Management Style Essay Free Essays

If there are problems between staff, I am the one who needs to find a way for the problem to be worked out so that the staff can go back to doing their job to the best of their ability. I need to be able to fire/let someone go if they are not working well for the position and I am the one that gets the biggest stress from work. Live that being a manager means you have good time management, are a good judge of character can handle problem situations in a timely professional manner and be able to make staff understand that we are all working together for the best outcome of the company/place of employment. We will write a custom essay sample on Management Style Essay or any similar topic only for you Order Now A few bad qualities a manager can have are temper problems, a complex where they believe they are better than co-workers and staff alike, someone only wants to do their paperwork job and ignoring staff. This means that you can’t just do the paper work and hiring, you have to know what the main goals are but if everyone sees their manager as a bad manager because nothing is getting better then you should rethink your priorities as a manager. Qualities of a person, management or staff, can change based off of different situations in their lives but that is when a positive attitude can come into play. If a family member has passed away you may not want to work but sometimes you have to set things aside and do your best while working. All aspects of being a manager do not change; you have to take care of everything that is needed for your position and just take it one day at a time. Team Work While taking my Management Quiz, it all seemed like common sense. My results showed that I am doing great in the team work area, meaning that I know how to get staff on the same page about all goals and plans that need done. It stated that I know how to delegate and how to make sure that results are what want them to do be. As a team that can be hard but do realize that everyone is different and it takes different managing methods for some. One person I may have to show how to do something while another only have to tell them what was wrong. Managing People My people managing skills on the quiz showed that I know how to manage people in general. That would include being able to hire the right person for the job, giving feedback as often as possible and to address any issues in a way that the person/people will understand and be able to do better with their work. I believe that talking to a person one-on-one can help them understand what it is they are doing great and what they need to improve on thou yelling or always being negative. It takes a positive attitude to have others show a positive attitude even if everything that is being done is not correct. Managing You resell The quiz stated that I am doing a great job in managing myself. This includes time management, using my authority in a way that isn’t abusing my position and understanding my role as a manager. I do know that being manager doesn’t mean get my way, it means that I am working with others to do what needs to be done for the company so that all staff works well together and hat everything is run smoothly. As a manager the biggest responsibility is on me. Have to be the one that makes sure everyone is doing their best and that am letting them know where their faults are and to do my best to help them fix any issues that they may be having. I am the one that staff comes to when there is a problem and I need to be the one to find ways to fix any issue in a way that no more issues come from the original problem. Conclusion My management quiz showed that am doing great on all aspects of the quiz ND I agree but also know that I can get better with time and knowledge. How to cite Management Style Essay, Essays

Assignment Sample on Impact of Gender Biasness

Question-Identify a research question or research questions based on a topic of your choosing an provide a brief overview of the literature? TOPIC Impact of gender biasness on the attitude of students LITERATURE REVIEW Gender Discrimination is the outcome of tenacious imbalance between men furthermore girls in all circles of life. The measurement and level of oppression girls shows itself in diverse society, legislative issues, race, locale, nations, and economies in an unexpected way. Be that as it may, Gender Discrimination is considered as an enormous stipulation towards the improvement methodology and it is found as a causal element of brutality against girls. Academic Institutions, as one of the essential executors of socialization, have a tremendous effect on the potential classroom accomplishment of students. As examined by Women's Ways of Knowing (1997), the dominant part of sc Academic Institutions has been, and proceeds to be, outlined and run by men. Thus, women's activists have addressed the instructive structure. Additional research (Hall and Sandler, 1982) has uncovered that a number of the distinctions that boys and girls involvement in school are influenced by sex inclined educating procedures, giving boys favorable element over girls in the classroom. Theorists keep up that a student's personality is regularly affected by the sex parts and desires he/she encounters in the classroom; this is particularly valid for girls (Sadker and Sadker, 1994). The teenage years are