Employee Attitude and Job Satisfaction

Question: Discuss about theEmployee Attitude and Job Satisfaction. Answer: Introduction: This article aims to critically analyse the major gaps amid the scientific research and HR practice in the field of employee attitudes in general and their attitude towards job-satisfaction. The main focus of the paper will be on the causes of employee attitudes and the results of negative or positive job satisfaction with a little brief about how to influence and measure employee attitudes. The research that has been carried includes enquiry and survey based on journals and articles from newspapers, online blogs by Australian bloggers, and also academic articles, historical records and statistical information. The overall research showed mixed results in employee attitudes towards job-satisfaction, still measures should be taken to enhance the level of job-satisfaction amongst employees. In future, study and research will likely to be focused upon in-depth consideration of personal characteristics, for example, feelings, moods and emotion, in describing job-satisfaction also how the attitude of employees affects the performance of organization. Keywords: Employee attitudes, Job-Satisfaction, measures, research, survey. One of the most complex situations faced by leaders and managers of an organization is the attitude of their subordinate employees towards job-satisfaction. We have repeatedly heard these two contradicting statements Happy Employees are productive employees and Happy employees are not productive employees by managers, leaders and HR professionals. Employee attitudes and job-satisfaction is now a major topic of debate and confusion amongst its practitioners. Hence, this paper aims to provide in-depth knowledge and understanding about this topic and provide commendations associated to the key practitioner awareness gaps. A study by human resource professionals Brown, Colbert Ryan and research conducted on various scholar and journal articles claims that the main gaps exists in this field are: the reason behind the changing attitudes of employees, the impact of negative and positive job satisfaction, and what measures should be taken to judge and influence the attitudes of employees. It is important to understand the meaning of job-satisfaction and employee attitudes before beginning further. Every employee at the organization has its own viewpoint about his career, his job and the organization he is working in. Conversely, based on the results of practise and research, job-satisfaction is the most pivotal attitude of an employee. Hence, this term employee attitude will be used broadly throughout the paper, though the area of concern will be job-satisfaction majorly. Locke (2002) has done a research on the topic and definition given by him is most used definition which is . . . a pleasurable or positive emotional state resulting from the appraisal of ones job or job experiences (p. 1478). The definition by Locke implicates the significance of both thinking, or cognition and feeling, or affect. Whenever we start thinking about something we develop feelings for what we are thinking, On the other hand, when there are feelings for something, we usually think about how we are feeling. Thinking and feeling are hence inseparably connected, in humans biology and even psychology. Hence, while thinking about job-satisfaction both feeling and cognition is involved. The Causes of Employee Attitudes Human resource practitioners, generally understands the significance of working conditions as cause of employee attitudes and the satisfaction for their job. Many studies have been conducted in the past to gain an understanding of cultural and dispositional influences on the job-satisfaction; still there is a major gap in the knowledge of the same. Dispositional Influences An article on dispositional influences revealed that (Motowidlo 2006) an employees score for the satisfaction of his/her job is stable over time, even if the person changes jobs frequently. One of the article stated that an individuals job satisfaction is statistically related to his childhood personality even up to 35 years far along (Staw Ross, 2005). According to a study conducted by (Erez 2014), it has been indicated that job satisfaction even depends on the differences in employees temperament or disposition, although this point is in debate from several years. Regardless of several studies and researches, it is still unknown that