A Psychometric Assessment of the Malay Version of Meyer and Allen’s Free Essays

Meyer and Allen’s (1991) model of organizational commitment conceptualizes it in terms of three distinct dimensions: affective, continuance, and normative. The purpose of this study was to examine its generalizability in Malaysia. Meyer and Allen’s esearch instrument was translated into Malaysian language and distributed to non-supervisory employees in 61 organizations in the government, semi- government and private sectors. We will write a custom essay sample on A Psychometric Assessment of the Malay Version of Meyer and Allen’s or any similar topic only for you Order Now Data from 672 respondents were analyzed using both exploratory and confirmatory factor analyses. The results generally support the cross-cultural generalizability of Meyer and Allen’s model and utility of their questionnaire. The results also support McGee and Ford’s (1987) proposal that continuance commitment may be better represented y two sub-dimensions: one associated with the costs of leaving and the other associated with the availability of alternatives. INTRODUCTION Culture plays a dominant role in organizational studies. The importance of cross-cultural study in management was recognized by many researchers. Gill (1983) emphasized that â€Å"understanding cross-cultural personality differences can help management and government to achieve more harmonious adjustment of expectations where managers are transferred from one country to another†.Triandis (1980) suggested that â€Å"for a complete science of behavior we need to tie the characteristics of the ecology with the characteristics of humans†. Moreover, Bass and Barrett (1976) asserted that â€Å"generalizations about management and supervision in the cross-cultural context are limited †¦ concepts and constructs tend to shift in meaning as we move from one culture to another †¦ cross-cultural investigations have considerable utility for industrial and organizational psychology†.Organizational commitment in recent years has become an important concept in organizational research and in the understanding of employees’ behaviour in the workplace. It reflects the extent to which employees identify with an organization and are committed to its goals. A meta-analysis of 68 studies and 35,282 individuals revealed a strong relationship between organizational commitment and job satisfaction (Tett and Meyer, 1993). However, another study showed that only 38 per cent of employees feel any long-term commitment to their organization (Today, 1995). Yet greater organiz How to cite A Psychometric Assessment of the Malay Version of Meyer and Allen’s, Papers

