of his or her own worth, which has a large influence on an individual’s behavior. Accurate prediction on job performance is critical to people in managerial positions, such as managers. Based on the theory of behavioral plasticity and self-monitoring, it is indicated that subordinates’ organization-based self-esteem, which reflects an employee’s self-perceived value as an organization member, moderates two important subordinate outcomes, namely task performance and innovative behavior (Rank, Nelson, Allen Xu,2009). Therefore, the question whether self-esteem is an useful indicator of an individual’s job performance is worth further discussion and research. In order to examine the relationship, self-esteem and job performance will be discussed systematically in this article and a hypothesis is made as below: Two Variables Hypothesis Hypothesis: Self-esteem is positively related to job performance (High self-esteem results to high job performance) Definition of Variables Tharenou defined self-esteem as â€Å"the evaluation which an individual make and customarily maintains with regard to the self. It expresses an attitude of approval or disapproval, and indicates the extent to which the individual believes the self to be capable, significant, successful and worthy† (Tharenou, 1979). In general, self-esteem can be categorized as implicit self-esteem and explicit self-esteem (Grumm, Nestler Collani, 2009). Implicit self-esteem is positively related to the magnitude of the evaluative conditioning effect, while explicit self-esteem shows no significant relationship with the evaluative conditioning effect (Zhang Chan, 2009). Additionally, self-esteem can also be recognized as high self-esteem and low self-esteem (Mruk, 1999). People with high self-esteem react positively active to unexpected challenges while people with low self-esteem under-evaluate their abilities and under-perform in activities. Self-efficacy is easily mistaken for self-esteem, and there are some similarities and differences between these two concepts. According to Natalie Branden, self-esteem relates to a person’s sense of self-worth, which is defined as â€Å"the disposition to experience oneself as being ompetent to cope with the basic challenges of life† (Branden, 1994). In contrast, self-efficacy is known as people’s beliefs about their ability to achieve a goal or perform necessary behaviors under prospective situations (Whyte, Saks Hook, 1986-1998). The similarities between self-esteem and self-efficacy are that they are both self-originated, and act as the essential driving force for one to achieve his or her goals. In addition, they both help to motivate an individual to stay positive. However, both can be detrimental and counter-productive. The difference among the two concepts is that self-esteem is a feeling of self-worth, whereas self-efficacy is the belief in one’s capacity to handle tasks. In other words, they differ in the sense that self-esteem is more subjective, whereas self-efficacy is more objective. (Banndura, 1994) Job performance is the other variable in the hypothesis. Job performance is depicted by the quantity and quality expectation of employees, and which in turn form the basis for performance reviews (BusinessDictionary. com). It can be categorized as an individual’s obligatory behavior and contextual behavior. More specifically, obligatory behaviors are behaviors required by a job while contextual behaviors are voluntary behaviors beyond the requirement of the job (Borman Motowidlo, 1993). Job performance is occasionally mistaken for job outcomes. Performance is presented as a bundle of behavior (Campbell, 1990), while outcomes can be numerical, which measures effectualness of the performance or behavior. The similarities between performance and outcome are that both of them are subsequent to some antecedents and they are recognized as an end or beginning. Moreover, they both are used as benchmarks for bonus or incentives. Evidence on Hypothesis As mentioned earlier, the proposed hypothesis is that self-esteem is positively related to job performance. Certain amounts of empirical studies have been done to prove the validity on the proposed relationship. In study conducted by Elite Hutman, the goal is to test the hypothesis of positive correlation between self-esteem and job performance within the context of the principles of psychometric meta-analysis. The database used in the analysis consisted of published articles from electronic sources such as INFO, Business Index and Academic Index. The meta-analysis included 49 studies, with the dependent variable being job performance, which encompassed aspects of the subjective and objective attributes of job performance. The explanatory variables were measures of self-esteem, one of which was organizational based self-esteem, which was narrowly defined, and appeared to have a strong correlation with job performance. Specifically, this variable had a correlation coefficient of 0. 37 with job performance, indicating a relatively strong relationship. Another variable, namely task specific self-esteem, had a correlation coefficient of 0. 3 with job performance, which indicated a very strong relationship. The results support the hypothesis that self-esteem and job performance are positively correlated in most situations. However, the study cautioned that lab studies produced inflated correlations, and that the true mean lay in the actual field, in an uncontrolled setting. The paper further made suggestions that each organization should tailor the intervention plans to the specific job, which would maximize self-esteem and consequently enhance the level of job performance. With respect to organizational based self-esteem, the study suggested organizations to adopt Schwalbe’s (1985) suggestion to incorporate the concept of autonomy in the workplace to enhance self-esteem. This is supported by the before mentioned high correlation between organizational self-esteem and job performance (Hutman, 1999). On the other hand, the counter hypothesis should be â€Å"Self-esteem is negatively moderating or not related to job performance†. There are also few empirical studies have been done to prove the counter correlation between the two variables. In the study conducted by Baumeister and Heatherton, 35 undergraduate students were divided into two groups based on their self-esteem levels. Specifically, they were divided into high self-esteem group (HSE) and low self-esteem group (LSE). During the test, they were asked to play a video game by setting goals and trying to achieve those goals. Monetary incentive would be given as a reward based on their performance level. Half of the participants were put into an ego-threat condition and they then made unrealistic goals. Results indicated that HSE group won significantly less money than LSE group under the ego-threat condition. In addition, more than 87. 