Literary Devices Essay

While attending my course on â€Å"War and Literature†, and listening to the conversation, I found myself struck by an intellectual question presented by another student. This student asked, â€Å"When does paradox become hypocrisy? † Immediately afterwards I wrote the response, â€Å"A good war is a war that teaches it’s mistakes without one having to live with them. † At first I didn’t know if I had truly responded to the question. I analyzed both the question and response carefully through the literary devices and found myself satisfied with the responses standing. When analyzing the response I first had to return to the question. â€Å"When does paradox become hypocrisy? † Referring to this question I had to ask if my response held a paradox. â€Å"A good war is a war that teaches it’s mistakes without one having to live with them. † Considering that a paradox is a statement that seems self- contradictory, and that â€Å"a good war† is the introduction to the response, suggested that â€Å"a good war† is a paradox. However, why is it that â€Å"a good war† is a paradox? War can best be defined as active hostility. Good can also be best defined as being well behaved. Considering these definitions and the response, â€Å"a good war† would certainly be a paradox  because active hostility is contradictory to being well behaved. However, most would assume that â€Å"a good war† was the responses paradox, and to assume otherwise would be insulting to someone’s intellect. So then one has to ask how it is so commonly understood that â€Å"a good war† is a paradox? To conclude this question, one must consider that most of everyone was raised with the developmental understanding of good and bad. Most of everyone also would commonly agree that war is not good. So why do people still go, and why do we not learn from â€Å"it’s mistakes without someone having to live with them†? From statistics taken in the year two thousand fourteen, seven percent of America’s society is a veteran, and in that year there were near three hundred eighteen million citizens. That means that over twenty two million American citizens are veterans of foreign war. So how is it that we can convince over seven percent of our citizens to go risk their livelihood? We determined that war is wrong so how do we replace the ideas of good and bad? To better answer that question, it is better to replace the employment of a soldier with a painter. In order to make someone who is  not a painter become a painter, one would have to go through a series of tasks. First, cut off access to other mediums. Do not allow that person to work with anything other then painting. If they want to write a letter home, they paint it. If they want to create something three dimensional, they paint it. If they want to tell a story, they again, will paint it. Now there is no difference between the painter with their paintbrush, and the recruit with their rifle. Second, apply influences to praise the ideals. The same recruited painter now needs to be surrounded with people who share the same ideals. The painter cannot have the influences of sculptors, graphic designers, or any other ambassador of other art form. The painter needs the overall support of peers with the subject matter. This again, is no different from the soldier and their peers. Third, discourage all other ideals. The facilitator, who is regulating the transition between non-painters to painters, needs to openly degrade the ideals of all other art forms. The facilitator needs to make sure that the recruits hear their passionate opinions about how other art forms are â€Å"wrong†. This will guide the recruits to also share the same ideals. This relationship resembles the relationship between Drill Instructors and their recruits. Fourthly, revival the title has a distinguished history of renowned individuals. For a painter, there are many distinguished individuals that made a dramatically difference within the realm of art. For some examples, there is Vincent Van Gough, Pablo Picasso, and Leonardo De Vinci. It is up to the facilitator to idolize these individuals in front of the forth-coming painters. This will give the recruited painters the expectations they need to become idolized into their new profession. This will  also make the recruited painters strive to achieve the same honor. For the recruited soldier, they hear about the selfless actions of the Medal of Honor, Prisoners of War, and Purple Heart recipients. For them, they also strive to achieve that honor. Lastly, provide the graduate with a quote that brands them with honor. For instance, EARTH, Semper Fi, or Army of One. This will give the graduate something to display as pride and unite them forever with the other individuals who also have endured the same training. Now returning back to the question, â€Å"when does a paradox become a  hypocrisy†, the response needed to be evaluated for the literary device of hypocrisy. Is â€Å"a good war is a war that teaches it’s mistakes without one having to live with them†, a response of hypocrisy. Through the development of good and bad, we have