Supply Chain Coursework Example | Topics and Well Written Essays - 250 words

Supply Chain - Coursework Example ate a rail network in stages in order to link the most important residential and industrial centers in the state, which will form an important part of the railway planned for the GCC network. Etihad Rail Mission: Provide a safe and sustainable passenger and freight transport railway system in the UAE through innovation and continuous improvement of technologies and practices. Etihad Rail is committed to three guiding principles: Safety and security, effective connectivity and economic growth and efficiency and sustainability. †¦Etihad Rail is the most preferred by customers who cite its impressive speeds of up to 120km/hr. and punctuality of departure and arrival times. The reason behind this is the availability of several electromotive engines at any one time thus preventing any delays. (Morgan 2014)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Good quality of customer care and the prompt acting on customer’s feedback that augurs well with customers. According to Etihad, the customers come first and they aim to satisfy them fully (John, 2011). Etihad has several electromotive engines on standby at any one time in case of any breakdown in the ones on operation. This facilitates immediate substitution in case of any delays...Additionally, it connects most of the centers of population in United Arab Emirates, assuring customers on the reliability of delivery.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Etihad rail conforms to customers’ expectations of good transport system. It is fast with speeds approaching 120 km/hour and departs and arrives on destinations in time. The prices are also relatively fair suiting most of the middle income travelers that make