Methods of Statistics Social Media

Question: Discuss about the Methods of Statistics Social Media. Answer: Introduction Usage of social media had changed over the years. People of every age group are into social media to connect with their friends, families and other people (DeAndrea et al., 2012). Youths who pursue education are also into social networking sites now days. It is found that there is increase in number of these youths of Australia in social media (Akyol Garrison, 2014). In this assignment, the effect of the social media on the education of the youths of Australia would be explored. The methods of collection of data for the research will be depicted in this assignment. Statistical tests will be used for the analysis of the collected data. Interpretation of the analysis would give an idea about the effect of social media on the education of the youths of Australia. Problem statement The problem statement of the research is to find the effect of social media on the education of the youths of Australia in the recent years. Research aim The aim of the research is to find the effect of social media on the education of the youths of Australia in the recent years. Research objective The objective of the research is as follows: To find the usage of social media among the students of Australia To find the education status of the students of Australia To find the effect of social media on the education of the students of Australia Research questions The questions of the research are as follows: How is the usage of social media among the students of Australia? What is the education status of the students of Australia? What is the effect of social media on the education of the students of Australia? Literature review Social media had become an important part of daily life. People of every age group are into social media. From students to professionals, businessman to old peoples, everybody is tech-freak. They prefer the virtual world over the real world due to advancement of technology and decrease in time. The students of Australia are no exception to this. They are also involved in social media from a very early age. According to the viewpoint of Akyol Garrison (2014), it was seen that the most popular social media website for the Australians is FaceBook. Instagram, Linkden and other social media websites are ranked behind Facebook. As per the viewpoints of Sponcil Gitimu (2013), it was seen that 24% of the teens go online almost constantly as they have the facilities of smart phones and other facilities to access internet. It was also seen that 92% of the teenagers go online every day as they have the facilities to access the social media. They invest ample of time on social media for various purpose. Social media increases the rate and quality of collaboration for students. It increases the communication skills of the students, which helps them to develop a better career. As per the viewpoint of Junco (2012), it was seen that spending more time on social media helps them to get accustomed with technology and develop more familiarity with the computers and other technologies. This helps them to learn the technologies and computers efficiently. Students customise their profiles in social media and update their details regularly. According to the viewpoint of Dabbagh Kitsantas (2012), it was seen that the customising the profiles help the students to have a better idea about the basic aspects of designs. These basic aspects are not taught in their school and they are useful to develop their resume and personal websites. However, there are various negative impacts of the use of social media by the students. Students who use social media while studying are seen not to develop the proper concepts of their subjects. They lose their ability to concentrate due to the distractions caused by the social networking sites (Sponcil Gitimu, 2013). As per the viewpoint of Cheston et al. (2013), it was seen that excessive use of social media affects the spelling and grammar of the students and the students fail to write a effective writing without the grammar spell check option. However, sharing of pictures and writing articles on the social networking sites help the students to increase their writing capability and broaden their creative aspects. It helps the students to develop their artistic abilities, provide confidence and help them to decide their career path. However, this does not provide a clear picture of the effect of social media on the marks and education of the students of Australia as a whole. Methodology Data collection Primary data would be collected for this survey. Questionnaire would be framed that would provide data for the research. Quantitative data and demographic data would be collected for the survey. The questions would be close-ended questions and some of the questions would be on Likerts scale. Thirty samples would be selected randomly from the students of Australia. Data would be collected for the age of the respondents, time spent on social media every day, purpose of using social media, amount of time invested in studies, marks obtained in last examination and the level of influence of social media on their education. Data analysis The methods of frequency, descriptive statistics, correlation and regression and the measures of central tendency would be used to analyse the data. These methods of statistics would give an idea about the effect of social media on the education of the students of Australia. Conclusion The research proposal gives an idea about the method of data collection to understand the influence of social media on the education of the students of Australia. It also provided the methods of statistics required to analyse the collected data. The analysis of the data would give the idea of effects of social media on the marks obtained by the students of Australia in their examination. It would also provide an idea about the progress of the students of Australia in their education. Recommendation It is recommended that the students must be guided properly to use the social media. They must be informed about the affects of social media on their education. Both the positive and the negative effects must be informed to them and they must be guided properly to use social media efficiently. This would help to have an efficient education system in Australia in near future. References Akyol, Z., Garrison, D. R. (2014). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Cheston, C. C., Flickinger, T. E., Chisolm, M. S. (2013). Social media use in medical education: a systematic review.Academic Medicine,88(6), 893-901. Dabbagh, N., Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning.The Internet and higher education,15(1), 3-8. DeAndrea, D. C., Ellison, N. B., LaRose, R., Steinfield, C., Fiore, A. (2012). Serious social media: On the use of social media for improving students' adjustment to college.The Internet and higher education,15(1), 15-23. Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement.Computers Education,58(1), 162-171. Sponcil, M., Gitimu, P. (2013). Use of social media by college students: Relationship to communication and self-concept.Journal of Technology Research,4, 1.

