How does Emily Bronte succeed in making Heathcliff remain to the reader a “likeable” character in Wuthering Heights?

Wuthering Heights first appeared in May 1846, but it was not the great success it is today, as the book did not sell many copies, following this Emily Bronte along with her sisters sent their novels and poetry along to publishing houses where it was published properly. They deceived the public at first by using pen names, because at that time women were not seen as intelligent or capable enough to write such a novel. The audience of this book would have been upper class, as they would have been the only people who could afford books, and also be able to read them. The public reaction to Wuthiering Heights were fairly mixed for example, these are extracts from magazines or newspapers at the time of Wuthering Heights publishing: New Monthly Magazine from January 1848 â€Å"Wuthering Heights by Ellis Bell is a terrific story† on the other hand: The examiner, 8 January 1848 â€Å"it is wild, confused, disjointed and improbable; and the people who make up the drama†¦are savages.† The law has changed considiberally from the time set in the book, and this is important when reading the book as Heathcliff's revenge revolves around the laws at the time reflecting how wrong they were, which results in Heathcliff an uneducated cuckoo with no money and no family ends up quite legally stealing and cheating his way into wealth and property as part of his revenge caused by the pain he inflicts. He did this quite cleverly through marriage and death, yet his cruel actions don't make the reader hate this disturbed man however much they should, and throughout this essay I will consider all of the various reasons why the audience warm to Heathcliff. As the story of Heathcliffs life begins Nelly Dean, the nursemaid at Thrushcross Grange, is telling it to a tenant – Mr. Lockwood. As a child Nelly Dean, the daughter of the Earnshaw's maid used to spend all her time at Wuthering Heights playing with the children. Mr. Earnshaw went away for a trip to Liverpool where on the streets he found the starving, dark skinned, Heathcliff and brought him home to Wuthering Heights, immediately the rest of the family were alarmed and didn't welcome him and the children rejected him from being in their company. Cathy warmed to Heathcliff quickly as did Mr. earnshaw and he became his favorite child. However Hindley did not and hated him which made him cruel to heathcliff this is where the reader really feels for heathcliff; a poor fatherless child rejected and bullied by half of his new family and yet never complained; â€Å"he would stand Hindley's blows without winking or shedding a tear, and my pinches moved him only to draw a breath and open his eyes, as if he had hurt himself by accident and nobody was to blame.† All this plays a part in the view of Heathcliff later on in the book. Growing up Heathcliff and Cathy were best friends, too fond of each other in fact, and when punishment was endured onto either of them it was for them to be separated. But longing to be with one another, one incident which changed this is when they both snuck out and went to thrushcross grange where the lintons lived they wound them up

