Outpatient civil commitment Essay Example | Topics and Well Written Essays - 500 words

Outpatient civil commitment - Essay Example This paper will focus on involuntary civil commitment. Outpatient civil commitment raises ethical and legal issues for the mental health practitioner. Ethical principles require that the decision to commit a patient requires that the clinician balance factors favoring commitment. Such factors include the patient’s welfare and safety, treatment to relieve pain, and the welfare and safety of others. Factors opposing commitment, for instance, individual liberty, patient privacy and the uncertainty of predicting future harm should also be considered by the mental health officer (Schopp, 2003). Ethical principles state that mental health officers who manage suicidal patients need to know the standards and procedures of civil commitment, whether inpatient or outpatient. In cases where commitment laws are strict and commitment is not easy to obtain, other management options must be pursued to obtain adequate treatment for a patient and to reduce the patient’s danger of experiencing more suffering (Schopp, 2003). Mental health officers are bound to be responsible for wrong decisions made. Whenever a clinician is in doubt, he or she should seek judicial review about the commutability of a potentially dangerous action towards the patient. The society defines the role of the clinicians in terms of professional responsibilities to patients. The clinician’s first duty is to do no harm to the patients. They can avoid harming patients by showing respect for their autonomy. Respect of autonomy may be manifested when the patient is allowed to make his/her own decision whether to reject or accept medical care that has been recommended by a medical officer. Acting without the patient’s approval is unethical. Clinicians are also bound by their professional obligations to help patients; doctors are required to provide patients with services that are geared towards benefiting them (Schopp, 2003). On the contrary, there are

Managerial and Cost Accounting Assignment Example | Topics and Well Written Essays - 3500 words

Managerial and Cost Accounting - Assignment Example Ross used to influence people only through his teaching inside the classroom. He neither wrote an article or a book in order to influence people like most writer or professors generally do. The author became a research assistant to Mr. Ross in the year 1940 for a second-year course named Control, a course which is a sort of contrast with the traditional Cost Accounting course. Nevertheless, the course became successful as a result of the reputation Mr. Ross has got as an impressive teacher of accounting at Harvard. The first appearance of management accounting in textbooks was, I believe, a first-year accounting text entitled Management Accounting: Text and Cases (Anthony; now Anthony and Reece) published in 1956. This text contained a series of detailed cost-accounting cases. A similar text by Massachusetts Institute of Technology professors appeared at approximately the same time written by Hill and Gordon in the year 1959. In the year 1965, a monograph named Planning and Control S ystems – A Framework for Analysis, written by the author was published by the Harvard Business School. It was the culmination of a series of meetings of the Harvard Business School Control faculty. Unlike most other Harvard Business School publications at that time, it proposed a framework rather than describing the results of a study of actual performance. It was written in the article that there is a contrast between Management Accounting and Cost Accounting.

The effect of reactant concentration Essay Example for Free

The effect of reactant concentration Essay Then pour the amount of Sodium Thiosulfate using a measuring cylinder to the conical flask, the amount will vary depending on the sample. 4. Rinse the measuring cylinder in water under the tap to clean it of excess sodium thiosulfate. 5. Pour the water from the measuring cylinder into the conical flask (already containing the Sodium Thiosulfate), the amount of water will vary depending on the sample. 6. Draw a cross on a blank piece of paper. 7. Place the conical flash containing the water and Sodium Thiosulfate mixture directly on top of the cross on the paper. 8. Collect 5 ml of Hydrochloric Acid using the clean measuring cylinder. 9. Keep the stop watch ready to time the reaction time once the Hydrochloric Acid is added to the conical flask. 10. Transfer all of the 5 mL of Hydrochloric Acid into the conical flask and swirl the conical flask to start the reaction and begin timing. 11. Stop timing and record the time taken, when you can no longer see the cross drawn on the paper. 12. Repeat steps 2-11 for each sample while changing the some of the variants. Variables: Independent Variable: The variable that changes in the investigation is the amount of Sodium Thiosulfate in the solution. Â  Dependent Variable For this experiment the measured variable is the time taken for the reaction to conclude. This was measured in seconds. Â  Controlled Variables: o The amount of water in solution this was added to ensure that 50 mL of mixture was contained within the flask for each sample case. o Temperature o Amount of Hydrochloric acid 5 mL each time. Results: We observed that when the HCL was added into the conical flask that a murky perception formed in the solution thus the clear solution turned unclear. This can be explained by the following chemical reaction taking place; 2HCL (aq) + Na2S2O (aq) S(s) + SO2 (g) + H2O The table below captures the results we obtained; Table 1 Sample 2M HCL Amount of Na2S2O Amount