5% of the HSE people failed to attain their goal under ego-threat condition, whereas only 12. 5% from the LSE failed. This is due the poor self-management of HSE people under ego-threat condition (Baumeister Heatherton, 1993). Both of the studies focused on a direct relationship between self-esteem and performance. However, due to the different assumptions and methods used to examine the relationship, inconsistency of the research results occurred. Relevance of Variables There are two features of high self-esteem that benefits performance, one is enhanced initiative and the other is pleasant feelings (Baumeister, Campbell, Krueger Vohs, 2003). People who exhibit enhanced initiative though may not necessarily be good leaders, those who exhibit low self-esteem are shown to be less likely to become good leaders. In addition, it was found that people with high self-esteem were more likely to take initiatives, which further supports the leadership argument. It is found that high performing leadership helps to 1. etter align employees with the company’s goal, 2. build and strengthen the team, 3. allocate tasks effectively and efficiently, 4. develop potential employees and foster growth, and 5. motivate. These five elements all lead to better job performance. Therefore, high self-esteem enables people to take initiatives and improve leadership, which ultimately leads to overall improves job performance (www. exploreHR. org). People who are happy in work settings are generally having more positive experiences than negative ones in connection with the work place and their job. It is shown that people who are happy in work environment tend to have a clear direction, finds that direction motivating, focus on priorities, more likely to engage in their work, have more positive experiences than negative experiences at work, are optimistic looking into the future, and are able to achieve agreed upon results (â€Å"Putting Performance and Happiness Together in the Workplace†, Charles D. Kerns). Accordingly, people who are happy tend to increase their productivity, which ultimately leads to improved job performance. On the contrary, many researchers have supported the idea that self-esteem is negatively related or not related to job performance. First of all, â€Å"correlation does not imply causation† (Irish Times, 2005) Even if the correlation between the two variables is proven to be strong, it does not necessary imply the cause-effect relationship as the proposed hypothesis. Otherwise stated, the cause-effect relationship could be reversed as â€Å"high job performance leads to higher self-esteem†. Additionally, people with igher self-esteem seem to be more prejudiced (Irish Times, 2005). For example, a person who is more prejudiced may have negative opinions towards their boss easily, which may in turn result in unsatisfactory job performance. Cause of Inconsistency As discussed earlier, different empirical sources have showed different results, which are mainly due to two reasons. Firstly, both of Hutman’ and Baumeister’s studies focus on a direct relationship b etween self-esteem and performance. However, the manipulated condition and research method under each study is different. Hutman conducts the study based on the context of the principles of psychometric meta-analysis, and four moderators are defined so as to test the positive correlation. On the other hand, Baumeister conducts the study under the ego-threat condition, which reinforces and limits performance of the participants. Therefore, due to the different assumptions and methods they use to examine the relationship, inconsistency of the research results occurs. Secondly, as mentioned above, the conditions and methods are different among different researches. Consequently, research results may not be applied to a wider group than those who took part in those studies. In other words, there may not be consistent results under different methods or researchers. In order to resolve the inconsistency, future research should be conducted under different targeted group or different methods by different researchers. Validity of Evidence In terms of definition, according to Hutman, performance is defined as job performance, which is â€Å"the effectiveness and value of work behavior and its outcomes†(Hutman, 1999). However, performance is measured in terms of goal achievements, which are not directly related to the actual job performance. Consequently, the definition in Hutman’s study is more suitable for the proposed hypothesis. Baumeister’s experiment was conducted in 1993, which was 6 years prior to the first one and is 17 years past from the present time. Hutman’s study is more reliable since the information used is more recent, which may not be available 6 years ago. In Hutman’s study, 49 studies are tested while only 35 people participated in B’s experiment. Regarding the sample size, Baumeister’s experiment is not as reliable as Hutman’s, since large sample size can reduce unsystematic errors of the experiment and unnecessary volatility of information from test subjects. To sum up, although both studies are creditable, Hutman’s study is of higher degree of validity for the proposed hypothesis which is mentioned at the beginning of this paper. Practical Implications Although