1775-1830 Apush Paper

During the early colonial period, indentured servants had filled the role of labor, working primarily in the Chesapeake region in the cultivation of tobacco. However, as the Dutch lost their monopoly on the slave trade, the price of slaves fell, allowing many plantation owners to purchase slaves and encouraging the growth of the slave trade to America. During the Revolutionary War and the decades following, slavery continued to boom, particularly in the South, where the use of slaves in crop cultivation came to dominate the Southern economy. In the North, industry supported the economy, allowing for a decreased need for slave labor. The difference between the economies of the North and South allowed for different levels of importance for slavery in those areas; however, discrimination prevailed throughout the young nation, leading the African-American community of the time to struggle against whites for freedom and civil rights. In the South, the largest contributing factor to the expansion of slavery was the westward growth of America during the early 19th Century. The Louisiana Purchase, signed under Thomas Jefferson, opened millions of acres to settlement encouraging many white southerners to move west into Alabama, Mississippi and Louisiana. These areas with their warm climates encouraged the expansion of the plantation system westward and accounts for the massive growth of slavery in those areas by 1830 seen in the Document C map illustrating the difference in slave concentration of the colonies. Lord Dunmore offered all slaves the opportunity to be free by joining the British military, as explained in his proclamation. The British sought to weaken colonial resistance by the support of the slaves. While many joined the British military to escape slavery, some colonial states offered slaves their freedom if they joined the colonial side after realizing how many slaves were rebelling to the British side. Some free blacks joined the British side because they felt discriminated against and believed they should have the same rights and privileges as whites, as they were denied property rights. In Venture Smith’s â€Å"narrative,† a master consents ted to his salve buying his freedom. Even though the slave could not pay it all in one lump sum, the master allowed him to pay it in â€Å"payments† he paid all he had as the down payment and then earned the rest by fishing and cropping. This example just came to show that not all slave owners were opposed to slaves being free. The Vermont Colonization proposed a 1? contribution from each inhabitant in order to help the society establish colonies on the coast of Africa. The colonies opened the door for emancipation. Some white abolitionists even advocated freeing blacks and relocating them to Africa, as did the American Colonization Society). Between 1790 and 1830, slavery vastly expanded. As slavery decreased in the north, the south more than made up for them due to the production of cotton booming in the south and especially down the Black Belt on the East Coast. Cotton production was already a huge industry in 1790, but it because even bigger when in 1793, the Cotton Gin was invented by a slave of Eli Whitney. The Cotton Gin made separating the cotton from the seeds quicker and easier, making the meticulous work a breeze compared to when it was done by hand. Slavery during the period also grew out of an economic need as the South looked to prosper solely through agricultural means. This meant slavery was simply an economic necessity as huge plantations, particularly those that produced cotton, were heavily labor-intensive. Because of this, slave-owners sought to control their slaves entirely and prevent them from escaping, although some slave holders allowed them to purchase their own freedom, as referred to in Venture Smith’s â€Å"Narrative†. Nonetheless, conditions were harsh leading many slaves to attempt rebellion or escape. In The Confessions of â€Å"Ben,† the document details the plans of one slave rebellion, plotted during Peace time so as to avoid conflict with soldiers or patrols. Rebellions during the period, usually small in scale, were rarely successful in the short term and merely resulted in stricter treatment of slaves, particularly in the Deep South. The harsher the treatment, the more impassioned became anti-slavery rhetoric, particularly in the African-American community. David Walker’s â€Å"Appeal to the Colored Citizens of the World,† shows just how frustrated many had become with the system of slavery, and the determination of the community to free itself through any means. Denmark Vesey was a slave who had bought his freedom and planned what would’ve been the biggest slave rebellion in the United States; however, the Vesey’s conspiracy leaked and he was tried, convicted, and executed. In the North, slavery as a practice was a lost interest as the more industrial economy did not rely upon slave labor for its success. Upper class families often owned one or two slaves to carry on matters of the home, yet the majority of Northerners never owned a slave. That, however, did not mean free blacks received equal rights or good treatment in the North. Paul Cuffe’s Petition and Prince Hall’s Masonic Movement both point out the denial of rights to free blacks, as well as the harsh racism that prevailed throughout the region. Blacks were not allowed to vote, and were often paid less for the same jobs as whites. However, some in the North took up the issue of discrimination looking for ways to solve the struggles of the African American community. Plans for colonization of Africa by free blacks and former slaves were supports by some in the North such as the Vermont Colonization Society discussed in Document H; however, movements like this never picked up wide support and, in the end, amounted to little. During the late 18th century, the 2nd Great Awakening began as the second period of religious revival that extended into the antebellum period. Bishop Richard Allen was the founder of the African American Methodist Episcopal (AME) Church. Allen was granted the title of the first bishop for his hope offering of the religion given to the Black community. In the picture of Document D, an AME meeting is taking place in Philadelphia. Free Blacks often celebrated their freedom, especially since their church was the first independent black domination in the US. Many Northern Whites plead Black causes, turning into abolitionists. Free Blacks were gracious to Whites who worked hard to Improve African conditions. Most White abolitionists were great supporters of the American Colonization Society in order to send them back to their homes in Africa. While some Whites were helpful, others were discriminate like those in Boston, were Black’s lives were endangered due to hate as described in Prince Hall’s Masonic Movement. Disfranchisement gave the right to vote to Blacks in the North where their votes would’ve usually counted as less effective or completely ineffective. Although some slaves were able to buy their freedom or escape to the North, slavery as a practice boomed between 1775 and 1830. The westward expansion of America and growth of the plantation system required a large number of slaves to support the agrarian economy. Free blacks were not spared harsh racism and discrimination, leading many African Americans to campaign for both the freedom of their people in the South and their own personal liberties at home.