of H2O Concentration of Na2S2O Time mL mL mL M Sec Graph 1 Graph 2 Discussion: By collecting the results from the investigation we were able to come to a conclusion on the affects of varying the amount of Na2S2O and water has on the reaction of a solution. Graph 1 and Table 1 above shows the amount of Na2S2O and the amount of water in each sample. This graph also shows the time taken for the reaction to finish, this being the time when we could no longer see the cross on the paper below the conical flask due to the solution becoming too murky in colour. It can be observed by looking at Graph 1 that, the lower the amount of Na2S2O that is present in the solution, the longer the time taken for the reaction to finish. This occurs because there is a reduced amount of Na2S2O concentration present in the mixture which can react with the HCL. This can also be seen in Graph 2 which shows the relationship between the amounts of Na2S2O concentration to the time required for the reaction to finish. Graph 1 also shows that the greater the amount of water present in the solution the longer it takes for the reaction to finish as the concentration of Na2S2O to HCL is further diluted. Thus it can be concluded that our results support the hypothesis; that more concentrated solutions react faster than diluted solutions do. The affect on the reaction rate when varying the amount of water and Na2S2O is that; more concentrated the Na2S2O and HCL mixture is, the faster the reaction occurs, i.e. the less water that is present to dilute the mixture the faster the reaction occurs. Evaluation: Overall the investigation was completed successfully and we achieved our aim of investigating how a change in the concentration of a reactant affects that rate of a chemical reaction. There are a number of factors that can be changed and controlled so that to improve the accuracy of the results. The following things done in the future will help to ensure that more reliable data is obtained; Using a rubber stopper in the conical flask: when the HCL was transferred into the conical flask, gas escaped form the top of the flask. If in future tests, this gas was trapped inside the flask with the use of a stopper the reaction may have completed faster. Â  Reducing human error: Starting the timer at the same time in all the reactions would have helped to increase the accuracy of the results. The timer should have been started either once the full amount of HCL was transferred in the conical flask or should have started when the pouring started. Another variable which could have been controlled was the number of times the conical flask was swirled after the HCL was added. This would have further helped with the accuracy of the data if all the samples were swirled at the same speed and the same number of times. Â  Using distilled water: this would ensure that the water is pure There might have also been errors with reading the scales on the measuring cylinder as we were reading these to the best of our ability. To be certain that the exact amount of solution was added an electronic weighing scale could have been used.

Super Leadership Is A New Form Of Leadership Education Essay

Super Leadership Is A New Form Of Leadership Education Essay INTRODUCTION Super Leadership is a new form of leadership for the era of knowledge-based enterprises distinguished by flat organizational structures and employee empowerment. A super-leader is one who leads others to lead themselves through designing and implementing the system that allows and teaches employees to be self-leaders. Super-leaders help each of their followers to develop into an effective self-leader by providing them with the behavioral and cognitive skills necessary to exercise self-leadership. Super-leaders establish values, model, encourage, reward, and in many other ways foster self-leadership in individuals, teams, and wider organizational cultures. The purpose of this paper is to develop and test a model of super leadership and creativity. This paper will practically contribute to the literature on super leadership and creativity by examining the relationships between them. This study is in continuation to the study conducted by DiLiello and Houghton (2006) in which a model was suggested that the employees having strong super leadership qualities will have more creative and innovative potential. Moreover, they will also practice a high level of innovation and creativity, when they feel a strong support from their supporting workplace. In a broader perspective, super-leadership is an effective mean of developing a shared and pervasive environment that support idea generation and creative problem solving. Succinctly, it is believed that an organization that encourages super leadership is likely to experience higher levels of creative and innovative processes among its employees which can flourish useful ideas and ultimately enhance organizational effectiveness. Significance and Rationale of the Study The question arises that why super leadership phenomenon is important? The answer is that the function of leadership is to produce more leaders, not more followers. Employee self-leadership is the key to success in the new economy. So, having super-leadership, followers are treated in a proper way and thus turn into super leaders. If super leaders are successful in providing strategic alignment and coaching people, they develop followers who are productive, work independently, and need only minimal attention from the super leader. The rationale of this paper is to test and present results based upon a hypothesized model about the relationships between Super-leadership and idea generation/creative potential. In short, our