The film industry

The period before, during and after the Second World War was a time when people in different nations were not particularly familiar with the details of combat and politics in far away parts of the world. The film industry has helped familiarize people with what was really going on and films â€Å"Why We Fight† were one of many that showed American people the reality of war.Advertising We will write a custom essay sample on The film industry specifically for you for only $16.05 $11/page Learn More The violent battles of Europe were rather far from the western civilization and so, films were used to transfer the atmosphere of the battle to the citizens and soldiers. The visual depiction of battles was very effective, as stories and newspaper articles were not able to present the images and general conditions of the violent conflict. The films were made a necessary attribute of soldiers who would be facing combat and the first-hand camera work docume ntaries added a great deal to the effect of movies. The messages and more particularly propaganda were another major part of the film industry. It would depict a certain nation in a specific perspective that would send the message to the viewers. For example, the movie â€Å"Soy Cuba† showed the hardships that Cuban people had to suffer and the real affects of the Cold War. It has been said that the United States were shown in a negative light but the overall message of the production was to depict the suffering of simple citizens who had no intentions to partake in any armed conflict. It also describes how morality and ethics become lowered during the intense conflict between nations and people lose their humanity. A similar message is sent by the movie â€Å"Battle of Algiers†, as it shows how Algerians were fighting for their independence from French. The cruelty and human abuse that took place is shown in the most open and truthful way and the suffering of both Alg erians and French, was illustrated in most vivid terms. It is interesting that the tactics that were used by the revolutionaries were not of open combat and were later shown to soldiers in order to demonstrate what to expect from guerilla tactics. This serves as another reminder that during war, people will resort to any means necessary in order to save themselves in the fight for independence and freedom of their country or nation. A movie that represents yet another fight against the regime is â€Å"Battleship Potemkin†. The sailors of the ship refused to follow orders that were demeaning and inhumane. The unity of people against tyranny is portrayed through their selfless sacrifice and unification for the common goal.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More The movies of the pre and post war era have been known to show patriotic but also humane qualities that people exhi bited in the face of fear and death. Many times, it has been proven that patriotism does not mean raising arms against fellow citizens or following orders and political interests that go separately from freedom and liberation from oppressors. The movies have had a profound effect on people’s understanding of world affairs and the fight for what is right. Visual techniques, as well as character play have proved to be the display of people’s emotions and determination to serve justice and freedom. The idea and plot were so powerful that these movies are still viewed today and are considered masterpieces out of time.x This essay on The film industry was written and submitted by user Baylee Walsh to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

buy custom Malaria Disease essay

buy custom Malaria Disease essay This video talks about the malaria disease. Joseph DeRisi explains that malaria is a disease caused by a virus known as parasitic protozoa which is present in a certain type of female mosquito. Common characteristics that a person suffering from malaria may exhibit are periodic febrile episodes, chillness, sweat, aches, nausea, and body weakness especially in the lower and upper limbs. In many instances, a patients spleen may enlarge and this is very dangerous because it is not a physical symptom and patients may take some time to notice. In severe cases, a patient may suffer seizures and/or coma, which is very dangerous because it can result to death of the patient. Patients suffering from malaria are also likely to suffer from severe anemia lack of enough blood, which in the long run may result into organ failure, specifically the heart. Malaria still remains a huge problem even though it was discovered early in the1800s. This is because; the researchers have been unable to develop an effective vaccine to be used in prevention of malaria. In addition, many of the older ant-malarial drugs are losing effectiveness as the parasite evolves high level of drug resistance. Joseph explains that research for cure for malaria is something that researcher in the medical field have continued to put a lot of effort in the recent time. One of the common known malaria drugs is quinine. Quinine is one of the oldest malaria drugs to be developed by researchers. However, it has proven to be ineffective because of development of high level of drug resistance by the parasite. Another malaria drug which has been developed by the researchers is known as Warburgs Ticture. It is made of quinine and other herbs. Warburgs Ticture has proved to be more effective in treatment of malaria as compared to quinine. In fact, researchers say that it the most effective malaria drug so far. Researchers have also been trying to develop synthetic drugs for treating malaria. Even though it is hard to conclude that they have not been successful in this area, we are still hopeful that they will be able to develop an effective malaria drug or vaccine through synthetic method. So far, researchers are exploring application of genetic technology production of genetically modified mosquitoes that are unable to transmit malaria as a biological method of controlling malaria. Buy custom Malaria Disease essay