Paul Loebs Soul of Citizen

In this book, Loeb has basically created a guide for aspiring community activists, organizers, and anybody willing to make a change. In the book, he has made an outline of what it takes to be an activist and how to remain one. Since Loeb himself is a political activist, through the book, he is trying to inspire and motivate the public to air their voices and to take action against the negative government policies. To achieve this, he has emphasized on the influence which the people are capable of.Advertising We will write a custom report sample on Paul Loeb’s Soul of Citizen specifically for you for only $16.05 $11/page Learn More Through out the book, there seems to be five main points that keep cropping up every time. The first point is that; people have such a huge potential to enforce their wishes if they wanted to. This potential is usually unknown to the public and has the capabilities of not only making their lives better, but also everyone ’s. Secondly, he has reminded the people that they are not perfect and they will never be. This means that they should never undermine themselves and think that they are not good enough to do anything. Also, others usually wait for the best time to act and the truth of the matter is; there will never be a perfect time. Therefore, the best time to act is now. Thirdly, he urges the people not to despair if their actions do not yield results immediately. Loeb says that change happens slowly, and people have to learn to be patient and not loose hope. The fourth point is that; people should take pleasure in their quest for justice and equality. Loeb has reminded the citizens that, even though their specific goals might be unclear, they should relish every part of the ‘journey’. Finally, he has motivated the citizens by telling them that their efforts are bound to go a long way more than they can ever imagine. Every move they make never goes unnoticed. In the end, in o ne way or the other, their efforts will be rewarded and everybody will benefit. To attain closure, Loeb has narrated stories of various ordinary individuals who have come to learn his lessons. In one of the examples, he tells the story of a girl student in Virginia Tech who spent her election time drinking rather than voting. Afterwards, she became concerned with the global warming and started an environmental movement in her college. On another story, as a young man, Barack Obama was involved in a student movement that was against apartheid. It was during this movement that Obama started catching the eye of the public. Loeb goes on to narrate the stories of Joan Blades and an eighth grade drop out who designed an innovative job plan. The lesson carried in all those stories is; a mere citizen is capable of bringing great change.Advertising Looking for report on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Perhaps his greatest m otivation came from the anti-war movement in the late 60s during the Vietnam War. During that time, there were several anti-war movements throughout the country operating independently. Almost every sort of person was attracted to this movement; from campus students, middle class society and even the people in federal institutions were no exceptions. Apparently, this movement revealed the extent of division in the American society. The Stanford campus was no exception either. After learning about the destruction of life and environment in Vietnam by the American military, Loeb decided to join the movement too. The department of Electrical Engineering in his campus was involved in research of bombs being used in Vietnam. Together with his friends, Loeb invaded that department with pictures of Vietnam’s destruction. This eventually led to his suspension together with his friends. The war later ended after several years of fighting. It is believed (a belief held by many) that th e movement played a major role in ending the war. This was a great motivation for Loeb to become a political activist. What Loeb is teaching in his book is true. Citizens of a country are capable of making any changes they want without the approval of the politicians. This has been well demonstrated by the recent movement in the Arab nations. The citizens of Tunisia and Egypt have managed to evict their presidents without following any written law. This movement was as a result of a horrific act committed by a Tunisian youth. It is true; a single person can make a difference. Loeb’s teachings have strong basis since every government has the capability of doing more to the people. If one lives in a free democratic country, it is his role to be involved in the affairs of the country. The public should never expect change to come by itself; they should take action if they desire to see any changes. Every registered citizen should vote for his candidate of choice; it is a democra tic right which should be taken seriously. Also, every citizen should belong to a political party of his choice and be updated on its activities. Apart from that, citizens should read newspapers, write to congressmen, volunteer in campaigns and be involved in political forums; especially on the internet.Advertising We will write a custom report sample on Paul Loeb’s Soul of Citizen specifically for you for only $16.05 $11/page Learn More In the Soul of a Citizen, Loeb is trying to remind the public about their democratic rights and how to exploit them. He has no way become an extremist, but he is just among the right minded people. This report on Paul Loeb’s Soul of Citizen was written and submitted by user Jenna Albert 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.