model will test the hypothesis as if strong Super-leaders are more likely to have higher levels of idea generation/creativity potential than weak Super-leaders are. Such a model may be of great benefit to organizations that are looking forward to change due to market dynamism through the creativity and innovation of human resources of Super-leaders. As argued by Neck and Manz (1996), pragmatic Super-leadership research studies advocates that employees having Super-leadership line of action, enhances their individual performance and, at large, organizational performance, than an employee who does not practice Super-leadership approaches. In current era of rapid globalization, Super-leadership strategies enhance organizational capacity to flourish in the face of the challenges of the twenty-first century. Research Objectives The bulk of the literature on management and leadership tends to focus primarily on the dynamics of the common organization. This study will be a welcome addition to the abundant literature on Leadership Studies in organizational settings. At some level, one of the minor intentions of this study is to trigger an impetus that will prompt other academics and scholars to take on the topic of leadership and management at a wider range and with more comprehensive objectives. The main focus would be to explore the link between super leadership behavior and creative potential through idea generation for a innovative and creative culture within organization. Research Questions The research questions in this case are presented as follows: What is the relationship between super leadership and creativity potential? How super leadership provoke an employee to perform at its best level? REVIEW OF LITERATURE Why to shift from traditional leadership to Super-Leadership? Super-leadership, sometimes also called as Self-Leadership, may be defined as the way to lead others is by leading oneself (Manz and Sims, 2001). The main difference between traditional leadership management concept and Super-Leadership is the main focus on followers rather than leader itself, and especially the belief of improving followers capacity to lead who are effective self-leaders. Therefore, concisely, super-leadership is the way of leading others to lead themselves. As argued by Sims Manz (1996), for super leadership behavior to be implemented, a leader has to adopt 10 most significant shifts from traditional approach of leadership in order to move towards super leadership approach. First thing first, the leader helps out the team members/group to switch from external observation to self-observation. Secondly, the focus is on moving from designated goals to goals that are self developed. Thirdly, organic control is exercised by team/group members i.e. external reinforcement for task performance changes in to internal reinforcement with an addition of external reinforcement for self-leadership behaviors. Fourthly, leadership prefer to motivation techniques not only based on external compensation but also based on the natural rewards associated with work. Another step is that the leader shifts the group to focus on self criticism rather than external criticism from the organization, which often creates bad impact upon team/group members. Sixthly, there is a move from external problem solving towards self-problem solving techniques. Seventhly, there is a shift from external job assignments to self-job assignments. Also, leadership moves from external planning to self planning and from external task design to self-design of tasks at step eight. Ninth step focuses that any problem or issue arises should be treated as an opportunity instead of threat by the group/team members. Finally, commitment to organizations vision rather than its compliance only is more important that leadership needs to help the employee to create. Having focused to improve employees effectiveness, self-leadership phenomenon attempts to concentrate on various issues that an organization might come across in this era of rapid globalization. Supervisors and work conditions can have some sort of control mechanism in a work place (Manz and Sims, 1980) but the inner drive that initiate organic control, or intrinsic motivation to work, take place from within the person (Herzberg et al., 2003; Manz and Sims, 1980; Sergiovanni, 1992). It is always stressed that true leadership comes from within and at the end, achievement streams from follower self-leadership (Sims Manz, 1996). It is asserted that one can lead in a better way if able to develop and use individuals skills and capabilities at workplace (Manz and Sims, 1980). As advocated by Manz (1986) and Manz and Neck (2004) as organizational members are trained and permitted to utilize self-leadership strategies, a candid control mechanism is put in action. Finally, the Super-Leader must develop an environment where employees are free to fail and improve after taking risky decisions and can learn in a true sense. However, risk must be calculated enough and apposite autonomy to fail is of vital importance. We can say that the Super-Leader should promote learning, if the mistake took place in team/group members. Yet again, the Super-Leader must exercise a balance approach in terms of risk taking behaviors i.e. to become aware when one can let mistakes occur or otherwise (Sims Manz, 1996). Intrinsic Motivation The key to stimulate creativity in organization is to foster individuals creativity, for which the easiest human element is to alter an individuals motivation. Majority of empirical research findings in line with this statement are reported from the field of social psychology of creativity and are referred to in the literature