Methods of Performance Appraisal

Q1 . Distinguish between ‘Performance Appraisal’ and the†potentialAppraisal’. Also discuss, in bief, the methods of performance appraisal. Ans. A performance appraisal system judges the performance of an employee over a given period of time. It is an indication of how he has performed in the PAST, but may necessarily not be an indication of his performance in the future. Depending on his past performance, a person is rewarded suitable with an appropriate cash incentive or bonus. A potential appraisal system is done to judge the capability of the person for a future role, meaning you are trying to assess a person to see whether he has the necessary skills, aptitude, attitude and competency for an increased level of responsibility and accountability or a leadership role. It can be enhanced with giving him specific T & D, or assigning him a mentor. You are trying to judge his FUTURE performance based on the potential appraisal. Methods of Performance Appraisal The performance appraisal methods may be classified into three categories, as shown in Figure below. [pic] Individual Evaluation Methods Under the individual evaluation methods of merit rating, employees are evaluated one at a time without comparing them with other employees in the organization. 1. Confidential report: It is mostly used in government organizations. It is a descriptive report prepared, generally at the end of every year, by the employee’s immediate superior. The report highlights the strengths and weaknesses of the subordinate. The report is not data based. The impressions of the superior about the subordinate are merely recorded there. It does not offer any feedback to the appraisee. The appraisee is not very sure about why his ratings have fallen despite his best efforts, why others are rated high when compared to him, how to rectify his mistakes, if any; on what basis he is going to be evaluated next year, etc. Since the report is generally not made public and hence no feedback is available, the subjective nalysis of the superior is likely to be hotly contested. In recent years, due to pressure from courts and trade unions, the details of a negative confidential report are given to the appraisee. 2. Essay evaluation: Under this method, the rater is asked to express the strong as well as weak points of the employee’s behavior. This technique is normally used with a combination of the graphic rating scale because the rater can elaborately present the scale by substantiating an explanation for his ra ting. While preparing the essay on the employee, the rater considers the following factors: (i) Job knowledge and potential of the employee; (ii) Employee’s understanding of the company’s programmes, policies, objectives, etc. ; (iii) The employee’s relations with co-workers and superiors; (iv) The employee’s general planning, organizing and controlling ability; (v) The attitudes and perceptions of the employee, in general. 3. Critical incident technique: Under this method, the manager prepares lists of statements of very effective and ineffective behavior of an employee. These critical incidents or events represent the outstanding or poor behavior of employees on the job. The manager maintains logs on each employee, whereby he periodically records critical incidents of the workers behavior. At the end of the rating period, these recorded critical incidents are used in the evaluation of the workers’ performance. 4. Checklists and weighted checklists: Another simple type of individual evaluation method is the checklist. A checklist represents, in its simplest form, a set of objectives or descriptive statements about the employee and his behavior. If the rater believes strongly that the employee possesses a particular listed trait, he checks the item; otherwise, he leaves the item blank. A more recent variation of the checklist method is the weighted list. Under this, the value of each question may be weighted equally or certain questions may be weighted more heavily than others. The following are some of the sample questions in the checklist. †¢ Is the employee really interested in the task assigned? Yes/No †¢ Is he respected by his colleagues (co-workers)Yes/No †¢ Does he give respect to his superiors? Yes/No †¢ Does he follow instructions properly? Yes/No †¢ Does he make mistakes frequently? Yes/No A rating score from the checklist helps the manager in evaluation of the performance of the employee. The checklist method has a serious limitation. (e)Graphic rating scale: Perhaps the most commonly used method of performance evaluation is the graphic rating scale. Of course, it is also one of the oldest methods of evaluation in use. Under this method, a printed form, as shown below, is used to evaluate the performance of an employee. A variety of traits may be used in these types of rating devices, the most common being the quantity and quality of work. The rating scales can also be adapted by including traits that the company considers important for effectiveness on the job. A model of a graphic rating scale is given below. Table: Typical Graphic Rating Scale Employee Name†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Job title †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Department †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Rate †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Data †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Quantity of work: Volume of work under normal |Unsatisfactory |Fair |Satisfactory |Good |Outstanding | |working conditions | | | | | | |Quality of work: Neatness, thoroughness and |   |   |   |   |   | |accuracy of work Knowledge of job | | | | | | |A clear understanding of the factors connected |   |   |   |   |   | |with the job | | | | | | | Attitude: Exhibits enthusiasm and |   |   |   |   |   | |cooperativeness on the job | | | | | | |Dependability: Conscientious, thorough, |   |   |   |   |   | |reliable, accurate, with respect to attendance, | | | | | | |reliefs, lunch breaks, etc. | | | | | | |Cooperation: Willingness and ability to work |   |   |   |   |   | |with others to produce desired goals. | | | | | | From the graphic rating scales, excerpts can be obtained about the performance standards of employees. For instance, if the employee has serious gaps in technical-professional knowledge (knows only rudimentary phases of job); lacks the knowledge to bring about an increase in productivity; is reluctant to make decisions on his own (on even when he makes decisions they are unreliable and substandard); declines to accept responsibility; fails to plan ahead effectively; wastes and misuses resources; etc. , then it can safely be inferred that the standards of the performance of the employee are dismal and disappointing. The rating scale is the most common method of evaluation of an employee’s performance today. One positive point in favor of the rating scale is that it is easy to understand, easy to use and permits a statistical tabulation of scores of employees. When ratings are objective in nature they can be effectively used as evaluators. The graphic rating scale may however suffer from a long standing disadvantage, i. e. , it may be arbitrary and the rating may be subjective. Another pitfall is that each characteristic is equally important in evaluation of the employee’s performance and so on. (f)Behaviorally anchored rating scales: Also known as the behavioral expectations scale, this method represents the latest innovation in performance appraisal. It is a combination of the rating scale and critical incident techniques of employee performance evaluation. The critical incidents serve as anchor statements on a scale and the rating form usually contains six to eight specifically defined performance dimensions. The following chart represents an example of a sales trainee’s competence and a behaviorally anchored rating scale. Table: An Example of Behaviorally Anchored Rating Scale (BARS) |Performance |Points |Behavior | |Extremely good |7 |Can expect trainee to make valuable suggestions for increased sales and to have | | | |positive relationships with customers all over the country. |Good |6 |Can expect to initiate creative ideas for improved sales. | |Above average |5 |Can expect to keep in touch with the customers throughout the year. | |Average |4 |Can manage, with difficulty, to deliver the goods in time. | |Below average |3 |Can expect to unload the trucks when asked by the supervisor. | |Poor |2 |Can expect to inform only a part of the customers. | |Extremely poor |1 |Can expect to take extended coffee breaks and roam around purposelessly. | How to construct BARS? Developing a BARS follows a general format which combines techniques employed in the critical incident method and weighted checklist ratings scales. Emphasis is pinpointed on pooling the thinking of people who will use the scales as both evaluators and evaluees. Step 1: Collect critical incidents: People with knowledge of the job to be probed, such as job holders and supervisors, describe specific examples of effective and ineffective behavior related to job performance. Step 2: Identify performance dimensions: The people assigned the task of developing the instrument cluster the incidents into a small set of key performance dimensions. Generally between five and ten dimensions account for most of the performance. Examples of performance dimensions include technical competence, relationships with customers, handling of paper work and meeting day-to-day deadlines. While developing varying levels of performance for each dimension (anchors), specific examples of behavior should be used, which could later be scaled in terms of good, average or below average performance. Step 3: Reclassification of incidents: Another group of participants who are knowledgeable about the job is instructed to retranslate or reclassify the critical incidents generated (in Step II) previously. They are given the definition of job dimension and told to assign each critical incident to the dimension that it best describes. At this stage, incidents for which there is not 75 per cent agreement are discarded as being too subjective. Step 4: Assigning scale values to the incidents: Each incident is then rated on a one-to-seven or one-to-nine scale with respect of how well it represents performance on the appropriate dimension. A rating of one represents ineffective performance; the top scale value indicates very effective performance. The second group of participants usually assigns the scale values. Means and standard deviations are then calculated for the scale values assigned to each incident. Typically incidents that have standard deviations of 1. 