Employee Attitudes and Job Satisfaction

Assignment on: Employee Attitudes and Job Satisfaction Done by: T. K. Cedric Wan Wing Kai(081461) Cohort: BSc (Hons) Human Resource Management 09 Part Time Table of Contents Introduction†¦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‚¬ ¦.. 3 Employee Attitude†¦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‚¬ ¦4 * Features of Attitudes†¦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¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 Attitudes, Opinions and Beliefs†¦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‚¬ ¦. 5 Factors in Attitude formation†¦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‚¬ ¦ 6 Methods of Attitude change†¦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‚¬ ¦. 6 Values and attitudes†¦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‚¬ ¦. Values and Behavior†¦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‚¬ ¦. 7 Attitude of employees towards the organization†¦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‚¬ ¦.. 8 Job Satisfaction†¦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‚¬ ¦9 Job Design†¦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‚¬ ¦9 Models of Job Satisfaction†¦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‚¬ ¦.. 9 * Affect Theory†¦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‚¬ ¦9 * Dispositional Theory†¦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‚¬ ¦. 10 * Two-Factor Theory†¦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‚¬ ¦10 Measuring Job Satisfaction†¦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‚¬ ¦. 11 Superior-Subordinate Communication†¦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‚¬ ¦. 1 Relationships and Practical implications†¦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‚¬ ¦.. 12 Employee Attitudes in Relation to Job Satisfaction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 References†¦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‚¬ ¦ 13 â€Å"Job satisfaction is an attitude, but researches should clearly distinguish between cognitive evaluation which are emotions, beliefs and behaviors†, Weiss(2002) Introduction: The way one is satisfied with one’s job depends on many factors. Both internal and external factors affect the attitudes of employees which lead to satisfaction or dissatisfaction in one’s job. What makes employees happy?Are they more productive when happy or less productive when happy? What are the causes of employee attitudes? What is the impact of positive and negative job satisfaction on the employees? How to influence employee attitudes? All those questions are going to be answered in this study of Attitudes and Job Satisfaction. People have their own beliefs, norms and views. Due to this, employees will not always behave in the same way as they are not the same, even though they may be performing the same job at a same given level. Jo b satisfaction is referred to how much an employee is satisfied and happy with his or her job.The happier people are with their job, the more satisfied they are said to be. Employee Attitude: As it has been briefly stated in the introduction, employees have attitudes or point of views about different aspects of their jobs, their career and the organization in which they work. Allport defines attitude as follows: â€Å"Attitude is a mental and neural state of readiness organized through experience, exerting a directive or dynamic influence upon the individual’s response to all objects and situations with which it is related† Features of attitude: Attitudes affect an individual’s behavior making him ready to respond either favorably or unfavorably to things in his environment. * Attitudes are acquired through a learning process over a period of time. It is a never-ending process that starts from childhood throughout the life of a person. * Attitudes cannot be seen with the naked eyes because they are psychological phenomenon which cannot be observed directly. They can be examined by observing the behavior of an individual. * Attitudes are pervasive and every individual has some kind of attitude towards objects in his surroundings.In fact, attitudes are forced in the socialization process and may relate to anything in his environment. Attitude, Opinion and Belief: An opinion is in general one’s judgmental expression of a particular set of facts, an evaluation of the circumstances presented to him. Thurstone defines opinion as ‘a response to a specifically limited stimulus, but the response is certainly influenced by the predisposition with, with the individual is operating, that is, the attitude structure’. A difference can also be made between attitude and belief.A belief is an enduring organization of perceptions and cognitions about some aspects of individual world whereas belief is a hypothesis concerning the nature of objects, more particularly, concerning one’s judgement of the probability regarding the nature. In this sense, belief is the cognitive component of attitude which reflects the manner in which an object is perceived. The difference between attitude, opinion and belief exists on conceptual basis. Most researchers believe that these three terms are so closely tied that it is difficult to separate them except on a limited conceptual basis.Many psychologists however think that attitudes are more important to human behavior than are the related aspects. For instance, more efforts have been put into analyzing attitudes rather than others. It is obvious to say that attitudes are an important concern because of their main position in the process of changing work perquisites in efforts. Attitude itself do not influence behavior but these acts with other factors in the individual influencing behavior, such as personality, perception, motivation and others. Further, attitudes are also a ffected by the individual dimension as well as the objects, persons and ideas.Attitudes have been through as serving four functions and there by influencing the behavior. These are: 1. Instrumental – Attitude are a way to reach a desired objective or to avoid an unwanted one. Instrumental attitude are aroused by the activation of a need or cues that are associated with the attitude object and arouse favorable or unfavorable feelings. 2. Ego-Defensive – The ego-defensive functions of attitude focus on the importance of psychological thought. Attitude may be acquired by facing threats in the external world or becoming aware of his own unacceptable impulses. . The value – Orientation function takes into account attitudes that are held because they express a person’s self-image, or by cues that engage the person’s values and make them salient to him. 4. Knowledge – The knowledge function of attitude is based on a person’s need to maintain a stable, organized and meaningful structure of the world. 5. Attitude that gives a standard against which someone evaluates the facets of his world and use it as the knowledge function too. These functions of attitudes affect the individual’s way of interpreting the information coming to him.Since they affect work requirements and work responses, information about the way people feel about their jobs can be very useful in way people will behave about their job. Thus, these types of attitudes can create areas of enquiry for making the employee and the organization more compatible. Factors in Attitude Formation The attitudes are learned. Generally, an individual learn things from his surroundings, that is, the environment in which they interact, even though there are different approaches to learning those. Thus, for an attitude to be formed, all the factors from which people learn must be taken into consideration.Such factors may be examined in terms of groups starting from t he family itself as a group, an individual moves in a close group, then to larger groups, and finally to the society as a whole. Being part of these groups, the individual’s psychology which makes up his personality particularly, is also responsible for behavior and attitudes. Methods of Attitude Change There are various ways through which a positively attitude change can be brought. Cohen has suggested four methods for attitude change: 1. Communication of additional information 2.Approval or disapproval of a particular attitude 3. Group influence 4. Inducing engagement in discrepant behavior. In any way, all these methods involve getting to know discrepancies among the elements making up the individual’s attitudes. From an organizational point of view, a Manager can take the following actions making attitudes of members of the organization to change. * Group action * Persuasion through leadership * Persuasion through communication and * Influence of total situation Th ese actions involve analysis of different aspects affecting a particular action. Values and AttitudesSome researchers view values as being made of large groups of related attitudes. For instance, Fishbein and Ajzen have included two components in attitudes-informational and emotional. Thus, they have taken values as a part of attitudes. However, there are some differences between values and attitudes. Attitudes are specific and related to distinct objects which are people or ideas. Values are more general than attitudes. Statement of values that people have generally is often perceived as good or bad. Values are beliefs about which attitudes we should have or not. Values and BehaviorThe behavior of people is inclined by the values which they embrace, particularly in terms of those stimuli which have some value orientation in the organizational context, understanding the influence of individual value system on the behavior of individuals in the following ways: * Values influence the way an individual perceives problems he or she faces and also the decision he or she makes to tackle those problems. * Values influences the way in which someone looks at other people and groups of people, that is, interpersonal relationship. Values are the base of interpersonal relationship interactions. People judge organizational success as well as its achievement of the basis of their value system. Thus, for some people, organizational success may be in the form of high- profit earning irrespective of the means adopted whereas, this may be a harsh thing for others. * Individuals determine whether behaviors that they adopt are either ethical or unethical whether towards themselves or others * Values determine the extent to which employees accept organizational pressures and goals. If these do not correspond to the values held by them, they oppose the organizational pressures and objectives, and even quit their job.Attitudes of Employees towards the Organization Attitudes and valu es are not the same but they are interrelated. It can be seen by examining the three components of attitudes which are cognition, affect and behavior. The belief that ‘discrimination is wrong’ is a value statement. * Cognitive Component of an Attitude – It sets the phase for the more important part of an attitude and is reflected in the statements of evaluation concerning objects, people or events. The behavioral component of an attitude refers to an intentional way to act in a certain manner towards someone or something.In an Organization, attitudes are crucial, because they affect job behavior. If for instance, employees believe that their superiors and other people at managerial levels are all doing a conspiracy to make them work harder for the same wage, then, it is important to try to comprehend how those attitudes that reflect their beliefs were formed and how those can be changed. Job Satisfaction Job satisfaction has been defined as ‘a pleasurable e motional state resulting from the appraisal of one’s job’. Job satisfaction describes how happy an employee is with his or her job.People are said to be more satisfied the happier they are with their job. Job satisfaction is not the same as motivation, although it is clearly linked, that is, someone will be more motivated to work if he or she likes the job being practiced by the latter. Job Design Job design tries to improve job satisfaction along with performance. The methods used include job rotation, job enlargement and job enrichment. Other influences on satisfaction include the management style and culture, employee involvement, empowerment and autonomous work position.Job satisfaction is a very important attribute which is frequently measured by organizations. Rating scales are mostly used to measure the level of job satisfaction. Employees are brought to report their reactions to their jobs. The questions are relative to the rate of pay, work responsibilities, v ariety of tasks, promotional opportunities, the work itself and co-workers. Models of Job Satisfaction Affect Theory Edwin A. Locke’s Range of Affect Theory (1976) is arguably the most famous job satisfaction model.The main principle of this theory is that satisfaction is determined by a discrepancy between what one wants in a job and what one has in a job. Further, the theory states that how much one values a given facet of work (e. g. the degree of autonomy in a position) moderates how satisfied/dissatisfied one becomes when expectations are or aren’t met. When a person likes a specific facet of a job, his satisfaction is more greatly impacted both positively (when expectations are met) and negatively (when expectations are not met), compared to one who doesn’t value that facet.For example, if a certain Employee A prefers autonomy in the workspace and another Employee B does not care about autonomy, then Employee A would be more satisfied in a position that al lows a high degree of autonomy and less satisfied with little or no autonomy as compared to Employee B. This theory also states that too much of a particular facet will produce stronger feelings of dissatisfaction the more a worker values that facet. Dispositional Theory Another well-known job satisfaction theory is the Dispositional Theory.It is a theory that suggests that people have innate dispositions that cause them to have tendencies toward a certain level of satisfaction, regardless of one’s job. This approach became a considerable explanation of job satisfaction in light of evidence that job satisfaction tends to be stable over time and across careers and jobs. Two-Factor Theory (Motivator-Hygiene Theory) Frederick Hertzberg’s Two factor theory, also known as motivator hygiene theory, attempts to explain satisfaction in the workplace. This theory states that satisfaction and dissatisfaction are driven by different factors hich are motivation and hygiene factors respectively. An employee’s motivation to work is continually related to job satisfaction of a subordinate. Motivation can be seen as an inner force that drives individuals to reach personal and organizational goals. Motivating factors are those aspects of the job that make people want to perform, and provide people with satisfaction, for example achievement in work, recognition, promotion opportunities. These motivating factors are considered to be intrinsic to the job or the work carried out.Hygiene factors include aspects of the working environment such as pay, company policies, supervisory practices, and other working conditions While Hertzberg’s model has stimulated much research, researchers have not been able to reliably empirically prove the model, with Hackman & Oldham suggesting that Hertzberg’s original formulation of the model may have been a methodological artifact. Moreover, the theory does not consider individual differences, conversely predictin g all employees will react in an identical manner to change in motivating/hygiene factors.Finally, the model has been criticized in that it does not specify how motivating and hygiene factors are to be measured. Measuring Job Satisfaction There are many methods for measuring job satisfaction. By far, the most common method for collecting data regarding job satisfaction is the Likert Scale named after Rensis Likert. A Likert Scale is a psychometric scale commonly used in questionnaires, and is the most widely used scale in survey research, such that the term is often used interchangeably with rating scale even though the two are not synonyms.When responding to a Likert questionnaire, participators specify their level of agreement to a statement. Other less common methods used for measuring job satisfaction include: yes/no question, True/False questions, point systems, checklists and forced choice answers. This data is typically collected using an Enterprise Feedback Management system . The Job Descriptive Index(JDI), created by Smith, Kendall & Hulin(1969), is a specific questionnaire of job satisfaction that has been widely used. It measures one’s satisfaction in five ways: pay, promotions and promotion opportunities, coworkers, supervision and the work itself.Superior-Subordinate Communication Superior-subordinate communication influences greatly job satisfaction in the workplace. The way in which a subordinate perceives a supervisor’s behavior can positively or negatively influence job satisfaction. Communication behavior such as facial expression, eye contact, vocal expression and body movement is crucial to the superior-subordinate relationship. Non verbal messages can play a central role in interpersonal interactions with respect to impression formation, deception, attraction, social influence and satisfaction.Individuals who dislike and think negatively about their supervisors are less willing to communicate or be motivated to work whereas i ndividuals who like and think positively about their supervisor are most likely to communicate and be satisfied with their job and work environment. The relationship a subordinate holds with their supervisor is a very important aspect in the workplace. Relationships and practical implications Job satisfaction can be an important indicator of how employees feel about their jobs and a predictor of work behaviors such as organizational citizenship, absenteeism and turnover.Further, job satisfaction can partially mediate the relationship of personality variables and deviant work behaviors. One common research finding is that job satisfaction is correlated with life satisfaction. This correlation is reciprocal, meaning people who are satisfied with life tend to be satisfied with their job and people who are satisfied with their job ten to be satisfied in life. However, some research has found that job satisfaction is not significantly related to life satisfaction when other variables suc h as non-work satisfaction and core self-evaluations are taken into account. Employee attitude in relation to Job SatisfactionEmployees in a work place will not have the same attitudes and level of job satisfaction. Because of various factors such as age, race, sex, religion, values, beliefs, and many other factors, employees will react very differently from one another within a work place. People perceive things differently and will eventually not feel the same in a job, even though conditions such as wage, environment and management are the same. Some employees may be more satisfied than others. References http://www. wikipedia. org http://www. scribd. com Essentials of Organisational Behavior by Stephen Robbins, Timothy Judge http://books. google. com

