Educational Leadership in School

Introduction â€Å"If the leaders start with the right question, students’ achievements at the high-poverty school can raise.† It is not the amount of resources that matters, but the procedure of utilizing them. It is evident from the article of Budge and Parrett (2009), on â€Å"leadership in high-poverty/high-performing schools,† that the leaders of schools such as Dayton and Granger have realized the importance of a working budget.Advertising We will write a custom article sample on Educational Leadership in School specifically for you for only $16.05 $11/page Learn More They ensure utilization of crucial resources through collaboration with the staff to ensure everyone focuses on the priorities as the only and best option to a better level. Budgeting ensures zero cut on the critical resources, which can be jeopardy of the hard-won gains. The top leaders must take the initiative to prioritize the challenges faced, due to poverty l evels (Budge and Parrett 2009). The leaders’ actions, perception and, utterances influence the turning point from low to high performances in high-poverty schools. Many schools have alleviated the status quo of high-levelled poverty to achieve students’ success. According to Budge and Parrett (2009), â€Å"the critical message reverberating from the successes is the ability to overcome the pervasive and powerful effects of poverty on learning.† The commitment of leaders and strategy of beginning the implementation procedure through inquiry (asking the right questions) are some of the aspects required for success. I agree with the notion that tough questions can assist leaders find right answers for required achievements because difficulties in the present times are causing managements to react negatively other than confronting the issues at hand. For instance most businesses are today facing hyper competition, job insecurities, unknowledgeable future or equivoca tion. This is causing them to cuts on expenses and lay off workers. In a close relation to Gamoran’s writing (2007). These are the worst business strategies because they are defensive. Tough times require people to act positively in fight of the intensified senses of exposure through expansion and find new ways of putting such times to good use. Secondly, the notion that tough questions can assist leaders find right answers for required achievements concurs with the explanations that adverse circumstances exerts heavier weight, According to Budge and Parrett (2009), this works as an opportunity to learn readiness and the leader has the opportunity to show that it is possible to learn during tough times.Advertising Looking for article on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More People have always had the thought that learning would occur best during the times of calm and easy flow. This has not been the case and in mos t instances, periods preceded by success actually breed inertial, inattention to details and, immoderation. The questions leaders have to ask in their aim of achieving success regardless of the poverty levels, involves the need to build necessary management capability. The other important domain involves the staff duties, which ought to focus upon the students’ daily work, professional performance as well as the entire system of learning. The learning environment should be safe, healthy and, supportive for those involved (Bascia, 2005). The questions that the leaders ask as noted in this paper are for provision of valuable guidance for other school leaders facing similar challenges and bringing out the wrapped opportunities for prosperity. Leadership What are the right questions regarding the leadership style? There is need to find out whether there exists a data system in support for classroom and school leaders. Various schools studied by Budge and Parrett (2009), shows the importance of data systems acting as a guide for decision-making procedures. The data system also fosters a caring relationship and an appraisal to establish measurable goals. There is need for well-established time lines that ensure better achievement. This calls for proper interactions between the teacher and parent through the school managed goals and plans. For instance, school staff members can opt for weekly contacts with the parents or guardians and ability to put up with the responsibility of reporting the progress to relevant authorities within the organization. The other question on the subject of leadership is elimination of practices and policies that lead to poor performance. All schools have documented policies that guide on issues of funding, tracking, and, assignment to special educational needs (Gamoran, 2007). There is need for faculties to have strong believes regarding achievements and foster them to the students. When the failure mentality is eliminated, the te achers are able offer extra help to failing children in the aim of achieving the set credence. The underachieving students are not failures but responsibilities, which need extra teachers’ instructional time to catch-up on the higher achievers. This calls for extended tutoring time or introduction of vocational classes as catch-up lessons. There is equally the need to re-organize time in support of professional education. There ought to be enough investment on personnel through reorganized or rescheduled time that is accommodative of professional development.Advertising We will write a custom article sample on Educational Leadership in School specifically for you for only $16.05 $11/page Learn More The grade level teams made of teaching staff can offer review of data concerning the classroom assessment, discuss the plans and come up with strategies for improving individual’s performance. This enables them to turn up with excellent teaching strategies and a just-in-time support where required. Learning The questions leaders require answers for in their aim of achieving success regardless of the poverty levels, involves assessment procedures and literacy levels. For a high-poverty school, there is urgent need for well-established learning targets though properly formulated competency-supporting procedures. The activities include support for individual educational standards, having public presentations of achievements and plans, compilation of achievement cases and, having brooding amendments through conferences led by students. There is need for development of classroom focused assessment procedures that pursue parental an administration support. Educational leadership require an analysis of whether each pupil has acquired the required level of proficiency. In the question over proficiency, the management ought to ensure achievement of literacy skills such as analysis of unique needs of students that assures improvemen t over reading. According to Neuman (2008), the leaders need to establish the factors that influence or hinder reading achievements through analysis of the individual students. The students’ ability to speak and write language is a great influence to other subjects involved thus the need for all teachers to consider the responsibility of language assistance. Teachers need to question the students’ ability to meet the targets. The students’ data especially pertaining performance level provide the basis for establishing those who need extra guidance or coaching/tutoring. This is achievable as before, during or after school activity, as a group work, individual couching, face-to-face, or technological academic intervention and, as support offered through added assessment time. There is need to establish the literacy skill at an early age through assessment of proficiency for individuals.Advertising Looking for article on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Learning environment Lastly is the need to focus the assessment by questioning the learning environment. The safety standards are crucial and prerequisite for learning. Management has to ensure safe structures and implement procedures that place the accountability of actions or else behaviours or practices to the students as a way of promoting the safety. There is urgent need for leaders to understand the influence of poverty on education. They ought to support achievements without relating failure to poor environmental conditions of family settings as has been the case in the past (Gorski, 2008). The leaders must develop skills to understand the socioeconomic and cultural diversity and their influences to the students’ performance. Leaders are also in a position to seek family support in the aim of enhancing common goals (Budge Parrett, 2009). High achievements are possible when students are tightly bond to the school objectives regardless of their social settings. Conclusi on A school is a communal possession, thus it cannot achieve the objectives without involving the parent especially in a high-poverty social setting. Various factors can influence the performance, thus the need to have counter measures of avoiding them and build a positive thought or relationship. There is need for engaging the outside stakeholders, to foster communication between families and the institution using the school as a community centre. Enhancing relationships requires enough engagement from the staff. The leader therefore faces the challenge of engaging staff in decision making to gunner their support before involving the outsiders. Having proper staff-students ratio, ensuring the safety and, remunerations ensures the performance success as a continual journey. Whether it is survival of costs, seeking funds, or soliciting performance support from stakeholders, the questions leaders seek answers for concern high performance in high-poverty schools through ensured sustena nce and supports students’ success, as a guideline for all the related education sectors. Conversely, today a number of leaders are against tough questions posed during the tough times on the argument that the employees’ level of skill is in direct competition with others globally. This means that the procedure of figuring out the right algorithm for a routine performance is gradual and procedural as opposed to the rapid automation due to urgency. Educationally, global research indicates that the high level of education required ample preparation in reading, writing, language, science, history, arts and other indispensable subjects at the foundation level. All these entities are eventually based on competence, greatest creativity and innovativeness. This call for one to vary abilities over the top to bottom level of professional performance over learning time and not just when requirements get tough. References Bascia, N. (2005). International handbook of educational p olicy. Volume 13 of  Springer international handbooks of education. Springer Publishers. Budge, K., Parrett, W. (2009). Leadership in high-poverty/high-performing schools.  [Online article.]. Educational Leadership, 67(2). Retrieved from http://www.ascd.org/publications/educational-leadership/oct09/vol67/num02/Tough-Questions-for-Tough-Times.aspx Gamoran, A. (2007). Standards-based reform and the poverty gap: lessons for No Child Left Behind. Brookings Institution Publishers. Neuman, S. (2008). The mediating mechanisms of the effects of poverty on reading  Achievement. Baltimore: Brooks Publishing. This article on Educational Leadership in School was written and submitted by user Uriel H. 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.