as the intrinsic motivation principle. According to Amabile (1988), an intrinsic motivation of individuals towards a task/job has two sides. First, the persons natural preference towards such type of activities. Secondly, the way individual perceive and know the reasons to undertake that task, which is dependent upon external social as well as environmental factors. This second element is the simplest way to affect creativity of an individual and by using motivation i.e. intrinsic one, is one of the easiest approaches to do so as motivation needs less amount of time/money to boost up a creative individual. Moreover, the task or assignments that more complex and challenging with a freedom to decide on how to carry out assigned tasks are expected to foster intrinsic motivation that, sequentially, increases creativity (Amabile, 1988). Amabile (1996, 1997) comments that intrinsic motivation is one of the perspiration phases of the creative process that individuals may seek to bypass, moving too quickly to the more intrinsically motivating idea generation phase. On the other hand, rigid adherence to rules and regulation has a tendency to negatively affect creativity. For case in point, Amabile (1998) pointed out that rigid rules and centralized decision making reduces creativity as intrinsic motivation to do task reduces creativity. Due to centralized decision-making and rigid control, information flow within organization reduces as well. As creativity needs free access to information, this will, in turn, reduce the generation of new ideas. Similarly, in another study by Amabile (1997), intrinsic motivation arises when the task itself is a source of interest, enjoyment, self-expression, and personal challenge. Likewise, Ryan Deci (2000) pointed out that intrinsic motivation is a result of internal reinforcement to perform a task rather than in response to external reinforcement. A prior research foundation shows that formal organizational controls restrict individual freedom and thereby dampen intrinsic motivation required for creativity (Amabile, 1996; Shalley, Gilson, Blum, 2000). George and Zhou (2001) established in empirical terms that those individuals who demonstrate meticulous behavior at workplace and are particularly unremitting attitude towards workplace compulsions display low levels of creativity. In addition, intrinsic motivation is more indomitable on interesting tasks and less importunate on uninteresting tasks that require discipline and concerted effort (Gagne and Deci, 2005). Besides, creativity is improved by positive affect (Davis, 2009; Grawitch Munz, 2005) as a positive affect promote a forward move rather than evasion (Carver, 2001; Erez Isen, 2002), which ultimately improve individuals perception to perceive a task as an opportunity rather than a threat (Higgins, 1997) and to deal with issues rather than retreat (Amabile et al., 2005; Frederickson, 2001; Seo, Barrett, Bartunek, 2004). Much of the literature cited above created a foundation that intrinsic motivation is a basic ingredient for creativity, and that intrinsic motivation is hampered if the formal and rigid control in organization is simultaneously implemented. Self Efficacy According to Bandura (1998), perceived self-efficacy is defined as a firm belief about ones capability to give desired performance that ultimately affects their lives. Self-efficacy beliefs reveal that what people feel, think and how they can be motivated. A super leadership strategy augments to improve self-efficacy perceptions and refine regulation processes, having significant impact on individual task performance (Houghton Neck, 2006). According to Konradt, Andreßen and Ellwart (2009), self-leadership impact on individual performance was partially mediated by self-efficacy perception, while autonomy characteristics showed no significant effects. Neubert and Wu (2006) showed a strong positive effect on creativity and work role performance. Carmela, MÃ ©tier, and Weisberg, (2006) and DiLiello and Houghton (2006) have found that self-leadership is a strong predictor of innovation as perceived by coworkers and managers. DeRue and Morgeson (2007) posited that individuals with general self-efficacy attribute success to ability and failure to insufficient effort. Chen, Gully, and Eden (2004) indicated that general self-efficacy is a motivational belief or judgment about personal capabilities that influences personal action in a wide variety of situations. Self-efficacy beliefs develop over time and through experiences (Maddux, 2002). Self-efficacy refers to beliefs about personal capability to produce a desired effect by individual action (Bandura, 1997). Self-efficacy helps explain the behaviors people will engage, how long they will persist, and how much effort they will expend to reach their goals (Satterfield Davidson, 2000). People with high self-efficacy may be more likely to overcome difficulties through self-initiated change, more likely to be goal-directed and more persistent in the achievement of that goal (Maddux, 2002). Self Determination Individuals will be intrinsically motivated if the task increases their feelings of competency and self-determination (Deci 1975). Self-determination means having the freedom to be in charge of your own life, choosing where you live, who you spend time with, and what you do. It means having the resources you need to create a good life and to make responsible decisions. It also means choosing where, when, and how you get help for any problems you might have (Cook, Petersen, Jonikas, 2004). As far as self determination of employee is concerned, behavior focused strategies are about enhancing ones self perception of personal