concluded that war is wrong. To suggest otherwise would propose a state of insanity. Insanity is a derangement of the mind or not conforming. Since we have conclude that the popular choice is tosay that war is wrong suggests that people who desire to go to war, miss war, or idolize war are insane. So are they insane? If the response,  Ã¢â‚¬Å"war teaches it’s mistakes without one having to live with them† is true, than yes. However, the statement is hypocrisy and hypocrisy is the pretense of having. So reverting back to the practice of transitioning from non-painter to painter, the recruit became a painter. Now what if, during the transition, the recruit never got the opportunity to paint. The entire time the recruit was given black ink to practice the techniques of painting, but never received oil or acrylic paints. The recruit sat through sessions where they viewed images of others painters and their colorful  paintings, only to never receive color to paint with. After the transitions period, after the recruit was given the title of painter and hope to finally paint with color. However, the restriction continues and they again were never given oil or acrylic paints. They had practiced the trade for years without actual execution. The outcome is apparent. They will forever long to paint. This is the situation with the soldier. The soldier practices with blank ammunition for years, views images of warfare, practices the techniques of warfare, and never gets to execute their practices in war. The outcome is apparent. They will forever long for warfare. So in regards to the response, from the soldiers perspective, they would disagree because war cannot â€Å"teach it’s mistakes without one having to live with them. † They themselves desire warfare. However, for sanities sake, they would suggest the response to be true in the company of other American citizens. This is the pretense of having and concludes the statement to be hypocrisy; at least from the soldiers perspective. So does the statement apply to other citizens of America? Again, the response  to the initial question suggests that war is wrong and a sane response is to agree with the statement. This implies that American citizens do not see the statement as hypocrisy. However, how much money is accumulated over the showing of one Hollywood movie about warfare? How much money and time is spent reading through the stories about warfare? How often do people find excitement when sharing a conversation with a veteran where they can ask personal questions about their experiences? As peaceful people who agree with the statement, American citizens curiously find something compelling about war. It is not my position to accuse the masses of being warmongers. However, to defend the integrity of my response, the response is hypocrisy. It cannot â€Å"teach it’s mistakes† if people live vicariously through the experiences of war. Without war that satisfaction is taken away and the entertainment lost, suggesting that the mistakes aren’t learned; they’re idolized. To propose other wise is the pretense of having or also known as hypocrisy. So can war teach â€Å"it’s mistakes†? Can the statement ever become true? Lets again look at the question, â€Å"when does paradox become hypocrisy? † and compare it  to the response, â€Å"a good war is a war that teaches it’s mistakes without one having to live with them. † In order to make the response true we would have to rephrase the question. This time we will ask, when does paradox become integrity? We have concluded that the response to the initial question is both a paradox and hypocrisy, but we have overlooked one literary device. Personification. Personification is the representation of an abstraction in the form of a person. In the response we suggested that â€Å"a good war† is a paradox, and if â€Å"war teaches it’s mistakes without one having to live with them† is hypocrisy. However, the response also suggests that we have personified war. So in order to make the statement, â€Å"a good war is a war that teaches it’s mistakes without one having to live with them† true, we have to remove the personification and rephrase the response to â€Å"a good person is a person that teaches their mistakes without one having to live with them†. By removing the literary device of personification we have successful removed the other literary devices of paradox and hypocrisy, and gave the response integrity. If a good person were to teach others about their life’s mistakes, maybe others could  learn from them. It is the gift from the veteran of foreign wars to express to others the mistakes of warfare. From that point forward, it is up to the recipient of the gift to learn from the veteran’s mistakes. War cannot teach it’s mistakes because war as a whole removes the personal aspect of warfare. It gives the individual a number instead of a valued story. However, the individual’s personal story, the veteran, includes the emotional toll of warfare. From that personal story, the audience can now begin to understand the dysfunction of warfare and that personal story can be identified as the gift.