Examples of Ethnocentrism

Examples of Ethnocentrism Free Online Research Papers Ethnocentrism is the word that deals with ethnicity, inter-ethnic relations and related social issues. The definition of ethnocentrism is â€Å"the use of one’s own culture as a yardstick for judging the ways of other individuals or societies, generally leading to a negative evaluation of their values, norms, and behaviors. In simple terms it is the thinking that one’s own culture or group’s ways are superior to others or judging other groups as inferior to one’s own. Ethnocentrism sometimes leads us to make false assumptions about cultural differences. Sometimes we use our cultural norms to make generalization about other people’s customs and cultures and we don’t realize that we are thinking is shaped by our own culture. So we cannot really criticize other cultures and customs from what we have learned. Ethnocentrism distorts communication between human beings. The forms of ethnocentrism are racism, tradition, culture, and religion. Racism is a form of ethnocentrism. Not all ethnocentrism is based on racism. Some people may believe that their tradition is best. For example some people celebrate Christmas because it is a tradition, while others don’t because it’s not a tradition in their culture. Some believe that their culture is the best because it has worked out for them and it is superior to them. Some people believe that their religion is the best. Ethnocentrism is wrong because it leads us to make premature judgm ent. Others may not be very good at what we are best at. By evaluating others on what we best at, we miss the many other aspects of life that they often handle more competently than we do. Ethnocentrism is most commonly found among people who are ignorant. If u do not accept the fact that not everyone is like you, if you do not put differences aside, if you feel anyone who looks different from you is bad, if you feel your point of view is the truth and anyone who sees it differently is wrong and bad, then you are ethnocentric. For example Michael Jackson and his series of plastic surgeries had made people thinking wrong stuffs about him. Public thinks that Michael Jackson is stupid and dumb because he has changed his face from a black man to a white lady. He has a female voice and a female face. People believe from their own point of views and assumptions that Michael is gay. But the truth is Michael Jackson did series of surgeries to poetry a specific character in his movies and albums. Since he had money it was easy for him to transform himself. The second reason was his skin disease, which was causing the skin to turn white at some spots. Michael took females hormones to save the voice that his audiences liked. The female hormones kept his voice from changing, so his voice still was soft like that of a kid. People made a generalization from their own point of view that any man who has female characteristics could be gay. People are ethnocentric when they judged him in this way. Second example of ethnocentrism was when the supreme court judge nominee Sonia Sotomayor made a comment on her speeches and she said â€Å" I would hope that a wise Latina women with the richness of her experience would often than not reach a better conclusion as a judge than a white male who hasn’t lived that life†. Sotomayors comments can be considered both, racist and ethnocentric. Her comments are racist because she thinks Latino woman is better or superior to white males. Her comments are ethnocentric because she thinks that her experience’s comes from the superior life that she has lived and grown up with. She is implying that the experience the white man gets from his way of life will not help him reach a better conclusion. Third example of ethnocentrism is in the video that Tom Cruise brags about Scientology. He insists that scientology has all of the answers. He states that Scientologist’s are the experts on mind and religion and that only they can help people in need. Tom is being ethnocentric in this video because he is expressing scientology from his celebrity point of view. Ethnocentrism should be prevented because the assumptions that we make about others experience can result in false negative judgments and sometimes may also reflect false positive attitudes about others ways. Everybody is ethnocentric because we have limited experiences and since we will never experience every life situation in the world. We will always have our assumptions based on our existing limited experience, but it will be better if we control ourselves from being ethnocentric and bias towards others. 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Exploring Transgender Troubles Essay Example | Topics and Well Written Essays - 1750 words

Exploring Transgender Troubles - Essay Example Over the years many people have thought and associated transgender to gays or lesbianism. Being a gay would therefore mean that one is transgendered, deep study has however proved otherwise. Since the formal definition of lesbianism and gay, reports have claimed both contemporary and historical transgendered people as gay and lesbians. It is worth noting that transgender people have for long been unclaimed or unrecognized as homosexual. Since time immemorial, transgender troubles has been a topic of discussion with many arguing that, even homosexuality was not personhood until the late nineteenth century. Although transgender is a good term, not everyone talks good about transgender people, different societies, cultures and institutions have continually viewed it as an immoral and non acceptable. There is therefore, a lot of criticisms and hatred to individuals who exhibit transgender traits. How then can we define transgender people? Through many writers, a comprehensive understandi ng of the term has been made and thus transgender people are individuals who in one way or the other may fail to develop their gender identity that keep up a correspondence to identity as to whether male or female. In these people, it is not a surprise to find a male who exhibits a female characteristic and vice versa. These people may not as well respond to their gender roles appropriately as imposed by the society in which they come from. This aspect has thus lead to transgender troubles with many societies considering transgender behavior as a serious crime which ought to have a capital punishment, a good example is a country like Saudi Arabia. Transgender troubles are also apparent in its contents. It is unclear about what is contained in transgender. According to the general understanding of transgender, it is basically gender variance. Therefore, the question remains, what are factors considered in gender variance. The answer remains unclear and contradictory. It is therefore not easy to establish who is to be included in the transgender bracket and who is to be left out. Transgender behavior has sparked troubles in many countries, take for example, European and in North America, there are certain forms of violent behavior against these group. Many people have even gone ahead and considered this behavior as one of the major psychiatric illness is so serious that even justifies institutionalization. In trying to avoid all these discrimination and transgender troubles, communities with these restrictions have forced victims with transgender behavior to conform to their birth sex norm to avoid stigma and social violence surrounding them (Meyerowitz and Meyerowitz 24). Their attempt to achieve a new sex reassignment will not be allowed or supported. For authorities which only accept heterosexual marriages, official transgender changes can result to serious implications related to privileges and rights like inheritance, medical decision-making or even child c ustody. Another transgender trouble appears during classification. It becomes very difficult to classify these individuals because generally many countries or organizations only recognize two classes of people: male or a female. Doctors, transsexuals and journalists