performance during task resolution, in order to adjust self behavior towards task achievement. Through self observation, self setting of goals and objectives; self reward administration; self punishment and self cueing; it maximizes behavior effectiveness and helps reducing negative issues related with the task (Houghton Neck, 2002; Manz Neck, 2004; Neck Houghton, 2006). Self Regulation Self-regulation refers to thoughts, feelings and actions that are planned and adapted to the attainment of personal goals (Zimmerman, 2000). As described by Schunk and Ertmer (2000), Self-regulated learning includes: Setting goals for learning Concentrating on instruction Using effective strategies to organize ideas Using resources effectively Monitoring performance Managing time effectively Holding positive beliefs about ones capabilities. Self-regulation can be improved through appropriate guidance, modeling of effective strategies and creating supportive and challenging contexts (Boekaerts and Corno, 2005; Perry and Vandekamp, 2000). Many of these strategies develop from early childhood well into adolescence (Boekaerts, 2006). Self regulation is a complex notion. It allows us to consider the interrelationships between key concepts such as self-efficacy and motivation within a single framework, rather than exploring these areas in isolation. Even though several theories suggest that employees draw from a broad repertoire of behavioral strategies to enhance their creative performance (e.g., Ford, 1996; Frese, 2000; Rank et al., 2004), there are only a handful of studies that have empirically investigated how employees behavioral strategies facilitate creative performance. In a study, Binnewies, Ohly, Sonnentag (2007) found that employees, who engage in effective communication, perform more creatively. Similarly, there is cumulating evidence that employees use proactive strategies such as feedback-seeking behavior and voice behavior to enhance their creative performance and/or make suggestions for change (e.g., De Stobbeleir, Ashford, Buyens, 2008; Van Dyne Le Pine, 1998). Such findings highlight the self-regulatory potential of employees in the creative process. We expect different proactive strategies to be crucial in the different phases of the creative process. For example, it may be that factors such as communication and feedback-seeking behavior are critical for idea generation, as feedback from other people with relevant knowledge and experience might help to improve and refine the initial idea the creative person came up with. Similarly, one could expect that proactively targeting people in the organization will be related to successful idea promotion. Existing contacts with people from top management might be used to speed up the process of acquiring resources and spreading the word in the organization might help to acquire the political power needed. Idea Generation and Creative Potential Idea generation to be one coherent phase of the creative process (Kanter, 1988; West Farr, 1989). Zhou (2008) substantiated the interpersonal character of idea generation as highlighted in recent literature on creativity. Furthermore, the creation of ideas instigates the interaction between the individual and its social environment. For idea generation, the broader (organizational) context needs to stimulate interpersonal contacts as much as possible. An open, helpful, somewhat informal culture, in which people can easily call on others, facilitates formal and informal social connections and idea generation. Creative Culture Everybody has a role to play as citizens and consumers, culture and creativity, at the same time, help deliver new, more sustainable ways of living and working. Creative people can assist in exploring and presenting a different world, if and only if, their skills and expertises are properly exploited and recognized as one of the major means of transformation. In todays era of rapid globalization characterized by enormous economic, social and environmental challenges, the development of a genuinely creative culture should play a part to deal with such type of challenges. So, it can rightly be said that the culture that we create, will determine our fate. As matter of fact, organizational culture has been acknowledged as an important precursor of creativity. A creative organizational culture necessitates to focus on quality, communication, work groups, cross-departmental collaboration and visible support for change and innovation (Kanter, 1988; Pillinger West, 1995). It pertinent to mention that the impact of organizational culture on the different phases of the creative process has not yet been empirically investigated. It can be assumed, however, that organizational culture with its strapping influence upon all processes in the organization (Cameron Quinn, 2005; Ekvall, 1996; Sharman Johnson, 1997) is crucial and vital during the entire creative process. THEORETICAL AND CONCEPTUAL FRAMEWORK A hypothesized model of the relationships between super leadership and idea generation and creative potential is shown in Figure 1. Research hypotheses for each of the relationships will be developed. The new hypothesized model suggests that a strong basis to build work environments that support of idea generation and creativity at the individual, group and organizational levels by practicing super leadership among the members of organizations. Theorists like (Manz and Sims, 2001) have suggested a relationship between super leadership and creativity. Based on the prior research done, a hypothesized relationship that can clearly be plotted between creativity and self-leadership is given as below: Figure 1 Research Questions/Hypotheses The