Captain James Cook As God Of The Natives History Essay

Captain James Cook As God Of The Natives History Essay In anthropology one of the famous debates associated with the understanding of religious rituals and historical events about the death of Captain James Cook, the British discoverer of Hawaii. Whether the Hawaiian native took Captain Cook as their returning God Lono, or whether this may have been an understanding of apotheosis under the European myth model, in this essay I will analyse the anthropological debate, and in a similar case of apotheosis in which the discoverer of Mexico, Hernan Cortes was taken for the returning god QuetzalCoatl, according to records. A debate between Marshall Sahlins (1981, 1985, 1989, 1995) and Gananath Obeyesekere (1992) regarding the apotheosis or meaning of Hawaii’s discoverer Captain James Cook, has become quite famous in Anthropology. Captain Cook the leader of the English exploration ship â€Å"Resolution† came to Hawaii on January 17, 1779 and died by the native Hawaiians on February 14, 1779 (Beaglehole 1974; Hough 1995). On one si de of the debate, Sahlins disgusts that Cook’s death fits within the Hawaiians’ Makahiki calendrical rituals, where Cook is known as the returning God Lono and, his life must be ritually claimed by chief Kalaniopuu, who in turn is known as Lono’s rival God, Ku (1981:11). Cook’s case is tried to show Sahlins’s structural understanding of culturally attached historical processes (1981:7). On the other side of the debate, Obeyesekere questions Sahlins’s analysis is that his historical sources were taken for granted, and their credibility was not completely checked (Obeyesekere 1992:66-67). Furthermore, he disgust that Cook’s death was accidental. (Obeyesekere 1992:20). One of the most important points where the Sahlins-Obeyesekere debate appears to be important is the question of Captain Cook’s apotheosis or, promotion by the Hawaiians native. Obeyesekere makes a difference between â€Å"apotheosis† â€Å"(which he defines as a European myth of white man taken as a God by natives)†, and â€Å"deification† â€Å"(a Hawaiian custom in which a dead chief is conferred a God status)† (1992:91) Obeyesekere questions the apotheosis of Captain Cook as a fact. In his opinion, the apotheosis is a mystification which he attributes to the European imagination of the 18th century. His hypothesis is based on the myth models â€Å"pertaining to the redoubtable explorer cum civiliser who is a God to the natives† (Obeyesekere 1992:3). Obeyesekere claim that it is the Europeans that created the â€Å"European God for the natives,† therefore forging a myth of victory, imperialism and civilization (1992:3). Captain Cook as the God Lono Much of the debate of Captain Cook’s apotheosis seems to come from the issue of being called Lono, the name of one of the chief God in the Hawaiian temple. The problem comes from Cook’s classification as Lono is central to the alternative in terpretation suggest by Obeyesekere, which suppress Sahlins’s hypothesis on Captain Cook’s apotheosis. Cook’s name â€Å"Lono† is related with a variety of cases, the most unlikely being Hawaii’s political crisis at the time of Cook’s arrival and the potential need to give him a status that would guarantee his bond in Hawaiian warfare. Obeyesekere finds proof in the ship’s journals that Cook was identify as a human (1992:76). The ship’s officers acknowledge that Lono is a name given to other highly placed people. For this reason many had interpreted Lono as a title, when truly is a title.

Reverse Social Engineering Attacks in Online Social Networks Essay

Reverse Social Engineering Attacks in Online Social Networks - Essay Example However, this significant step is a very ethically sensitive domain, questions addressing the justification of carrying out such a study on real users without their knowledge do arise. However, it is inevitable to examine this issue through this method due to the fact that there is no other alternative methodology available. It was made certain the all the sensitive information was cautiously handled and during aggregate analysis, the data was anonymised and no manual inspection was carried out. Since the experiment was conducted in Europe, the legal department of the institution was consulted which is analogous to Institute Review Board (IRB) in the US and they approved of the data handling procedure. In the study, a single account was initiated which performed a large number of email search queries, the profile was then recommended by the site suggestion system to multiple profiles as a potential friend and as a result, thousand friend requests were received by the account. This wa s to show how easy it is to trick users into establishing a trust relationship in the networking sites. In the second set of experiments, five different attack profiles were generated for three social networks. The attackers rely on a form of baiting system in which the victim is lured to contact the attacker itself. Two types of attack exist Mediated, in which baiting is performed by an intermediate body such as that of Facebook friend suggestion system and secondly, the direct system in which baiting is visible to the targeted user.