Supply Network Strategy Essay Example | Topics and Well Written Essays - 500 words

Supply Network Strategy - Essay Example It also improves the relationship of each link in the chain and improves the benefits of all partners in the supply chain. Finally, a three dimensional network model of a supply chain can better show that dynamic nature of the behaviors and way of information, services, and materials. A network view guides those who are responsible for strategy design, implementation, and execution to see the difficult relationships of a typical supply chain into the future. This also helps in field of "economies of scope" between the business enterprises. According to above, Supply chain management is represented as a dynamic not as static. This view of Supply chain management has its crucial point on the logical and global attitude of business and its relationships. Information technologies are the facilitators. In which there is not least absence of performance. The theory of supply chain management has commands over the products or services that are beneficial for the company. It is also involved the procedure that is faster then the cost. The term management in Supply chain management has a conservative view of its managerial dimensions, these dimensions can be planning, organizing or controlling the over all activities but there is a very little knowledge about the management of service supply.

MacroF Essay Example | Topics and Well Written Essays - 1500 words

MacroF - Essay Example D – fractional reserve 20. A – 450 21. D – 1/R 22. C (E – 1/m) 23. D – increase GDP with low interest (inc money supply) 24. A – sell sec, reduce rates and inc reserve req 25. B– money supply 100 26. D – increase money supply to 100 27. C – 4 28. D 29. B – prime intt rate 30. D – decrease exports and appreciate $ 31. B - monetarism 32. C –Keynesian economics 33. A – rational expectation 34. C – Philips curve 35. C – Speed of adjustment 36. C –Laffer curve 37. B – below ob 38. D – done all 39. A – 3.6 trillion 40. B – Canada 41. D – all of the above 42. A – excise on imports 43. B – less resources and more needs 44. D – rent, wages, intt, profits 45. A – increase one at another’s expense 46. A – direct, inverse 47. C – price (price changes the demand curve not movement on same demand curve) 4 8. C – increase in demand 49. D – both statements are ok unless it is some sort of trick question! 50. D – high marginal cost of production 51. B – 1 and 200 52. B – 1.60 53. D – 0.50 54. D – corporate profits 55. B – functional 56. A – personal 57. D – top 1/5th get 8 times the lowest 1/5th 58. A – no claim on proprietor personal assets 59. C – GDP 60. B – PI 61. A – all final goods and services in a year 62. C – 25% 63. C – supply shock 64. B – 180 Bn 65. C – 40 at all levels 66. D - $2 for every +$3 in GDP 67. B – 3 Short Answers Question 1 The macroeconomic equation of exchange is the relationship between Money supply that is the total nominal amount of money in circulation (M), Velocity of money meaning the average frequency with which money is spent (V), Price level (P) and index of real expenditures (Q). It is expressed as M x V = P x Q From the equation of exchange, we see that money together with velocity is the source of funding for economic activities. Furthermore, it shows that for a given stock of money, an increase in velocity helps finance a greater value of transactions than money could have done by itself. Thus, the velocity of money describes the amount of economic activity with a given money supply. If all other things remain constant, changes in velocity of money can greatly affect the prices. A very high V at same M and Q would result in an increase in P (price level), that is inflation, and vice versa. If the velocity of money is stable, economists are able to predict the GDP levels and take action accordingly. Money supply can be effectively used to implement the economic policies with the desired result. If, however, V is unstable, it leads to fluctuations in price levels, and the economic policy changes in M can bring negative result. For example, if V decreases suddenly, inflation will also drop. In orde r to control this, the government might decide to increase the money supply. Now, if the V also increases after the increase in money supply, this would lead to sudden high inflation with combined effect of increased M and V. So, the stability of V is very important for governments to be able to decide and implement effective economic policies. Question 2 The structure of Federal reserve system is shown below in figure 1. Figure 1 Structure of Federal reserve system The components of the federal reserve system and their functions are described below: 1. Board of governors: they are appointed by the US president and confirmed by the US senate. The primary responsibility of the Board members is the formulation of monetary policy. The Board sets reserve requirements and shares