up to what extent disposition influences job-satisfaction. Hence, scholars now explore the inner progressions that motivate dispositional causes of job satisfaction. Such as, Durham stated that some events at workplace which might be related to employees emotions could be the reason. A study also specifies that behaviour traits, for example, meticulousness and extra-version could also result in affecting job-satisfaction. Cultural Influences The sustained globalization of corporations enforces new challenges for human resource specialists, on the other hand information available on HR issues and cosmopolitan organizational issues could help HR practitioners to gain better understanding of cultural influences on job-satisfaction. Hofstede conducted a research in 70 countries over the data on employees attitude and demonstrated that culture has a great influence on peoples perspective of job-satisfaction and thus concluded that it could be grouped into four major dimensions which are uncertainty avoidance, achievement orientation, power distance and individualism vs. collectivism. Such as, Singapore was found to be low on uncertainty avoidance and power distance while very high on individualism while for China the state was completely opposite. China is very high on collectivism and power distance, while low on uncertainty avoidance and Mexico is high on all three dimensions. The other factor in cultural influence has been found as how the employees are valued and treated across various cultures in various countries. Research indicates that there is a systematic variation on the viewpoint to which organizations view employees in humanistic vs. instrumental behaviours. As per the recommendations to bridge the gap, cognizance and awareness and at any time when probable, adjustments to cultural factors which affect the attitude of an employee towards its job and a measurement of these are significant for human resource practitioners. The Result of Positive and Negative Job Satisfaction Another major gap of knowledge is to understand the impact of job satisfaction on an employee. Multiple confusion and debates have been heard over it in the past, if the employees who are satisfied with their job have a high level of productivity. Human resource managers continually struggle over it as their motive is to limit the costs and are also apprehensive about its effects, which ultimately results in employees enactments and other results. Job Performance and Satisfaction Many of the reviews from past studies shows that there is a little and weak association amongst performance and job-satisfaction. A study from the year 1996 suggests that co-relation amid performance and job satisfaction on the statistics scale in only 0.18 (Judge and Watanabe 2006). Hence, the researchers summed up their theory by stating that association amid both was an illusory and administration fad. Conversely, an advanced study on the same contradicts the above conclusion and states that Unable to get a strong bond between performance and job-satisfaction is might be due to use of tapered characterizations of job-performance (Bono and Patton 2011). Additionally, a recent analysis of 305 studies demonstrated that, when measurement and sampling errors are modified to correct co-relations, the average co-relation amid both is as high as .30. Hence, contradicting to past studies, it seems that performance is in all manner related to job satisfaction, and connection is even more st ring in case of professionals. How to Influence and Measure Employee Attitudes One of the major gaps in HR knowledge is how to influence and measure the attitudes on employees. Various possible methods are present for example, surveying, interviewing and conducting focus groups. Out of these, the best method is well-constructed employee attitude survey (EAS). The research in this area is based on two surveys facet vs. global measures and employee attitude measures. As per the literature review, two of the broadly authenticated EAS measures are Minnesota Satisfaction Questionnaire and Job Descriptive Index. The Minnesota Satisfaction Questionnaire assesses job satisfaction on the basis of versatile nature of an employee; short as well as long forms are available, along with faceted and global procedures. The Job Descriptive Index evaluates satisfaction regarding job on five distinct fields which are supervision, co-workers, promotion, pay and the work itself. This has an inspiring display of