Botany of a City Essay

The story of each community can be determined by its plant life. Plant life can determine what will inhabit the area and what the economy will thrive on. Atlanta, Georgia is no exception. When the first European explorers reached the upper Piedmont of Georgia, it was already inhabited by Creek Indians, also known as the Muskogee. The Creek Indians believed that there were supernatural powers attributed to all natural things. They used many plants in healing the sick and also believed that there were plants that would provide them with greater hunting powers. The majority of Creek territory was located in the hilly Piedmont. The vegetation was an oak-pine forest, composed of a mixed growth of oak, pine, sassafras, chestnut, and hickory trees. In Indian Territory, Creek lands were a mosaic of oak woodland, tall-grass prairie, and bottomland hardwood forest changing to a mixed long and short-grass prairie on the western periphery of their region. The bulk of the area encompassed a forested belt known as the Cross Timbers. â€Å"Creek Indians chose to settle in stream bottomlands, and tried to avoid the heavily timbered and tall-grass prairie areas. They favored areas that provided reliable wood qand water sources. Limited agriculture, widespread livestock husbandry, and increasingly dispersed tribal towns continued to characterize the Creek landscape. † (Swanton, 2000) This inhabitation of the Creek Indians extended into the early 1800s. The Decatur area was treatied over from the Creeks in 1820. Many people assume that Native Americans left the forests virtually untouched; however, this is not true. Native Americans cleared, farmed, and burned the landscape of Georgia, in some areas greatly impacting and changing the natural landscape. In the Atlanta area, indigenous populations apparently never attained sizable numbers. Therefore, their influence on the present Atlanta landscape probably was minimal. (Swanton, 2000) Many plants native to the Atlanta area were used by both the Indians and others for their medicinal value. The cornus florida (Dogwood tree) is a flowering tree that will reach a height of 25 feet at maturity with a 25 foot spread. A variety of Dogwood trees can be found throughout the country, but the red Dogwood is more common to the southern regions of the country. The red Dogwood grows in acidic, loamy, moist, rich, sandy, well drained, clay soils. The red Dogwood has red blooms that appear in the spring. This tree has glossy, red fruit eaten by birds when ripened in the fall. Flowering dogwood was used medicinally by a number of native North American Indian tribes who valued it especially for its astringent and antiperiodic properties. The dried root-bark is antiperiodic, astringent, diaphoretic, mildly stimulant and tonic. The flowers are said to have similar properties. A tea or tincture of the astringent root bark has been used as a quinine substitute to treat malaria and also in the treatment of chronic diarrhea. The bark has also been used as a to treat external ulcers and wounds. The inner bark was boiled and the tea drunk to reduce fevers and to restore a lost voice. A compound infusion of the bark and the root has been used in the treatment of various childhood diseases such as measles and worms. It was often used in the form of a bath. The fruits are used as a bitter digestive tonic. The 1830s to the 1930s was the time of great expansion of agriculture in the Georgia Piedmont. Cotton was a primary crop and land that was flat enough to plow became agricultural land. Even areas of forests were cleared for the production of cotton. This left the ground unprotected from erosion and the loss of topsoil. Cotton as a crop drains the soil of nutrients and in the 1930s the soils became poor. Many farms went bankrupt and farmers abandoned their fields. It wasn’t long before the pines quickly reclaimed most fields, and forestry became the agriculture of the Piedmont. Pines could survive in the poor soils, and the Piedmont gradually reforested, although it has not returned to its original state. From 1930 to 1960, Atlanta slowly grew from a primarily suburban and rural city to a large urban city. Further growth took place from 1965 to present. This period of time saw tremendous residential, industrial, and transportation growth. Atlanta became