TIRF Microscopy for Counting Molecules

TIRF Microscopy for Counting Molecules Robert Konstandelos How TIRF microscopy has enhanced the way single molecules are counted in the bacterial flagellar motor Abstract: The counting of individual molecules is important in order to establish how many molecules there are in a particular system. TIRF microscopy is one method to count molecules. The bacterial flagellar motor is a complex system in which motility protein B molecules can be counted using TIRF. Discussion is given for a key research topic based on counting of molecular subunits of this motor. Reviews of the background areas, limitations and confirmations of this research are conducted, and a discussion of the research and its contributions to technological and medical applications. 1. Introduction: The bacterial flagellar motor, TIRF microscopy and associated research Flagellar motors are machines used to drive many bacteria which have to swim in a solution like our bodies. This motor, usually studied in E. coli bacteria, is powered by a flux of H+ or Na+ ions across a cytoplasmic membrane driven by an electrochemical gradient (Sowa and Berry, 2008). The motor itself consists of two components, a rotor and a stator: the rotor spins relative to the cell and is attached by a helical filament known as a hook, whereas the stator is fixed to the cell wall (Francis et al 1994). A method commonly used to visualise the bacterial flagellar motor is Total Internal Reflection Fluorescence (TIRF) microscopy, which is one of the most frequently employed methods in bio-optical research (Leake 2013, P87). TIRF microscopy uses an evanescent field to illuminate the area covered by the specimen in question, which is adjacent to a glass-water interface. Using organic dyes has made it possible to view other properties of bacteria using TIRF (Sako et al 2000). This method is useful in counting the molecular subunits of the bacterial flagellar motor. TIRF microscopy has been used to view single molecules within live bacteria. For viewing the bacterial flagellar motor of E. coli, scientists tagged motility protein B (MotB) cells with Green Fluorescence Protein (GFP) in order to detect them via TIRF. This highlighted the areas within the bacteria where the motor was situated. To visualise the bacteria in a single confined position, the cell was tethered to the slide for viewing on the microscope. This is shown in Fig. 1, where the fixed position of the flagellum limits the bacteria’s movement to rotation. Fig. 1 Tethered cell showing its exposure to the evanescent field used for TIRF (Leake 2006, P355) 2. Background, difficulties and discoveries from the research 2.1 The history behind counting molecules Though the basis of this experiment began in the 60s, initially using the measurement of the activity of single molecules (Rotman 1961), optical detection and spectroscopic methods are now used instead. The counting of complex molecules can now also be achieved, but this area of research also needs TIRF microscopy. TIRF was enhanced in 1984 by Daniel Axelrod after the publishing of a paper on its experimental methods (Axelrod 1984), and those methods remain largely unchanged today. Furthermore, GFP molecules have only been recently understood. Without this research and development in GFP, visuals using TIRF would not be possible (Tsien 1998). 2.2 The difficulties encountered and overcome in counting molecules An estimate of around twenty-two molecules are thought to be present in the flagellar motor, with roughly eleven stator units. The main issue with determining this result explicitly is that there are many MotB molecules not associated with the motor. These molecules cause a problem as they are free to diffuse within the motors of the cell membrane. The fluorescence intensity was estimated from the areas where it was clear that no such molecules would interfere with results. Additionally, an intense laser beam focus for TIRF was required to photobleach GFP molecules. Only an extremely small region of the bacteria was viewed to improve the ability to track a small number of molecules – a significant amount of noise remained in the system, however, meaning that it is not yet possible to count exactly how many molecules are in each motor. Fig. 2 showing bright field (top) and their corresponding TIRF images (bottom) (Leake 2006, P355). The bright areas represent the flagellar motor. Using TIRF, bright spots indicate the centre of the cell rotation of the image shown in Fig. 2. There was a high density of spots centred on the flagellar motor, due to the high density of GFP-MotB molecules around the motor. Short times (between 0-10 seconds) are used because TIRF illumination over the bright spots decreases over longer periods of time, which makes it difficult to detect regions of the flagellar motor. Care was taken to not cause damage to the GFP due to the excitation light on the surrounding water: this means that smaller time steps were required such that the GFP molecules emitted a constant amount of photons. 2.3 The effects FRAP and FLIP With the noise effects reduced, there was the opportunity for the GFP-MotB molecules to spread into the area which had been bleached beforehand. Focusing the laser beam onto the motor itself resulted in the effects of fluorescence recovery after photobleaching (FRAP) and fluorescence lost in photobleaching (FLIP). Observations of the molecular turnover in the cell found that over a period of five minutes, the intensity of the bright spots around the motor would decrease to nearly zero but then recover to half the initial intensity. This implied that binding and unbinding at the motor and bleaching occurred in the evanescent field (Leake et al 2006, P357), which means that the stator units in the motor only spend half a minute in each flagellar motor. This is demonstrated in Fig. 3, which illustrates the time elapsed after laser focused bleaching and how the intensity decreases but eventually recovers. Fig. 3. Shows the effects of FLIP and FRAP over the period of 5 minutes (Leake et al 2006, P357) 3. Benefits of the research and potential uses for the future An improved type of MotB was used in the research, which enhanced the way in which the molecules in the motor were counted. FLIP and FRAP indicate an alternative means for visualising the motor in motion, confirming that the stator units are dynamic instead of static (Sowa and Berry, 2008, P117). This is one of the first measurements of turnover in a molecular machine, establishing other possible characteristics which could be exploited to gain further understanding of the motor (Leake et al 2006, P357). Scientists are keen to understand more about how such motors work, so that developments in the delivery of medicine or for environmental purposes can be made. It may be possible to replicate the motor (Fukuda et al 2012). Delivery of medicine is one of the key goals: modelling the bacterial flagellar motor such that it could be used for targeted drug delivery would be revolutionary (Leake 2013, P259). Furthermore, through the development of nano-bots, this could be used to visualise diseased tissue or uncover parts of the human body. Summary This area of biophysics is relatively new: from the discoveries in the early 60s through to the 80s, there has not been a clear link between the two subjects. From the late 90s there was an opportunity to visualise biological material using physical optical devices. Over the past two decades, it has now reached to the point where it is possible to count single molecules to a close estimate. The use of GFP molecules combined with TIRF can enhance the visualisation of molecules in bacteria, and there are methods which can significantly improve the estimation of the number of molecules in the motor. This is still a difficult process due to the interference of other, unrelated molecules. FLIP and FRAP methods have proved that the stator is a dynamic rather than a static component of the motor. There are specific parts of this research which may be useful for future technological applications, for example: the delivery of medicine or the bio-sensing of diseased tissue. References Axelrod, D; Ann. Rev. Biophys. Bioeng.; 13; 1984; 247-68 Francis, N, R.; Sosinsky, G,E; Thomas, D; Derosier, D. J; Journal of Molecular Biology 235, 1994; 1261–1270. Fukuda, T; Kojima, M; Zhang, Z; Nakajima, M; Biomed Micro-device; 2012; 1027-32 Leake, M; Single Molecular Cellular Biophysics; 2013 Leake, M C; Chandler, J H; Wadhams, G H; Bai, F; Berry, R M; Armitage, J P; Nature 443; 2006; 355-358 Rotman, B; Biochemistry 47; 1961; 1981-91 Sako, Y; Minoghchi, S; Yanagida, T; Nature Cell Biol. 2; 2000; 1929-1932 Sowa, Y; Berry, R, M; Quarterly Reviews of Biophysics 41, 2008, 103-132 Tsien, R.Y; Annu. Rev. Biochem 67; 1998; 509–44