Doll Barbie as a Threat to the Intrinsic Culture of Iran Case Study - 1

Doll Barbie as a Threat to the Intrinsic Culture of Iran - Case Study Example The boyfriend culture and alcohol are too inconsistent with the Islamic culture of Iran. Owing to these facts, the Institute for Intellectual Development of Children and Young Adults shaped the doll Sara to knock the Barbie off the shelves in Iranian markets. Sara’s complexion is darker than Barbie and her hair is black. She appears in the traditional Iranian chador that is long enough to touch the floor. Instead of a boyfriend, the Institute designed Dara, who holds the status of Sara’s brother. He wears a turban on the head and a coat. Since thirty years from now when the Islamic Revolution occurred in Iran, Iran has become sensitive about the way West has conventionally influenced other cultures through its products. Accordingly, Iran ceased a Coca-Cola factory that was known to promote American culture in Iran, though not all Iranians condemn Barbie. There are owners of toy stores in Iran who consider Barbie as a means of business that has got nothing to do with cul ture. And there is a moderate community among Iranians that do not like the government’s idea of prohibiting things in the name of culture. Barbie is still popular in Iran and its massive smuggling into Iran stays as an evidence for that. Barbie has been liked a lot in the Arab world, though the Arab League designed the doll Leila in order to make the Arab girls proud of their indigenous culture. Leila was a ten years old doll, the color of whose hair and eyes were black. She wore both Western and traditional Arabic dresses. Leila’s price was $10, which was much less than that of Barbie. However, Leila could not be launched. For Muslim Americans, a Michigan based manufacturer produced the doll Razanne. Razanne promotes the message that the inside of humans matters instead of the way they look. Razanne is preteen and is of three kinds; the blonde fair Razanne, the black haired and olive skinned Razanne, and the black haired and black skinned Razanne.  

Sir Edward Lutyens Background and analysis of the work of this 20th Essay

Sir Edward Lutyens Background and analysis of the work of this 20th Century Architect - Essay Example Lutyens was responsible for many notable buildings. He designed the Art Gallery in Johannesburg, the British Embassy in Washington, both Oxford and Cambridge University buildings and the Irish National War Memorial in Dublin, among many others. He quickly demonstrated a mastery of Baroque architecture, often embracing classical styles of design as well as the design of New Delhi. Many of his works can still be visited today. The 19th and 20th centuries were a part of a very important era in architecture. One of the great architects of today use the works that were created during this era as inspiration for their own work. Many of the buildings that are seen through out America as well as other countries comes from the influence that this era has had on architecture as a whole. One of these very influential architects that are so often used for inspiration today is Sir Edwin Lutyens. He is often noted for this his contribution to building design for his and other eras to come. Sir Edwin Lutyens was a prominent architect of the late 19th and early 20th century. In fact, he may have been one of the most important English architects of the early twentieth century. He was influenced greatly by traditional styles and building methods. Sir Edward Lutyens was brought up by bohemian parents in the village of Thursley, West Surrey. As a child, Lutyens was diagnosed with rheumatic fever and was not able to attend school or to play with the other children. It could be argued that this is one reason for his fascination with children. At the age of 16, in 1885, Lutyens was enrolled at the Royal College of Art to study architecture. He later studied Architecture at South Kensington School of Art, London from 1885 to 1887. After college he joined the Ernest George and Harold Ainsworth Peto architectural practice. In 1889, at the age of 20, he set up an independent practice in London. He initially built his practice designing houses for the villagers who couldn't afford estate homes. His first commission was a private house at Crooksbury, Farnham, Surrey. Lutyens was often described as a whimsical person who was often very playful, even on solemn occasions. He was also seen as a passionate advocate for the state of "childhood". In dedication to this passion, as one of his 20th century works, Lutyens proposed a circular nursery for a client's home because he felt that only such a shape could ensure that no child would ever be made to stand in the corner. He often used circular shapes in his architecture as a sign of equality in society. In addition to his own works, Lutyens contributed to another childhood icon by creating the fairy-tale characters Nana, the governess dog and the ticking crocodile in the Peter Pan tale. Lutyens' talent was publicly recognized with his election as Associate of the Royal Academy in 1913. Five years later, on New Years Day 1918, he was knighted in recognition of his work in Delhi and for his free services to the Commonwealth War Graves Commission. In 1921, Lutyens was awarded

Canada's Missing And Murdered Aboriginal Women Essay

Canada's Missing And Murdered Aboriginal Women - Essay Example Canada's Missing And Murdered Aboriginal Women In order for the government to redeem its look in the eyes of the public, it has to consider the extent at which it has indicated the dedication towards the solving of the disappearance case (Cbc par5). Since the issue has blown into different parameters, the government ought to consider the potential implication of the disappearances by setting up a national public inquiry, better police intercommunication and improving the relations between the aboriginal and non-aboriginal more so in the police relations. The issue of the disappearance of the women can be best explained using the highway of tears. This is documentation of the number of deaths that have taken place in an 800 km stretch between Prince George and Prince Lupert. The documentation covered the number of the disappearances to be between 18 according to the official information, however, the aboriginal leaders place the number of the women that disappeared to be up to 43 people from 1969-2011. The lack of a conclusive solution to the murdershas often been linked to the assumptions that the government is not keen on the investigations owing to the racial orientations of most of the victims. The issue that most of the reports overlooks is the races of the victims of the murders. Over half of all the people that died in the highway of tears are aboriginal. This is the main aspect that the proponents of the racial discrimination possibility use to argue for their assertion.

Article meta-analysis Essay Example | Topics and Well Written Essays - 750 words

Article meta-analysis - Essay Example The article argues that the limited amount of earning in the labor market is implicated to the individual poverty and the difference in groups’ rates poverty. The main goal of the article was to give an alternative view of how labor markets work to generate poverty that provides that provides a richer basis for generating good policy advice. The article believes that the working class, who are the main contributors of the poverty, is seriously limited and flawed. Because of this, they provide a poor basis for generating good antipoverty policy advice (Swinton 221) Economic theory related to the issue As stated above, the article tried to expound the issue of poverty among the working class individuals from the economic point of view. The article argues that the kind of poverty affecting the working class occurs primarily due to the interaction between the supply and demand forces in a competitive market environment. It states that the difference in levels of poverty experience d by different families who are exposed to the same poverty standards occurs strictly from differences in the ownership of or willingness to supply labor. The article therefore, states that poverty, unemployment, or underemployment can be corrected only through adoption f efficient market processes. The article found out that the working class povert

Strategic Marketing Planning Essay Example | Topics and Well Written Essays - 2500 words