the great international city that it is today. This expansion eliminated many of our trees, changed drainage patterns, increased impermeable surfaces, and fragmented and isolated habitat patches. (Livingston & Shreve, 1921) Cotton was a primary contributing factor to the growth of Atlanta’s agricultural industry. Cotton grows in a warm climate, with rich soil. Cotton requires a 160-day frost free growing period. Cotton is unique in that the entire plant can be utilized in different ways. The fiber or lint is used in making cotton cloth. Linters provide cellulose for making plastics, explosives, high quality paper products and processed into batting for padding mattresses, furniture and automobile cushions. The cotton seed is crushed and separated, with the oil being used for cooking, and the hulls being used as meal for livestock, or fertilizer. Cotton is a labor intensive crop and expanded the role of slavery in the south. Without the use of slave labor, it is unlikely that farmers would have been able to produce enough cotton to survive. Prior to the Civil War, the cotton industry was challenged as slaves and land became more expensive and harder to find. Farmers tried to plant cotton anywhere they could find, using even poor soil. Cotton growing was proving to be profitable and anyone who could take part in the industry did. With the use of slave labor and the boom of the cotton industry, there became a division of class and race in Atlanta’s society. (www. georgianencyclopedia. com) As a mainstay of the Atlanta agriculture, cotton expositions became a way for Atlanta to attract visitors and expand their economy. Atlanta held its first cotton exposition, the International Cotton Exposition in 1881. The purpose of the exposition was to expand trade, and boost the economy. The International Cotton Exposition was host to more than 200,000 people and lasted for two and a half months. Those who promoted and hosted the exposition were doing so to expand the economy and create an industrial center in Atlanta. The fierce competition in the cotton industry would also lead to the demise of the Atlanta countryside, as farmers leveled forests in order to create more land for the farming of cotton. (Parkins, 1938) The yellow pines played a major role in the development of the railroad in Atlanta and the railroad provided for the growth and expansion of Atlanta and its economy. It was the growth and expansion of the agriculture surrounding Atlanta that created the need for expansion in the transportation industry, namely the railroad. Effective and efficient transportation was needed. Atlanta was growing at rate faster than any other southern city. Competition between communities in the south propelled the expansion of the railroad to Atlanta. Local politicians were aware that transportation would provide for economic prosperity. Atlanta was given railroad connections with the seacoast in 1845. Atlanta’s growth was in part due to its geographic location. The creation of the southern terminus of the first railroad in northern Georgia, the Western and Atlantic, fixed its location and it became a crossroads of railroads in the early 1850’s when a line was built northwestward from Augusta and another from Atlanta to Montgomery. The railroad also brought with it challenges during the Civil War. As a central hub, it was the seat of large manufactures for the Confederate army and a depot for supplies, and sustained major damage during the war. The railroad provided Atlanta with an ability to maintain its trade with the world. (Parkins, 1938) Atlanta was rich in resources to assist in building the railroad. The yellow pines were used as railroad ties and provided timber for construction. The Longleaf Pine is an evergreen that grows mainly along the southern border and the western edge of the United States. In its mature state it will 60 to 80 feet in height, with a 30 to 40 foot spread. The Longleaf Pine grows in alkaline, loamy, rich, wide range, clay soils. The Longleaf Pine thrives in full sun to partial shade. The Longleaf Pine trunk has scaly, coarse, light, orange-brown bark with upright branches forming an oval, open crown. The flexible, dark green needles are up to 18†³ long, and the large, spiny cones are up to 10†³ long and may persist on the tree for two years. For the first five to