Themes Discussed in Joyce Oates Where Are You Going , Where Have You B

Where Are You Going , Where Have You Been by Joyce Oates It is well known that the most awkward and difficult time in one’s life is adolescence. One is faced with the challenges of discovering who one is and what one wants out of life. One finds themselves frustrated and confused in this particular stage. They are mid way between a bridge. They have left childhood but have not yet reached adulthood. They struggle to find some sense of being and individuality in the world. They are on a quest to find themselves, and in search of a path that will lead them to future happiness. â€Å"Where Are You Going, Where Have You Been,† is a short story written by Joyce Oates .In her short story Oates shows how easily susceptible one is in this stage of life. Oates shows in her story how the quest of finding one’s self, gives one a false sense of knowledge. It is this false sense of knowledge and the search for self and identity that produces the tragic outcome of the character within Oates’ story. The setting of â€Å"Where Are You Going, Where have You Been,† takes place in the late 60’s early 70’s. This is evident by the reference to Bobby King and the XYZ Sunday programming station which was mentioned within the story (p.122). The 1960s and early 1970s marked the era of the women's movement. Economic shifts meant that more women worked outside the home, and Congress passed the Equal Rights Amendment, resulting in many political battles during the long ratification process. In 1973 the Supreme Court ruled in Roe v. Wade that a woman's right to privacy allowed for legal abortion. Woman know began to have voices. The world was drastically changing and it is within this drastically changing world that Oates introduces four main characters... ...ave You Been,† As nothing more then a dream. However others view it as, â€Å"feminist allegory which suggests that young women of today, like the generations that have come before them, are headed into sexual bondage†. (Korb). There is no evidence to suggest that Connie is experiencing a dream. However there is evidence that suggest that Connie had an untimely death. â€Å"watching this body and this head of long hair moving out into the sunlight where Arnold Friend waited.†(p.135) Oates depicts in her story the important of self identity. Arnold Friend is not a symbolic representation of the â€Å"devil† as some critics believe him to be. Arnold Friend character is an representation of the challenges and test one faces in ones every day life. It is conquering these challenges and test , that instills in us knowledge, knowledge which brings us one step closer to finding ourselves.

Understanding Rhetorical Structures as They Pertain to Audience

Understanding Rhetorical Structures as they pertain to audience, purpose, and context Understanding Rhetorical Structure Colton Kiefer EN1420 This paper is about the understanding of the Rhetorical Structures as they pertain to audience, purpose, and context and how they affect the argument of whether taxes should be raised on higher income brackets in order to fund social programs for at-risk and underserved, low income children. I will discuss the relationship between the audience, purpose, and context to the context of the argument. Understanding Rhetorical StructuresHow do audience, purpose, and context affect the argument of whether taxes should be raised on higher income brackets in order to fund social programs for at-risk and underserved, low income children. I will discuss the relationship between the audience, purpose, and context to the context of the argument. Discussion The goal of this discussion is to see the relationship between audience, purpose, and context of shoul d Taxes be raised for higher income brackets in order to fund social programs for at-risk, underserved, and low income children.The first audience for this group are wealth fortune 500 CEO’s. They are considered the in the higher income bracket in my opinion. They need to be educated on the understanding that even though most lower income families struggle, it is not because they are not trying. The economy has taken its toll on a lot of jobs here in the US over the past couple of years and even though they are working a full time job and sometimes two full time jobs, they cannot afford any kind of social program for their children.The present economy conditions are hurting the lower income families to the point that they struggle to make ends meet and can sometimes barley afford to put food on the table for their children. The higher income bracket would need to see just how little the additional taxes would take from them and what the benefits of those taxes could do for a low income family struggling to make ends meet. They still could possibly not be receptive to the idea, but giving them examples of the cost and benefits of such programs I think they would start to understand.The second audience for this group is the low income families of at-risk, and underserved, low income children. They need to be educated on the benefits that could come from the higher taxes. In my opinion, the higher income bracket can afford the higher taxes to fund some of these programs. The cost of living, food, gas, and housing all affect the income of many families in the US. If they understood what could come from the taxes, they could get some reissuance as to vote on such a bill if it came up to vote for the public.Education on the subject of the current tax laws would be a good example of what the different taxes brackets that are used today in the US. Lower income families would jump on the idea of being able to send their children to a soccer camp, or baseball cam p. According to an article on â€Å"Taxing the rich is good for the economy†, raising taxes on the higher income bracket would reduce the taxes on low and middle income families. This would also allow for those families to keep more of their income to use towards these programs. All in all I think it would be a beneficial idea to entertain.The context of the economy, food, and taxes all play an important role in this argument. The higher income bracket would be resistant to the idea until they were presented with facts on the cost and the minimal decrease in income for them. The lower income families would be blessed with some relief with their children’s social experience and the ability to provide more learning resources to them. References Taxing the rich is good for the economy Retrieved from http://www. marketplace. org/topics/economy/commentary/taxing-rich-good-economy By Robert Reich Marketplace for Wednesday, April 18, 2012 Marketplace. org

jeremy visick essays

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buy custom How Cognition and Emotion Does Relate essay