research questions in this case are presented as follows: What is the relationship between super leadership and creativity potential? How super leadership provoke an employee to perform at its best level? Because a strong super leader is predicted to be a self-motivated, self-determined, self-regulated, having a broad sense of self-efficacy, the hypothetical theoretical model proposes the following relationship in terms of hypotheses as presented below: H1: High level of Intrinsic Motivation leads to super leadership behavior among employees. H2: High level of Self-Determination leads super leadership behavior among employees. H3: High level of Self-Efficacy leads to super leadership behavior among employees. H4: High level of Self-Regulation leads to super leadership behavior among employees. H5: Demographics Characteristics of employees serves as moderating variables that augments super leadership behavior among employees. H6: Super leadership behavior greatly gives rise to idea generation and creative potential of employees. H7: Idea generation and creative potential among employees stimulate and invigorate creative culture within organizational settings. METHODOLOGY The research will be approached based on an interpretivism view. Interpretivism is the necessary research philosophy for this study because it allows the search, of the details of the situation, to understand the reality or perhaps a reality working behind them. The study will be exploratory in nature because it aims to determine the present facts as well as facts that are not yet explored about the phenomenon. Exploratory research will enable the study to look at the problem in both descriptive and exploratory manner. It will look into the problem by exploring the views of different sets of respondents, as well as by exploring different literatures related with the study. This paper analyzes potential factors of super-leadership and creative culture were analyzed using LISREL 8.8 and SPSS 14.0 softwares. The study is comprised of testing certain hypotheses and overall proposed model analysis using Structure equation modeling technique. Data and Sample As the Electronic Media especially TV Channels are directly related and linked to idea generation and creativity, which leads to creativity in such organizations/firms, a representative sample from Electronic Media especially TV Channels in Pakistan, has been selected based on random sampling basis from a list of TV Channels available on web. A total of 200 respondents have been targeted as a sample for this study from different TV Channels functioning within and outside Pakistan. Measure/Instrument Development Questionnaire has been developed by the researcher for this study to be used as the survey instrument. The questionnaire developed was divided into two main parts, the first part being demographic profile of an employee such as Age, Gender, Experience, Job Position, Organizational size etc and the second part was based on super-leadership and creative culture dimensions/characteristics. The various items on Super-leadership dimensions include certain factors such as intrinsic motivation, self-determination, self-efficacy and self-regulation. The items are adapted from various creativity studies. Moreover, items for idea generation and creative potential and creative culture were developed from few creativity-based studies such as Eisenberger and Aselage (2008), Eisenberger Rhoades (2001) and McNeely Meglino (1994). Moreover, all the measure have been developed and pre-tested for its reliability and validity through face and content validity by the group field experts and professionals. Also, standard statistical test used for questionnaire reliability testing. The responses for 49 items scale, after pilot testing, were calculated on five points Likert-type scale, which ranges from 1-5 i.e. Strongly Disagree to Strongly Agree. By using different scales developed by the researcher for demographic profile of an employee, which has different ranges between two-points (e.g. gender) to five points (Likert Scale), the data from respondents was collected in five weeks. Reliability and Validity of Instrument The reliability and validity analysis for the scale measures used in empirical research is of prime importance due to several reasons. This ensures the results and finding and its predictive power which means a clear prediction about the proposed hypotheses (Flynn et al., 1994). Similarly, Nunnally and Bernstein (1994) suggested that for testing unidimensionality of data, to check internal consistency and reliability of items used in the measures, Cronbachs alpha statistics is basic tool to calculate and generally, its value should be above the acceptable threshold of 0.70. Moreover, George et al. (2000) explained that Cronbachs alpha is the basic criterion for reliability issue of scales being utilized. Foregoing in view, the items of scale in each construct as mentioned below were tested using coefficient alpha value for each construct as exhibited in Table 1. Table 01: Reliability Statistics Constructs Cronbachs Alpha 1 Intrinsic Motivation Items .81 2 Self-Determination Items .76 3 Self-Regulation Items .83 4 Self-Esteem Items .88 5 Idea Generation and Creativity Items .84 6 Creativity Culture Items .82 As a mater of fact, the Cronbachs Alpha values for measure items used in this study are ranging from 0.76 to 0.88 as shown in Table 01, which exhibits reliability of measures developed. This totally in line with argument of Bagozzi and Yi (1988) that combined reliabilities measures of constructs used in particular study must exceed the 0.70 only then results can be relied. Besides, in order to check