Strategic Marketing Planning - Essay Example This strategic marketing plan provides an outline for apt planning, management and marketing in Mandurah and the region for the next five years (Kelph 2010, p. 72). Besides, it is meant for all interested parties devoted to the coordinated expansion of the tourism, leisure and events sector in Mandurah and its environs. Basically, the strategic goal is to make certain that Mandurah and the surrounding establish a viable, vivacious and flourishing tourism industry. The plan is utterly based on sustainability and partnership as its key guiding policies. The management’s decision making takes into account the contribution of tourism to the vast society in terms of social welfare, economic progress, and distribution of resources along with environmental conservation. The strategy also embraces partnership with both the public and private sectors to capitalize on the existing wealth. Financial Summary The economic alarms, skyrocketing costs, intensifying competition as well as the unpredictable fluctuations in end user perception all depict the contemporarily progressing nature of the tourism, leisure, events and hospitality sector (Lumsdon 1997, p. 67). As a result, syndicates within the industry must uphold a well-founded grip on the fluctuating consumer wishes as well as taste inclinations to persistently create goods and services that ultimately satisfy consumer needs. In the present day, operational upheavals encompass consumer security, association, extension and customer allegiance along with labor recruitment and retention. Fundamentally, brand cognizance attracts vital concentration as the industry rummages around for fresh openings to establish dependable market share. Mandurah’s financial and economic position... The Tourism Strategic Marketing Plan 2013-2016 virtually provides a significant dream for the tourism, hospitality and service industry in the City of Mandurah. Mandurah’s direct role in the industry has progressively increased in recent times. As part of the recommendations, the city and the Australian government at large should embrace, provide and support the products and capabilities that complement the contemporary position of the destination while at the same time taking into account the prospective markets and existing tourism linkages. Besides, the management should establish a matching set of experiences that typify Mandurah and act as a magnet-card to draw target markets on top of exploiting both traditional and momentous resources in order to develop areas of specialization. The city is also projected to attract fresh venture to provide more housing elegances and marketing opportunities among other leisure nest eggs. In addition, it must also increase the quantity a nd quality of service sector experiences by facilitating access and infrastructure as well as working in partnership with the private sector to convey integrated tourism marketing posts.To maximize and uphold the expanse’s artistic powers and sporting experiences to vested interest tourists, the management must also address expertise and experience standards within the industry and the community at large besides engaging the vast industry to ensure they are utterly conversant, interested and compassionate.

DETERMINING YOUR PERFECT POSITION Research Paper - 1

DETERMINING YOUR PERFECT POSITION - Research Paper Example an therefore learn to be an effective leader by understanding the different approaches to leadership so as to apply the best approach in a given situation. There are a number of leadership theories which provide an understanding into the subject of leadership and enabling people to become better leaders. According to the trait theories, it is realized that effective leaders usually share a number of characteristics which enable them to lead effectively. These personality traits are innate qualities such as integrity, empathy and likability. Indeed, such qualities are very useful in the context of leadership. However, there is no combination of traits which can make somebody a better leader. In this regard, leaders are normally expected to use these traits and characteristics in addressing different situations. The traits will usually demonstrate our external behaviors. As a leader in an organization that is restructuring, I would ensure that I apply the core traits of integrity, empathy and assertiveness in addressing the challenges in the organization. I would emphasize on emotional stability in all situations while ensuring effective communication with my workers. More importantly, I would always be ready to admit mistakes and errors as opposed to focusing on covering them. This would go a long way in creating an important link with the employees. Behavioral theories focus largely on the conduct and behaviors of leaders. For instance, as a leader, it is not proper to just dictate what is to be done and then expect a smooth cooperation within the organization. In the same way, the importance and applicability of group of individual decision making must be well understood. In this respect, there are three classes of leaders: autocratic, democratic and laissez faire leaders. Autocratic leaders usually make individual decisions without consulting their team. Such leadership is appropriate in situations where quick decisions need to be made (Raatma, 2003). On the