buy custom How Cognition and Emotion Does Relate essay The impact of emotion in our lives cannot be underscored. Over years, psychologists have been puzzled in their attempt to earth factors that affect the human emotional systems. More specifically, the connection between cognitive functions and emotions has been a subject of great interest to many researchers. Efforts of psychologist in cognitive science seek to identity how the human mind works, as well as the overall effect it brings to the emotional schema. The connection between emotions and cognition has been avoided by some psychologist who believes that the two have no significant connection (ORegan, 2003). However, recent interest in these areas has sparked renewed research that attempt to find a connection between the two areas of psychology that continue to influence human in various ways. This paper will attempt to draw the relation between cognition and emotions, by highlighting the effect of cognition on human emotions. Before expounding on the relation between cognition and emotion, it will be worthwhile to point at some definitions that will be of great value in understanding the relationship between emotion and cognition. The term emotion is widely used in psychology literature to denote intense experiences that are brief. This term should not be confused with the term affect, which is a broad categorization of human experiences. Another term is mood, which describes experiences of low intensity. These two terms will be used to describe emotions as the paper constructs their relationship with cognitive elements. The kernel of this paper will be placed on the various research works by psychologists who have attempted to draw conclusion from research about the relationship between emotion and cognition. As it will be seen, there is strong evidence that indicate that there are many cognitive determinants, which shape human emotion systems. Cognitive determinants of emotions While considering the relationship between emotion and cognition, it is vital that questions are asked concerning the factors that shape human emotional experiences. Psychologists are in agreement that there are many factors, which influence the human emotions. Nonetheless, there is a wide debate on the relevance of each of these factors and this is the reasons some believe that cognition has no impact on human emotions. Parkinson (1994) contends that there are several factors that influence the manifestation of emotion in humans. These factors are: appraisal resulting from stimuli, body arousal, facial expressions, and action tendencies. Whereas these factors are extensive, it is critical to note that none of them are independent, but they all work to shape human emotions. By looking at these factors in a greater depth, it will be possible to draw the line that marks the relationship between emotions and cognitions as far as cognitive and behavioral science is concerned. Cognition has a complex and varying influence on emotion. Capturing such a relationship is a complex process that can only be done using various models that depict this relationship in a wider perspective. There is significant need to distinguish various components of emotions such as experiences, expression and elicitors; given that cognition has a different impact on each of them. When looking at the relationship between cognition and emotions, we can adopt a two way approach. In the first approach, emphasis will be placed on emotion as the consequence of cognition. The other approach will look at cognition as consequence of emotional display. 1. Emotion as a function of cognition There are many theorists who believe that emotion can be depicted as a consequence of cognition and that cognitive states are responsible for producing varying levels of emotional display. The appraisal theory and its effect on emotions This subsection of the paper posits that appraisal factors have significant effect on the human emotion. To be more specific, various appraisals instances will be discussed to draw the relationship between cognition and emotions. To begin, the appraisal theory has undergone a lot of changes since the original version was put forth by Lazarus. In his theory, Lazarus (1982) made a significant conclusion that cognitive factors such as appraisals have great influence on the outcomes of human emotions. This notion has been the central theme in appraisal theory, as well as in the formulation of new theories aimed at drawing relationship between cognition and emotions. From the appraisal approach, we can look at three ways in which emotions are related to cognition. Three appraisal approaches that are widely used are primary appraisal, secondary appraisal and re-appraisal, and this will form the core of our discussion at this point. The appraisal description given forth by psychologist point to the existence of conscious processing model despite that this is not the case. The success of the appraisal theory in marking the relationship between cognition and emotions lies in the claim that human emotions are aroused by unique pattern of appraisal. This is a fundamental notion that has been reinforced by several psychologists. According to Smith and Lazarus (1993), different appraisal systems are responsible for various emotions states, which can be distinguished from each other. In other words, emotions such as anger and anxiety are some of the emotions that have the same appraisal components in them. Other psychologists made significant improvement to the appraisal theory on the way it addresses the connection between appraisals (cognition) and emotions. At the center of this improvement is the notion that appraisals processes occur in parallel and not in solitary. Notably, these appraisal processes are associati ve processing, reasoning and appraisal detection. The association processing entails the priming, as well as the activation of memories. This is process that takes place in the cognitive domain with no intervention whatsoever. The second mechanism for appraisal is reasoning. This process involves thinking and deliberation and has effect on emotions. The last mechanism is the detection of appraisals, which serves to monitor information in the associative and reasoning process. Evidence There are wealth of research evidence that confirm that cognitive appraisal has significant influence on human emotions. There is much evidence that point that appraisal process influence the outcome of emotions, and how they are exhibited. Some psychologist devoted their time in the study of how human react to appraisals in terms of the emotions changes. Participants in this study were shown films depicting scenes of anxiety, such as boys having their penises cut. In some films, horrific accidents were show to the viewers who reacted on seeing these events. In support that cognition leads to production of emotions, the viewers were able to demonstrate various emotions responses such as denial. Some of the viewers denied that the cutting of the penises was a part of a ritual and not a pain experience as depicted. In this research, the arousal levels of the participant were measured and recorded. The process of intellectualization and denial by the participants in the study led to the reduction of stress even when they were exposed to content that were horrific and shocking. Because of this experiment, it is important to note that the manipulations of cognitive appraisal had a significant impact on the physiological reaction of the participants. Based on this, Lazarus and Smith (1993) agree that cognition influences the type of emotions that people experience. In other research, Bennett, Lowe, and Honey (2003) confirmed that emotions can be produced by combination of many appraisal factors. This is a notion that was further developed by other psychologist in attempt to arrive at the relation between cognition and emotion. Mechelens, Smiths, and de Boeck (2003) studied four different appraisals thought to have an impact on anger. These appraisals were goals obstacle, unfairness, controls and other accountability. From their research, thy found that participants expressed unpleasant experience when these appraisals were present. Kuppens et al (2006) also found out that display of emotion like anger was determined by appraisals that were flexible and could change over time. Most important, Smith and Kirby (2001) revealed that appraisals worked by rapid associative process, which take place below individuals consciousness. This understanding was further developed by other psychologist to point that appraisals have influence on emotions. As a result, Chartrand, van Baaren and Bargh (2006) confirm that positive words such as music and friends or negative words such as war and cancer lead to varying mood to the individuals who read them. Indeed, these findings underscore the significant influence of cognition to the emotion display of individuals. Evaluation This section aims at relating cognitive process and the elucidation of various human emotions. Psychologists agree that appraisal process such as reasoning have great impact on the nature of emotional response. More specifically, appraisal procedures have significant influence on the precision at which individuals experience various emotional displays. Even when there are other psychologists who criticize the connection between the appraisal process and the elucidation of emotions, there is enough credence to the fact that appraisal, which are cognitive factors, influence emotions experienced and their precision (Parkinson Manstead, 1992). Multi-level theories This section will outline the several theories that have been put forward to explain the relationship between emotion and cognition. Bearing in mind that the human cognitive system is complex, the notions of theorist in this section will be of great value in understanding the relation between the emotion and cognition. There are several reasons as to why multi-level theories have been developed to explain the relationship between emotion and cognition. The cognitive system is a complex domain, and coupled with conflicting emotions in people, the need for these theories are long overdue. Many multi-level theories have been put forward to explain the relationship between cognition and emotion, and two of them will be looked at in this section. Discrepancy theories This is theory that posits that emotions are product of various levels of discrepancies that are in the mind of individuals. This theory was first used to illustrate the fact that fear was produced by events experienced by people. In using the example of a detached head of a monkey, Hebb (1949) demonstrated that monkeys were more frightened by the head detached from a monkey shown to them. Whereas this is one way of looking at the relation between emotion and cognition, other psychologist has different views, as well. Siminov (1970) in his model looked at emotion as a consequence of the need for information that organism. Based on this view, it is true that humans use information to organize themselves appropriately. The lack of information can lead to individuals activating their nervous systems to elicit negative emotions. The kernel of this discrepancy theory forms the core of the notion that emotions are produced as a result of various cognitive processes. These processes are con trolled by stimulus events that shape individual response. Emotional display is thus evident when cognitive processes elicit responses, which underscore the notion relation between emotion and cognition. Cognition as a consequence of emotion This section details the model that depicts cognition as a consequence of emotion. There is a lot of literature that affirm that cognitive structures are produced when individuals experience delays. This is best shown in the case of where individuals see themselves eating in order to feel good, when they are actually angry (Freud, 1960). From this argument, it is vital to point to the fact that emotions may come before cognition as motive markers, and instigators. These