50 or less (on a 7-point scale) are retained. Step 5: Producing the final instrument: About six or seven incidents for each performance dimension – all having met both the retranslating and standard deviation criteria – will be used as behavioral anchors. The final BARS instrument consists of a series of vertical scales (one for each dimension) anchored (or measured) by the final incidents. Each incident is positioned on the scale according to its mean value. Because the above process typically requires considerable employee participation, its acceptance by both supervisors and their subordinates may be greater. Proponents of BARS also claim that such a system differentiates among behavior, performance and results and consequently is able to provide a basis for setting developmental goals for the employee. Because it is job-specific and identifies observable and measurable behavior, it is a more reliable and valid method for performance appraisal. (g)Forced choice method: This method was developed to eliminate bias and the preponderance of high ratings that might occur in some organizations. The primary purpose of the forced choice method is to correct the tendency of a rater to give consistently high or low ratings to all the employees. This method makes use of several sets of pair phrases, two of which may be positive and two negative and the rater is asked to indicate which of the four phrases is the most and least descriptive of a particular worker. Actually, the statement items are grounded in such a way that the rater cannot easily judge which statements apply to the most effective employee. The following box is a classic illustration of the forced choice items in organizations. Table: Forced Choice Items 1. LeastMost ADoes not anticipate difficultiesA BGrasps explanations easily and quicklyB CDoes not waste timeC DVery easy to talk toD 2. LeastMost ACan be a leaderA BWastes time on unproductive thingsB CAt all times, cool and calmC DSmart workerD The favorable qualities earn a plus credit and the unfavorable ones earn the reverse. The worker gets over plus when the positive factors override the negative ones or when one of the negative phrases is checked as being insignificantly rated. They overall objectivity is increased by using this method in evaluation of employee’s performance, because the rater does not know how high or low he is evaluating the individual as he has no access to the scoring key. This method, however, has a strong limitation. In the preparation of sets of phrases trained technicians are needed and as such the method becomes very expensive. Further, managers may feel frustrated rating the employees ‘in the dark’. Finally, the results of the forced choice method may not be useful for training employees because the rater himself does not know how he is evaluating the worker. In spite of these limitations, the forced choice techniques is quite popular. h)Management by Objectives (MBO): MBO represents a modern method of evaluating the performance of personnel. Thoughtful managers have become increasingly aware that the traditional performance evaluation systems are characterized by somewhat antagonistic judgments on the part of the rater. There is a growing feeling nowadays that it is better to make the superior work with subordinates in fixing goals. This would inevitably enable subordinates to exercise self-control over their performance behaviors. The concept of management by objectives is actually the outcome of the pioneering works of Drucker, McGregor and Odiorne in management science. Management by objectives can be described as â€Å"a process whereby the superior and subordinate managers of an organization jointly identify its common goals, define each individuals’ major areas of responsibility in terms of results expected of him and use these measures as guides for operating the unit and assessing the contributions of each of its members†. MBO thus represents more than an evaluation programme and process. Practicing management scientists and pedagogues view it as a philosophy of managerial practice; it is a method by which managers and subordinates plan, organize, control, communicate and debate. Features ? MBO emphasizes participatively set goals that are tangible, verifiable and measurable. MBO focuses attention on what must be accomplished (goals) rather than how it is to be accomplished (methods). ? MBO, by concentrating on key result areas translates the abstract philosophy of management into concrete phraseology. The technique can be put to general use (non-specialist technique). Further it is â€Å"a dynamic system which seeks to integrate the company’s need to clarify and achieve its profit and growth targets with the manager’s need to contribute and develop himself†. ? MBO is a systematic and rational technique that allows management to attain maximum results from available resources by focusing on achievable goals. It allows the subordinate plenty of room to make creative decisions on his own.