The Sub-prime Mortgage Market and Variable Rate Mortgage Market in the Essay

The Sub-prime Mortgage Market and Variable Rate Mortgage Market in the USA - Essay Example The subprime mortgage market can be considered as an extension of this lending practice prevalent in the housing market. Subprime mortgage loans carry interest rates much higher than the prime loans in order to cover the additional risk exposure of the lenders in extending credit to the borrowers who are considered to have a bad loan track and defaulters in repayments. With the increase in the subprime lending the rate of failures has also considerably increased, as most of the loans have been granted to those who did not have the adequate means to repay the loans. When such failures have reached a greater proportion, "Investors have started scrutinizing subprime loans more carefully and, in turn, lenders have tightened underwriting standard". Certain other measures including credit spreads over subprime securitizations have also been undertaken to control the rate of delinquencies. Different aspects of the subprime mortgage including the variable rate mortgage are discussed in the following sections of the report. The report also details the process of securitization being adopted by the mortgage originators to fund the growth in their mortgage lending. 2.0 What is Subprime Mortgage Although the term 'subprime mortgage' is used to indicate the loans offered to those borrowers whose credibility is doubtful, the term "subprime' does not signify the character of the loan itself but characterizes the borrower meaning the borrower has a substandard credit status. Lack of good credit history and habitual defaults in repayments make the borrowers to get into the status of sub prime borrowers. Subprime lending can take a variety of instruments like... As the report declares the subprime mortgage market can be considered as an extension of this lending practice prevalent in the housing market. Subprime mortgage loans carry interest rates much higher than the prime loans in order to cover the additional risk exposure of the lenders in extending credit to the borrowers who are considered to have a bad loan track and defaulters in repayments. With the increase in the subprime lending the rate of failures has also considerably increased, as most of the loans have been granted to those who did not have the adequate means to repay the loans. When such failures have reached a greater proportion, â€Å"Investors have started scrutinizing subprime loans more carefully and, in turn, lenders have tightened underwriting standard†. This paper stresses that lack of good credit history and habitual defaults in repayments make the borrowers to get into the status of sub prime borrowers. Subprime lending can take a variety of instruments like subprime mortgages, car loans and credit cards. The expansion in the sub-prime mortgage has made the home-ownership possible for those borrowers who otherwise would not be able to qualify for any borrowing. There has been a sharp increase in the subprime mortgage in the recent years. With the increase in the subprime mortgage market, the concerns over the adverse effects of the predatory loans have also increased.

Charter Research Paper Example | Topics and Well Written Essays - 1250 words

Charter - Research Paper Example APEX brings together all business programs and units for efficiency in running the company as a whole. The Six Sigma Strategy is used by the company to improve its business operations. The improvement project as a whole aims at making sure that these best practices upheld by Raytheon function as they are supposed to for the general well-being of the company. The Program Management College is meant to provide training courses for the company managers and for other employees as well. Raytheon has always faced challenges in phasing out the start-up process of many of its running programs. To improve on this, it has established the Program Start-up process to ensure that every initiated program in the company has more than enough to see to it that it starts on a high note. The Program Management Forum aims at providing opportunities for managers to network and exchange ideas with managers of other companies on the best managerial skills. The management of the company has identified the existence of a gap in its business model whereby they report to the wrong people. This led to the creation of Program Structuring, Learning and Effectiveness to ensure more accountability on everybody’s part. This project is further based on a strong matrix model where reporting is done through integrated business models and cross business teams. These models are aimed at ensuring that the company is effective, efficient, and capable and utilizes its working capacity to the maximum. Raytheon has identified the need to improve its services and products. One of the major reasons for so doing is the rapid increase in the rate of competition for the services and products it offers. The company wants to become the best in the world of defense and information technology, hence the need to roll out a program that will help it to achieve this goal. The company has also established various goals that it wants to