validation and is reliable. Survey of Employee attitudes if used effectively could be facilitator of producing organizational change in a positive way and may also result in improving employees attitudes. All through this paper, various studies have been discussed regarding knowledge gaps and also the paper discussed suggestions and various measures to close these gaps. One of the essential measures to bridge this gap is to have better and enhanced information from the research. As the HR professionals are always in demand for one or the other tasks, it would be really difficult to manage this, yet this is increasingly expected of HR practitioners. Conclusion and Future Guidelines The area of managerial psychology consists of rich, long and sometimes, contentious past in relation to the understanding of employee attitudes and job-satisfaction. Few of the scholars and researchers deliver guidance related to measuring, improving and understanding attitudes of the employees in the real world while some of the researchers are very specific and focused mainly on other publishers. Future researches based on employees attitude and job satisfaction will try to possess a better understanding of the interaction amid the situation and the individual, also several external and internal aspects which affects the attitude of an employee will be discussed. Particularly, an enhanced knowledge of emotions role along with wider environmental impacts is the necessity of future research which has been overlooked in past. Additionally, future research will be responsible for detailed understanding of effects of employees attitude and job satisfaction on administrative dealings, for example, fiscal procedures and customer satisfaction. More prominent experiences on the relationship between representative dispositions and business execution will help HR experts as they endeavor to improve the vital individuals side of the business in an exceedingly focused, worldwide field. References Erez, M. (2014). Toward a model of cross-cultural industrial and organizational psychology, Handbook of industrial and organizational psychology, Vol. 4, pp. 559608). Hofstede, G. (1980). Cultures consequences: International differences in work-related values. Newbury Park, CA: Sage. Hofstede, G. (1985). The interaction between national and organizational value systems. Journal of Management Studies, 22, 347357 Iaffaldano, M. R., Muchinsky, P. M. (2015). Job satisfaction and job performance: A meta-analysis, Psychological Bulletin, 97, 251273. Judge, T. A., Bono, J. E. (2011). Relationship of core self-evaluations traitsself-esteem, generalized self-efficacy, locus of control, and emotional stabilitywith job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86, pp. 8092. Judge, T. A., Thoresen, C. J., Bono, J. E., Patton, G. K. (2011). The job satisfaction-job performance relationship: A qualitative and quantitative review, Psychological Bulletin, 127, pp. 376407. Judge, T. A., Watanabe, S. (2006). Individual differences in the nature of the relationship between job and life satisfaction. Journal of Occupational and Organizational Psychology, 67, pp. 101107. Locke, E. A. (2001). The nature and causes of job satisfaction. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology, pp. 12971349). Locke, E. A., Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705717. Motowidlo, S. J. (2006). Orientation toward the job and organization: A theory of individual differences in job satisfaction. In K. R. Murphy (Ed.), Individual differences and behavior in organizations, pp. 175208. Organ, D. W., Ryan, K. (2015). A meta-analytic review of attitudinal and dispositional predictors of organizational citizenship behavior, Personnel Psychology, 48, 775802. Rynes, S. L., Colbert, A. E., Brown, K. G. (2002). HR professionals beliefs about effective Human resource practices: Correspondence between research and practice. Human Resource Management, 41, 149174 Saari, L. M. (1999). Global perspectives in service quality, Paper presented at the Fourteenth Annual Conference for Industrial and Organizational Psychology, Atlanta, GA. Saari, L. M., Schneider, B. (2001). Going global: Surveys and beyond. Professional workshop presented at the Sixteenth Annual Conference of the Society for Industrial and Organizational Psychology, San Diego, CA. Staw, B. M., Ross, J. (2005). Stability in the midst of change: A dispositional approach to job attitudes. Journal of Applied Psychology, 70, 469480.