perceived as an especially turbulent and compelling time for students (Williams and Mcgee, 1991, p.325). Therefore, it is basic that teachers or educators, and the public equivalent, perceive the harming effects that customary role of genders and desires have had for some students, both boys and girls. Gender Biasness can affect students' demeanor towards learning and their engagement with the subject. On the off chance that influenced by Gender Discrimination inclination, young girls will have a tendency to accept that any achievement they have is because of diligent work as opposed to any inborn ability or insights. Young men may be urged to accept that accomplishment in science and math ought to come effortlessly to them due to their sexual orientation. A few boys report dropping out of school science and math programs in light of the fact that they probably won't see these subjects as simple. In general, educators have lower desires for young girls' scholastic achievement contrasted with young men and their state of mind are demonstrated through the sort and nature of the student educator communication. The sort and nature of scrutinize educators give their students can likewise have an effect. Educators' remarks on young girls' work concentrates on its appearance yet with youn g men's work instructors concentrate on the substance. Young girls regularly don't get substantive remarks or feedback from instructors from which they could enhance their capacity to learn. Amid the numerous hours used in classrooms, young girls get less time and consideration from instructors than their male companions. Educators normally ask young girls less demanding inquiries than they ask young men. Regularly, young girls get fewer chances to participate in classroom talk, use supplies and attest their insight in classrooms (Scantlebury, 2011). According to Wood (2009), both males and females progress in the environment which affirms and promotes their behaving, communication and thinking styles. However, by giving more value to the problem solving and visual-spatial skills, the learning styles is mainly associated with the males in the society instead of females. Thus the males groom themselves more confidently and comfortably than females in the present educational environment. Sadker and Sadker(1994) says that the schools which engage in the gender biasness practices encourage wealthy opportunities for boys and restrict the future advancement of the girls. Thus existence of gender biasness in the academic institutions greatly encourages damage to the students occupational choices, self-esteem, attitude, performance, self-concept etc. Thus it is very much important to reduce gender biasness in the academic institutions. Therefore, Gender equality has become the current subject among various policy makers of the world to e nhance the economic growth and maintain the development process of the world. This gender equality concept from the school days itself would help to reduced the perceived barriers among and boys and girls and also eliminate all discriminating forms against girls. RESEARCH QUESTIONS The research questions for the conducting the current research are: Identify the students definition of gender discrimination Analyze the impact of gender biasness on students METHODOLOGICAL PERSPECTIVES The sociological theories in sociology are the statements of why and how the facts related to social world are interrelated (Sanderson, 2005). Some of the sociologists say that the structure of sociology is methodological perspective instead of ontological claim. There exists two types of perspective in sociological researches one is positivistic perspective and another perspective is the social constructionist perspective. Positivism methodology is based on the natural sciences and also social views. The information gathered is mainly derived from the sensory experiences, mathematical and logical treatments. The verifying and the obtained data are thus considered as empirical evidence and thus assume that there exists valid knowledge. Positivism mainly asserts that the social structure determines the emotions through the outcome of status relations and power of actors involved. On the other hand the social constructivists reject the significance of physiological and biological subst rate in determining the emotions of the actors. They believe that emotions are mainly determined by the feeling rules or the social norms. According to the social constructivism research the truth and the knowledge is constructed and thus believes that the gender, sexuality and race are social constructed (Kemper, 1981). For conducting this present research, the researcher will use the positivism research methodology perspective. This is because the researcher decides to focus on quantitative data to address the above mentioned research questions and positivism approach is more reliable as it is more scientific. Even Positivism approach follows a proper structure during discussion and studies which allows little space for drastic change in the variable and thus makes the research study more reliable and accurate (Kirby, 2000). METHODOLOGICAL ASSUMPTIONS The ontological assumptions mainly focus on various phenomena that are surrounding the world. It is the theory that mainly emphasizes with the existing issues and revolves around the nature of reality. It refers to