How effectively are uel undergraduates planning their future lives and Essay

How effectively are uel undergraduates planning their future lives and careers - Essay Example Introduction University of East London has more than 28,000 students from 120 countries. This study is meant to examine just how effective the undergraduates are planning their future lives and careers. All students come to the school in order to make a bright future for their selves. And the best way to achieve it is to equip them with that knowledge that will help them in future. Education in the institution is to act as a tool to for them to use to conquer their future. Following concerns that most of the students leave the institution with good grades but when they get out there they do not do well in the jobs, I had to do a research and see if there was any foundation on this. Another concern is that well the students’ take a long time to build up the courage to do the jobs they are called for due to lack of confidence in their selves after graduating. The study is therefore to give information on how the undergraduates are planned as far as their future lives and careers are concerned. This study is important because the results in the study will be used to restructure the way teaching is conducted so as to help those who are still in the institution not to experience the same problem after graduating. The study thus will show the way to be followed in helping the students plan effectively. There has never been conducted a research on how effective the students are the undergraduates planning their future careers and lives up to date. The closest to this was a research on how the students have been performing in their lives after school and especially job-wise. Therefore there is a big gap for research to be conducted on the topic. And another thing is that there are no theories or books which could be used to back-up the study. And if by any chance there was, obviously the study would have been from a different institution and on a different time period which would have been irrelevant. For that case, primary sources of information is the only sou rce that can provide the needed information for the study. To date this will be the first ever study and the current study help us understand how effective the UEL undergraduates are planning for their future lives and careers. Material and methods The study on the topic is the first on to be ever conducted and for that case it was necessary that primary sources of information to be used. I decided to use interview and questionnaires. Interview: On the interview I conducted, I choose to pick a maximum of 20 students. The 20 students that I choose are those that were willing and had volunteered to be interviewed regarding the topic. 14 of the interviewees were male and 6 were female. The reason I decided to use an interview in order to obtain the information I neede

Process of Self-evaluation and Reflection upon Learning

Process of Self-evaluation and Reflection upon Learning Self Evaluation Upon Learning This paper describes a process of self-evaluation, reflection upon learning, and planning for future developments. As well as considering the learning points which have been successfully internalized over the course of the semester, it will incorporate reflection on strengths and weaknesses, and begin to outline future communication with putative employers. In addition to presenting some analysis of the formal and academic aspects of the experience, it will discuss the interpersonal aspects of learning, and the development of those capacities which may have professional and vocational applications. As Stenhouse points out, ‘A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. (1), However, negotiating the formal structures and requirements of the curriculum is only one aspect of the learning process. A perceptible process of transformation has begun in education, away from a lecture based didactic approach and towards adaptable, flexible modes of learning and teaching. Accordingly, this record of reflective learning will discuss the use of oral, listening and communication skills, considering self-management in group situations. In conclusion, it will present a flexible plan for the future, outlining the skills which need to be developed and providing some indicative targets and points for action. This piece presents my own reflections, and where appropriate, makes reference to appropriate research and analysis by published authorities. From a purely personal perspective, undertaking the module involved a reconsideration of my own identity and purpose, and the sorting through of the multiple dimensions and preoccupations of my life. As Hall points out, ‘†¦no one has one identity; and indeed those identities may be in tension (one example would be the ways in which â€Å"mother† and â€Å"worker† are often understood as existing in tension. (2) Consequently, it was important to reconfigure ones self-identity and direction in the light of new knowledge and perspectives. In this respect, it is important to be aware that personality and self-image are often key determinants in setting personal objectives, defining outcomes, and constructing the parameters within which any one of us can grow and interact with their environment. As Elliot puts it, ‘We often think of the self as primarily a private domain, an inner realm of personal thoughts, values, strivings, emotions and desires. Yet this view, which seems largely self-evident, is in contrast to the way in which sociologists study the framing of personal identity and the self. (3) Therefore, locating oneself within a social continuum, in some ways a necessary social skill and a pre-requisite of social/group orientation, can be both limiting and damaging. It is also important to consider cultural identity and the way national, regional, chronological and even familial micro cultures are profoundly constructive of our own life politics. It has become a truism in life-politics that emotional awareness – or emotional intelligence – is a fundamental determinant of how individuals will approach, engage with, and function with regard to social structures, whether the latter are in the public or private sphere. As Goleman explains, ‘self-awareness – recognizing a feeling as it happens – is the keystone of emotional intelligence†¦.the ability to monitor feelings from moment to moment is crucial to psychological insight and self-understanding. (4) Some individuals may have this capacity through innate cognitive ability, whilst others must attempt to construct it using deliberately reflective techniques. However, the experience of the module has illustrated to me that it is not an option: interpersonal effectiveness basically demands that individuals exercise this facility, or develop it, as appropriate. As Bolton explains, ‘Reflective practice and reflexivity are not subjects but a pedagogical approach which should pervade the curriculum. (5) This is not say that formally defined subject knowledge, academic skills, or the didactic position, itself, are in any way less relevant or marginal in the curriculum process. It does indicate however that the ability to manage the dynamics of learning, and to demonstrate it through interpersonal growth, has become more prominent. It is fair to argue then, as Fraser and Bosanquet have done, that ‘†¦Students are the receptors of the curriculum and their impact upon it varies†¦ (6) I found that, in the interactive learning environment, the effectiveness of the curriculum was determined and defined to a significant degree by us as learners, and in particular by our willingness to contribute new knowledge as perceptions. In this respect, the module was As Fraser and Bosanquet point out, ‘The changing nature of knowledge relevant to the discipline, and research in the discipline area, also influence the structure and learning goals of the programme†¦. (7). I consider that one of the key aspects of the module was its capacity to develop interpersonal working and the ability to work within a group dynamic. The resolution