Anorexia Nervosa and Mary

Anorexia Nervosa and Mary-Kate Olsen Essay Cheyenne Tuggle and Kayla SaldanaThe University of Valley ForgePSY 363CheyenneAnorexia Nervosa: What is it? (Webster, 1989)A serious disorder in eating behavior primarily of young women in their teens and early twenties that is characterized especially by a pathological fear of weight gain leading to faulty eating patterns, malnutrition, and usually excessive weight loss.People with anorexia place a high value on controlling their weight and shape, using extreme efforts that tend to significantly interfere with activities in their lives. Some people with anorexia binge and purge, similar to individuals who have bulimia nervosa. However, people with anorexia generally struggle with an abnormally low body weight, while individuals with bulimia typically are normal to above normal weight. No matter how weight loss is achieved, the person with anorexia has an intense fear of gaining weight. Anorexia isnt really about food. Its an unhealthy way to try to cope with emotional problems. When you have anorexia, you often equate thinness with self-worth. Onset is pre-teen early adulthood. Anorexia Nervosa: What is it? (Ekern, 2017)Two types:Binge/Purge TypeThe individual suffering from this type of eating disorder, will purge when he or she eats. This is typically a result of the overwhelming feelings of guilt a sufferer would experience in relation to eating; they compensate by vomiting, abusing laxatives, or excessively exercising. Restrictive TypeIn this form, the individual will fiercely limit the quantity of food consumed, characteristically ingesting a minimal amount that is well below their bodys caloric needs, effectively slowly starving him or herself. Though two classifications of anorexia nervosa exist, both types exhibit similar symptoms, such as irrational fear of weight gain and abnormal eating patterns. Anorexia: SymptomsThree Types: (Hall-Flavin, 2017)Physical SymptomsThe physical signs and symptoms of anorexia nervosa are related to starvation, but the disorder also includes emotional and behavior issues related to an unrealistic perception of body weight and an extremely strong fear of gaining weight or becoming fat. Emotional SymptomsDepression, anxieties. Behavioral SymptomsBingeing and self-induced vomiting to get rid of the food and may include use of laxatives, enemas, diet aids or herbal products. Anorexia: Physical Symptoms (Hall-Flavin, 2017)Extreme weight lossAbnormal blood countsFatigueInsomniaDizziness/faintingHair lossMenstrual absenceDry/yellow skinLow blood pressureDehydrationAnorexia: Emotional Symptoms (Berger, 2016)Fears gaining weightHas an intense fear of gaining weight or becoming fat, even when underweight. Distorted self-imageHas a body image that is very distorted, be very focused on body weight or shape, and refuse to admit the danger of weight loss. DepressionDepression goes hand-in-hand with many mental disorders, even if it was never prominent in someones life previous to developing the disorder. WorryingConstant worry about weight and shape. Hunger denialThey know that theyre starving but convincing themselves that they are not. Flat moodLack of emotion/emotionless. Thoughts of suicideAnorexia: Behavioral Symptoms (Berger, 2016)Limiting food intake/throwing upRefuses to keep normal weightRefuses to keep weight at what is considered normal for their age and height (15% or more below the normal weight). Play with foodCutting food into small pieces or moving them around the plate instead of eating. Over exerciseExercising all the time, even when the weather is bad, they are hurt, or their schedule is busy. Will not eat in front of othersTake pillsUsing pills to make themselves urinate (water pills, or diuretics), have a bowel movement (enemas and laxatives), or decrease their appetite (diet pills). Lie about eating habitsThey lie about how much food they ate or when the last time was. Social withdrawThey lack the ability to want to be with others or enjoy even a night out. IrritabilityVery irritable towards everyone and anything. Anorexia: Causes (Ekern, 2017)Factors not causesCauses of this disorder are still not exactly known, but there have been many factors that are found to contribute to anorexia. Environmental Causes:MediaThe effects of the thinness culture in media, that constantly reinforce thin people as ideal stereotypes. Promotional careersProfessions and careers that promote being thin and weight loss, such as ballet and modeling. TraumasFamily and childhood traumas: childhood sexual abuse, severe trauma. Peer pressurePeer pressure among friends and co-workers to be thin or be sexy. Biological Factors:Irregular hormonesTypes of imbalance of hormones. GeneticsGenetics (the tie between anorexia and ones genes is still being heavily researched, but we know that genetics is a part of the story). Nutritional DeficienciesAnorexia: Treatment (Berger, 2016)The biggest challenge in treating anorexia nervosa is helping the person recognize that they have an illness. Most people with anorexia deny that they have an eating disorder. They often seek treatment only when their condition is serious. Set GoalsGoals of treatment are to restore normal body weight and eating habits. A weight-gain of 1 to 3 pounds (lb) or 0.5 to 1.5 kilograms (kg) per week is considered a safe goal. How Should We Treat the Homeless? EssayCartwright, M. (2017, March). Anorexia Statistics Facts. Retrieved November 11, 2017. Course, C. (2014, October 06). Eating and Body Dysmorphic Disorders: Crash Course Psychology #33. Retrieved November 09, 2017. Ekern, J. (2017, May 01). About Anorexia: Signs, Symptoms, Causes Articles for Treatment Help. Retrieved November 10, 2017. Garner, D. M., Garfinkel, P. E. (1997). Handbook of treatment for eating