Group Concepts Essay Example for Free

Group Concepts Essay Elements of an effective group. An effective group has several essential elements: positive interdependence (group members are linked with each other and are aware of this connectedness, they feel that their personal success depends on group success and group success depends on their personal success); two-way communication (exists when communication channels work in both directions and feedback is appreciated); distributed leadership (having more than one source of leadership, seeing every member of a group as an expert who is capable of making a difference); power based on expertise (those in power are those who hold the expertise; expertise becomes a source of power and an expert can influence others). Comprising all these elements, a group is â€Å"more than the sum of its parts† (Johnson Johnson, 2009, p. 20). These characteristics foster creativity and open-mindedness, for everyone can freely express his or her thoughts feeling that the feedback is appreciated. Such an environment allows challenging one another’s views, which helps seeing problems from different points of view and finding the optimal decision. 2) Team versus Group. Positive synergy is what distinguishes teams from groups. A group is a collective of individuals who share information and make decisions but who do not have a need for joint work. A group’s performance is the sum of its members’ performance. At the same time, a team is a collective of individuals united by a common goal and the need for joint efforts. A team’s performance is more than the sum of its members’ performance. Team members depend on each other and are interconnected, whereas each of group members primarily works on their own. Different tasks require different types of groups – for some, joint effort is not necessarily needed and the summation of individual performances of experts will bring the desired results; in other cases, working together is absolutely necessary for achieving the goal. It primarily concerns creative tasks that require innovation and more than one perspective. In such cases, teams can produce a better result than groups. To work in teams, not merely expertise is needed but also the desire and the ability to collaborate (Lecture 1. 1). 3) Team Effectiveness. Effective teams have the following characteristics: the goals are clear and coordinated with the individuals’ goals so that each team member is committed to achieving the team goals; conflicts are not suppressed but managed as the sources of creativity and innovation; there is two-way communication instead of one-way communication, open relationships rather than closed relationships, and feedback is asked and provided openly; all team members participate in group work, nobody is left behind; leadership is shared among team members; decision-making and problem solving involves all team members and participation is encouraged at all levels; risk taking is encouraged and mistakes are treated as the sources of learning rather than failures that deserve punishment (Lecture 1. 3). This is a rather long list but meeting all these criteria is not that complex as it seems to be, for most of these characteristics are interconnected and acquiring one entails another. For me, open relationships and two-way communication are the crucial skills; they involve opportunities for providing feedback, open discussion of goals, of conflict situations, participation in decision-making, etc. These require open mindedness and results in group’s being â€Å"more than the sum of its parts†, which is an essential characteristic of a work team that distinguishes it from a work group (Johnson Johnson, 2009, p. 20). 4) Sources and Value of Diversity. There are three major sources of diversity: demographic characteristics (ethnicity, race, religion, sex, language, age, social class, regional differences); personality characteristics (educational level, different attitudes, lifestyles, etc. ); abilities and skills (expertise in different areas, different technical or social skills, etc. ). Diversity can be a source of conflicts, misunderstandings, and hostility. However, if there is tolerance and respect to others, diversity is a powerful source of learning and creativity. If the mind is open, diversity brings in many new ideas and perspectives. People of different cultures and/or backgrounds often see the same things very differently, and acknowledging their different perspectives allows adopting a new creative and innovative approach. 5) Avoidance of Controversy. Controversy is often avoided in groups and perceived as a negative and stressful phenomenon. Thus, fear and ignorance stops group members from engaging in controversy. Yet, it should be valued and even stimulated. Controversy is an important part of any decision-making process. It means that more than one view on the problem is presented. Controversy helps weigh all possible views and find the optimal decision. In most situations, there is more than one view on the problem, and controversy helps find out the advantages and disadvantages of each view. Without an opportunity for controversy, the drawbacks of the chosen position may remain unnoticed and lead to tragic consequences. 6) Groupthink (how does leadership identify and prevent? ). Groupthink is one of the factors hindering group decision-making. It takes place when a group adopts an uncritical view of its own judgments. Usually it comes out when the group is homogeneous, values consensus, and has little time for producing a decision. It can be identified by its symptoms which include: belief that their judgments are right; illusion of invulnerability; collective rationalizing of poor decisions; sharing stereotypes concerning out-groups; self-censorship; maintaining illusion of unanimity; exercising pressure on those who disagree; protecting authority (PowerPoint Lecture 2. 2). Some of the strategies to prevent negative effects of groupthink include: resort to the help of outside experts; one of group members should be assigned a role of a critical evaluator who will question all decisions; the leaders should avoid making their own preferences explicit; allow time for discussion and elaborating alternative decisions. 7) Group Norms and how they are created. Group norms are implicit or explicit modes of conduct within the group that guide group members’ behavior without the direct application of power. Norms establish the rules and define what can be regarded as acceptable and unacceptable behavior. Group members should conform to group norms if they want to be a part of the group. Those who disobey usually experience pressure from the other group members up to the exclusion from the group. Group norms are created as a result of interaction between individuals and agreement on what can be considered right. They experience influence from the dominant culture in which the group operates. It is a kind of synergy of cultural norms, adopted organizational practices, and individual norms of every group member. Group norms regulate things from how much one can talk at a group meeting to how many times a day one can drink tea without being suspected to be lazy. 8) Experiential Learning (Lewin’s 12 principles). Experiential learning is, in short, learning through experience. It helps change learner’s attitudes, behavioral patterns, and action theories. Lewin defined 12 principles of experiential learning which describe the process of experiential learning and its effects. This kind of learning is more effective than simply acquiring new information. One of Lewin’s principles states that people tend to believe more in knowledge they discovered themselves than in knowledge taught by others. Experience is a form of active learning that is more effective than a passive process and that is able to change one’s attitudes and action theories. If action theories and attitudes do not change, the effect of learning will be only temporary. For changes in attitudes to occur, perception of oneself and one’s social environment must change. This kind of change can be easier achieved in a group context than in an individual context, and this context has to be a friendly and supportive one in order to facilitate the person’s ability to experiment with new attitudes. In fact, these 12 principles are the elaboration of the simple truth that we all learn from mistakes and experience. Like a child gets to know that fire hurts from firsthand experience rather than from the precautions of adults, we all tend to acquire new knowledge and change our behavioral patterns according to our own experience rather than taking somebody’s theories on trust. 9) Epistemic Curiosity. Epistemic curiosity is a state of mind that forces the person to search actively for more information in an attempt to relieve tension from conceptual conflict. Conceptual conflict or discrepancies in the existent practices and conditions point out that there is an information gap, which results in uncertainty and dissatisfaction. To eliminate dissatisfaction, the person strives to get more information and fill the information gap thus explaining to himself the discrepancies and acquiring certainty. Thus, epistemic curiosity is a powerful drive for knowledge. It is one of the ways by which controversies can be resolved. Stimulating data gathering and learning, it helps find optimal ways and grounds for adopted decisions. 10) Group Dynamics (what does this mean? ). The term group dynamics refers to the study of group development and of interactions within the group. Understanding group dynamics, one can diagnose how well the group is functioning, what can be done to improve performance, and intervene to make the required changes. It requires understanding of group processes and stages of group development. The essential point here is that the group is viewed not as a collection of individuals but as a real unit bound by positive interdependence. Simply put, group dynamics means the development of group over time, the processes that take place within the group, the relationships and interactions, changing attitudes, etc. B. A. R. T. analysis is a useful tool for studying group dynamics as it reveals major dimensions: boundaries (in terms of time, territory, tasks), authority (both formal and informal), roles (multiple formal and informal roles), and tasks (visions, missions, different understandings of the task, practical challenges, etc. ). 11) Stages of Group Development. Different authors describe different stages of group development. Tuckman elaborated a 5-stage model that comprises forming, storming, norming, performing, and adjourning. Johnson and Johnson (2009) list 7 stages of group development: (1) defining and structuring procedures, (2) conforming to procedures, (3) recognizing mutuality and building trust, (4) rebelling and differentiating, (5) committing to and taking ownership for the goals, procedures, and other members, (6) functioning maturely and productively, and (7) terminating (p. 28). Both models describe group development from its formation to its dismissal, but Johnson and Johnson’s model is a more elaborated and detailed one. In fact, it breaks the initial stage of forming to three stages that include defining procedures, conforming to procedures, and building trust. Thus, it underlines the normative element at the initial stages of group development. It is interesting also that according to both models rebelling, or storming, should take place before the group begins to function maturely. It once again proves the value of conflict. 12) Leadership Styles. There are three major leadership styles: autocratic, when the leader dictates his will and makes decision by himself without consulting group members; these decisions are enforced then; democratic, when the leader encourages involvement of group members into decision-making process, values opinions of others, and takes into account different views; laissez-faire, when the leader’s participation in decision making is minimal and group members are allowed maximum freedom. It cannot be concluded that one of these styles is better than the other, for the choice of style usually depends on the situation, on the leader’s personal abilities, and on company values. Some situations require autocratic leadership (for example, when there is no time for discussion and the decision, either good or bad, has to be made and implemented quickly), whereas in other cases democratic or laissez-faire leadership will work better. Giving freedom to employees make them feel valued and trusted which stimulates them. 13) Sources of Power. There are five major sources of power: legitimate power, having its source in the person’s position (group members believe that the person has a right to influence others in virtue of his or her position in the organization); reward power, having its source in the person’s ability to reward certain types of behavior; coercive power, having its source in the threat of punishment; expert power, having its source in the skills and knowledge of a person (group members believe that the person has a right to influence others in virtue of his or her expertise); referent power, having its source in person’s being liked and respected by others (group members comply out of respect). Legitimate, reward, and coercive power are usually associated with a formal position of the person, whereas expert power and referent power have its sources in the person’s abilities. Coercive power is very likely to produce resistance, and referent power results in commitment to the person. For leaders and managers, it is better to combine more than one source of power and have expert and/or referent power in addition to power based on formal position. In this case the followers will comply more willingly. 14) Organizational Culture. Organizational culture is a set of basic assumptions, norms, values, and behavioral patterns that regulate how people interact within an organization and with outsiders. It comprises rules, customs, symbols, visions, organizational environment and structures, etc. It is formed under the influence of the national culture, the management beliefs and values, and the sum of individual beliefs. None of these factors can form organizational culture on itself, but each of them can influence the formation and development of organizational culture. In fact, organizational culture is what distinguishes one organization from another. It is strong when it can stimulate a sense of belonging in the employees. Changing organizational culture is a very complex task that requires much time and care. The attempts to impose new values at once are likely to rouse a good deal of resistance. 15) Social Interdependence. Social interdependence among group members is the essence of a group. It means that one’s outcomes depend on the others, and vice versa. Social interdependence theory states that the type of interdependence existing in a group defines the type of interaction among members and, therefore, the results. Positive interdependence facilitates promotive interaction, when group members promote each other’s efforts to achieve the goal. Negative interdependence facilitates oppositional interaction when group members oppose and obstruct each other’s efforts to achieve the goal. When there is no interdependence, no interaction occurs, and group members focus on their individualistic efforts. Social interdependence makes a group a whole, because when a group member cannot achieve a goal on his own he has no choice but to interact with others. Positive interaction results in higher level of performance, because it creates supportive and collaborative working environment that stimulates each member’s efforts. 16) Gaining and loosing trust. Trust is a complex notion that is difficult to define, but without trust normal functioning of a group is impossible. Distrust increases competition and often results in conflict leading to destructive consequences. To gain trust, risk and confirmation are necessary. Risk and disconfirmation lead to losing trust. Thus, in both cases risk is an essential factor. A person should risk by disclosing his personal thoughts and feelings to another person, and in case his openness is accepted trust is built, whereas when the person’s openness is betrayed trust is destroyed. Trust is easier destroyed than built. It is enough to betray one’s feelings only once to lose trust, but it takes much time and efforts to restore it. Therefore, one needs to behave very carefully in order not to destroy trust and not abuse the other’s vulnerability. 17) Superordinate Identity (4-steps). Developing a superordinate identity is one of the four steps of the process of recognizing and valuing diversity in groups. This process includes: (1) appreciating one’s own identity (culture, religion, gender, etc. ), (2) appreciating the others’ identities; (3) developing a superordinate identity, and (4) learning a pluralistic set of values. The superordinate identity is the summation of all personal identities existent in the group; it unites and comprises diverse values in a single group identity. It is based on a pluralistic set of values and does not exclude any of the personal identities of group members. It helps overcome otherness and value differences. 18) Language Sensitivity. Being language sensitive means understanding which words and expressions are appropriate and which are inappropriate for communication with diverse groups and people of different backgrounds. It is clear that we communicate differently with our friends than with our boss. Similarly, what is good for people of one background may be inappropriate in communication with people of a different background? To avoid misunderstandings and miscommunication, individuals should heighten their language sensitivity and avoid using language that can be abusing for others. In some cases, the difference between communication patterns is obvious (like in the example with friends and boss); in other situations, we may not even be aware of differences (for example, when communicating with people from different cultures who can be used to absolutely different communication patterns). Therefore, language sensitivity often requires not merely â€Å"sensitivity† as it is but sensitivity supported by knowledge about different cultures. 19) Egocentrism. Egocentrism is the opposite of perspective-taking, or adhering to one’s own point of view so that other viewpoints are ignored. Egocentric person may even not be aware of the other points of view and of possible limitations of his or her own perspective. One’s own views are accepted uncritically whereas others’ views are criticized, and valued only if they agree with one’s own (Johnson Johnson, 2009, p. 297). Egocentrism limits the ability to see things objectively and therefore hinders decision-making process. When each member is uncritical about his personal views, a competition develops that aims not at producing the optimal decision but at proving that â€Å"my† view is the best one and making others comply. It often results in low-quality decisions. 20) Team Ethics. Team ethics is a set of moral principles adopted in a team that govern members’ behavior and define what is right. In this respect, it is related to organizational culture and group norms, for it also relies on common values. Team members are expected to comply with these moral principles, for unethical behavior is never praised. Team ethics develops alongside with team culture and experiences the influence of ethical systems adopted in the national culture and of the ethical beliefs of management and team members. However, it is usually more than a sum or a compromise of many ethical considerations. Team ethics should not level off individual ethical systems; it should rather provide a more elevated and demanding understanding of what is right. For team ethics to create a collaborative and supportive environment, it has to comprise such values as respect for others, acknowledging each member’s rights and needs, valuing liberty and diversity, respect for human rights, etc. 21) 5 steps to effective problem solving. Five steps to effective problem solving include: 1) identify the problem (formulating a single question the answer to which is likely to resolve the problem; that is why this tactics is also called Single Question Format); 2) create a collaborative setting (an agreement on principle for discussion should be reached and any assumptions and biases brought to surface); 3) identify and analyze the issues (to fully understand the nature of the problem, some minor issues, or sub-questions, should be identified and discussed); 4) identify possible solutions (several possible courses of action as well as their respective advantages and disadvantages should be defined); 5) resolve the single question (choose the optimal solution among those proposed that answers the single question). (Lecture 2. 4. ) This approach has a benefit of focusing attention on the most important issue without dispersing it to minor issues. Defining a problem correctly is a half of success in problem-solving. When the single question is defined correctly, it gets to the root of the problem, and answering it is likely to resolve all minor problems associated with the greater one. 22) Reflections on Virtual Groups and Teams. During this course, we participated in virtual groups. This experience is very different from participating in face-to-face communication. Many limitations impede group development. First of all, virtual team members communicate directly with each other only rarely, which gives only few opportunities for knowing each other better and developing trust and confidence. Then, technical issues (like the problems some of us had with microphones) may interrupt communication from time to time. Finally, I think that the lack of nonverbal communication is also an obstacle, for we often perceive the other’s feelings and intentions from facial expressions, eye gaze, etc. In this case, we only had to rely on words. I believe that all these obstacles result in the need for more time for a group to become a team and for trust and confidence to develop compared to face-to-face communication. However, the need for joint work and effort united us, and by the end of the course we were feeling quite confident. Therefore, to unite virtual groups, there is a need for regular and frequent communication and tasks that require joint efforts. References Johnson, D. W. , Johnson, F. P. (2009). Joining together: Group theory and group skills. 10th ed. Boston, MA: Allyn Bacon.