of issues, coordination of effort, and maximisation of individual skills through delegation are all highly transferable skills, which added to the developmental strengths of the formal curriculum. As Davis observes, ‘Whilst there is demand for the traditional ability to analyse, think critically an work independently†¦, there is also a growing demand for ‘†¦transferable skills†¦.communication, team working,†¦and problem solving. This requires ‘careful curriculum planning, support mechanisms, teaching methodologies and assessment strategies†¦ (8). As discussed above, there are a range of factors which form the individuals attitudes and effectiveness within this dynamic, in terms of what they deem acceptable or effective approaches. Many of these are culturally formed, and may be interpreted within frameworks such Hofstedes Cultural Dimensions Index. Within this, Hofestede projects, each culture has tolerances and behavioural norms which dictate group behaviour, as well as strategic thinking within organisations. He defines these criteria as uncertainty avoidance, power distance, long/short term orientation, gender, i.e. masculinity and femininity, and individualism/collectivism. (9). Perhaps more revealing than this scheme of wide cultural sub-groups, however, is the related idea that these are just one component in tripartite scheme which includes universal human traits, ‘learned behaviour and values, and individual personality traits. (10) I consider that the recognition of individual strengths and weaknesses is a key factor, not only in the recognition of individual contributions, but in effective team building. I have definitely learned that assembling a team is a skill in itself. Simply pushing together a random group of individuals is not team-b uilding. Correspondingly, one learning point which I can take from team working on the module, is that different individuals place value upon different aspects of interpersonal dealings, and that this has to recognised, despite personal preferences. For example, some co-learners on the module – and through logical extension, some colleagues in a professional situation – placed a high value on directness within relationships, and preferred immediate action to a deferred approach. Conversely, some personalities felt far more secure with an incremental approach to issues, preferring to delay action until the maximum possible information and analysis was assembled. Some individuals placed a high premium on relationship building through personal interaction, and took this as the inception of a trust network, before moving on to the specifics of a problem or issue. Meanwhile, some individuals were comfortable with the exact reverse of this; they wanted to stay focused on the dimension s of the issue, and preferred to leave the interpersonal dimensions of team building to take their natural course. The main learning point which emerged from this for me, was that such characteristics needed to be recognised, accepted, and factored  into  team building, as well as its functioning dynamic. No one individual conforms absolutely to a specific personality or behavioural type: however, their dominant personality traits are likely to be those which emerge at key decision making moments. To get the best out of people and teams, the nature of their contribution needs to be taken into account. As Sonnetag observes, ‘There is relatively consistent empirical evidence for a positive relationship between specific aspects of individual well-being and.performance. (11) The ability to ensure this well-being and secure the related performance – in myself as well as in other learners – and eventually co-workers – is one of the key developmental points that I will take from the module as a whole. . As Murphy and Riggio indicate, ‘†¦complexity provides the resources (cognitive, social, behavioural) for generating numerous possible responses to a given situation. Individuals as well as organizations are healthy and thrive when they are capable of many responses to a given situation, and become brittle and vulnerable to changing conditions when they are uniform and specialized. (12). I prefer to think of this as understanding the personal, interpersonal, and strategic implications of the psychological contract. As Williams indicates regarding this phenomenon, ‘this interpersonal aspect to fairness reminds us that there is a social basis to the exchange relationship between employer and employee and we might expect thi s to be part of the psychological contract. (13) One of the key objectives that I will take away from the module is the ability to understand – through use of a reflective cycle the development of psychological contracts between individuals, within groups, across stakeholders, and between employees and management. I recognise that this, in itself, is an objective which relies heavily on the capacity to use ones own emotional intelligence, and that this in itself is an on-going task. As Goleman has observed, , ‘†¦unlike the familiar tests for IQ, there is, as yet, no single paper and pencil test that yields an emotional intelligence score, and there may never be one. ‘ (14) In fact it could be argued