Nature of personality paper

Human personality is a complex construct that includes a number of influences, which are, however, often opposed in classical psychology: genetic versus environmental factors; free will vs. determinism and conscious versus unconscious behavior. The present paper is intended to analyze this spectrum through the prism of various psychological theories. Freudian, or psychoanalytic approach, alleges that human behavior depends upon the instincts, manifested in Homo sapiens in more ‘socialized’ form. Freud (Carver and Scheier, 1995) divides personality into three parts: the Id, or the subconscious, or the reflection of human instincts and most egoistic and childish desires, the Alter Ego, or human consciousness (the self), which provides mental determination of behavior, and Super Ego, or conscience, which acts as an internal censor and places restrictions on both the Id and the Alter Ego. The scholar suggests that human behavior is mostly determined by the Id, as it comprises the greatest part of personality, but the Alter Ego and the Super Ego develop throughout developmental course under the influence of social environment. Thus, psychoanalytic approach prioritizes environmental factors over genetic, unconscious behavior over conscious and determinism over free will (Cook, 1984). Neo-Freudians maintain most psychoanalytic concepts, but develop a unique framework of human Ego as not merely a mediator between the Id and the Super Ego, but   rather as a separate force, less dependent upon the other two constituents and therefore more autonomous in personality formation. For instance, Erik Erikson held that â€Å"the Ego’s main job was to establish and maintain a sense of identity. A person with a strong sense of identity is one who knows where he is in life, has accepted this position and has workable goals for change and growth. He has a sense of uniqueness while also having a sense of belonging and wholeness† (Cook, 1984, p. 258). Also Neo-Freudian or psychodynamic approach is viewed as a single doctrine, its proponents vary greatly in their views on the spectrum of human personality: for instance, earlier Neo-Freudians like Carl Jung stated the power of unconscious behavior over conscious and of determinism over free will, whereas the next generation of psychologists, who identified their views as ‘Neo-Freudian’ (like Erikson and Horney) alleged that human behavior is mostly conscious and not necessarily determined by physiological or instinctual drives. All Neo-Freudians, however, consent to the notion that environmental influences are stronger than genetic (Cook, 1984; Funder, 1996). Biological perspective focuses on the dominance of genetic and physiological factors and stresses the influence of certain mode of neural activity on human personality (temperament). This approach highlights genetic factors as opposed to environmental, biological and genetic determinism as opposed to free will and unconscious behavior (for instance, the work of muscles, peculiarities of digestive process as they relate to human diurnal activity in both physical and social contexts) as opposed to conscious. Trait theorists view human personality as a set of traits, which might be interdependent or independent, in addition, certain traits might predominate over others (central traits and cardinal trait, in Allport’s interpretation) (Cook, 1984). Trait theorists provide only a brief framework of personality development, as most of them argue that individuals tend to focus on current settings (functional autonomy of motives) and therefore each developmental course is unique. Thus, the scholars view free will and social environment as behavior-shapers and insist that human actions are rather conscious than unconscious (Funder, 1996). Humanistic approach, which derived from Roger’s view on personality, which focuses on â€Å"healthy development in terms of how the individual perceived their own being† (Funder, 1996, p. 370). In addition, â€Å"a healthy individual will tend to see congruence between their sense of who they are (self) and who they feel they should be (ideal self)† (ibid). Human development is therefore a path to the ideal self, and the person by themselves decides on the mode of their progress, so this approach rejects determinism and genetic influences. Due to the fact that the personality is formed as a result of self-perception and self-analysis, this approach priorities conscious behavior (Cook, 1994). Behaviorists study human personality and development as a progress of behavior and social competence, as they (as phenomenologists) generally suggest that the matrix of human actions is the only true reality (rather than mood or personality traits). The central points of behaviorism are the notions of classical conditioning (stimulus-behavioral reaction), operant conditioning (action-reinforcement-response) and social learning (behavior depends on human expectancies concerning the possible reward). Thus, most behaviorists believe in determinism, the dominance of environmental factors over social (Carver and Scheier, 1995) . Certain behaviors (e.g. reflex-based), are, in their opinion, unconscious, whereas other behavioral manifestations are the result of human expectations and perceived roles (Founder, 1996). Cognitive paradigm ‘is focused on the individual’s thoughts as the determinate of his or her emotions and behaviors and therefore personality† (Founder, 1996, p. 307). Cognitive theorists view human development as gradual evolution of human ability to process and analyze the informed received through perception after the accumulation of experience. For instance, Kelly’s Fundamental Postulate can be formulated in the following way: †a person’s process are psychologically channelized by the way in which he anticipates events† (ibid, p. 308). Hence, this approach doesn’t accept determinism, views human behavior as conscious in practically all aspects and manifestations. Neither genetic nor environmental influences are positioned as prominent personality-shapers, as human perception and thinking (internal psychological factors) are more important. Nevertheless, environment is more likely to have power over personality formation, they believe. As for me, I don’t think that the spectrum of these dichotomies should be necessarily studied as three pairs of opposing factors. Due to the fact that scientific progress has allowed partially de-scripting the DNA, it has appeared that genetic factors determine human neural activity and might shape such traits as emotiveness or assertiveness. Furthermore, conscious behavior should not be contrasted to unconscious, as the line that divides both behaviors is not actually clear; human acts might be influenced by the combination of conscious decisions as well as unconscious and barely controllable drives. In addition, certain degree of determinism is always present in human behavior and personal development (as we all are mortal creatures, so we plan our future keeping in mind this fact), whereas free will allows concentrating on current issues. Thus, all these factors should be viewed as a complex, or holistically. Reference list Carver, C. and Scheier, S. (1995). Perspectives on Personality, 3rd edition. Massachussets, Allyn and Bacon. Cook, M. (1984). Levels of personality. London, Holt, Rinehart and Winston. Funder, D. (1996). The Personality Puzzle. New York, W.W. Norton.         