disorders. New York: Guilford Press. Hall-Flavin, D. K. (2017). Anorexia Nervosa.Anorexia. Retrieved November 09, 2017. Stewart, W. (2015, February 04). Powerful Eating Disorder Statistics. Retrieved November 09, 2017. Webster, M. (1989).The New Merriam-Webster dictionary. Springfield, MA: Merriam-Webster Inc. Kaylas ReferencesAbout Mary-Kate and Ashley. (n.d.). Retrieved November 12, 2017. Garner, D. M., ; Garfinkel, P. E. (1997). Handbook of treatment for eating disorders. New York: Guilford Press. Extreme. (2009, December 30). Skinny Celebrities: Mary-Kate Olsen. Retrieved November 11, 2017. Koenig, K. R. (2008). What every therapist needs to know about treating eating and weight issues. New York: W.W. Norton. Natenshon, A. (2009). Doing what works: an integrative system for the treatment of eating disorders from diagnosis to recovery. Washington, DC: NASW Press/National Association of Social Workers. Tauber, M. (2004, July 5). Mary Kates Private Battle. Retrieved November 12, 2017. Thompson, J. K. (2004). Handbook of eating disorders and obesity. Hoboken: J. Wiley Sons. Reading Report FormTo be eligible for an A the following additional requirements must be met:Student must read 200+ pages of professional resource materialGroup outline and class presentation must demonstrate exceptional content, comprehension, and integration of resource material To be eligible for a B the following additional requirements must be met:Student must read 150-199 pages of professional resource materialGroup outline and class presentation must demonstrate very good content, comprehension, and integration of resource material To be eligible for a C the following additional requirements must be met:Student must read 125-149 pages of professional resource materialGroup outline and class presentation must demonstrate good content, comprehension, and integration of resource material For my class project, I have read __268__ pages of resource material. _______________________________________________ (Signature) This pagemustbe completed and attached to your group outline. Your gradecannotbe calculated without it. Academic Honesty Contract TheMerriam-Webster Collegiate Dictionarydefines plagiarism as stealing or passing off the ideas or words of another as if they were your own without crediting the source. Plagiarism is aseriousoffense that carriesseriousconsequences. In addition to plagiarism, there are other forms of academic dishonesty that a student must avoid.For example: Falsification or fabrication misrepresenting facts or research, verbally or in writing, for the purpose of academic gain; Double submissions of written work without the expressed consent of the professor(s); Cheating on tests, papers or projects, including group work on papers or projects when not expressly approved by the professor; Facilitating academic dishonesty allowing another student to copy from you; giving your work to another student to use as a model, or to submit as his/her own; leaving your computer or work unguarded so that it is easily accessible to another student; Any other intentional behavior de signed for unearned academic gain on the part of a student. Paraphrasing: The AUW Model Ideas that are researched and usedmust beabsorbed,understood, andwritteninthe studentsown words. Simplychanging a few wordsdoesnotmeet the standard for academic honesty. Choosing When to Give Credit Need to Document No Need to Document When you are using or referring tosomebody elses words or ideas froma magazine, book, newspaper, song,TV program, movie, Web page,computer program, letter, advertisement, or any other medium When you are writing your own experiences, your own observations, your own insights, your own thoughts, your own conclusions about a subject When you use information gainedthrough interviewing another person When you are using common knowledge folklore, common sense observations, shared information within your field of study or cultural group When you copy the exact words or aunique phrase from somewhere When you are compiling generally accepted facts When you reprint any diagrams,illustrations, charts, and pictures When you are writing up your own experimental results When you use ideas that others havegiven you in conversations or overemail When i s informationCommon Knowledge? You find the same information undocumented in at least five different sources You think it is information your readers will already know You think the person could easily find the information with general reference sources Some Helpful Websites: Luther Seminary: http://www.luthersem.edu/training/2-plagiarism.asp Vaughan Memorial Library, Acadia University: http://library.acadiau.ca/tutorials/plagiarism/ I have read andunderstandthe various forms of academic dishonesty as outlined in this document. In developing my research paper/project, I agree toexercise academic integrity. __________________________________________________________ (Signature) This paper mustbe signed and attached to yourcompleted research project/paper. PSY 363 Group Project ReviewDr. David Scolforo Name of team member reviewed: __________________________ Scale variance: 1=poor 5=average 10=exceptional Circle appropriate scores Cooperation with team members 12345678910 Act ively participated in the group project activities 12345678910 Overall attitude (e.g., while disagreeing wasnotdisagreeable) 12345678910 Helped the group stay focused 12345678910 Overall contribution 12345678910 What letter grade would you give this team member?A+AA-B+BB-C+CC-DF Other comments: ____________________________________________________________________________________________________________ ___________________________________________ (Signature) NOTE:This form must be completed foreveryteam member.Forms may be confidentially submitted.