Gold Fish Lab Report Essay Example

Gold Fish Lab Report Essay Example Gold Fish Lab Report Paper Gold Fish Lab Report Paper Respiration can be experienced through several structures such as the lungs, tracheae, gills, and integument in order to obtain oxygen. All organisms that experience respiration are either endothermic or isotherms. Isotherms are animals that depend on their environment for body temperature. These animals respond to changes in their environment in order to maintain homeostasis, the stable, internal conditions of the organism. Animals that are warm-blooded and can regulate their body temperatures internally regardless of their environment are endothermic. For isotherms, regulating body temperatures can require more work. Those aquatic animals have adapted several techniques to stay alive. Larry Scrimshaw explains that animals, both aquatic and terrestrial, seek to avoid stressful thermal environments or to compensate for the temperature change by mostly lowering the metabolic rate (1979). Lowering the metabolic rate allows certain enzymes to be produced and chemical reactions to happen within the fish that actually warms it up. While lowering metabolic rates are important, respiration regulation is also important. Stephen C. Wood also believes that isotherms need behavioral mechanisms for temperature control. These mechanisms could include slowing breathing rates to conserve energy and releasing certain chemicals into the body (1991). This brings to light the question of goldfish being isotherms or endothermic, and how the fish cope with temperature changes. These questions were the basis of the experiment. The dependent variable for this experiment was the respiration rate of the goldfish, and the independent variable was the temperature of the water. : The null hypothesis is that the water temperature will not affect the aspiration rate of the goldfish; furthermore, the change in the water temperature will not stimulate a change in the goldfishs respiration. Likewise, the alternative hypothesis suggests that a change in water temperature will affect the respiration patterns of the goldfish, and therefore cause the goldfishs breathing rates to slow down or speed up. Materials and Methods To begin, two Mimi beakers filled with Mimi of aged water were used as containment vessels. Two goldfish were then each separately placed into an individual beaker. It was decided to refer to the beakers containing the goldfish s Beaker 1 and Beaker 2. The control fish was contained by Beaker 1, and Beaker 2 contained the fish that received the experimental testing. Two separate beakers were filled, one contained ice water, and the other contained aged water. Thermometers were then used to measure and record the water temperature of the control fishs water and the temperature- stressed fishs water. Then the group members practiced counting the number of breaths each goldfish made in one minute. Goldfish breaths can be identified by each time the fish opens and closes its mouth or by the contractions of its propeller. After the breaths were identified correctly and recorded for the first temperature, ice water was added to Beaker 2 (temperature- stressed fish) until the temperature of the water decreased by ICC. Simultaneously, aged water was added to Beaker 1 (control fish) to maintain equal water levels in both of the beakers. The new temperatures were recorded and the number of breaths per minute by both fish were counted and recorded. This process was repeated five more times. Throughout the entire experiment, the water temperature in Beaker 2 ranged from ICC in the beginning to ICC at the end. Once the experiment was concluded, aged water was slowly added to the temperature- stressed fish in order to raise the temperature of its water. This helped to return its environment back to normal conditions. Results The respiration rate for the control goldfish ranged from 123 to 140 breaths per minute, which was not a significant change. On average, the cold-water treatments caused a significant decrease in breaths per minute by the end of the experiment. The average the breathing rates of goldfish subjected to temperatures less than ICC decreased from a rate of 96 breaths per minute at he start of the experiment, to 56 breaths per minute at the end (Figure 1). The experimental fish in Group #1 ranged from 115 to 50 breaths per minute. Overall, the control fishs breath rates generally remained constant, and the temperature-stressed goldfish had rates that decreased rapidly from start to finish. Figure 1. The effect of decreasing water temperature on the breathing rates of goldfish. Discussion At the conclusion of the experiment, the two hypotheses were reviewed. Because the water temperature did affect the normal respiration patterns of the oldies, the null hypothesis was disregarded and the alternative hypothesis was accepted. From the results of this experiment, it was concluded that although other environmental factors could play a minute role in the respiration rates of aquatic isotherms, temperature was a major factor. From this experiment, biologists and scientists could conclude that freshwater fish, similar to the goldfish, become inactive during the winter months due to the drop in water temperature. However, the results of the experiment were concise, but several error could have occurred. For instance, all the fish were kept in the same aquarium before and after the experiment. This could have meant that some of the fish were diseased having their respiration rates already compromised. Also, the fish did not remain calm long enough to get an accurate measurement of its respiration rates. Clearly, a more accurate experiment could have taken place had there been several more groups participating in the experiment. To further clarify the hypothesis, the experiment could have been adapted to also measure the metabolic rate of the goldfish. The fish would need to be tested for their deadness to eat in different temperatures.

A Research Of the Events Leading Upto World War II By Tuchmans Guns Of August.