Critically assess the strengths and weaknesses of personal construct

Critically assess the strengths and weaknesses of personal construct In social psychology, individual difference research aims to find out why individuals act differently in the same scenarios (Butt, 2007). This essay will be looking at two different theories which study and interpret individual differences to personality in two different ways. Kellys (1955, cited in Butt, 2007; Stevens, 2002) personal construct theory and Eysenck and Rathmans (1965, cited in Butt, 2007) trait theory of personality will be outlined and then trait theory will be used to critique, and find the strengths and weaknesses of, personal construct theory to see how it contributes to our understanding of individual differences in personality. This essay will argue that the strength of the personal construct theory is that it gives a much more holistic contribution to our understanding of individual differences in personality than the trait theory, although unlike the trait theory, its weakness is that its findings can not be generalised. Personal construct theory also has stren gth in that it transcends the individual-social and agency-structure dualisms which the trait theory does not. Personal construct theory, developed by Kelly (1955, cited in Butt, 2007; Stevens, 2002) viewed personality as an individual experience. It advocates bipolar constructs that individuals use to help them understand their world, for example, stimulating-dull (Stevens, 2002). Personal construct theory uses the phenomenological approach and therefore aims to understand how individuals use their subjective, individual experiences to develop a set of personal constructions, which in turn, helps them to make sense of their world around them (Butt, 2004). This helps to understand the individuals lived experience, how they make meaning and how they come to view the world in different ways (Butt, 2007, cited in Butt, 2007). Personal construct theory therefore sees individual differences as recognising and taking account of each individuals world view and the conscious role they have in creating the individual they become and the personality they have (Butt, 2007; Stevens, 2002). To investigate each individuals set of personal constructs, Kelly (1955, cited in Butt, 2007) developed the repertory grid. This grid worked by individuals allocating personal constructs to everyone who they considered as part of their life. This subsequently allowed bipolar dimensions to be found. When analysing these constructions, it could be revealed how each individual experiences others and could show how two different individuals could make an entirely different assessment of the same person, for example, if an individual is fixed in their constructs they could come to believe that an individual who is reserved is always cold and so having a fixed personality could cause many relationship problems compared to having a fluid personality. A lot of constructing occurs subconsciously so the grid allows individuals to gain and communicate their own individual meanings of things that would otherwise be unavailable. Personal construct theory sees constructs as being adjustable and, by seeing themselves through an others eyes, individuals could make conscious decisions to change their personality and view of the world (Butt, 2007). But Kelly (1955, cited in Butt, 2007) argued that as much effort is placed in these constructions the individual may not want to change them. The fundamental parts of personal construct theory were usefully applied by Salmon (2003, cited in Butt, 2007) to education. Salmon (2003, cited in Butt, 2007) argued that to facilitate personal development, schools needed to take into account the students current personal constructs and the students also needed to be aware of their own personal constructs. Salmon (2003, cited in Butt, 2007) later developed the Salmon line, which allowed the students a tool to see how they were progressing using their own meanings about progression. In contrast to the personal construct theory, trait theories see individual differences to personality as the fixed ways that individuals vary from each other (Butt, 2007). There are many types of trait theory, although this essay is going to concentrate on Eysenck and Rathmans (1965, cited in Butt, 2007) trait theory in order to critique Kellys (1955, cited in Butt, 2007) personal construct theory. This trait theory was developed from the natural science and experimental mainstream approach to individual differences (Butt, 2007). The aim of the theory was to find general dimensions from various populations of individuals to allow trait theorists to be able to predict how, a certain individual would act in given situations. Eysenck and Rathman (1965, cited in Butt, 2007) argued that personality traits were due to biological and genetic factors and used the dimensions of extraversion-introversion and neuroticism-stability to measure personality with (Butt, 2007). Eysenck and Rathmans (1965, cited in Butt, 2007) trait theory of personality used data gained from Eysencks personality inventory questionnaire (Eysenck and Eysenck, 1963, cited in Butt, 2007) that involved many samples of individuals attributing dispositions to others (Butt, 2007). Eysenck and Rathmans (1965, cited in Butt, 2007) research led them to claim that there were two, main, unrelated dimensions of personality: extraversion and neuroticism and that these were behavioural expressions of temperament differences (Butt, 2007). Eysenck and Rathman (1965, cited in Butt, 2007) claimed that extraversion was grounded in cortical arousal and neuroticism was grounded in autonomic arousal, so the behavioural patterns were like the phenotype in biol ogy, whereas the innate brain structure is like the genotype (Butt, 2007). Eysenck reasoned that if the main dimensions in personality were found, these could have clinical application as they could be related to different kinds of neurotic behaviour which would explain why individuals acquire different types of psychological disorders (Butt, 2007). So both theories give two different ways of viewing personality. This essay will now critically analyse the strengths and weaknesses of personal construct theory using the trait theory of personality. The trait theory has been around for a long time and therefore has been researched a lot, has been very influential and has been tested extensively; this is unlike the personal construct theory which has been around for a relatively shorter period of time and so has been lacking in the same areas. The trait theory has also been seen as a more suitable way than the personal construct theory of looking at personality as it resembles the lay theories that individuals use when assessing others (Butt, 2007). Trait theories also use objective personality measurements, like the Eysenck personality inventory and this allows for large groups of individuals to be compared. This subsequently gives trait theory a wide scope for application as the trait theory findings can be used by organisations t hat need to identify trends in certain populations (Hollway, 2007). Personal construct theory data, in comparison, can not be generalised or compared across the wider population. But trait theory has got its weaknesses. Skinner (1974, cited in Butt, 2007) argued that traits do not explain personality or behaviour; they just identify trends in it. Although trait theories were designed to see how individuals react differently and consistently