different claim which a specific paradigm develops about truth and reality. In short, ontological assumptions are about what is present, its look, and the components that are involved and also the interaction between all the components. The ontological assumptions mainly investigate the characteristics of the commonsensical perceptual and physical world, whether the truth is an entity that is mentally constructed, or identifies the characteristics of the human beings that colonize the world, and whether there exists any relationship among human beings are hidden and need significant inquiry (Delanty and Strydom, 2003). According to Wiersma (2000), epistemology assumptions investigates the truthfulness, possibility, limits, methods, structure of knowledge and how this knowledge can be applied, validates and acquired. Walker and Evers (1988), says that epistemology mainly emphasizes on how researcher can understand the phenomena. Thus the epistemology investigates on the knowledge sources, how to gain the knowledge of world, what kind of empirical evidence is required, identifying the presuppositions of the knowledge, communicate the knowledge to the individuals, issues with validating the truth (Delanty and Strydom, 2003). The current research will follow the epistemology assumptions as it would help the researcher to explain the interaction between the variables in quantitative terms, cause outcomes and shape the events. The assumptions that is made for this current research is that there exists a rigid sex role stereotypes for femininity and masculinity. The gender biasness can occur when people around start making various assumptions about the preferences, abilities and behavior of a girl and a boy in the school. Thus the students find some mismatch among their peers and teachers and thus encounter social problems. REFERENCES Delanty, G. and Strydom, P. (2003). Philosophies of social science. Maidenhead, England: Open University. Hall, R., and Sandler, B. (1982). The classroom climate: A chilly one for women? Washington, DC: Project on the Status and Education of Women, Association of American Colleges. Kemper, T. (1981). Social constructionist and positivist approaches to the sociology of emotions. American Journal of Sociology, pp.336--362. Kirby, M. (2000). Sociology in perspective. 3rd ed. Oxford: Heinemann, pp.340-345. Sadker, M. and Sadker, D. (1994). Failing at fairness. New York: C. Scribner's Sons. Sanderson, S. (2005). Reforming theoretical work in sociology: A modest proposal. Perspectives: Newsletter of the ASA Theory Section, 28(2), pp.1--4. Scantlebury, K. (2011). Gender bias in teaching. VOICE, O. (1997). Women's Ways of Knowing. College Student Development and Academic Life: Psychological, Intellectual, Social, and Moral Issues, 4, p.89. Wiersma, W. (2000). Research Methods in Education; An Introduction. Boston: Allyn and Bacon. Walker, J.C. and Evers, C.W. (1988), "The Epistemological Unity of Educational Research" IN Keeves J.P.Educational Research, Methodology, and Measurement.Oxford, Pergamon Press, pp. 28-36. Williams, S. and McGee, R. (1991). Adolescents' self-perceptions of their strengths. Journal of Youth and Adolescence, 20(3), pp.325--337. Wood, J. (2009). Gendered lives. Boston, MA: Wadsworth Cengage Learning.

Measurement of Work Performance an Example by

Measurement of Work Performance Performance is the end result of an activity. Managers at all organizations are concerned about the work performance which is the end product of work processes and activities. Organizations performance goals can only be achieved through its employees. An effective performance measurement and management system aligns individual and teamwork behaviors to the organization's business strategies, goals, and values. For an organization to achieve its goals, it is important that each employee understands individual roles and responsibilities that are integrated to achieve organizational goals. Need essay sample on "Measurement of Work Performance" topic? We will write a custom essay sample specifically for you Proceed There must be continuous dialogue between leaders and employees to set performance expectations, monitor progress, and evaluate results. Combined effort of the leader and staff to plan, measure and analyze, and manage performance enable them to successfully measure and account for work performance. Tools and Techniques to Measure Work Performance The most frequently used performance measures are: Organizational Productivity Organizational Effectiveness Industry Ranking Productivity is the ratio between the level of input and output. It is important for managers to increase the productivity level to increase work performance. The same level of input should produce a higher level of output or a lower level of input should be used to produce the same level of output. (Robbins, Coulter 2005) To measure work performance it should be seen how the efficiently the resources including land, capital and especially labor is being utilized in both service and manufacturing firms. The managers should also check how appropriate the goals of the organization are and how effectively is working being done to achieve those. E.g. Customers, suppliers, shareholders each have their own goals and interests. But at the end of the day the manager has to see how well the overall goals are being met. Comparing the work performance