A Research Of the Events Leading Upto World War II By Tuchman's Gun's Of August. One of the deadliest wars in world history, World War I, lasted from July of 1914 until November of 1918. This was one of the first wars to be defined as a global war. This essentially means that all of the world ‘s superpowers were fighting and consequently the whole world was affected. The world’s powers all gathered together and were part of either two groups. The first group was the Allies, which consisted of France, the British Empire, and the Russian empire. The second group was the Central Powers, which consisted of the Austro-Hungarian Empire and Germany. In The Guns of August, Barbara Tuchman examines the months leading up to the war and the first few months of it. Specifically, she focused her narrative on the military history aspect of World War I. Overall, Tuchman depicts an extraordinary prelude to World War I, such as the decisions of the superpowers involved and world events that affected the war. It has been described by the reviewer Samuel R. Williamson Jr. as â€Å"one of the finest works of history†¦[and of being a part of] the best sellers list for more than forty weeks†. Tuchman begins her book by illustrating her thought process behind her work and the methods that she used. She starts with an introduction that exemplifies the need for facts and connections in order to accurately depict World War I. In the Foreword, written by Robert Massie. In this foreword, Massie reflects on Tuchman’s writing process and how she describes her work. On page xi, Massie states that in regards to Tuchman’s work, she asked numerous questions and â€Å"[her] research was too find out†¦ what really happened.† In other words, Tuchman’s question would be ‘What really and factually happened in the prelude and first few months of World War I?’ On page xi, there is another question; Massie describes Tuchman’s efforts to get at â€Å"how it actually felt for the people present?† In other words, Tuchman’s question would be ‘how did World War I make the people involved feel like?’ In the author†™s note, Tuchman herself, once again reiterates this question and how she answered it throughout her book. In the authors note, Tuchman goes on to explain how she answered these questions. In seeking answers to these research questions, Tuchman gathered great amounts of information from various types of sources. On page xxiv, Tuchman states that the first question was answered based on evidence from documents she’s gathered and even that â€Å"all conditions of weather†¦in the following pages [of the novel] have documentary support†. Some examples of documents that she used to answer this question are primary sources of battle orders, telegrams, secret codes, maps, and weather reports. On page xxiv, Tuchman states, in regard to the second question, she had a â€Å"total immersion in military memoirs†¦[and] all†¦ thoughts or feelings, in states of mind public or private†¦ Have documentary support.† Similarly to the first question, this quest ion is also omnipresent throughout the novel. Therefore it is hard to pinpoint the documents used to answer this question down to one. Nevertheless some examples of primary sources she used to answer this question are letters, memoirs, dairies, and pictures. Nevertheless, Tuchman’s approach strays from the classic historiographical approach from here on out. Her study is more of a descriptive history than one of pure analysis. In one book review, Jeanne Lombardo states that Tuchman used â€Å"the historicist technique of combining documentary evidence with the powers of the imagination†¦ [which] she uses to paint a vivid, living picture of the events and individuals of August, 1914.† It is important for readers to understand that although Tuchman doesn’t come right out and say what her analysis is, it doesn’t mean it is nonexistent. Tuchman utilizes her documents in a way, which creates an eloquent story. Tuchman backs up this idea when she states that she believes â€Å"the very process of transforming a collection of personalities, dates, gun calibers, letters, and speeches into a narrative eventually forces the ‘why’ to the surface† (xii). It is also important to include the interpretation of Ulrich Trumpener. He states in his book review published in The Journal of Modern History that The Guns of August was a great narrative work, but â€Å"as a scholarly contribution to the history of World War I it is less than satisfactory†¦ [Tuchman’s] story is only partially based on the best available evidence†¦[and contains] oversimplifications.† Trumpener continues to discuss how The Guns of August increasingly left out information regarding certain countries’ contributions to the war. Nevertheless, Tuchman addressed this issue in her author’s note where she stated there was some omission regarding certain fronts throughout her book. In regard to these omissions, she states that they were â€Å"outside my chronological limits and it seemed to me there was unity without it is the prospect of tiresome length if they were included† (xxiv). Personally, I believe that her descriptions were all based on fact and the omission of certain aspects was essential. This is because it would have been detrimental to her interpretations and consequently her narrative descriptions. Overall, Tuchman’s sound research through both primary and secondary sources regarding World War I led to her study revolving around what she believed truly led to the war. She had numerous interpretations from her analysis of the documents. She specifically believed that there were roughly four reasons that this war started. The first reason she believes was due to a misconception regarding the free trade and the idea it would stop a war because people would want to avoid economic consequences. This idea can be idea can be shown on page 12, where Tuchman states: Lord Esher delivered lectures on the lesson of The Great Illusion at Cambridge and the Sorbonne wherein he showed how ‘new economic factors clearly prove the inanity of aggressive wars’. A 20th Century war will be on such a scale, he said, that it’s inevitable consequences of ‘commercial disaster, financial ruin and individual suffering’ would be ‘so pregnant with restraining in fluences’ as to make war unthinkable. In this quote, Tuchman illustrates the belief that the war was considered unthinkable due to