in certain situations (Butt, 2007), Mischel (1968, cited in Butt, 2007) argued that the evidence for this consistency is relatively small compared to the evidence there is for how people change with experience. Mischel (1968, cited in Butt, 2007) also suggests that rather than entirely reflecting the individuals personality traits, trait theory is strongly influenced by the thoughts, experiences and personality of the individual rating. The strength of objectivity within the trait theory, although helpful when comparing population, can also be viewed as a weakness of the theory. Personal construct theory data is subjective and situated in time and place unlike trait theory data which is taken out of its context making it ecologically invalid. The personal construct theory also takes into account the richness of an individuals personality (Butt, 2007) which the trait theory does not. Using phenomenology, personal construct theory attempts to see the distinctiveness of each individuals personality. Personal construct theory accepts that the individual can change and society can facilitate this change. This allows them to understand why individuals change depending on the situation and when that situation occurs and how this happens. Adaptations of personal construct theory also sees how change can happen in the future, for example, Salmons (2003, cited in Butt, 2007) version helped facilitate learning and her Salmon l ine allowed individuals to give themselves a goal and see what they needed to change in their personality to reach that goal. The trait theory, however, sees traits as biological and therefore fixed and unlikely to change. This means that it can not be used to assist changes in personality so has less practical uses than the personal construct theory. Unlike the personal construct theory, trait theory also does not take into account how an individuals social life could influence the individuals personality. A large strength of the personal construct theory is that it does not have the same extent of power relations plaguing it as the trait theory does. Personal construct theory uses qualitative interview methods which stop the researcher from having so much power over the findings of the research (Salmon, 2003, cited in Butt, 2007). The researcher uses the repertory grid to help each individual access their own personal constructs, in this way the researcher is prevented from assuming what the individuals constructs will be. Trait theorists, however, have lots of power over the individual. This is because the trait theory comes from the experimental approach. This means that the researchers that measure and put apply these measurements, for example, to create hierarchies in schools. Trait theory can therefore be misused as individuals can be judged against what is considered normal and competent by people who they believe are experts on the subject (Butt, 2007). But, personal construct theory also has its weaknesses because they do not use classification methods like the trait theories do and therefore they can not help an individual to get extra help, for example, if they need to be classified to get help with a split-personality. The personal construct theory also tried to make the researcher try to see the world through the participants eyes in order to help the participant express their constructs. But sometimes this would be impossible for the researcher, especially if they are working with an individual with a personality problem that they have no experience of. In trait theory there is an emphasis on the biological, genetic aspects of personality (Eysenck and Rathman, 1965, cited in Butt, 2007) which sees personality as fixed and coming from within the individual. But by concentrating on the individual and trying to find universal findings, the complexity and richness within each individual is lost. In education, psychometric measures have been used in such a way that teachers do nothing more than teach students how to pass tests. Salmon argued that testing students, learning becomes generalised and the students ability level becomes fixed as students become grouped depending on whether they score high, average or low on tests. This does not take into account the individual personality of each student. In personal construct theory, students are no longer seen as fixed in their abilities, Salmon argued that children do not learn in the ways stated above, instead they shift their meanings within a personal system of understandings. In this wa y each individual students personality could be such that they are good at and enjoy some types of learning and could be bad at and hate other types. So the personal construct theory has the strength of transcending the individual-society dualism. The way trait theory sees traits as fixed, determined, genetic and unchanging through environments also suggests that individuals have no agency in their personality traits and social structures did not affect their personality traits whatsoever. In the personal construct theory, Kelly (1965, 2007, cited in Butt, 2007), for example, put great emphasis on the society that individuals are constructed in. People were seen to use their experiences to actively create their worlds, even though these constructs and understandings that were gained from the social world sometimes restrict agency. So the personal construct theory has the strength of transcending the agency-structure dualism. Personal construct theory (Kelly, 1955, cited in Butt, 2007; Stevens, 2002) and the trait theory of personality (Eysenck and Rathman, 1965, cited in Butt, 2007) are two different approaches to individual differences in personality which contribute two different explanations to why people act in different ways in the same sort of situations (Butt, 2007). The strength of the personal construct theory is that it gives a much more detailed, holistic contribution to our understanding of individual differences in personality than the trait theory which sees personality as fixed and biologically determined. Personal construct theory sees individuals as having a fluid personality which changes through the individual interacting with their social world and so has contributed to individuals understandings of personality by showing them how they can change their constructions (i.e. the repertory grid). But, personal construct theory has a weakness as its findings can not be generalised like the trait theory can. So, although both theories contribute much to our understandings of individual differences to personality, personal construct theory has a greater contribution as it is more holistic and recognises that the social world and the individuals agency play a vital role in personality which is something that trait theory does not (Butt, 2007). Word Count: 2191 (excluding title). Butt, T. (2004) Personality Theories 1: Trait, Biological and Cognitive Social Approaches in Understanding People, Basingstoke and New York: Palgrove Macmillian. Butt, T. (2007) Individual Differences in Langdridge, D. and Taylor, S. (2007) (eds) Critical readings in Social Psychology. Milton Keynes: The Open University Press. Hollway, W. (2007) Social Psychology: past and present, in Hollway, W, Lucey, H. and Phoenix, A. (2007) (eds) Social Psychology Matters. Milton Keynes: The Open University Press. Stevens, R. (2002) Person Psychology: Psychoanalytic and Humanistic Perspectivesin Miell, D, Phoenix, A. and Thomas, K. (Eds.), Mapping Psychology Book 2, Chapter 9, Milton Keynes: The Open University.