against previous way of work done in the same firm or against the industry standard can help managers measure work performance. It is an eye opener for the managers. Managers need appropriate tools to monitor and measure work performance at organizations. Economic Value Added tool is a financial tool that measure work performance by measuring corporate and divisional performance. This is calculated by subtracting the after tax operating profit from the total annual cost of capital. It focuses managers attention on earning a rate of return that is over and above that of the cost of capital. Companies like Hewlett-Packard and Equifax make use of this. (Heizer, Render 1996, p.457) Balanced scorecard is another tool that measures work performance by focusing on four major areas that is financial, customer, internal processes and people/innovation/growth assets. The basic idea is for managers to set goals in each of these areas and then compare if the goals are being met. The Ontario Hospital Association in Canada developed a scorecard for 89 hospitals to evaluate their work performance Bench marking is usually done to compare the organizations work performance with the best practices among competitors. It is the standard of excellence against which firms can measure and compare. The HR department at SYSCO Corporation developed Innovation Key Metrics Benchmark System which enables the regional managers to measure work performance against others in the SYSCO family. (Robbins, Coulter 2005) Performance can also be measured by using different ratios including Activity Ratio which shows how efficiently inventory is being utilized and Profitability ratios which identifies the profit being generated by various products. Observation and work samples enable managers to asses the performance of work. Improve Work Performance by using Performance Measure Results Once the results are found it is important for managers to communicate the results to the employees. The more open about it the better it is. However mangers must be confidential about individual employee result. If the manager is not satisfied with the results then each department should be given goals and targets that should be achieved within a limited time frame. Score cards should be assigned to each department. Productivity targets should be set and communicated to the employees. A system for continuous feedback should be maintained so that the managers are updated on the work activities. Managers must find the key issues that resulted in the underperformance. It could be due to a fault in the working environment like the ventilation system or the long structural hierarchy which discourages employees at different levels to coordinate with each other and participate in the decision making. These problems should be rectified by the manager. Employees performing a certain task are the best source of information. By interacting with them and setting meetings with those employees, managers would not only find the problems and how to improve them but would make them feel an important part of the organization. References Robbins P., Coulter Mary (2005) Management, Eighth Edition. Prentice- Hall Heizer Jay, Render Barry (1996) Operations Management, Seventh Edition. Prentice-Hall

Internship at Bildersee Beacon Brooklyn

Internship at Bildersee Beacon Brooklyn Free Online Research Papers I interned at Sesame Flyers Bildersee Beacon (SFBB) located at Isaac Bildersee Intermediate School in Brooklyn, New York. It accommodates participants ranging from grades kindergarten through eighth. The participants come from different schools. The building is equipped with an auditorium, gymnasium, cafeteria, classrooms, nurse’s office, and bathrooms. There are many after school programs throughout New York City. These programs were established to help working parents, who could not attend to their children when they are released from school. These after school programs ensure nutritionist meals, homework assistance and extra-curricular activities. You cannot expect to run an after school program unless you are equipped to handle the needs of the students. The staff has to be knowledgeable in several areas. The students’ are relying on the teachers and staff to protect them. The students’ safety and health is the number one priority to SFBB. On September 21, 2009, I started my internship at SFBB. My supervisor was Mrs. LaTanya Dailey. I was excited to intern at SFBB because I work at Isaac Bildersee Intermediate School during the day. My responsibilities included ensuring nutritionist meals were eaten before the start of after school activities. Supervise and implement a structured activity with participants’ grades kindergarten through first. Assist with homework in all academic subjects. I also implement extra-curricular activities upon completion of their homework. Prior to my first day at work, I was surprised to find that I was feeling anxious. My anxiety was based on a fear that there might be little or no structure, searching for assignments and feeling generally uncomfortable with my new situation. I was nervous because it was something I had never done before. Mrs. Dailey assigned me six students, three boys and three girls, Mikal 5, Kevin 6, Jamal 5, Cassandra 5, Mikaya 5, and Shatera 6. Mrs. Dailey who has known me for the past five years from working in the same building knew it