The Baseline Leadership Survey For The First Cohort Essay

Results Leadership Survey When analyzing the baseline leadership survey for the first cohort, we specifically looked at baseline frequency distributions of the â€Å"I feel like a Leader scenarios, most Littles reported feeling more like a leader at home and with friends. On a scale of one to five, one being Not at all like me and five being A lot like me, many girls indicated that they were less likely to feel like a leader at school. As seen in table 8 below, 14 percent of Littles reported that they did not feel like a leader at school, compared to that of 11.6 percent who did. Conversely, 7 percent of Littles reported that they did not feel like a leader with friends, compared to the 16.3 percent that did. Lastly, when assessing Littles who felt like a leader at home, 11.6 percent reported that they felt less like a leader, compared to the 23.3 percent who did. When analyzing the end of program leadership survey for the first cohort, most Littles reported feeling more like a leader at home and with friends. As seen in table 9, 16.3 percent of Littles reported that they did not feel like a leader at school, compared to that of 7 percent who did. On the other hand, 14 percent of Littles reported that they did not feel like a leader with friends, compared to the 16.3 percent that did. Lastly, when assessing Littles who felt like a leader at home, 16.3 percent reported that they felt less like a leader, compared to the 16.3 percent who did. A paired-samples t-test was runShow MoreRelatedThe New Graduate Nurse Cohort1397 Words   |  6 Pagesimperative that the new graduate nurse cohort be given a full immersion into the organizational culture, a quality orientation program, and to feel welcomed into their departments to foster embeddedness early in the program (Reitz, 2014). 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Thus, the purpose of this type of information collection is the building a relationshipRead MoreThe Value Of Studying And Practicing Transformative Leadership1195 Words   |  5 PagesThe Value of Studying and Practicing Transformative Leadership â€Å"There is nothing permanent except change.† ~ Heraclitus The greatest lesson life has taught me is ‘the only thing that stays the same, is change.’ Too often individuals respond to change based on fear, becoming exceedingly inflexible and futile, letting an incidence define them instead of seizing the moment. However, change creates opportunity, when versed with empowerment its outcome inaugurates balance, as well as fortifies establishedRead MoreAdvancements Based Practice And Practice2253 Words   |  10 Pagespractice (Hain and Haras, 2015). It is crucial to be able to establish and enforce new practices as soon as possible for the client’s benefit. 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Comparisons made with data from NLTS and NLTS2 will also updateRead MoreWhy Are Patient Outcomes Low When Patients?1921 Words   |  8 Pagesleads to a whole new list of things that must be assessed. Falls are something that happen much too often in the hospital setting due to lack of nurse staffing. â€Å"Three of four studies on the proportion of RNs reported significant effects. The three cohort studies showed that higher proportions of RNs were significantly related to lower numbers of patient falls. More specifically, small effect sizes were reported for medical/surgical and critical car e units (Patrician et al., 2011) and for step downRead More Civic Engagement through Community Problem Solving Essay6905 Words   |  28 PagesInstead, they are linked to generational effects, a change in society itself instead of individuals as their lives progress. This is evident when participation rates of young people are compared over time, as shown above. 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Ethical Issues Of The Managerial Accounting Profession

Introduction In today s high-rise development markets, there are millions of transactions that have been done every second by millions of employees. These transactions are domestically and globally executed, and due to its complexity in today s business world it may generates sort of excesses that can negatively affect the business environment as well as the social life. Therefore, it becomes necessary to stress on the ethics and morals that should be prevalent in the business community. The term ethics in the business environment expresses the expected attitude of the individuals in organizations that carry out certain activities and services. Clearly, today’s business environment has obvious ethical issues that not only affect firms†¦show more content†¦Managerial Accounting nature The management accounting is an effective and important provider for business information that helps the management to make decisions relating to business activities and investment decisions. Managerial accountants play a crucial role in advising managers about the financial implications of projects; and run some analysis such as cost benefit analysis, sensitivity analysis. At the same time managerial accounting streamline the management by explain the financial consequences of business decisions. It plays a crucial role