The French and Indian War Essay Example | Topics and Well Written Essays - 2500 words

The French and Indian War - Essay Example At this point in the history of the world, nobody had ever seen a war with the credentials held by the French and Indian War. As the first "global war unfolded, the number of troops grew to record breaking proportions. World War I as we know it might be more properly referred to as World War II. This seven year affair involved two world powers along with a nation-to-be full of pioneers in addition to an entire race of American Natives. The rivalry for American soil between the British and the French was long running and is probably the fundamental grounding for the cause of the war. More generally, the dispute over the Ohio River Valley could sum up the spark that started the war between these groups. There are several occurrences throughout American history which helped define this country. This war was a tussle which eventually led to a successful endeavor by the British to achieve a central position in America and almost completely stripped the French of their claims in North America, the West Indies, and parts of India. The impact of this war greatly changed the American colonies in several meticulous areas. Britain and France, prior to the war, had always been rivals of one another and fought in century-long battles against each other. The French and Indian War erupted from conflicts over the control of the valuable fur trade, and the rich sugar production located in the West Indies. Throughout the war, both countries relied on military assistance from their colonists, and their Native American allies. The three major conflicts which triggered the French and Indian war were King William's War (1689 - 1697), Queen Anne's War (1702 - 1713) and King George's War (1744 - 1748). Following these series of wars, the last conflict between Britain and France for dominance over North America was known as the French and Indian War (1754 - 1763)1. It started as a struggle for control over the "middle ground" territory of the Ohio Valley. This "middle ground" between the French and English colonies in North America was subjugated by the Iroquois Confederacy. At that time, Britain was hailed to be a huge world power. A phrase heard all too often in that time states, "The sun never sets on the British empire." The French and Indian War would lead to a Proclamation that stirred much controversy in the colonies. This sparked a united period of disobedience, which would eventually guide the way to a revolution. The British was the main world power at this time. The French were forced to use "brain over brawn" tactics to survive the upcoming battle. For the most part, French pioneers in the new world were in good with the natives. They had trading posts set up for exchange of fur and goods. Many French even took on the surrounding native culture. Primarily, they did not settle in areas claimed by the Indians to avoid hostility. In fact, they did the opposite; for example, the Frenchmen often helped tribes work out disagreements. The general attitude of the British seemed to lean toward independence from the natives. In turn, the common inclination concerning the French appeared to be that amalgamating