the economic effects it would have. Tuchman uses a source that included the preaching’s’ by someone who was considered highly educated to prove this point. The Second reason Tuchman believed that the war happened the way that it did was due to ideologies regarding warfare. Tuchman thought there was too much of an emphasis of the countries involved on the idea of a quick war and staying on the offense. She demonstrated this idea on page 372, where she stated: Clausewitz [a German] had described terror has the proper method to shorten war, his whole theory of war being based on the necessity of making it short, sharp, and decisive. The civil population must not be exempted from wars the fax of estimate feel it’s pressure and be forced for the severest measures to compel their leaders to make peace. In this quote, Tuchman illustr ates her thought that the war happened the way it did because the leaders of the nations involved believed that the war was bound to be quick and short. This specific example revolves around the German peoples’ ideologies of a short war and the need to always attack. Tuchman used Clausewitz to prove the pressures of a short war and offensive attacks. The third reason Tuchman discussed revolved around the effects of the treaties. Tuchman emphasized how the treaties and alliances resulted in a type of domino effect, which resulted in more countries becoming involved with the war. Tuchman describes this idea on page 63: The government maintained the disingenuous position that the military â€Å"conversations† were, in Haldane’s words, ‘just a natural and informal outcome of our close friendship with France’. Natural outcome they might be; informal they were not†¦ the General Staff have ‘certainly committed us to fight, whether the cabinet likes it or not.’ In this quote, Tuchman explains her thought that the war happened the way it did because of how many intertwined alliances and treaties there were. This specific example revolves around the connection between the U.S and France and how their alliance essentially meant that if one of them went to war, they both had to. Lastly, another in terpretation she came across was the contradictions involved in the warfare, such as having technological advances but sticking to the traditions of wars in the past. She discusses this on page 457: Doumergue made a deep impression when he said, ‘it takes more courage to appear a coward and risk popular disfavor interest being killed.’†¦[This statement] provided a subject for further heated dispute. In this quote, Tuchman outlines a heated debate from this time. This debate was essentially one revolved around trying to overturn distiniguished ideals on the ethics of war. Previously, it was thought it was better to die in battle than to give up. Nevertheless, the use of that ideology in this war was detrimental to the militaries because of the invention of new weapons. Tuchman decided to write The Guns of August when a publisher, Cecil Scott of the Macmillan Company, invited her to write a history describing the events that took place during this war. In the preface, Tuchman described a concern she had about the idea that no one would be interested in such a topic or read this book. She stated, â€Å"In moments of depression during the course of writing, I had asked Mr. Scott [the publisher], ‘Who is going to read this?’ (xxi) The book was originally intended for an audience that had previous knowledge of World War I and wanted to see an interpretation of how it felt for those involved. Nevertheless, as a richly descriptive study with a blend of imagination and evidence, resulted in it becoming a widely read book across a variety of populations. The book turned out to be a great resource for those interested in studying the origins of World War I, but needed a captivating story to keep them entertained while learning. The feature that was often denounced by some, the writing style being a descriptive narrative with imaginative pieces based on fact, is what ultimately led to its widespread popularity. Tuchman’s writing style in this text matched the needs of the intended audience and this outreach included every day people. Making the compelling story based on the facts allowed people who would normally be bored by history to become captivated. An example of Tuchman’s ability to present fact with an interesting narrative can be shown on page 90: Meeting the censure of his comrades, Admiral Troubridge demanded a Court of Inquiry which order to his trial by court-martial in November, 1914, on the charge that ‘he did forbear to Chase H.I.G.M.’s ship Goeben, being an enemy then flying’. Tuchman is able to bring Admiral Troubridge to life. She captivates her readers through not only listing the facts but also using fantastic diction, such as the word â€Å"demanded†. Nevertheless, she is also able to give her readers the facts needed to understand the causes of World War I. In this instance, she was able to give a quote from a secondary source, an article on Troubridge. This use of captivation is done by one of the three types of historical writing, Narrative writing. This is because narrative writing is used when the author wants to chronologically tell an event; in this case it was the prelude to the war. Also this style is usually used when an author is telling a military history, which Tuchman is. The Guns of August is, ultimately, an insightful and rigorous work that describes the military history of World War I. Tuchman was able to coherently voice her interpretations on the reasons the war occurred through a descriptive narrative. Although, there are some differences in opinion revolving around Tuchman’s analysis, she does a great job utilizing her sources in a way to prove the economic and militaristic reasons behind the inevitable Global War. Works Cited Lombardo, Jeanne Belisle. The Guns of August by Barbara W. Tuchman. Center for Future Consciousness.http://www.centerforfutureconsciousness.com/pdf_files/2008_ Essays/A Review of The Guns of August by Barbara W.pdf. Sewanee Review. Project MUSE Fifty Years On: The Guns of August, Always Popular, Always Flawed. Accessed November 18, 2016. https://muse.jhu.edu/article/497154. Trumpener, Ulrich. The Journal of Modern History 35, no. 1 (1963): 94-95. http://www.jstor.org/stable/1899184. Tuchman, Barbara W. The Guns of August. New York: Ballantine, 2004. .