Fathers Attitude of Love Towards Sinners. Essay -- Religion Religious

Fathers Attitude of Love Towards Sinners The Parable of the Prodigal Son reveals both Gods love for those who are ready to accept it, which in this case is the prodigal son who returns to his father, and his rejection of the self-centered righteousness. Repentance and forgiveness are essential to everyday life. In the book of Luke, the parable of the prodigal son is told. The father in the parable represents God. The prodigal son is symbolic of one who is living in sin, repents, and returns to fellowship with God. The prodigal son decided he had enough under his father and wanted to be on his own. Not only did he want to leave, but he also wanted to take his share of the inheritance that he was not supposed to get until his fathers death. The father granted his sons request. Though he gives a portion of his money to his son, the father still is wealthy. The father was not really concerned about what he gave his son, but concerned with his sons personal safety and return to the family. God does not lose anything by our decis ion to live in rebellion. Humans are the only ones who lose everything. The son left for a far off country and threw away his inheritance with wild living. The sons careless behavior was simply a symptom of the deep desire to be his own master, to live independently, to do as he pleased. The spiritual meaning behind the parable shows mans rebellion against God. God does not oppose ones choice in choosing how to live. We as humans use all that God has granted us not for serving Him in obedience, but against His will. According to the teachings in the Bible, God allows humans the freedom to make decisions in life. Some choices or decisions will lead either to true peace and freedom or to destruction. Many peo... ...o matter how badly one screws up, God is always there waiting to forgive. We as humans need to make the decision to repent and ask for forgiveness with a meek spirit. We all at one point in our lives are the prodigal son. Works Cited 1. Kennedy, X.J., Gioia, Dana. The Parable of the Prodigal Son. Literature: An Introduction to fiction, poetry, and drama. New York: Longman, 2002. 232-33. 2. Kennedy, X.J., Gioia, Dana. Prodigal Son. Literature: An Introduction to fiction, poetry, and drama. New York: Longman, 2002. 1361-66. 3. Jeremias, Joachim. The parable of the Prodigal Son. The Parables of Jesus. New York: Charles Scribners Sons, 1963. 4. Hunter, Archibald. Prodigal Son. Interpreting the Parables. Philadelphia: The Westminster Press, 1960. 5. Buttrick, George. Luke 15:11-32. The Interpreters Bible. New York: Abingdon=Cokesbury Press, 1952.