potential multicollinearity issue in the data to confirm discriminant validity of construct used, the correlations of possible related constructs were also computed. This recommended by Hair et al. (1998) by arguing that no single pair of measures should have correlations among them more than the criterion i.e. 0.9 and above. So, the computed values exhibited below portray that multicollinearity in the data construct is not reported among the study constructs that we used. The correlations values are shown in Table 02 given as follows:- Table 02: Correlations LC RATP TR EV MOS Interest Gender Education LC 1 RA TP -0.1473 1 TR EV 0.0508 0.1421 1 MOS 0.1212 0.1749 0.6144 1 Interest 0.0338 -0.0329 0.0650 0.1890 1 Gender 0.2258 0.0596 -0.0507 -0.0859 -0.0105 1 Education 0.1245 -0.0503 0.1232 0.0408 -0.0183 0.0285 1 Idea generation -0.0661 0.2992 0.5910 0.6554 0.0561 -0.0334 0.0102 As a result of the various tests performed to check the unidimensionality of data, its reliability and discriminant validity confirm internal as well as external validity of the instrument used for data collection. Procedure Survey questionnaire, interview and observation will be used in order to gather primary data from the respondents. Surveys are the most common form of research method for collection of primary data (Commonwealth of Learning, 2000). A questionnaire was used for collecting data from employees of Leading TV channels. An attempt was made to increase the likelihood of obtaining the true score on need for autonomy, general self-efficacy, and self-leadership strategies rather than scores with systematic error by reducing evaluation apprehension (Donaldson Grant-Vallone, 2002; Podsakoff, MacKenzie, Lee, Podsakoff, 2003). Respondents were assured of anonymity, and they were informed that there was no right or wrong answers (Podsakoff et al.). The questionnaires were administered in a group setting at the start of class sessions and respondents took approximately 15 minutes to complete the survey. By following sampling technique of random sample, a questionnaire with closed-ended statements was administered initially to HR Manager of the TV channels via email and a web link, where questionnaire was online available, was forwarded to them for giving responses from potential respondents. Initially, the response rate was very low i.e. 10 % of potential 200 respondents. So, in order to expedite the data collection process, the HR, marketing and creative department were contacted via phone so that to get an appointment for self administered survey. Self-report information was also gathered from respondents regarding gender, age, and tenure. In order to address issues of self-report bias, Podsakoff and Organ (1986) suggested that researchers may reorder the items on the questionnaire so the criterion variable follows the independent variables. This scale reordering procedure was intentional as an attempt to reduce self-report bias, because all the variables in the study were obtained from the same respondents using a single survey.

Needless Animal Research, Testing, and Experimentation is Wrong Essay

Needless Animal Experimentation is Wrong    If penicillin had been tested on guinea pigs, it might never have reached the public. It is lethal to guinea pigs, deactivates the blood system of rabbits and is deadly to cats ("Bio-Medical Research"). Scientists are pushing for more experiments regardless of the cost to the animal's life. "One expense is the involvement of killing animals in the pursuit of a pine-scented air freshener"(Vergoth,p21). Animals suffering in experimentation labs are in just and cruel to animals. It is wrong to harm an innocent animal of any wrong doing, when the animal doesn't know right from wrong. It is argued that people have an obligation to animals, so that we can protect their welfare. Charles Fried claims "physical harm as an impingement upon the body which either causes pain or impairs functioning" (Fox, p85). Many animals experience pain, and sometimes death, during lab experiments. No animal experiments can be justified. Animals have helped in some ways, such as the discovery of the polio vaccine. Vivisection can be defined as an invasive experiment performed on an animal for the purpose of scientific research, product testing or education ("The National. . ."). Vivisection is extremely wrong because it causes pain and suffering on animals. Animals are entitled to be free from acts of cruelty. Animals, however, are important in research because their body systems are almost identical to humans. The use of dogs developed open-heart surgical techniques, coronary bypass surgery, and heart transplantation. Animals have helped in some ways, such as the discovery of the polio vaccine. The pulsing pain of electrodes planted in a chimps' brain is repulsive. The death of a tortured ra... ...re us so they will be here after the people leave. Bibliography Bio-Medical Research. [online] Nov, 4, 1997. Available at: http://www.navs.org/biomed.htm Fox, Michael Allen. "Animal Experimentation is not justified." Animal Rights:Opposing Viewpoints. Leone,Bruno, Series Ed. San Diego, CA. Greenhouse Press.1996. Frey, R.G. "All Animals Are Not Equal."Animal Rights:Opposing Viewpoints. Leone,Bruno, Series Ed. San Diego, CA. Greenhouse Press.1996. The National Anti-Vivisection Society. [online] Nov, 4, 1997. Available at: http://www.navs.org Product Testing. [online] Nov, 4, 1997. Available at: http://www.navs.org/product.htm Singer, Peter. "All Animals Are Equal."Animal Rights:Opposing Viewpoints. Leone,Bruno, Series Ed. San Diego, CA. Greenhouse Press.1996. Vergoth, Karin. "Guinea Pigs." Psychology Today. November/December 1995. pp21.