The different transitions children and young people Essay Example for Free

The different transitions children and young people Essay Starting a new school When a child or young person moves school they may start to feel sad/upset and lost that they are leaving all their friends behind and may not see them everyday anymore. Moving school could make the child or young person feel nervous because they will have to make new friends and this could make the child feel anxious because they don’t know what will happen. When children have been to a small nursery for all of their life and they know all the staff and children they will be used to that setting it can be a very daunting thing starting ‘big school’ so they have taster sessions and meet their new teachers before they start in order to get them ready for school. New siblings When a Child or young person parents have a new baby it could leave the older child feeling like they are not the baby of the family anymore. They may feel jealous or even upset because he/she may not be getting as much attention as before; this could make the child start to attention seek they may start acting up or even throw more tantrums to get the attention they want. Puberty This could make the child or young person feel confused because they can’t control what is happening to them; the changes the young person will be going through may make them feel insecure about their body and can result in a loss of confidence. They will be struggling with their identity throughout puberty which can cause them to be stressed because they won’t know what they like and dislike. Puberty This could make the child or young person feel confused because they can’t control what is happening to them; the changes the young person will be going through may make them feel insecure about their body and can result in a loss of confidence. They will be struggling with their identity throughout puberty which can cause them to be stressed because they won’t know what they like and dislike. Puberty This could make the child or young person feel confused because they can’t control what is happening to them; the changes the young person will be going through may make them feel insecure about their body and can result in  a loss of confidence. They will be struggling with their identity throughout puberty which can cause them to be stressed because they won’t know what they like and dislike.