River Pollution

River Pollution River pollution is form of water pollution that refers to the contamination of rivers. River pollution occurs when waste and different other pollutants are discharged into river without being properly treated. River pollution has negative effect on aquatic ecosystems. The negative impact on plants and animals often leads to decline in species, and sometimes even to extinction of entire species (Yangtze River dolphin). River pollution also leads to decrease in freshwater resources because rivers are among most important sources of freshwater in the world.This means that the excessive river pollution could easily lead to global water shortage. Excessive river pollution could also lead to many waterborne diseases. Pollution can be in a variety of forms: Rubbish like crisp packets, newspaper and bags. Oil,Poisonous substances,Cans, bottles and other solid objects,Human waste / excrement Factories Factories use water from rivers to power machinery or to cool down machinery . Dirty water containing chemicals is put back in the river. Water used for cooling is warmer than the river itself, and this is also a form of pollution.People People are sometimes careless and throw rubbish such as bottles and crisp packets directly into rivers Agriculture Farmers put fertilizers and pesticides on their crops so that their crops grow better. But these fertilizers and pesticides can be washed through the soil by rain, to end up in rivers. Fertilizers and pesticides are harmful because they cause algae to grow. The algae then destroy water plants. Construction site stormwater Silt fence installed on a construction site.Sediment from construction sites is managed by installation of: erosion controls, such as mulching and hydroseeding,and sediment controls, such as sediment basins and silt fences. Discharge of toxic chemicals such as motor fuels and concrete washout is prevented by use of:spill prevention and control plans, and specially designed containers (e. g. for concrete washout) and structures such as overflow controls and diversion berms Effects of pollution Pollution kills water plants and animals. Polluted water also carries diseases.When animals drink the water, they may get diseases which can kill them. People can even get these diseases by eating the infected animal. This happens a lot in poor countries in Africa where people get untreated water directly from the river. Rivers look unsightly when there is rubbish in them. Polluted rivers smell bad. Solution: In order to tackle river pollution issue people need to show more care for our environment in general. There also needs to be better and far more frequent monitoring of rivers as well as strict punishments for polluters.The data needs to become live, and real-date, as well as being available to general public. The worst affected countries should create funds and start cleaning their rivers because having polluted river doesn't only mean huge environmental but also huge economic damage. We must not forget that rivers provide us with many important services. Improving water quality of our rivers is certainly very important task that needs to be addressed properly on all levels – local, regional, national as well as international. Healthy rivers mean healthy environment, and healthy environment means healthy life.