seven years, the pine stays in a tufted, grass-like stage after germination, growing slowly while the root system develops. It is drought tolerant once the tree is established. Following the grass stage, it grows at a medium to fast rate. The inch long clusters of new growth are silver white during the winter. The roots are sensitive to disturbance during construction. This tree provides food and cover for wildlife, including the now endangered red-cockaded woodpecker. Squirrels, quails, brown-headed nuthatches, and turkeys eat the seeds. (www. georgianencyclopedia. org) Today only 3 million acres across the South contain some longleaf forests, and of that only about 12,000 scattered acres retain an old-growth component with a biologically diverse understory. One study estimates that Georgia maintained more than 4 million acres of longleaf forest in 1936, while just 376,400 acres remained in 1997. The longleaf pine is considered to be the dominant tree species in this ecosystem and is essential to its existence. It is in its understory where the diversity of this system exists and has therefore been threatened. â€Å"In fact, the longleaf pine, grassland forest may well be the most diverse North American ecosystem north of the tropics, containing rare plants and animals not found anywhere else. The understory throughout the longleaf range contains from 150 to 300 species of groundcover plants per acre, more breeding bird than any other southeastern forest type, about 60 percent of the amphibian and reptile species found in the Southeast, and at least 122 endangered or threatened plant species. † (www. georgianencyclopedia. org) Atlanta is a city rich in history and diversity, much of which was created and sustained by its ecology and plant life. It was the plant life that sustained the Creek Indians until their expulsion. Plants, such as the cornus florida were used medicinally among many others. In a time period when modern medicine was not available, it is likely that these medicinal plants played a critical role in everyday life. The role of cotton in the development and subsequent effects to Atlanta cannot be overstated. As a primary crop, it afforded for the growth of the city but came with a cost to its environment and to its citizens. The cotton industry is largely responsible for the race relations and much of the civil unrest that occurred in Atlanta and the southern regions of the United States. Competition that took place for resources resulted in the destruction of forest lands and the establishment of a class society. Cotton also took its toil on the very soil in which it was grown, depleting it of nutrients needed to grow further crops. Although it was important to the economy of the Atlanta area, the result of forced growth and competition was not a successful venue for Atlanta. The Longleaf Pine was only one of a large variety of pine trees that grow in the Atlanta area. The Longleaf Pine provided high-quality lumber for building materials; raw materials for the naval stores industry, and forage for livestock. As with other resources in the Atlanta area, the overuse of forest lands, and the competition for resources depleted the forest and led to a decline in the population of the Longleaf pine. The creation of a large-scale timber industry furthered the decline of the forest area. Atlanta, rich in resources, is a good example of poor management of the land by it inhabitants. Resources that were once plentiful were depleted in order to build industry and create profits. Works Cited Livingston, Burton E. , and Forrest Shreve. The Distribution of Vegetation in the United States: As Related to Climatic Conditions. Washington, DC: Carnegie Institution of Washington, 1921. Questia. 26 Jan. 2007 . New Georgia Encyclopedia. The Longleaf Pine Ecosystem. www. georgianencyclopedia. com 26 Jan. 2007 < http://www. georgiaencyclopedia. org/nge/Article. jsp? id=h-2200&hl=y> Parkins, A. E. The South: Its Economic-Geographic Development. New York: Wiley, 1938. Questia. 26 Jan. 2007 . Swanton, John R. Creek Religion and Medicine. Lincoln, NE: University of Nebraska Press, 2000. Questia. 26 Jan. 2007 . Tang, Anthony M. Economic Development in the Southern Piedmont, 1860-1950: Its Impact on Agriculture. Chapel Hill, NC: University of North Carolina Press, 1958. Questia. 26 Jan. 2007 .