The Career Aspirations of Michele Terry Case Study - 44

The Career Aspirations of Michele Terry - Case Study Example Last year, after discussions with her family and bank officer, Michele dropped the ambition of being the Executive Vice President. This led her to carefully reflect on her reasons for being a senior bank officer. These reasons are; money, status, and ability to develop financial policies that favor the community. This is the reason she decided to attend training on community reinvestment. The training enabled her to chair the new market development taskforce. She also used her experience to mentor young bank managers on career issues. The new work responsibilities have enabled Michele to effectively handle family matters. Her work motivation and satisfaction has also improved, as illustrated through her increasingly positive performance appraisal (Collings & Wood, 2009). The analysis of Michele’s work illustrates poor remuneration. This is because one of her reasons for the promotion if to get more monetary benefits. Her job design is appropriate; she has the opportunity of hiring new management staffs at the bank. The bank has a training and development program. Michele had the opportunity of improving her competencies through attending the community reinvestment training. Compensation and rewards are offered according to seniority at the company. The executive officers at the bank get the most competitive remuneration package (Conaty & Ram, 2011). The bank implements appropriate performance management measure. This is through the regular performance appraisal sessions. After the community reinvestment training, she received positive performance appraisals. The bank values positive employee relations. Michele illustrates the relations through guiding and counseling junior staffs, who eventually get promoted.  

Identifying and Evaluating a Framework for Integrating Physical and Essay

Identifying and Evaluating a Framework for Integrating Physical and Virtual Identity Management Systems - Essay Example A significant number of physical and virtual IMSs have been developed over the last few years with varying degrees of success. Most of these systems does not offer virtual access to general users through internet using mobile devices like cell phones, IPods etc. On the other hand Physical Identity Management Systems (PIMSs) can be implemented with the help of staff in physical places like government service offices, workplaces etc. However, there is an increased realization for the establishment of clear standards and guidelines for integrating these virtual and physical IMSs. We need an integrated platform that can meet the physical and virtual identity requirements and expectations. My research will define a conceptual framework for integrating physical and virtual identity management systems. The framework will not only set design standards but will also contribute towards measuring outcomes of these systems. The proposed framework includes various identity tokens like smart cards , biometrics, PINs, etc. and accessibility tools like the World Wide Web (WWW) and other mobile technologies. The framework will aim to establish a conceptual model using theories of Human Computer Interaction (HCI), Design and Research while addressing the requirements of physical and virtual Identity Management Systems. The conceptual model will provide single sign-in convenience to several virtual and physical systems thereby, will reduce the need to remember multiple log-in credentials in different domains by using web technologies. The research will rigorously investigate users’ needs (or identity token that the user has at that time) and the sectors' identity requirements to find out the best ways that can be adopted while accessing different virtual and physical systems. This research may use the Technology Acceptance Model for the validation of its conceptual framework discussed above. The framework will identify the attributes for physical and virtual identity manage ment systems to provide an acceptable and accessible user experienc

Project Staff Essay Example | Topics and Well Written Essays - 1500 words

Project Staff - Essay Example unctioning is explained in this paper with special emphasize to functioning of effective work groups, elements of group effectiveness, process gains and process losses. Many of the current organizations are encouraging group work or team work because of the immense advantage team work have on individual work. In fact most of the project works need team performances rather than the individual performances in order to execute it successfully. Individual brilliance may not reflect in a team work. For example, if one out of the 10 members of a team performs badly, the entire mission could be failed even if the all the rest nine members perform excellently. For the effective functioning of the team, the entire team members need to identify the various processes involved in the project for the team’s progress. Process gains and process losses are the part of a project team functioning. Identification of these characteristics will help the team to perform well. A winning team is like orchestrating a piece of music and it doesnt happen by chance. It requires a great deal of information, careful thought, and sound resource management (Vokoun, 2009). It is not necessary that all the workgroups function well. The characteristics of the work group members are important in making the group work effective. Each member of a group is just like the links in chain. Even a single weak link can spoil or break the chain. Same way even single member of the group can spoil the entire objectives of the group work. In other words, a group work will be effective when all the group members combine well and complement each other. The first step in constructing a productive and goal-oriented work group is to gather information (Vokoun, 2009). Information about the project, its objectives and the skills required to complete the project are important for forming the work group. It is not necessary that an effective and efficient member in a group would be effective in another group.