in formulate business strategy to assist the higher management to build the strategic goals and strategic plan. Managerial accountants always monitor spending and financial control as well as conduct internal business audits. The management accounting is a control tool used for various internal business processes of the enterprise, consequently becoming essential in any manager’s daily processes and operations. Business Ethics Ethics was defined by Nelson and Trevino (2005) as ‘‘a set of moral principles or values’’ a definition that depicts ethics as highly personal and relative. Every individual has his own moral principles and neither of them should try to impose their ethics on the other. But proposed definition of ethics ‘‘the principles, norms, and standards of conduct governing an individual or group’’ focuses on conduct. Employers are expected to establish guidelines for work-related conduct, including what

Cultural Relativism Theory and Virtue ethics free essay sample

Essay 1 Write an essay based on any of the topics covered in class during the period of week 1 and week 6. Paper must be between 2 and 3 pages (excluding cover page, annexes, and reference page). Cultural Relativism Theory Cultural Relativism Theory is morality that differs in every society, and is a convenient term for socially approved habits. It is also the oldest philosophical theory that speaks about the nature of morality. Cultural relativism theory claims that different cultures have different moral codes and nothing is there or an objective standard that can judge a society’s moral code if it’s better than the other society. Therefore there is no culture or a society that has a better moral code because there is nothing that can judge it, so each culture and society’s moral codes are the same. In this topic of Cultural Relativism Theory there is no universal truth. The moral code in a society maybe good or bad, nobody knows, so nobody can judge whose better. The moral code of a society determines what is right within that society and it is mere arrogance for us to try judge the conduct of other people In Cultural Relativism Theory each culture has different moral codes and their moral code could be good or bad in that society. For example the Callatians and the Greeks, they have different tradition at which the Callatians don’t agree with the Greeks tradition and the Greeks don’t agree with the Callatians as well. For the Callatians they eat the bodies of their dead fathers whereas the Greeks don’t practice that. Instead they practiced cremation at which they believe that is the proper way of disposing a dead body. Also another example with the Eskimo’s and Belizeans. The Eskimos men have more than one wife at which they share it with a guest as a sign of hospitality in which also other men can have sexual access to a woman at which a woman can leave her husband and find a new partner. They also have less regard for human life and infanticide the female babies and also the old people are left to die at which nobody cares. However for us today as Belizeans everything is different from the Eskimos and nobody would want to  practice what the Eskimos do. For cultural difference argument we might think that it seems reasonable but we found out that it is not. For cultural relativism theory there is a certain form of argument at which its strategy used by cultural relativists is to argue from the facts about the differences between cultural outlooks to a conclusion about the status of morality. As we can go back and look at the example about the Callatians at which the Greeks believed that it was wrong to eat the dead, whereas the Callatians believed it was right. Therefore eating the dead is neither objectively right nor objectively wrong. It is just an opinion that varies from culture to culture. Also there is a general argument in which different cultures have different moral codes and that there is no objective truth in morality and that these are just matter of opinions that varies from culture to culture. The trouble for cultural relativism theory is that the conclusion does not follow the idea that forms the basis of the argument and that is if the idea which forms the argument might be true, the conclusion might still be false. And we don’t know all the truths in the world and as a matter of fact we wouldn’t know the truth about morality. However, we might say that one culture may be wrong while the other is right or both might be wrong, or both might be correct, nobody knows. Furthermore, if you take cultural relativism seriously there are consequences. First, we could no longer say that the customs of other societies are morally inferior to our own. This means that we would stop condemning other societies only because they are different from us. Also we would be stopped criticizing other societies or culture. Second, is that we could decide whether actions are right or wrong just by consulting the standards of our society and this might be simple because anyone can just ask whether their action is in accordance with the code of one’s society. Also this forbids us to criticize our own culture. ` Moreover, some cultures have common values because their culture does not differ nearly as much as it appears and the difference is in our belief system not in our values. In addition, all cultures value for their children, for honesty and no killing. Also there are some moral rules that all societies will have in  common, because those rules are necessary for a society to exist. In conclusion we learned from cultural relativism that it rest on an invalid argument, universal truth does not exists, there is no better culture, different cultures might have different moral codes but not one is right or wrong because nobody can judge. Essay 2 Write an essay based on any of the topics covered in class during the period of week 7 and week 12. Paper must be between 2 and 3 pages (excluding cover page, annexes, and reference page). The Ethics of Virtue There were three philosophers that approached ethics by asking what is a good man, what makes someone to become virtuous and what traits of character make one a good person? These philosophers are Aristotle, Socrates and Plato. However, the modern philosophers approached ethics in a different way by asking what is the right thing to do? Therefore, this leads them to a different direction and went on to develop their own theories about righteousness, obligation and duty, not of virtue. They talked about ethical egoism in which each person ought to do whatever will best promote his or her own interests. Also utilitarianism that we ought to do whatever will promote the greatest happiness for the greatest number. In addition they spoke about Kant’s theory that our duty is to follow rules that we would be willing to have followed by all people in all circumstances. Lastly they spoke about social contract theory that the right thing to do is to follow the rules that rational, self-interested people can agree to establish for their mutual benefit. These theories were familiar by the modern philosophers from the seventeenth century. However many philosophers disagree with modern philosophers that they are completely lacking in a particular good quality or value and in order to save the subject they returned to Aristotle’s way of thinking. A theory of virtue should have several components. First, there should be an explanation of what a virtue is. Second, a list should be given that specifies which character traits are considered to be virtues. Third, is that they should explain what these virtues consist. Fourth, is that they should explain why these qualities of  character traits are good ones for a person to have. Lastly, is that the theory should tell us if these are virtues are the same for all people or do they differ from person to person. Aristotle suggested an answer for the definition of what a virtue is and he says that it is a trait of character manifested in habitual action. Pincoff says that virtues are those traits of character that lead us to seek people and vices are those traits of character that leads us to avoid people. However we may define virtue as a trait of character, manifested in habitual action, that it is good for a person to have. Examples of virtue character traits that a person should have are as follows: Courage, honesty, generosity, loyalty etc. Each of the virtue character traits has its own features and its own problems in which Aristotle argued that virtues are means poised between extremes which are the vices that is one of excess and the other of deficiency. For example they looked at Courage in which it is a mean between the extremes of cowardice and foolhardiness in the face of danger. Courage is sometimes said to be a military virtue because it help the soldiers accomplish their task. Also Generosity as an example is the willingness to spend one’s resources to help others. Also Honesty as an example is needed because without it, relations between people would go wrong in countless ways. However it is sometimes wrong to tell truth and an honest person can sometimes lie when there are compelling reasons. Aristotle says that virtues are important because they are qualities needed for successful human living and virtuous person will fare better in life. Also virtues are not the same for all people because each person possesses different traits of character and these virtues depend on social roles and each society has different social roles and so traits of character to fulfill these roles will differ so this means that virtues will differ in different societies. Aristotle and Rachel say that some virtues are necessary by all people in all times. Virtue ethics have two advantages: moral motivation and doubts about the  Ã¢â‚¬Å"ideal† of impartiality. Moral motivation is an advantage of virtue ethics because virtue ethics is an appealing and it provides a natural and attractive account of moral motivation. A virtue ethics doubt about the ideal of impartiality is another advantage and impartiality has been the theme for the modern moral philosophy in which the ideas of all persons are morally equal. The total theory of virtue would include an account of all considerations that figure in practical decision making, together with their underlying rationale. References Cite all sources used in your report. Remember it is plagiarism to use other’s work and give them credit.