perspectives shape our understanding about cognition preceding emotions Emotions as motives The notion that emotions can serve as motives is not new psychology. Psychologists such as Darwin (1872) have expressed their understanding that cognitive activities are actions of behavior and that they reinforce behavioral patterns. This is tied to the notion that people act in different ways as a way of achieving pleasure and avoiding pain. This can be expanded to cover the fact that emotional consequences of actions are the primary ways through which people carrying out various actions. The argument that emotions are related to the actions is well founded. For instance, students who study to pass their exams feel nice when they do so, or otherwise experience sadness. While the actual gratification occurs once the action has been completed, it is essential to note that expected emotions motivate people into actions that exhibit positive behavior required to achieve the feeling. Indeed, the emotion is a motivating consequence that shapes cognition and by extension behavior. However, this does not mean that behavior is chiefly preceded by emotion. Instead, this notion affirms that emotions have a role in shaping the cognitive manifestation individuals, which contribute to behavioral modification that may be varied in individuals. Emotion as markers It is widely believed that cognitive processes have different outcomes, which are influenced by different emotional display. Cognitive processes have marks, which are absorbed into the human memory and used to shape behavior. Because of these markers, it is very easy for individuals to retrieve information from the memory by the help of markers. Cognitive process such as remembering an event is thus more effective when individuals use emotional markers to classify them and file them with priority. In a nutshell, the interaction of human memory and other cognitive process is enhanced by emotional tags. Emotions as instigators Emotions have been viewed as being correlated to cognition because of their role as instigators. Emotions can result in different thinking patterns that are tied to different cognitive processes. When people get to hear specific information, their thoughts are changed and thus their words are also shaped by the outcomes of the thought. This process is made possible because emotion can instigate a particular cognitive process to occur. Mood and cognition There is a significant correlation between the mood and cognitive processing in individuals (Teasdale, 1999). Mood states influence the type of cognitive process that people go through. For instance, mood influences what people think of at any given time. This relationship best exemplifies the relation between emotion and cognition. There are various theories that account for phenomenon as mentioned in the previous paragraphs. Bowers network theory This theory was put forth to explain how mood and cognition are related to one another. Gilligan and Bower (1984) arrived at six assumptions that underlie our understanding of mood and cognition. These assumptions are: a) Emotions are considered as units that make up a semantic network that has numerous connections that are related to physiological systems, events and expressive systems. b) Emotional material is part of the semantic network and stored in the form or assertion or preposition. c) The process of thinking takes place through the nodes in the network. d) The nodes in the semantic networks are made active by stimuli that may be internal or external with reference with the network. e) The activation process occurs in sequence with one node activating the other node adjacent to it. f) Consciousness is achieved when a given threshold of nodes are activated within the network. The above assumption forms the main tenets that ascribe cognition to mood. Most important, these assumptions denote that people are able to remember best when their moods match those experienced during the time of learning. The assumption also implies that information that is ttoned with emotions is best learned and retrieved as compared to those that are not. It is also clear that how individuals think or perceive things is congruent with their mood and this established the tie between mood (emotion) and cognition. The increase in an individuals mood level results in a corresponding increase in the activation levels of the semantic network. The notion of mood congruity is critical to the understanding of the relationship between the mood and cognition. Mood congruity is best understood as a situation where the people who are at good moods learning something positive that can be remembered when they experience positive emotions association with the event. With the use of the semantic network discussed above, it can be noted that nodes marked with negative events such as sadness are associated to negative emotions. At this level, the semantic network diagram underscores the fact that mood can influence recall and the success of the retrieval process. Affect infusion model This is a theoretical focus that is more general as compared to the Bowers network theory. This model posits that effective information has a tendency to influence processes such as learning, memorization and attention. This model is reinforced by the assumption that there are fought processing strategies that form the tenets of this model. The first assumption is concerned with direct access of information that is not influenced mood in any way. The next assumption is that processing of information can be motivated by pre-existing objectives such as mood states. These motivations are considered as those that enhance mood states in individuals. The third processing is the heuristic model that that is achieved when individual retrieved information based on the influence of their emotions. The last processing is called substantive processing and comprise of individuals who use previous information as a basis of leaning new ones and interpreting them. The notion that mood can place inf luence on information process is widely acclaimed in the field of psychology (Rusting DeHart, 2000). This understanding thus lends credence to the fact that cognition and emotion reinforce one another in the above context. Cognitive biases and mood states This section will focus on the cognitive process that individuals experience in given mood states. The areas of cognitive bias have significant influence on depression and anxiety that people experience. Many researchers affirm that people who are vulnerable to clinical anxiety and depression are known to have significant levels of cognitive bias. By looking at the influence of cognitive bias, it is possible to arrive at conclusive end that point to the close interconnection between mood and emotion (MacLeod Mathews, 1997). There are several cognitive biases that are important in understanding why depression and anxiety are prevalent. Cognitive biases that are known are: intentional bias, explicit memory bias, and interpretive bias, interpretive bias, and implicit memory bias. The central question lies on the relationships between these cognitive biases to their influence on levels of depression and anxiety. This relationship can be described by the Backs Schema theory and William who made significant contribution in this field. Becks Schema theory The becks schema theory provides the understanding of individual difference to the vulnerability to depression or anxiety disorders (Beck, 1976). According to Beck and Clark (1988), the vulnerability of individuals to disorder and anxiety is a product of variables that include certain schema formed in the past. In fact, for the individuals who are highly depressed or filled with anxiety, their schematic organization reveal that most of them have high levels of negativity. To a greater extent, this forms a maladaptive schema that does make individuals to experience psychological threats and at their own personal domain. Beck and Clark (1988) strongly agree that cognitive processes are heavily influenced by the nature of organization present in an individuals schema. II. Williams et al. (1997) are credited for developing a theory that help to understand that connection and relation between cognition and emotion. Williams et al (1997) argued that both disorder and anxiety have different functions, which influence the information processing. The result of anxiety leads to people anticipating danger or a threat in the future. Because of this association, people are more likely to process threatening stimuli with priority than the others which are non-threatening. In their research, William et al. (1997) noted that anxiety in individuals facilitated the perceptual processing of stimuli perceived to be threatening, whereas the occurrence of depression facilitate conceptual processing of information that are considered to be threatening. Research work by William et al. (1997) reveals that depression and anxiety can be associated with cognitive biases. This association gives use the impression that depression and anxiety must be considered as cognitive processes. This can be translated to the fact the emotions are influenced by cognitive variables such as cognitive biases. It is predicted that individuals who are more anxious have high levels of attentional and implicit memory bias. This information supports the notion that cognitive processes are central to the elucidation of the emotional responses such as anxiety and depression. Conclusion Despite the wide debate on the link between emotion and cognition, there is enough research that shows the cognition processes and emotional responses are associated with one another (Williams et al. 1997; Beck, 1976). This paper has employed several approaches to construct the understanding that emotion and cognition are related. The question of how the two are related has been addressed by several perspectives that have been highlighted in the paper. The paper has explored the notion that cognition is a function of emotion. In this section, the paper has focuses on how cognition influences the manifestation of various emotions. This section of the paper was guided by the fact that many psychologists believe that emotions are a consequence of cognition (Lazarus, 1982). This understanding was reinforced by the notion that emotions are caused by different appraisal patterns (Bennett, Lowe, Honey, 2003). In addition, other theories like discrepancies and multi-level theories strengthened the fact that cognition determines the emotional outcomes that individuals go through. Cognition as a consequence of emotion is another perspective that this paper has used to draw the connection between emotion and cognition. As exemplified in the paper, there are circumstances that people go through, which end up producing certain cognitive outcomes (Freud, 1990). This argument pointed the relation between cognition and emotion, with emotion as motives that reinforce human behavior. It was noted that emotions shaped human behavior via cognitive activities (Darwin, 1965). The role of emotions as markers that influence cognitive processes was also mentioned given that it influences access and retrieval of information. The interaction between mode and cognition was extensively developed in the paper. In the paper, it is evident that mood affect cognition processes and behavior as well (Gilligan and Bower, 1984). This explains why people tend to remember things that they learned when experiencing good moods. This argument can be related to the influence of cognitive bias on the emotions. Research by Beck (1976) reveals that humans experience different emotions because of a schema they have formed over time. In addition, William et al, (1997) developed an intriguing association between emotions and cognition. In their work, they argued that emotions display like depression and anxiety were products of cognitive biases that influence behavior. Indeed, cognition and emotions share an intricate, but complex relationship. Buy custom How Cognition and Emotion Does Relate essay