would be something I could handle. It was an experience that taught me to be open to trying new things. As the intern, I made sure all of my students did art projects, read books, played games, and participated in group activities. It made the classroom a fun place and kept them interested in learning. I allowed the students to pick where they sat because I wanted them to feel comfortable. A typical day started at 3:00 p.m. I would greet my students and escort them to the cafeteria to eat a nutritionist meal before we go to our assigned classroom. At 4:00 p.m., we are in our classroom. I assisted with their homework when needed. Each classroom has three adults, eighteen students, and is assigned an activity, which changes on a daily basis. Free time in the gymnasium, African dance in the auditorium, arts and crafts projects, board games, and book read-aloud. By 6:00 p.m., most children have been picked up. â€Å"As the student, it is to your advantage to learn as much as possible about the agency and the way it serves its clientele†, (4th Ed., p 47). I learned that the agency, and its service’s to their clientele are exceptional. An organization like this is much needed in our communities. With more and more children growing up in homes with two working parents or a single parent, today’s families can benefit from the safe, structured learning opportunities that after school programs and their agencies provide. After school hours are a critical time for both parents and our students. It can represent either an opportunity to learn and grow through quality after school programs and their agencies, or a time of risk to our student’s health and safety. These after school hours are at the peak time for juvenile crime and risky behaviors such as alcohol and drug abuse. Most experts agree that after school programs offer a healthy and positive alternative. These programs keep kids safe, improve academic achievements and help relieve the stresses on today’s working families. After school programs also can help to improve the academic performance of participating children. For many children, their reading and math scores have improved, in large part because after school programs allow them to focus attention on areas in which they are having difficulties. Many programs connect learning to be more relaxed and enriching activities, thereby improving academic performance as well. After school programs also contribute to raising children’s self-confidence as well as academic performance. Both teachers and parents report that children who participate in after school programs develop better social skills and learn to handle conflicts in more socially acceptable ways. Children indicate that they have higher aspirations for their future, including greater intentions to complete high school and attend college. Families able to enroll their children in good programs indicate that their children are safer and more successful in school. These families also develop a greater interest in their child’s learning. In addition, children develop new interests and skills and improve their school attendance. In many cases, communities have come together to improve the availability of after school programs. Partnerships among schools, local governments, law enforcement, youth and community based organizations, social and health services, and businesses have resulted in a number of high qualities after school programs. These partnerships foster a great volunteer spirit and provide opportunities for parents and other adults to participate in program activities. From school to school, neighborhood to neighborhood, community to community, and every after school program is different. Successful programs respond to community needs; their creation is the result of a community effort to evaluate the needs of its school age children when school is not in session. For many children in neighborhoods across America, after school programs provide a structured, safe, supervised place to be after school for learning, fun, and friendship with adults and peers alike. Quality after school programs can provide safe, engaging environments that motivate and inspire learning outside the regular school day. While there is no one single formula for success in after school programs, both practitioners and researchers have found that effective programs combined academic, enrichment, cultural, and recreational activities to guide learning and engage children and youth in wholesome activities. They also find that the best programs develop activities to meet the particular needs of the communities they serve. All programs need staff who are qualified and committed, have appropriate experience and realistic expectations, and can interact productively with regular school staff. Mrs. Dailey helps ensure that the after school program provides high quality services that meet the needs of program staff, students and families. Effective administrators develop strong relationships with schools and community partners. â€Å"During the course of a semester, many students experience anxiety from having to struggle too many roles and demands simultaneously†, (4th Ed., p 54). I felt as a single working parent that being organized made it easier to juggle the additional roles of being a student, and a practicum intern. There was three items that I used in developing organizational skills: a day-by-day