Personal Mastery Plan Essay

A personal mastery plan enables an individual to learn and focus on another career and be able to reflect on the leadership competencies and skills needed in leadership. Personal mastery involves programming individuals mind towards success and achievements. It differentiates best individual and a mere individual. Personal master gives an individual a focus and gives a sense of responsibility of individuals life, rather than moving with the life tide (Seeman & Lien, 2001, p. 614 ). Every individual in this world has an individual and unique life, with varying attitudes and values. Individual values and attitude is developed over time, as an individual grow and develop from birth, through out the development life. After the values are developed, they are continuously shaped by a number of factors, such as experiences in life, education and memories of the past events. As an individual carry out various activities experience is acquired, and as one progresses in education, more and more is learned, changing the individual’s value and attitude. As one develops fro child hood to adult, both good and bad situations and activities are encountered leaving an individual with strong memories (Seeman & Lien, 2001, p. 619). For example when one is born, he or she stays at home and gets the necessary care from the parents. As one grow and reach school age, one leaves the the parent and goes to school, where he or she adjust to school life, as one progresses through learning, his or her education level advances in and changes in learning institutions are made. After schooling, one is employed, and gets promotions as as he progresses at work. With such progress, the memories of the encounters at home, various schools, and at various work position, plays a major roles in shaping individual’s future values and attitudes. Value influences behavior, as it gives an individual the ability to decide between relevant alternatives which is important in living . Value and belief are great determiners of individual personality, and are the basis of how we sees others every individual has a set of values which influences behavior of the individual without the individual intention. Personal values which involves honesty, moral and friendlinesses determines individual’s moral character. The society value enhances relating with others in the society (Seeman & Lien, 2001, p. 616 ) Our tendency to evaluate many issues and aspects. Although attitude can be influenced, it is only individuals who can change their attitudes. Unlike value, individuals attitude can be detected even without individuals consciousness. Attitude develops through past experiences. Social environment is shapes individuals attitude. Personal mastery has been my drive force through out my life. Personally, personal mastery, involve much beyond skills and competence. I consider it to involve creativity through out ones life, and need to be continuously involved. My learning process has always involved creativity. Using memories and experiences, i encountered during my learning process, i have known that every individual need to actively participate in self evaluation, gather appropriate information if one need to be compete in day to day activities. My past experience gives me the ability to gather and integrate information into my personal and professional life. My mission is to create a balanced environment in both southern Afghanistan and the tribal areas of Pakistan, with a purpose to extend the central government’s reach. This foments insurgency among a proto-insurgent people, security interests in this area is unique cultural problem, which does not involve economic, religion or a generic â€Å"tribal† problem. Using emotional intelligence and my strength I intend to encourage the United States and the International community to use anything they can to integrate the tribes and cultures which disintegrated after the invasion of Soviet Union in Afghanistan in 1979. There are two main types of leaders. The authoritative who dictates what they expect to be done giving the conditions, and the participating who gives guideline on what to be done, and in many cases participates. I want to be a participating leader. The knowledge on negative experiences makes many people to have negative attitude towards leaders who trick them or take advantage over them. This knowledge and experiences makes me consider a worth while and a long lasting leadership. As a leader, I require my people credibility. This means that my integrity will create trust in my people to believe what I tell them. I will give guidance to my people on various issues and will ensure i equally participate in various constructive activities. As a leader I will value all individuals in the society, having time for all individuals in the society. My people will be my prestige. With this, I will be at a better chance to show love to everybody. I will consider security for my people. An economically stable nation is my target. As good leader, I will work hard, using all means to ensure that my people live happily and with their basic needs provided. The value I have for all people will help me protect from all sorts of harm. They need to be free from mass destruction, poverty, hunger and diseases. I will ensure quality health care for all people without discrimination The poor will enjoy similar benefits with the rich. A leader who respects international relation is my role model. My people need to benefit from international relations. They will be able to interact freely, a factor I consider to have economical benefit. They can freely engage in International trade through enhanced International relations. I will ensure ill promise what i can fulfill. To become a leader, a lot is needed. One need to have the required education and training. After being a leader, that is not the end of the race. A continuous leadership competencies need to be developed, and assessed. To achieve my goal, I will further my education, to get appropriate training which will enable me to meet the requirements to be a reader. I will ensure I exude certainty and success. My leadership will be flexible, to accommodate changes. Since leadership is an art that requires ongoing practice, I will ensure I understand my strength and weaknesses. With the weaknesses I will be able to correct for the benefit of my people and society. To determine the impact of my leadership, I will ensure a consistent assessment of my leadership. A collection of gathered information other other leaders leading styles, and other sources of information, I can learn critical leadership competences, stand a better position of identifying all possible hindrances that are likely to hinder effective leadership.

Critical Thinking Question Example

Critical Thinking Question Example Critical Thinking Question – Coursework Example Critical Thinking-Linear Regression Model Facilitator Critical Thinking-Linear Regression Model Linear regresssion model is a sloppy way of predicting the future because of its use of only two variables in prediction. Essentially, results about the future depend on more than two variables with disturbances and impromptu changes expected hence prediction using two variables is sloppy and risky. Obsevational studies give a range of factors that determine a situation. As much as the situation may give enough reason to believe one variable affects the situation, there are usually more forces to the changes hence the need to be extremely careful in using linear regression model in projection. An economic example is an individual’s annual savings. Savings(Y) is a function of annual income (12X) less expenditure (Z). Y=12X-ZIn linear regression, this model is sufficient to estimate any individual’s annual savings. However, annual savings depend on many other factors. Some of t he factors that may affect annual savings include emergencies, economic conditions, government regulations, interest rates in the market, and investment opportunities in the market. The regression model in the example above shows weaknesses in a number of ways. First, it over-relies on two variables, which are likely to give erroneous information about the real economic condition. Economically, the model shows biasness in premises and analysis. The model also ignores the role of disturbances and unexpected conditions in the economic analysis. Many unexpected circumstances can affect the analysis yet their effect may be greater than the variables used for example, investment opportunities. The income of the individual may also reduce in case situations come in that requires him to remit some amount on an irregular basis. Legal remittances like social security funds may reduce the savings amount while instantaneous earnings like bonuses and jackpots may increase the savings amount. Ho wever, the moral discipline to save plays a major role because one may earn enough to save yet their spending culture inhibits saving. All these prove that linear regression is unreliable especially in projections. The graph below demonstrates linear regression model that may be used to project the future. Relationship between expenditure and savings derived from: Rencher & Christensen, 2012ReferenceRencher, A. C., & Christensen, W. F. (2012). Chapter 10, Multivariate regression – Section 10.1, Introduction. Methods of Multivariate Analysis Wiley Series in Probability and Statistics 709 (3rd ed.), John Wiley & Sons, p. 19.