that those with emotional intelligence as a dominant aspect of their skills set, tend to eschew formal learning situations altogether, relying on their reading of situations and interpersonal skills rather than credentialism to get where they want to be. The impo rtant point for me here is to recognize that these skills are increasingly important in the socialized workforce, and central to achievement of common goals. As Guest and Conway have indicated, ‘†¦built on the three pillars of fairness, trust and delivery of the deal between organizations and employees, a positive psychological contract is the best guarantee of good performance outcomes. (15) Here are some key points for my development, around which specific targets may be developed. Have I planned and managed my own workload effectively: have I consistently met deadlines, without suspending working routines, or the absorption of resources of time from other projects or priorities? In team working situations, was I effective in determining the roles allocated to myself and others, using prior knowledge about myself and them? Did I retain effective control over my role, and did my input have a discernible and measurable impact on the project as a whole? How will I assess whether or not I have consistently managed work relationships in an effective way? Assuming I can assemble such an assessment, would my co-learners or colleagues evaluations be likely to support this? Is my role – or the role of others – clear to everyone concerned? In my estimation, and with regard to the insights I have obtained about interpersonal effectiveness from the module, achievement of these objectives would go a considerable way towards making me an effective learner. They are also principles which could be deemed constructive of a learning organization as a whole, something which, in my view, we should all regard as the worthwhile outcome of our individual contributions. As Hyam and Mason point out, ‘The learning organization, argue its advocates, is one in which managers perceive their position in the organization, and their relationship with subordinates, in a radically new way, utilizing new metaphors and ways of understanding. (16). One way to measure individual progress towards this outcome would be through the use of a reflective scheme such as Gibbs Reflective Cycle.: Within this, the learner or practitioner can use description to visualize developments or events, subsequently evaluating their own emotional response in t he ‘feelings stage of the process. From there you progress on to the evaluation and analysis stages, seeking out any wider implications or perceptible patterns from the situation, before proceeding onto the conclusion and action plan. I consider this skill-set to be of huge importance, because wherever you go in the contemporary employment scene, you will encounter an appraisal and system, and some form of target setting regime. Being aware of ones own real situation in relation to the requirements of a professional situation, is therefore just as important as finding out about the perceptions of others. In my opinion, this is the difference between merely transactional or genuinely transformational management. As Fincham and Rhodes express it, the transactional model is ‘†¦simply a mutual exchange for economic or political reasons between leader or follower. In transformational leadership a deeper, more powerful process is present. Here one or more persons engage w ith others in such a way that leaders and followers raise each other up to higher levels of motivation and morality. (17). It can be argued therefore that worthwhile transactional management begins in the personal sphere. Footnotes 1.) Stenhouse, L (1975, .An Introduction to Curriculum Research and Development  .London: Heinemann, p.4. 2 ) Hall, S., ‘Who Needs Identity? in Hall, S., and du Gay, P., (1996), (eds),  Questions of Cultural Identity,  Sage, London. p.5. 3.) Elliot, A., (2001),  Concepts of the Self,  Polity Press, Cambridge p.24. 4.) Goleman, (1996),  Emotional Intelligence: Why It Can Matter More Than IQ,  Bloomsbury, London. p.43. 5.) Bolton, G., (2005),  Reflective Practice: Writing and Professional Development,  2nd Edition, Sage, London, p.3. 6.) Fraser, S., and Bosanquet, A., (2006), ‘The curriculum? That is just a unit outline, isnt it?,  Studies in Higher Education, 31, pp.269-284, p.274 7.)  ibid. 8.) Davis, M., (2003), ‘Barriers to reflective practice: the changing nature of higher education in  Active learning in higher education  4 (3) pp. 243-255, p.247. 9.) Hofstede, G., (2003),  Cultures and Organizations: Intercultural Cooperation and its Importance for Survival,  Profile Business, London. p.9 10.)  ibid.,  p.6. 11.) Sonnetag, S., (ed), (2002)  Psychological Management of Individual Performance,  John Wiley and Sons, Chichester, p.4110. 12.) Murphy, S.E., Riggio, R.E., (2003), The Future of Leadership Development,  Lawrence Erlbaum Associates, Mahwah NJ, p.13. 13.) Williams, R.S., (1998)  Performance Management: Perspectives on Employee Performance,  International Thomson Business Press, St.Ives, p.183. 14.) Goleman, (1996),  Emotional Intelligence: Why It Can Matter More Than IQ,  Bloomsbury, London p.44. 