calendar, a pocket size notebook, and a daily to-do list. I use my calendar to record all appointments, deadlines, and crucial events. In my notebook, I’d jot down errands and tasks I need to do as they occur. On my to-do list, I’d jot what must be done in order for me to accomplish my goals as a parent, a student, and as a practicum intern. I was still struggling with being a student, parent, and practicum intern. I had to also rearrange my schedule at home. It was not easy with this additional role for my family and me. At this point in my life I did not think I could handle all these roles simultaneously with their demands. I knew it was time that my children had to help. They had to take on more responsibilities, now that I was starting my internship. My children agreed with the new changes that I was about to bestow on them. They were up to the challenges of being more independent that came along with their new responsibilities. With their help and understanding I was hopeful that maybe I can take on my additional roles and their demands. It was hard in the beginning to make this work for my family and me. With time I knew it had to get better. As the weeks went on as the parent, student, and practicum intern the anxieties that I was feeling subsided due to the organizational skills I have acquired and practiced. Also, I could not have done it without my children’s support and help around the house. It was no longer a struggle to juggle too many roles with their demands simultaneously. â€Å"Noncompliance is very frustrating, particularly when the client seems to be relating well with you, owns up to the problem, agrees with the plan to do something about the problem, but fails to keep appointments or does not complete expected tasks†, (4th Ed., p 92). Kevin, six years old, refused to do his homework and wanted to run around the classroom instead. He disrupted others while they were doing their homework. When I approach him about his behavior, he understands what he is doing is wrong. He promises he will not do it again. He would do this everyday. I became frustrated because when I would talk to him, he would make me feel that he wouldn’t do it again. Kevin greets me everyday with a hello and a smile. He gets along with his peers and staff. Everyday I would greet him with a hello and a smile and reminded him what he promised me. I thought that making the children monitors for certain things would help Kevin to follow instructions better. Everyone had a responsibility that they were in charge of. His behavior started to improve everyday. After two weeks Kevin was able to complete expected tasks without any problems. My frustrations diminished. â€Å"For your own mental health and well being, do not take client and agency problems home with you†, (4th Ed., p 153). I’ve learned that it is best to keep work and home separate. By the end of the workday, you are tired, and/or frustrated, and/or even stressed from a long day. You have to go home and start a different role. Your family needs your full attention. I remember when I used to take my frustrations from the workplace and into my home. I would yell at my children for the littlest of things. They didn’t know why I would be so angry with them all of the time. I was stressed from working all day and then have to come home and start dinner, check homework, etc. By the time everything was completed, it was time to start it all over again. I knew I had to change because it was tearing my family and me apart. This is how it all changed. I would come home and greet my kids with a hello and a kiss. I would ask my children how their day was and they would ask me how mine was. We would chat for about a half hour. Then they would resume their homework while I prepared dinner. I felt relaxed and more at ease with myself. Instead of coming home and starting the same routine, I changed it. â€Å"From time to time even most seasoned professionals wonder if they have chosen the right vocation†, (4th Ed., p 158). I was a secretary for many years. I knew I didn’t choose my right vocation. I always wanted to work with children. After ten years of working for one company I knew I had to change my profession. I decided to apply for a position with the Department of Education (DOE). They had openings for Crisis Intervention Paraprofessionals. I started working for the DOE five years ago. I knew I had to go back to college to get degree to further my career. I immediately enrolled with Touro College for Applied Studies. I decided three years ago that I want to help children with their problems. I am currently in school acquiring a degree in Human Services. By the end of my internship and by continuing with my education I will have chosen my right vocation, receiving a master’s degree in becoming a Guidance Counselor within the DOE. My supervisor, Mrs. Dailey was helpful to me during my internship. She was always eager to answer all my questions I had. I felt comfortable speaking with her. I knew I could approach her at any time, and she would stop what she was doing to show me, she always gave me her full attention. She always treated me as an equal staff member. I learned that being a teacher and supervisor to my students is a lot harder than I thought. I had to make the class fun, interesting and comfortable. My students had no problem voicing their opinions on what they didn’t like. We decided