Medal Of Honor Essays - Medal Of Honor, Maynard Harrison Smith

Medal Of Honor Essays - Medal Of Honor, Maynard Harrison Smith Medal Of Honor BACKGROUND PAPER ON SGT MAYNARD SMITH 1. When you hear about the Medal of Honor, do you know why it is given? Do you as a military member know what a member must go through to receive such an honor? Sadly, a lot of military members dont realize what a prestigious award this is. My intention today is to share with you what the Medal of Honor is. Also, I am going to tell you about Sgt. Maynard Smith who received a Medal of Honor in World War II, due to his bravery and loyalty to his fellow crewmembers. 2. First, I will start by giving you some background information on the Medal of Honor. In our countrys early history there were special awards voted by Congress for special contributions with the first awarded to George Washington in 1776. However, many felt that whatever actions were performed in the service on ones country to be a common duty. The Civil War changed many perceptions in that regard. Originally authorized by congress in 1861, its sometimes called the Congressional Medal of Honor. Although the proper name of the award is the Medal of Honor, it is due to the fact that it was established by an act of Congress that most erroneously refer to it as the Congressional Medal of Honor. In the 136 years that the Medal of Honor has been established a total of 3,428 medals have been awarded. Twenty of these medals have been awarded to a recipient twice. The Medal of Honor (www.af.mil/heritage) is awarded to military members, while on active duty, that have gone beyond the call of duty, and have had enough courage to risk their own lives. The Medal of Honor is a bronze, five star hanging from a bronze bar with the single word, Valor. All recommendations for this decoration must be proven incontestably for acts of bravery that are so outstanding that it is proven to be gallantry beyond the call of duty, self-sacrifice, risk of life, and will not leave any grounds for criticism or censure. Whatever deed was accomplished must also have incontestable evidence and been witnessed by two eyewitnesses. This decoration is the first award for enlisted serviceman. Only sixteen Medal of Honor decorations have been awarded since the Air Force became an independent force in 1947. Now, let me proceed to tell you about Sgt. Maynard Smith and what a courageous act he accomplished to receive such a prestigious award. 3. Sgt. Maynard Smith was in the U.S. Army Air Corps in World War II. When Sgt. Smith was returning from a mission over Europe on 1 May 1943, (www.americanhistory/library) the fighter aircraft, on which he was a gunner, was hit with intense enemy fire. The airplane was hit several times by enemy fire and cannon shells. Two of his crew was seriously wounded, intense fires were ignited in the cockpit, several vital cables were severed, and the aircrafts oxygen system was shot out. Three members of his crew panicked and bailed out for the sea below. The escaping oxygen fanned the fires to such intense heat temperatures that the ammunition began to explode. Even though this was Sgt. Smiths first combat mission he made the decision to save the aircraft and his two-wounded crewmembers. He threw the exploding ammunition overboard, manned the guns until the enemy was driven away, administered first aid to his wounded comrades, and then wrapped himself in a protective cloth to completely exti nguish the flames by hand. Sgt. Smiths act of heroism should explain what acts of bravery and courage is required to receive a Medal of Honor. 4. You now have some history on the Medal of Honor, and are informed on what the guidelines are for a military member to receive such an honor. In addition, you are familiar with a very brave and courageous man, Sgt. Maynard Smith, who made the self-sacrifice and risked his life for his country and his fellow crewmembers.