Organizational Behavior Study Guide Essay

Organizational Behavior – is the understanding of how organizations work and how to have people perform efficiently. It is extracted from different areas of study, and is interested in how these fields are integrated into workplace behavior. Basic Leadership Model – knowledge of OB x behavioral skills = leadership effectiveness Organizational Behavior – 1) individual level is where members make sense of the world and derive motivation. 2) how teams function. How they deal, ethical decision making, and power politics. 3) Organizational level – how the firm is structured, selecting developing talent, creating sustaining a culture, manage change. Behavioral skills – facilitate team decision making, effective communication, effective negotiation, use power wisely, and managers organization change. Organization change over time – theories become more complex and and yet more accurate but they are harder to apply since they are all based on the situation and culture limits the applicability of these theories also. Pre 20 century – work was done from home/crafts, orgs were military and church, Adam Smith division of labor and theories of use of machinery to save labor costs. 1900 – industrialism and mass production using division of labor. 1920 – scientific management fred taylor: cult of efficiency task analysis, standardization, pay by performance, training, and systemic selection. Classical management: Henry Fayle: PODSC: planning, organizing, directing, staffing, and controlling. Unity of command: one leader, specialization: doing one activity and people got good at it so replacing was easy. Scalar chain: the yields of an output TxC input multiplied by constant. Span of control: how many subordinates under control. During this time was 5 to 7 now its over 20. 1930 – Hawthorne studies by Elton mayo. Findings were that interaction in the test group had increased productivity; feelings and supervision had big effect in production. Informal groups also were formed due to interaction. 1940 –group dynamics: when teams made their own decisions they required more information to be shared with employees and yet this was complex but made them have a sense of commitment to the job. Bureaucracy with Max Weber: job descriptions, specific responsibility, written rules, right of appeal, fair and equal treatment and managing became a profession to learn. 1950- Task leaders were only concerned with accomplishing the task. Social leaders were concerned with employees. Limits to rationality suffice rather than maximize. There is a limit of how much info. You can absorb. Gordon Howell: it asked for professionalism and more scientific knowledge. 1960,1970-Systems thinking environment and organization explaining and predicting behavior. Contingency thinking variables on factors. Leadership is contingent on many factors. 1980 and now – Mckribbin porter studies asked for more communication, and social skills and cultural diversity. Leader-awareness will make a better leader. Biographical traits, personality, attitudes and values, ability influences your perception and motives. And perception and motivation influence productivity, absence, turnover, and satisfaction. When hiring: skills, attitudes and values, and personality are looked at if you fit in the organization and see how well you work in teams. People who don’t fit in will have low performance high absenteeism/turnover. Age-older people are less likely to be absent for avoidable reasons and more likely to be absent for unavoidable reasons. (such as illness). Older people have les employment opportunities. Their job provides them with higher wages and pension benefits. Productivity there is no relation with age. Positive satisfaction 60+. Gender- no gender differences and no differences in productivity. Women are more likely to be absent because of children. Marital status- in general married people are more stable, brings job to be more valuable, fewer absence and turnover rates, more satisfied. Tenure – people who have been around for a long while are likely to stay and there is decreased turnover. Tenure on previous jobs help predict employees future turnover. Promotes conveys loyalty. Extra experience leads to increased productivity. Ability – skills that individual posses. Intellectual ability: mental activities, thinking, reasoning and problem solving. Those individuals who have a high intellectual ability and work at jobs that do not challenge them become bored and lack motivation. Physical ability: require physical traits for some jobs. Emotional intelligence: self awareness becoming aware of yourself and your areas of strength. Self management working without constant supervision. Self motivated ability to persist if there is setbacks or failures, social skills the ability to deal with others and their emotions, empathy ability to sense how others are feeling. Emotional intelligence affects job performance as employees can relate to each other. Cultural Values – experiences learned that shape our behavior. High low power distance: how equal or unequal you are between others in your society, u.s is low/democratic. Uncertainity avoidance: preferring structure than unstructured. Cognitive dissoance: when there is a conflicting emotion or tension after making a decision. Refers to any incompatibility than an individual might perceive between two or more if his or her attitudes, or between his or her behavior and attitudes. Personality – heredity, environment, situations determine personality. Locus of control: the degree to which people believe they are masters of their own fate. When we succeed we take credit for it, but when we fail, we blame others. Internals: in control of our destiny and are more satisfied and fewer absences. Externals: believe their lives are controlled by outside forces higher absences and less satisfaction. Extroversion: social, assertive. Introverted: reserved, timid. Machiavellianism: pragmatic, emotional distant, ends justify means, aggressive tactics. High mach’s: less persuaded, win more, manipulate more, flourish face to face and when there’s no rules. Self esteem: more confidence, higher risk takers. Self monitoring: ability to adjust to external behavior and situations. High Self monitors: aware of outside cues, and put on faces. Perceptions-input gives meaning to surrounding. Influenced by perceiver: attitudes, motives, interests, experiences, expectations. Target: motion, size, background, similarity. Situation: time, work, social. We judge people to find a behavior based on motives and interests. Attribution Theory- Attribution theory- Tries to explain the ways in which we judge people differently, depending on the meaning we attribute to a given behavior. We attempt to determine if a given behavior is internally or externally caused. Assessed by 3 factors: Distinctiveness- whether an individual displays different behaviors in different situations. Consensus- is his response unique or expected from everyone in a similar situation? Consistency- does the person respond the same way over time? Fundamental attribution error- The tendency to underestimate the influence of external factors and overestimate the internal factors when making judgments about others’ behaviors. Self-serving bias- The tendency for individuals to atribute their own successes to internal factors and blame failures on external factors. Frequently used shortcuts in judging others: Selective perception- The tendency to selectively interpret what one sees on the basis of one’s interest, background, experience, and attitudes. Halo effect- the tendency to draw a general impression about an individual on a basis of a single characteristic. â€Å"he is all good and nothing bad† or vice versa. Contrast effect- Evaluation of a person’s characteristics that is affected by comparison with other people recently encountered who rank higher or lower on the same characteristic. Ie. Someone being assessed right after an expert or someone that does a bad job will affect how you view that person. Stereotyping- Judging someone on the basis of one’s perception of the group to which that person belongs.Profiling/Stereotyping- A form of stereotyping in which a group of individuals is singed out- typically on basis of race, ethnicity- for intensive inquiry, scrutiny, or investigation.Self- fulfilling prophecy- a situation in which a person inaccurately perceives a second person, and the resulting expectations cause the second person to behave in ways consistent with the original perception. Motivation- how much effort an individual puts forth to achieve organizational goals. Performance = motivation, ability, opportunity. Learning Theory – environment determines an individuals behavior. Law of Effect(operant conditioning, or reinforcement theory) behavior is a function of its consequences. People got to learn to behave a way to get what the want. Shaping Behavior- individuals behavior is shaped by rewarding each successive step that moves them closer to a desired response. Positive reinforcement: following a desired response with something pleasant, negative: following a response by termination or withdrawal of something unpleasant. Punishment: causing an unpleasant condition to eliminate an undesirable behavior. Extinction: eliminating any reinforcement that maintains behavior. Applied: Well pay vs sick pay, lotteries, and recognition programs. Need Theory- the individual is in control of changing behavior and not the environment. Maslows Hierarchy: Maslow’s hierarchy of needs. From Low to high. 1. Physiological- food, water, shelter, bodily needs 2. Safety- protection from emotional and physical harm 3. Social- affection, belongingness, friends 4. Esteem- self respect, autonomy, recognition, attention 5. Self actualization- achieving full potential, growth As each need becomes satisfied the next need becomes dominant. A substantial satisfied need no longer motivates. High order needs: internally satisfied such as social , esteem, and self actualization. Low order needs: externally and psycho and safety needs. Extrinsic rewards such as pay tends to decrease motivation for something that was intrinsically rewarding. Extrinsic rewards given to someone performing an interesting task causes interest in the task. Two factor theory: intrinsic factors such as advancement, recognition, responsibility, and achievement, are related to job satisfaction and extrinsic factors such as supervision, pay, company policies, and working conditions are associated with dissatisfaction. Hygiene factors – these factors are conditions surrounding the job â€Å"low order needs† and people complain about and in order to motivate people on the job hertzburg suggests to emphasize characteristics that people find intrinsically rewarding. Equity Theory- comparison of outcomes such as rewards and promotions, to inputs such as effort, skills, experience, and knowledge to others in the organization and then respond to eliminate