Sample Undergraduate Essay for Petroleum Engineers

Sample Undergraduate Essay for Petroleum EngineersSample Undergraduate Essay for Petroleum Engineers is a very beneficial essay at least for the undergraduate in this field. Some teachers as well as the college may be reading this essay on their own or may get this sample as a means of revision and will find that this might help them in judging the student's potential.In undergrad, the requirement of the individual to study is basic. As a matter of fact, the student to do it too is complete to do the degree. There is no delay for these students and they can finish the work.Most undergraduates go to do the course because it will give them better opportunities for earning money. The requirements of the business field are very important. If you can be part of the industry, then it is ideal for you. That is why the curriculum for undergraduate is very important for the field of business.For undergraduate, the requirement is not that big. You do not need to pursue further studies. You can apply for any job. In some companies, you might be assigned a company in a certain field.For entry level, you must follow the college course. The curriculum is very important and must be followed with all your effort. Then again, the graduate part of this course is very important and you must follow it with all your efforts.At the time of choosing a course, the main criteria is that the student must learn and understand what he or she is studying. This is one of the basic things that every student must learn. After this, you have to decide what subject you want to study.There are different options for each student. Then you must choose a topic that you are good in.

Huckleberry Finn and Quest for Moral Truth Essays

Huckleberry Finn and Quest for Moral Truth Essays Huckleberry Finn and Quest for Moral Truth Paper Huckleberry Finn and Quest for Moral Truth Paper intend to separate Hack from obtaining moral truth. Rather, these characters are simply acting in compliance with what has been taught to them by society. The more Hack distances himself from the direct influence of society, the higher the moral tankard he is able to set for himself. Though Hack has a newfound sense of morality, he is unable to fulfill his intentions due to the series of interruptions he faces. In The Adventures of Huckleberry Finn, social authority serves to stall and/or repress the progression of Husks moral development. And so, Hack makes the decision not to return and become civilized but to travel alone again, where he can make Nils own echelons Ana progress. He says, Aunt sally sines going to adopt me and civilize me and I cant stand it. I been there before (307).

How to Apply to Grad School

How to Apply to Grad School Most applicants become anxious when they realize that graduate school applications are very different from college applications. What do you need to know when applying to graduate school? First, the process of getting into graduate school can be confusing and downright overwhelming. Yet nearly all grad school applications are consistent in requirements. These include the following: TranscriptsGRE or other standardized test scoresLetters of recommendationAdmissions essay(s), also known as a personal statement Ensure that your grad school application contains all of these components because incomplete applications translate into automatic rejections. Transcripts Your transcript provides information about your academic background. Your grades and overall GPA, as well as what courses youve taken, tell the admissions committee a great deal about who you are as a student. If your transcript is filled with easy As, such as those earned in classes like Basket Weaving 101, youll likely rank lower than a student who has a lower GPA comprised of courses in the hard sciences. You wont include your transcript in the application that you send to the graduate program. Instead, the registrars office at your school sends it. This means that youll have to visit the registrars office to request your transcript by completing forms for each graduate program to which youd like to forward a transcript. Begin this process early because schools require time to process your forms and send the transcripts (sometimes as much as two to three weeks). You dont want your application to be rejected because your transcript was late or never arrived. Be sure to check that your transcript has arrived at each of the programs to which youve applied. Graduate Record Exams (GREs) or Other Standardized Test Scores Most graduate programs require standardized exams  such as the GREs  for admission.   Law, medical  and business schools usually require different exams (the LSAT, MCAT  and GMAT, respectively). Each of these exams is standardized, meaning that they are normed, permitting students from different colleges to be compared meaningfully. The GRE is similar in structure to the SATs but taps your potential for graduate-level work. Some programs also require the GRE Subject Test, a standardized test that covers the material in a discipline (e.g., Psychology). Most graduate admissions committees are inundated with applications, so apply cut-off scores to the GRE, considering only applications that have scores above the cut-off point. Some, but not all, schools reveal their average GRE scores in their admissions material and in graduate school admissions books. Take standardized tests early (typically, the spring or summer before you apply) to guide your selection of programs  and to ensure that your scores arrive at the schools you want to get in early. Letters of Recommendation The GRE and GPA components of your grad school application portray you in numbers. The letter of recommendation is what permits the committee to begin thinking of you as a person. The efficacy of your letters rests on the quality of your relationships with professors.   Take care and choose appropriate references. Remember that a good recommendation letter helps your application tremendously but a bad or even neutral letter will send your graduate application into the rejection pile. Do not ask for a letter from a professor who knows nothing more about you than the fact that you got an A such letters do not enhance your application, but detract from it. Be courteous and respectful in asking for letters and provide enough information to help the professor write a valuable letter. Letters from employers can also be included if they include information on your duties and aptitude relating to your field of study (or your motivation and quality of work, overall). Skip getting letters from friends, spiritual leaders and public officials.   Admissions Essay The admissions essay is your opportunity to speak up for yourself. Carefully structure your essay. Be creative and informative as you introduce yourself and explain why you want to attend graduate school and why each program is a perfect match to your skills. Before you begin writing, consider your qualities. Think about who will be reading your statement and what they are looking for in an essay. Not only are they committee members; they are scholars who are searching for the kind of motivation that implies a dedicated and intrinsic interest in the matters dealt with in their field of study. And they are looking for someone who will be productive and interested in their work. Explain your relevant skills, experiences, and accomplishments into your essay. Focus on how your educational and occupational experiences such as research led you to this program. Dont rely only on emotional motivation (such as I want to help people or I want to learn). Describe how this program will benefit you (and how your skills can benefit the faculty within it), where you see yourself in the program and how it fits into your future goals. Be specific: What do you offer?   Interview Although not part of the application, some programs use interviews to get a look at finalists. Sometimes what looks like a great match on paper isnt in person. If youre asked to interview for a graduate program, remember that this is your opportunity to determine how well a fit the program is for you. In other words, youre interviewing them, as much as they are interviewing you.