as a group what arts and crafts projects would be done, what books would be read, and what board games would be played. I felt involving the students showed them that their opinions mattered to me. The staff members treated me with respect and kindness. They gave me advice and included my students in projects and parties. They offered me help without me asking for it. We worked well as a team and knew we could count on each other. The students were friendly and happy to welcome me. If I saw them outside of SFBB, they would come up to me to say hello. I looked forward to volunteering each week. It was a wonderful environment to work in because of the staff and the students. I really enjoyed working with the children very much, and of course Mrs. Dailey as well. I learned a lot about things like teaching arts and crafts projects, assisting with the homework, and doing the other extra-curricular activities. I think that this type of internship work was very beneficial. I do not regret for one second taking part in this internship. I am very thankful to have been able to do something such as this, and I believe it helped me to narrow my mind in the decisions I will make for my future in college. It was definitely a good start to broadening my horizons. Research Papers on Internship at Bildersee Beacon BrooklynStandardized TestingPersonal Experience with Teen PregnancyHip-Hop is ArtEffects of Television Violence on ChildrenTrailblazing by Eric AndersonBook Review on The Autobiography of Malcolm XThe Spring and AutumnThe Project Managment Office SystemThe Relationship Between Delinquency and Drug UseMarketing of Lifeboy Soap A Unilever Product

First an Emoji, Now a Suffix

First an Emoji, Now a Suffix First an Emoji, Now a Suffix First an Emoji, Now a Suffix By Maeve Maddox A writer at Business Insider begins his report on Merriam-Webster’s â€Å"word of the year† by saying, Merriam-Websters word of the year  is actually a suffix: -ism. Actually, ism has been used as a noun in English since 1680, when a critic referred to Milton as â€Å"the great Hieroglyphick of Jesuitism, Puritanism, Quaquerism, and of all Isms from Schism.† As defined in the OED, an ism is â€Å"a form of doctrine, theory, or practice having, or claiming to have, a distinctive character or relation: chiefly used disparagingly, and sometimes with implied reference to schism.† However, it does seem that whoever chose ism as â€Å"word of the year† was thinking of it as a suffix and not as a word. The M-W spokesman explained that the suffix was proclaimed â€Å"word of the year† because several nouns ending in it were the object of dictionary searches during 2015: socialism, terrorism, fascism, racism, feminism. Even if the M-W selection is a suffix and not a word, I find it more acceptable than Oxford’s 2015 choice of an emoji. At least -ism is made up of letters and is pronounceable. The word ism was used in reference to religious creeds such as Methodism, Catholicism, and Arianism up until the early nineteenth century. Later it was used in reference to political or social thought. In a citation dated 1820, Thomas Carlyle includes a political creed, Whiggism, as an example of an ism. In 1864, an ism can be â€Å"an untried social theory.† In 1928, Shaw wrote of â€Å"proletarian Isms.† Unlike most other suffixes, -ism is easy to use as a noun because it can be equated with the nouns doctrine and creed. As a suffix, however, -ism creates nouns with varying meanings. Here are the different uses, based on the entry for -ism in the OED: 1. The suffix -ism is used to form a simple noun of action, usually formed from a verb in -ize. It names the process or the completed action. For example, baptism, criticism, exorcism, mechanism, and plagiarism. 2. The suffix -ism can be used to form nouns that express the action or conduct of a class of persons or the condition of a person or thing. For example, (action/conduct) heroism, patriotism, despotism; (condition) barbarism, orphanism, medievalism. 3. The suffix -ism forms nouns that name a system of theory or practice, religious, philosophical, political, social, etc. For example, Buddhism, Calvinism, Liberalism, and Protestantism. 4. The suffix -ism is used to form class names or descriptive terms for doctrines or principles. For example, altruism, atheism, deism, egotism, and jingoism. 5. The suffix -ism is used to form a term that denotes a peculiarity or characteristic, especially of language. For example, Americanism, Anglicism, Gallicism, Latinism, Scotticism, and Southernism. In recent years, as society has become deeply concerned with issues of discrimination, still another use has been found for the suffix -ism: a. forming nouns with the sense â€Å"belief in the superiority of one [class or group] over another.† For example, racism, sexism, speciesism, etc. b. forming nouns with the sense â€Å"discrimination or prejudice against on the basis of [some characteristic]. For example, ageism, bodyism, genderism, weightism, etc. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:45 Synonyms for â€Å"Food†10 Techniques for More Precise WritingContinue and "Continue on"

The Pillars of Policing Dissertation Example | Topics and Well Written Essays - 10000 words