different researchers share different opinions about the relation between self-esteem and job performance, managers can still delicately make use of self-esteem in order to improve subordinates’ job performance. As shown by the result of Hutman’s study, self-esteem is positively related to job performance. As a result, managers should enhance subordinates’ self-esteem in order to improve performance. For instance, after a subordinate finishes an assignment, the manager should comment on his or her excellent performance by recognizing the high degree of difficulty of the assignment. If done properly, the subordinate will be motivated to excel next time. However, according to the ego-threat condition introduced by Baumeister, unrealistic goals will decrease the subordinate’s performance. Research Implications In order to better examine the reason why self-esteem is related to performance, a new study should be considered by researchers. A new variable, job satisfaction, may be considered in the study to explain the relationship between the two variables. Job satisfaction is proven to influence job performance positively. People with higher job satisfaction are more dedicated to the organization, which leads to better job performance (Zhang Zheng, 2009). However, it is unknown whether self-esteem and job satisfaction is related. Is self-esteem an effective indicator of an individual’s job satisfaction, which then in turn affects the individual’s job performance? Does job satisfaction act as a moderator between self-esteem and job performance? Researchers are able to further examine and determine the relation between self-esteem and job performance by taking job satisfaction into account. Proposed Study In order to examine the relationship between self-esteem and job satisfaction, a sample of 500 people (250 in HSE, 250 in LSE) should be chosen from the same industry but different regions. The reason given is that participants who are in the same industry will be later assigned with industrial tasks. The intention of this experiment is to evaluate how job satisfaction is affected by people with HSE (high self-esteem) and LSE (low self-esteem). According to their self-esteem level, participants will be equally divided into groups of 50s (50 in HSE, 50 in LSE). Meanwhile, five levels of tasks are designed to influence an individual’s level of job satisfaction. Each group is assigned to one of the five tasks, and the tasks are to be done individually. In order to determine each participant’s job satisfaction level, surveys will be conducted after each task is done. After analyzing the level of job satisfaction between HSE and LSE groups under each task level, correlation between self-esteem and job satisfaction are then formulated. Conclusion After the discussion shown above, the relationship between self-esteem and job performance remains ambiguous. Further studies should be conducted and examined regarding the relationship, so that managers will be able to predict subordinates’ performance according to an individual’s self-esteem level. Abstract This article focuses on the relationship between self-esteem, the evaluation which an individual make and customarily maintains with regard to the self, and job performance, quantity and quality expectations of employees. The hypothesis is that self-esteem is positively related to job performance, which is supported by the study conducted by E. On the other hand, the counter-hypothesis is that self-esteem is not related or negatively related to job performance. The counter-hypothesis is also supported by another study, in which poor performance of the HSE people is shown under an ego-threat condition. In future research, additional variables, such as job satisfaction, should be considered to further examine the relationship. In practical implications, managers are able to delicately make use of self-esteem in order to improve subordinates’ job performance. In conclusion, this article contains limitations. Some evidence was shown approximately 10 years ago, which challenged its validity. Moreover, due to the different assumptions and methods being used, inconsistency of the research results follows.

BiRacial essays

BiRacial essays I. Cover Page ......................................................... 1 II. Table of Contents ......................................................... 2 III. Report ......................................................... 3 IV. Glossary ......................................................... 12 V. ......................................................... 13 Its 3rd grade. Im late for school, and my mother had to walk me in to class so that my teacher would know the reason for my tardiness. My mom opens the door to my class room, and there is a hush of silence. Everyones eyes are fixed on my mother and me. She tells the teacher why I was late, gives me a kiss goodbye and leaves for work. As I sit down at my seat, all of my so-called friends start to call me names and tease me. The students tease me not because I was late, but because my mother is white. Situations like this are hard for a young child to deal with. These type of situations are what bi-racial children deal with every day. The term bi-racial means a childs heritage is made up of two cultures or ethnic groups. In this paper I will compare the advantages and disadvantages of having dual heritage. I will also tell about the most often misconstrued problems the public perceives about a bi-racial child, with black and white heritage. These children encounter issues such as: Grasping self concept or identity and acceptance of their personal appearance. Dual heritage is most often looked at as different, good or bad. Sometimes people having dual heritage are seen as outcasts of society. These are just small things that have to do with having dual heritage. One advantage of having both a black and white parent is that the child learns to look at both cultures equally. This is an asset since all people need to live in a multi-racial world. From this the child can form a bridge between the two cu...