any inequities. Inequity (under rewarded) low performance and over rewarded performance will increase. Job enrichment (vertical)- is the vertical expansion of jobs, increasing the degree to which the worker controls the planning, execution, and evaluation of his or her work. Expanding jobs vertically gives employees the opportunities, responsibilities, and controls that were previously reserved for management. Autonomy, feed back results, feedback channel, and recognizes individuals desire to grow. Job enlargement (horizontal)- is the idea to expand jobs, more tasks to work with, broaden the job. Skill variety, task identity: seeing the job getting fully done, task significance allows employees to form natural work units where asks they perform create meaningful whole. Employee Involvement Programs- allows orgs to focus on areas their workers know best. Gives sense of belonging, power, information, attitudes/values, and rewards move down the org, allows high needs to be satisfied, becoming motivated, committed, performance up, and satisfied. Line of sight: things way too far away that decreased motivation. Expectancy Theory- belief that an employee will be motivated to exert effort when it will lead to good performance then reward and hence satisfy its goals. Developed by Victor Vroom. Expectancy (effort – performance) belief That effort will lead to good performance. Skills experience and performance clarity is satisfied. Instrumentality (performance – reward) belief that good performance will lead to desired outcomes. Valence (reward – personal goal) the degree to which org. rewards will satisfy your needs and how attractive they are intrinsic and extrinsic. Effort to perform = expectancy, instrumental, valance. Gain Sharing- a formula based on group incentive plan. Focuses on productivity cost saving rather than profits. Relies less on extrinsic factors. Gain can happen without profit. Skill based pay- pay levels are based on how many skills employees have. Technical, managerial, and social. Provides flexibility to perform diff. tasks and skills are interchangeable. Facilitates communication between people to gain better understanding of the jobs. Downside, no promotions and there are limitations to how much you can learn before you top out. Timed training rotation: periodic shifting of an employee from one task to another. When employee becomes not challenged the employee is changed to maintain motivation levels high. Trait Theory- differs leaders from non-leaders. By looking at personal qualities to traits. Works well when in no structure or ambiguous teams. Leaders are born not made. Emergence of leadership rather than the leaders effect on performance. They have to be ambitious, energy, honesty, integrity, high self monitors. However, the theory may not work because fails to clarify the importance of different traits. Not a clear cause and effect relationship. Behavior Theories- assumes that leaders can be trained and the goal here is to develop potential leaders. The problem with these theories is that effective behaviors do not generalize across situations. Ohio studies: 2 dimensions: initiating structure: extent to which a leader is likely to define goals and expectations. Leaders focus is task. Consideration: the extent to which a leader has a relation with employees, trust, respect for ideas, and feelings. The leader is people oriented and focused on the employees.

Website Migration Project Term Paper Example | Topics and Well Written Essays - 4250 words

Website Migration Project - Term Paper Example To ensure the success of this project, the execution of the project is done by strictly following the system development life cycle (SDLC). System development life cycles ensures that the user and functional requirements of any project are met. Using the system development life cycle, there is standardization and structuring of all process involved in the system development. Using these standardized and structured processes, the development of any given system in stages which follow the route of feasibility study, planning of the system, development of concept, designing, development of the system, system integration, system testing, and finally system deployment and maintenance are achieved. This paper is aimed at providing a viable solution that will facilitate moving a website from external servers to internal servers with minimum downtime, redesigning of the existing website to incorporate more functionalities, designing a viable plan that can be used as a disaster recovery solution in cases of future failures. The process employs all the phases of system development life cycle to ensure efficient execution of the project. System development life cycle phases’ use is to facilitate execution of the project in the shortest time possible using a structured manner, despite the fact that web development process is unstructured. The project will focus on the legibility and coherence of the website. Coherence ensures users of the website are able to navigate through the site with ease, and also, the users are able to understand the content of the website, i.e. understandability. The websites legibility focus on making the website distinctive and memorable to the users. Moreover, the systems scalability, robustness and modifiability are addressed. Putting together all design purposes and the above stated factors, the structured development process will follow a defined route as outlined below. From the description given