15.) Guest, D.E., and Conway, N., (2004),  Employee Well-being and the Psychological Contract: A Report for the CIPD,  Chartered Institute of Personnel and Development, London, p.vii. 16.) Hyam, J., and Mason, B., (1995),  Managing Employee Involvement and Participation,  Sage, London, p.145. 17.) Fincham, R., Rhodes, P., (2005),  Principles of Organizational Behaviour, Oxford University Press, Oxford p.345. Bibliography Armstrong, A., and Baron, A.,(2005),  Managing Performance: Performance Management in Action,  CIPD, London. Armstrong, A., (1994),  Performance Management,  Kogan Page, London. Arthur, M.B., (1996),  The Boundaryless Career: A New Employment Principle for a New Organizational Era  Oxford University Press. Baker, J., (1988),  Causes of Failure in Performance Appraisal and Supervision: A Guide to Analysis and Evaluation for Human Resources Professionals,  Quorum Books, New York. Barrow, G., and Newton, T., (2004),  Walking the Talk: How Transactional Analysis is Improving Behaviour and Raising Self-Esteem,  David Fulton, London. Bolton, G., (2005),  Reflective Practice: Writing and Professional Development,  2nd Edition, Sage, London. Davis, M., (2003), ‘Barriers to reflective practice: the changing nature of higher education in  Active learning in higher education  4 (3) pp. 243-255 Fincham, R., Rhodes, P., (2005),  Principles of Organizational Behaviour, Oxford University Press, Oxford. Forster, M., (2005)  Maximum Performance: A Practical Guide to Leading and Managing People at Work,  Edward Elgar, Cheltenham. Fraser, S., and Bosanquet, A., (2006), ‘The curriculum? That is just a unit outline, isnt it?,  Studies in Higher Education, 31, pp.269-284. Goleman, D., (1996),  Emotional Intelligence: Why It Can Matter More Than IQ,  Bloomsbury, London. Guest, D.E., and Conway, N., (2004),  Employee Well-being and the Psychological Contract: A Report for the CIPD,  Chartered Institute of Personnel and Development, London. Hall, S., ‘Who Needs Identity? in Hall, S., and du Gay, P., (1996), (eds),  Questions of Cultural Identity,  Sage, London. Hiser, S., ‘e-Recruitment: Tools help staff see the effects of effort.  Financial Times , Published: November 7 2007. INTERNET, available at http://www.ft.com/cms/s/0/c8757344-8c95-11dc-b887-0000779fd2ac.html, [viewed 12.4.08] n.p. Gerte Hofstede Cultural Dimensions  Website, INTERNET, available at http://www.geert-hofstede.com/hofstede_dimensions.php?culture1=95culture2=18#compare [viewed 20.8.08] n.p. Hofstede, G., (2003),  Cultures and Organizations: Intercultural Cooperation and its Importance for Survival,  Profile Business, London.   Holland, J.L., (1997),  Making Vocational Choices: A Theory of Vocational Personalities and Work Environments,  London. Hyam, J., and Mason, B., (1995),  Managing Employee Involvement and Participation,  Sage, London. Maslow, A.H., (1970)  Motivation and Personality,  3rd Edition, Harper Collins, New York. Murphy, S.E., Riggio, R.E., (2003), The Future of Leadership Development,  Lawrence Erlbaum Associates, Mahwah NJ. Sonnetag, S., (ed), (2002)  Psychological Management of Individual Performance,  John Wiley and Sons, Chichester. Stenhouse, L (1975, .An Introduction to Curriculum Research and Development  .London: Heinemann. Walters, M., (1995),  The Performance Management Handbook,  Institute of Personnel and Development, London. Warmington, A., Lupton, C., and Gribbin, C., (1977),  Organisational Behaviour and Performance: an Open Systems Approach to Change,  MacMillan, London. Williams, R.S., (1998)  Performance Management: Perspectives on Employee Performance,  International Thomson Business Press, St.Ives.

Anne Frank. Essay example -- essays research papers

Anne Frank The diary of a young girl Anne was a 13 years Jewish girl that lived in Neatherlands in the time world war 2 was taking place; with a bad temper, it helped work with what she wanted. That’s why she didn’t get on well with her sister, her mother, and everybody else. The only different one was her dad, he understood what was happening to her, ( puberty), and helped her with everything she wanted. On her birthday she received a diary, Anne named it Kitty, and Kitty was her best friend ever since. From the first day she had it, she would write all the thoughts, feelings and wishes she had. Her parents were sales people, that thought, that in Neatherlands they might be safe from the nazis. Her life changed, when in July of 1942, the nazis came there searching for jewish people. So the Frank’s took a hard decision: hide from the nazis, living in the house secret room. They were shearing this room with the Van Daan family, close friends to their family. Since that day a different life started, a life they didn’t imagined, and didn’t know what road would take. Living in the secret room wasn’t easy; hiding scared every day and night, and running always with a threatening life. Worse, living with the Van Daan ´s, a family Anne didn’t like, with their little naughty daughter. Anyway, they were protected by people that gave them food and took good care of them. The Van Daan ´s were becoming more and more impolite every day that passed, cause the pressure ...