A Doll House Essay Example | Topics and Well Written Essays - 1250 words

A Doll House - Essay Example as leaders of states and contributors in the development of various fields such as Science, Technology, the Arts, Music and other branches that are encompassed by the society. Nora’s character in Henrik Ibsen’s play depicts all of the conventional qualities expected of women during the 19th century. Women in the family were expected to stay at home, tend to the needs of her husband and children, keep the household in top shape and grant the wishes and commands of her husband which was the master of the house. Women back then were also forbidden to interfere with financial matters including loans and only a handful of females were allowed to work in offices. They were also not allowed to speak openly of their opinions because they were labeled as vulgar if they speak freely of what they have in mind, which was also evident in Ibsen’s play. In contrast to the present functions of women, the 19th century women who were expected to stay at home and not allowed to work had changed over the years due to the increasing needs of a family to subsist required the females to also get hold of a job. These working women were gradually accepted by the changing society and at present, women who support their families hand in hand with her husband are widely accepted and are no longer a controversial issue as it was in the 19th century. Ironically though, women today spend greater time in offices than they spend at home and with their families as opposed to women during the older times who barely went out of their homes and were only allowed to go out if they were permitted by their husbands. The aspect of today’s women as a co-provider of the family is in direct contrast to the portrayal of a 19th century woman in A Doll’s House wherein Nora’s husband, Torvald, acts as the sole provider for the family and firmly believes that the man should be the only provider in the family. In the play A Doll’s House, Nora mentioned that she was secretly working on some

Employee Training in Saudi Arabian SME Firms Essay

Employee Training in Saudi Arabian SME Firms - Essay Example This study is predicated on improved outcomes for employee training when executive or senior management show leadership through attendance at in-house training sessions. In Saudi Arabia, Bjerke and Al-Meer (1993) note that 'Arab employees' expectations, as seen by the managers, include "kind and human treatment", "care", "respect", "control", and "guidance"' (ibid. p.31). Further, Ali (2008) considers that this form of practical management is useful in motivating employees. Nevertheless, executive absence from other tasks may compromise the organisation's overall efficiency, although this stance is difficult to resolve, given the large number of variables involved and availability of hand-held communication devices. As this research examines the effectiveness of training programs with or without senior management participation, the objectives are therefore to consider subsequent employee attitudes and behaviours within these parameters. Further research could consider the cost of man agement attendance at in-house employee training courses against improved workplace environment. This research concerns employee training in selected small and medium sized enterprises (SMEs) in Saudi Arabia, defined as firms providing manufacturing-related services with annual sales revenue not greater than Saudi Arabian Riyal (SAR) 25 million and not exceeding 150 full-time employees.. Saudi Arabian SMEs comprise some 55 per cent of all national industry. A preliminary survey of the literature shows that researchers have not to date focussed on the needs of this group, in particular the capacity of this sector to absorb and retain significant numbers of school leavers and graduates coming into the Saudi job market. Therefore, more attention is needed to investigate management and employee training for this group. For the purposes of this research, management training comprises the transfer of skills to plan, organise and lead staff to attain organisational goals. Whilst organisational resources, systems and goals are in place, the purpose of the firm is to successfully direct its human resources towards sustainability and profit. Further, the firm must conform to Saudisation regulations which to some extent direct the employment, remuneration and working conditions of Saudis. It should be noted that there are significant numbers of guest workers in the Saudi labour force, and as their remuneration and conditions are not as controlled by the authorities, they represent a significant competitive challenge to Saudi in the workplace/ Whilst there is significant attention placed in this study toward the training of employees, only those aspects that relate to performance enhancement, and career-building are enclosed, and operational factors related to tasks and use of technology are omitted. 3. Contribution to Knowledge This study adds to the body