The Second Brandenburg Concerto free essay sample

Composing for the inauguration of a harpsichord he had acquired in Berlin, Bach prepared the Brandenburg Concertos in 1720. [1] Drawing from a wide range of musical influences and styles, Bach pays tribute to and in many ways surpasses the works of his contemporaries, ultimately and undeniably furthering the concerto form. The concerto is a genre of instrumental works of three movements performed by one or more solo instruments accompanied by an orchestra. In a musical context, the term â€Å"concerto† (from the Latin concertare; â€Å"to contend, to dispute, to debate† and â€Å"to work together†)[2] was initially used inconsistently to refer to a variety of forms and functions, including vocal ensembles, mixed vocal/instrumental groups, and the act of accompanying. As the form developed, the term gained its lasting definition. The instrumental concerto emerged in the late 17th century. In Italy, two distinct styles arose, reflecting different approaches to musical structure and scoring. The Roman concerto featured a small ensemble of instrumentalists (called the concertino) playing in unison, contrapuntally or in alternation, accompanied by the larger concerto grosso or ripieno. We will write a custom essay sample on The Second Brandenburg Concerto or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Northern Italian concertos were written for much smaller orchestras, with sometimes as little as five instrumental voices, and emphasized the role of a single soloist (usually a violinist) backed by relatively light accompaniment. The genre flourished in the early 18th century with the many innovations of Antonio Vivaldi. His earliest concertos made use of the ritornello form, in which tonalities are established and reestablished throughout a movement by orchestral refrains. The form was the first to regularly present a recurring musical motif in several contrasting tonalities. Vivaldi also incorporated techniques largely unused outside of opera, such as the orchestral unison and onomatopoeic effects. His compositions contain slow, lyrical passages that allow for and encourage improvisation and embellishment. Suited to a variety of settings and functions, from secular to recreational, Vivaldi’s concertos were highly accessible and diverse. 2 Bach was among the many influenced by Vivaldi’s style. An unofficial student of the Italian composer, Bach devotedly transcribed Vivaldi’s concertos by hand, often rescoring them. [3] Bach’s attention to detail and expertise in musical structure gave his own works a refreshing individuality. His compositions included new, virtuosic instrumental techniques and applications, particularly for the harpsichord. Bach’s Brandenburg Concertos brim with dense compositional textures, complex instrumentations (combining strings, brass, woodwind and keyboard instruments) and unusual mixtures of conventions usually exclusive to their own specific form of concerto. Featuring an astonishing amount of instruments, the Brandenburg Concertos make for a tonally diverse listening experience. Taking every sound in his palette into consideration, Bach orchestrates passages both instrumentally homogenous (specifically, string ensemble) and unusually varied (combining recorder and trumpet). The instrumental parts are as unique and unusual as they are difficult: violas da gamba back atypically soloing violas, a recorder fights to sing above a trumpet, and a violin piccolo plays a fast melody customarily reserved for other members of its instrumental family. [4] Following the conventions of the concerto grosso form, the second Brandenburg concerto features two ensembles: the concertino, a small group of soloists, and the ripieno, the larger orchestra accompanying them. The concerto is scored for the violin, viola, flute, trumpet, oboe and continuo. The elaborate interplay between the soloists and the ripieno is most apparent in the manipulation of recurring musical themes. [pic] mm. 1-7 The first measures establish the ritornello, played in unison by both the soloist and larger orchestra, with contrapuntal voices in the accompaniment. The theme is grandiose; the repeating 16th-16th-8th note motif excitedly calls for the listener’s immediate attention, heralding a rising and falling stream of 16th notes that seems to relay some thrilling news. [pic] mm. 8-9, violin A second theme, a brief solo, follows the ritornello, marking the entrance of a solo instrument in its every occurrence. The solo instrument is supported only by the continuo and at most one other instrument in the concertino; the orchestra is at rest. The melody floats sweetly, lingering on a trill as a temporary reprieve from the uproar of the orchestra. The second theme is played by the violin in its first instance and in subsequent occurrences by the oboe, flute and trumpet, respectively. The two themes (the first truncated) alternate in rapid two-measure exchanges. Changes in pitch and direction in the solo passages bring about modulation in the restated ritornellos that follow, shifting the mood of the piece and establishing the soloists and the driving force behind its movement. As the solo guides, the opening of each ritornello serves as a point of arrival. [5] This pattern is characteristic of Vivaldi’s style: his concertos typically began with a full statement of the orchestral ritornello, which would re-emerge between alternating solo passages in a notably altered form. 3 [pic] mm. 9-11 (top), 13-15 (bottom) The first example of this occurs in the transition from the solo passage to the restatement of the ritornello in measures 14 to 15. Reflecting a single change in the solo (a high C replaces the F in the last note), the transposed ritornello moves the piece into the key of C, the dominant to the tonic key of F. To the listener, the key change instills a sense of triumphant accumulation and a desire for eventual resolution. [pic] mm. 31-37, trumpet (top) and oboe (bottom) The next modulation takes the piece to the key of D minor, the relative minor to the tonic key. Against a suddenly (and unexpectedly) downcast orchestra, the high-pitched trumpet introduces a new theme: a simple, prolonged four note sequence that contrasts with the complex and rapid movement of the accompaniment. The oboe answers this sequence between the trumpet’s restatements, gradually guiding it to a lower pitch range. As the trumpet’s sequence tapers off, the full orchestra returns to another restatement of the ritornello.