The Son Also Rises Essay Example | Topics and Well Written Essays - 500 words

The Son Also Rises - Essay Example Paris, which had been his home previously, is no longer suitable for him. The city’s pace and vibrancy is something he cannot keep up with. The city also reminded him of his lover Brett, to whom he no longer can make love due to his physical impotency. Hence, he decides to go to the more laid back and picturesque town of Burguete. The slower pace of life here and the cordial nature of the town’s inhabitants enable him to start the process of recuperation. More importantly, this place enables Barnes to impose order on his life and make an independent living. He is able to live life on his own terms and also maintain dignity. But the story of Jake Barnes’ confrontation with his physical and emotional marring does not end there, for his discontent with the sedate and lonely existence in Burguete forces him to continue his search for inner peace. This peace proves elusive and not until the end of the story does Jake Barnes able to somehow reconcile with his reality. It is only when he moves to San Sebastian, does Barnes achieve some sort of stability and harmony, albeit with an element of resignation too. Hence, Jake Barnes typifies the Hemingway Hero in The Sun Also Rises. The other important character in the novel is that of the popular Bull fighter Pedro Romero, whom Jake admires very much. In fact, Jake takes comfort and pride from the successes of Romero. Hemingway is implying that Jake Barnes compensates for his inadequacies through the accomplishments of Pedro Romero. The qualities that define Jake Barnes also differ sharply from the attributes of a typical Hemingway Code Hero. As opposed to a Hemingway Hero, the Code Hero, though dealt harshly by the circumstances of life, does not submit himself to its constraints. To the contrary, he refuses to be defeated by life and remains tough and optimistic. Romero is also shown to display humility and dedication to his craft of Bull

Exploring current government policy on improving the nations health Essay

Exploring current government policy on improving the nations health through the change for life campaign - Essay Example There are six healthy behaviors that people are encouraged to adopt through this particular public health crusade. The first one is the 5 A day call, which gives suggestions on how to eat the recommended five portions of healthy vegetables and fruits every day (Change4Life, 2015). The second component is advice on reducing the amount of salt intake per day. The campaign also encourages sugar swaps by giving vital information on the sugar content of various foods as well as the available alternatives. The other aspects are cutting down on alcohol consumption, cutting back on fats and leading an active life. The message is spread through different avenues with the TV and online advertising being the major channels (Change4Life TV commercials, 2009). The integrated approach adapted in the campaign also allows for the use of radios, social media and the direct marketing channels. Dealing with obesity requires behavior change in terms of the kind of food one takes and the lifestyle that an individual leads (Department of Health, 2004). Britt, Hudson & Blampied (2004) point out that behavior is a product of both individual and collective action and plays a central role in the health of the public. This is the reason why lifestyle risks have for a long time been considered to be the leading cause of morbidity and deaths in various nations (Sweney, 2008). In order to deal with obesity, which is a lifestyle health condition, the policy was created based on the transtheoretical model. Kemm (2015) states that this model takes change of behavior to be an ongoing cycle rather than the final state. During the process of change, individuals may relapse in the initial stages though this does not mean that they have to start all over again. The model, therefore, describes the individuals in terms of the progress they make in series of behavior states and in relation to o ther dimensions (Michie & Johnston, 2012). Its use in the drive has been effective in