Education in America between suburban and urban schools Essay

Education in America between suburban and urban schools - Essay Example The process of accreditation was initiated in 1913, ending in 1952. Within the last century, the quantities of private high schools have grown at relatively stable rates, unlike public schools whose growth rates have fallen since the 1950’s and 1960’s. For example, between 1966 and 1976, the quantities of state educational institutions have grown at more than 180 percent, with private schools only growing about 10 percent at the same time. In the beginning of the present century, the average special educational institution made up roughly half the quantity of all educational institutions of the higher school. From the 1950’s through the 1970’s, the public sector of higher education increased due to a rise in the quantity of biennial colleges. For example, in 1970 the state biennial colleges made up more than 70 percent of all varieties of biennial colleges combined. However, by the end of 20th century their quantity had decreased to only 60 percent. The number of students attending the accredited high schools within the 2 0th century grew at higher rates than the quantity of other educational institutions. Further, at the beginning of the present century, accredited enrollment was made up of approximately 15 million people. However, at the beginning of the 1990’s, the tendency of excess of rates of growth of the number of students above that of the rates of growth of high schools had changed, and the quantity of high schools began to grow at higher rates than that of the number of students. During this period the lowest gain was eight percent, which occurred when the gain of the quantity of high schools for the same period experienced a 15 percent growth rate. In this situation, the average number of students of an educational institution, which constantly grew during all centuries, began to decrease. If in 1990 the average of students made 3.9 thousand persons, in 2000 the rate was

Todays Justice System Essay Example | Topics and Well Written Essays - 750 words

Todays Justice System - Essay Example However, there is no denying the fact that justice also happens to be a highly subjective concept, which is often susceptible to diverse interpretations. What may seem just to a person or a group may sound unjust or partial to many other. In that context, it will be interesting to have a look into the concept of justice as per Confucius, Machiavelli and Lao-tzu, to facilitate a bit better understanding of the contemporary justice system. The Confucian concept of justice is woven around the notion of 'gong', which if roughly translated means 'impartiality' (Cleary, 2000). Hence, Confucian dogmas strongly instruct the state and the justice system to resolve and solve the social conflicts and differences without resorting to any sort or form of discrimination or partiality. According to Confucius, the overall sense of direction and moral health of any society depends on the extent to which virtue and uprightness manage to permeate the social, commercial and personal spheres of life (Cleary, 2000). Therefore, the people only tend to develop a strong affinity with propriety if there prevails a sense of justice in any society. ... Therefore, the people only tend to develop a strong affinity with propriety if there prevails a sense of justice in any society. It is understood that justice to Confucius meant absolute fairness and total absence of any sort of favoritism. Thus, in the given context, the fair and equitable distribution and allocation of national resources and opportunities of growth constitute an integral part of the Confucian concept of justice (Cleary, 2000). Confucius favored a concept of justice that distinctly favored the marginalized and weaker sections of the society and ensured their well being and safety. Contrary to Confucius, the Machiavellian concept of justice is blatantly opportunistic. Machiavelli holds that the means are always subservient to the ends (Machiavelli, 1984). Thus, the direct premise of this line of reasoning is that the state or the political authority can resort to any line of action while dispensing justice, provide the delivered verdict or conclusion aid and abets the political authority in achieving its coveted and vested aims and objectives (Machiavelli, 1984). Therefore, according to the Machiavellian notion of justice, justice does not happen to be a means to disseminate a sense of fairness in the society, but a tool to further the interests of those in power. Justice merely dwindles to being a convenient tool rather then being an exalted institution and a reliable pillar of social stability. To Machiavelli, virtue and fairness meant any thing that furthered the narrow interests of the state (Machiavelli, 1984). In the Machiavellian concept of justice, pre servation and protection of the realm takes preponderance over everything else.Lao-Tzu's concept