The Pillars of Policing - Dissertation Example Through the use of the first pillar of helping to create a safe and secured environment the police department focuses on activities like tracking criminals, curbing criminal and vandalistic activities in the region and efficiently dealing with incidents of significant criticality. The second pillar of policing helps Sussex Police in making them better visible and approachable by the general public. Through this pillar the police department of Sussex endeavors to closely knit their activities with different communities to perform in a proactive manner. This practice also helps the police department to retrieve quality information and responses from the people which thereby helps them in curbing crimes. The third pillar is used by the police force to make efficient and optimal use of the human and financial resources of the police organization to effectively track down the criminal operations of the region. (Three Pillars, n.d.). The police force of Scotland operates on the basis of fi ve basic principles to promote a safer region for the citizens to dwell in. These operational principles or the pillars of Scotland police consist of acts like safeguarding the society from criminal activities, breaking the network of drug trafficking, reassuring the general people that they are safe through the conducting of patrolling operations, prioritizing the safety of the road environment for the driving and daily commuters, and finally helping the police force to become increasingly advanced and trained to handle complexities. (Central Scotland Police, n.d.). Similarly the community policing activities of United Kingdom are also based on eight operational pillars which can be enumerated as follows. The first operational pillar of community policing is to reduce the rate of criminal activities and the rate of disorderliness in the region. Secondly the actions of the police must be conducted of, by and for the general public and not for the sake of meeting operational guidelin es. Public approval for police operations is highly essential for reducing the former’s conflicts with the administration. Thirdly following the above context the police administration of a region must reflect a high amount of honor for the citizens of a country in desiring them to abide by the rule of the land. Fourthly the police administration of a country must endeavor to minimize the use force on making the people abide by the rules of the land physical torture affects the cooperative mechanism of the society with the administration. The fifth operational pillar of community policing states however justifies the use of force when all other arbitration mechanisms fail to reduce public tension. Sixthly more specifically the police system in the society must visualize itself as a key force in restoring safety and harmony in the community and thus be socially accountable. Seventhly the operational pillar also holds that the police system must not augment its potential throug h judicial involvement but must depend on its own actions. Finally in the eighth position the operational pillar holds that measurement of true efficiency of the police force is done on by observing the rate of absence of crime and social disorder and not merely the police’s actions related to such. (Special Feature: Historical Perspective, n.d.). The paper in this context draws a comparison of the police actions of United Kingdom with that of United States. The Police system in United

Water- soluble vitamin Coursework Example | Topics and Well Written Essays - 500 words

Water- soluble vitamin - Coursework Example Development of the bones is also affected and renal stones can also result due to vitamin c toxicity. Answer 2. Thiamin forms an essential component of the metabolic pathways of carbohydrates and it functions actively in the form of thiamin pyrophosphate in the metabolic processes including glycolysis, krebs cycle and the hexose monophosphate shunt. Riboflavin exists in the form of FAD and FMN and assists in energy generation from the carbohydrates, proteins as well as fats via the Krebs cycle as well as the electron transport chain. Niacin functions in the form of NAD and NADP and it is essential for up to two hundred reactions in the human body out of which the major reactions are the dehydrogenase ones. For proteins, it works for their modification following translation and for carbohydrates it assists in the reactions of glycolysis. Vitamin b6 exists mainly as pyridoxal phosphate and its main function is tin the biochemical conversion of one type of amino acid to another one. Answer 3. Beri beri which results due to thiamin deficiency is a serious condition because it affects the major systems of the body including the central nervous system, the cardiovascular system and the musculoskeletal system. Its results in an increase in heart size and in nervous system issues like convulsions. It also results in reduced tone in the muscles. Pellagra which is a deficiency disorder of niacin is also serious because it is characterized by loss of memory which may be irreversinle as well as severe disturbances in the gastrointestinal tract. Skin lesions are also present and in extreme cases the patients may die. Answer 4. Vegetarians are most likely to be at risk for the b vitamin deficiency diseases. This is because animal sources contain the b vitamins and only selected plant sources contain all of these vitamins. An example is vitamin b12 which is only present in the animal food sources.   Answer 5. Dementia