Building A Campfire :: essays research papers

There are many different campfire structures that can be built to start a fire while camping. The most common are the teepee, log cabin, dugout, and tunnel structures. Almost anyone can build these fires if he or she follows some key points. A fire needs three elements: air, fuel, and an ignition of some kind. For a campfire the air element is easily accessible; it's the air a person breaths or oxygen. Fuel is equivalent to wood. Sometimes lighter fluid is used to start big fires immediately, but usually when dealing with a campfire the fuel is wood. Ignition can come from a spark, match, or lighter. It is anything that initially starts the fire. Going deeper into wood, there are three categories to classify it under. Kindling is the stuff that is easiest to burn. It could be leaves, dryer lint, or very small twigs. The next size of wood is sticks and small logs. These will range in size from one half inch to two inches in diameter. Anything larger than this is classified as the fuel. The fuel is the big logs that will burn for hours. When a fire is started it needs to be built like this: kindling first, then sticks and small logs, and then the fuel, once the fire is going good. Using this technique with the following fire structures will ensure hot easy fires. The teepee style structure is probably the most used and easiest to build, but doesn't necessarily result in the hottest or longest burning campfire. To build this fire think about the name "teepee." The end result before burning this structure looks like an Indian's teepee (If the teepee shape is not familiar, then envision a conic shape). Start by placing the intermediate size wood or sticks in the ground in a circular shape about eight to twelve inches in diameter, leaning the tips of the sticks together in the center. The sticks should already start to resemble a teepee shape. Continue layering the walls of the teepee with more sticks, but not too thick, because air needs to be able to pass through the walls easily. Leave a hole on one side large enough to place kindling inside the stick walls. This hole is also left to light the kindling from the inside and may be filled in once the fire is lit. Once this is completed, the structure should be a recognizable teepee or cone shape. The kindling should be lit on the underside inside the teepee walls through the hole

Explication: the gift

This poem is written in free verse, separated into four stanzas each with a varying number of lines and syllables. There is no precise rhyming pattern, but there Is a pattern within the usage of words. The speaker uses bodily words such as palm, hands, face, and head at the ends of lines In the second stanza when describing, In the literal form, when the speaker Is talking about the experience he went through getting the metal sliver pulled from his palm.The speaker repeats those words when he Is describing performing the same process on his wife; remaining Just as calm ND tender as his father was with him. This poem follows a sequence of events, almost Like a timeline. This Is true for the literal reading as well as the metaphorical reading of the poem. The â€Å"gift† that Is passed down from the speakers father to him, and then utilized on his wife, Is a life lesson. At the age of seven, the speaker takes mental notes of his father and the actions that he made, and uses the m when he Is about 20 years older.This poem acts as the path the speaker had to take to get where he is today. The entire poem follows a route; gradually the speaker goes wrought life learning from his father. This has one exception: the third stanza. This stanza, directly in the middle of the poem, acts as a dividing line between the younger and older years of the speakers' life. It has 7 lines, (also the age of the speaker in the beginning) and it also doesn't really flow in the poem.The 2 stanzas prior talk about what happened to him when he was 7, and then the last line of the 3rd stanza and the last stanza talk about life when the speaker was approximately 20 years older. In my opinion this was a smart decision to have these sections divided cause it shows how there is a difference between learning something and using it to your advantage later on. The central metaphor for this poem is that the â€Å"gift† that the speakers' father passes down to him is a life lesson. Th e speaker learns this lesson at an early age and uses it throughout the rest of his life.The â€Å"metal splinter† is a problem that the speaker has faced once when he was a child and that his wife faced later on. The gift that his father passes onto him is the solution to that returning problem. His father teaches him the solution to this obviously important problem and cherishes it. When the speaker says, â€Å"l did what a child does/ when he's given something to keep,† it's clear that the speakers' father wanted his son to have and use this lesson as much as the speaker wanted to be seen as an Image of his father.Explication: the gift BY Nannette Explication #2 â€Å"The Gift† By Lie-Young Lee number of lines and syllables. There is no precise rhyming pattern, but there is a hands, face, and head at the ends of lines in the second stanza when describing, in he literal form, when the speaker is talking about the experience he went through he is describing per forming the same process on his wife; remaining Just as calm almost like a timeline.This is true for the literal reading as well as the metaphorical reading of the poem. The â€Å"gift† that is passed down from the speaker's father to him, and then utilized on his wife, is a life lesson. At the age of seven, the speaker takes mental notes of his father and the actions that he made, and uses them when he is and use this lesson as much as the speaker wanted to be seen as an image of his