Static Voltage Stability Analysis In Power Systems Engineering Essay

Static Voltage Stability Analysis In Power Systems Engineering Essay Voltage stability, one of the principal aspects of power system stability, has been the main reason for many of major power system blackout incidents over the last few decades. It is acknowledged universally that voltage stability is and will remain a challenge in the 21st century, even likely to increase in importance. Therefore a better understanding of voltage stability in power systems is necessary for power engineers, who might participate in the planning, designing, and operation of modern power systems. This report talks about a relevant engineering thesis project: Static Voltage Stability Analysis in Power Systems, which is carried out for 2 semesters from July 2009 to June 2010. The aim of this thesis project is to conduct a more comprehensive study into the theory of static voltage stability, and investigate a new approach for power flow analysis: 3-dimension P-Q-V curve. First of all, the basic knowledge of static voltage stability is reviewed, and analysis on an elementary power system, radial system, is carried out including power flow study, P-V and Q-V curve analysis. Based on the 2- dimension P-V and Q-V plotting, the relationship of P, Q, and V is studied and a new method for static voltage stability analysis is tried: P-Q-V curve. The second part of this project focuses on the analysis of WSCC three-generator-nine-bus system. Simulation of the system is carried through by means of UWPFLOW and POWERWORLD. Direct power flow method and continuation power flow method are applied and the weakest bus is studied. Last but not least, curves are obtained and results are discussed. Keywords: Static Voltage Stability; Radial System; Power Flow Method; Continuation Power Flow Method; P-V Curve; Q-V Curve; P-Q-V Curve. CONTENTS à ¦Ã¢â‚¬ËœÃ‹Å" à ¨Ã‚ ¦Ã‚  i ABSTRACT ii CONTENTS iv CHAPTER 1 INTRODUCTION 1 CHAPTER 2 POWER SYSTEM VOLTAGE STABILITY 8 CHAPTER 3 STATIC VOLTAGE STABILITY ANALYSIS OF ELEMENTARY POWER SYSTEM 11 CHAPTER 4 STATIC VOLTAGE STABILITY ANALYSIS OF WSCC NINE-BUS SYSTEM 26 CHAPTER 5 CONCLUSION 39 REFERENCES 41 ACKNOWLEDGEMENTS 43 APPENDIX A MATLAB CODES FOR FIGURE 3.8 44 APPENDIX B MATLAB CODES FOR FIGURE 4.2 46 APPENDIX C MATLAB CODES FOR FIGURE 4.3 47 APPENDIX D MATLAB CODES FOR FIGURE 4.4 48 APPENDIX E MATLAB CODES FOR FIGURE 4.5 49 APPENDIX F MATLAB CODES FOR FIGURE 4.6 50 APPENDIX G MATLAB CODES FOR FIGURE 4.7 51 APPENDIX H DATA OF WSCC NINE-BUS SYSTEM 52 CHAPTER 1 INTRODUCTION An Overview of Modern Power System A power system is a network of conductors and devices which allows electrical energy to be transferred from the generating power stations to load centers through transmission network. Since the first electric network in the United States was established at the Pearl Street Station in New York City by Thomas Edison in 1882 [1], power systems have been experiencing more than 100 years development and improvement. Nowadays, modern power system has developed to be a complex interconnected network, which can be subdivided into four parts: Generation Private and publicly owned generators produce the electricity that feeds into high voltage grids. Transmission High voltage transmission grids transport power from generating units at various locations to distribution systems which ultimately supply the load. Distribution Distribution systems deliver the power from local bulk supply points to the consumers service-entrance equipments. Loads Loads of power systems are composed of industrial, commercial, and residential load. Figure 1.1 Modern Power System [2] Power System Stability A power system is said to be stable if it has the property that it retains a state of equilibrium under normal operating conditions and regains an acceptable state of equilibrium after being subjected to a disturbance. Of all the complex phenomena on power system, power system stability is the most intricate to understand and challenging to analyze [3]. Damage to power system stability may cause the system to blackout or collapse as well as other catastrophic incidents, leading to enormous social and economic losses. Classification of Power System Stability Based on the systems different properties, network structures and operation modes, the system instability can behave in many different ways. Accordingly power system stability study is divided mainly into three fields: angle stability, frequency stability and voltage stability. The diagram below shows visually the classification of power system stability. Figure 1.2 Classification of Power System Stability History of Study on Power System Stability Initially, angular stability was firstly paid attention to and studied since power transmission capability had traditionally been limited by either rotor angle (synchronous) stability or by thermal loading capability. And the blackout problems had been associated with transient stability, which were diminished by fast short circuit clearing, powerful excitation systems and varies special stability controls [3]. In other words, nowadays the theory and methods on angular stability are relatively more complete. Meanwhile, study on voltage stability had been quite slow, which mainly attributed to two reasons: Incidents caused by voltage instability or voltage collapse occurred relatively late, not until which did people paid attention to voltage instability problems. Understanding of voltage instability was not so profound as other kinds of instability problems in the early days. Varies of issues arose during the study on voltage stability such as load-based modeling, dynamic behaviors of different components as well as their interaction, and so on. Overview of Power System Voltage Stability Voltage Instability Incidents in the World Power system voltage stability was firstly introduced in 1940s, but failed to draw peoples attention until 1970s, since which voltage instability and collapse had resulted in several major system failures or blackouts throughout the world, as listed below [4, 5, 22]: August 22, 1970, Japan, 30 minutes; September 22, 1970, New York, several hours; September 22, 1977, Jacksonville, Florida, few minutes; December 19, 1978, France, 26 minutes; August 4, 1982, Northern Belgium, 4.5 minutes; September 2, November 26, December 28 30, 1982, Florida, 1-3 minutes; May 21, 1983, Northern California, 2 minutes; December 27, 1983, Sweden, 55 seconds; June 11, 1984, Northeastern USA, several hours; May 17, 1985, South Florida, 4 seconds; April 1986, Winnipeg, Canada Nelson River HVDC links, 1 second; May 20, 1986, England, 5 minutes; November 1986, SE Brazil, Paraguay, 2 seconds; January 12, 1987, Western France, 6-7 minutes; July 20, 1987, Illinoisand India, several hours; July 23, 1987, Tokyo Japan, 20 minutes; August 22, 1987, Western Tennessee, 10 seconds; July 2, 1996, Western System Coordination Council (WSCC), Northern USA; August 1996, Malaysia; August 14, 2003, USA Canada; September 28, 2003, Italy. Progress of Study on Voltage Stability The large numbers of worldwide voltage collapse incidents made it become the focus of worlds attention to study voltage stability of power system. In the 1982s researching list of Electric Power Research Institute (EPRI) in USA, voltage stability was considered as the most significant issue. Over the last thirty years, and especially over about the last twenty years, utility engineers, consultants, and university researchers have intensely studied voltage stability. Hundreds of technical papers have resulted, along with conferences, symposiums, and seminars. Utilities have developed practical analysis techniques, and are now planning and operating power systems to prevent voltage instability for credible disturbances [6]. Importance of Voltage Stability in Future In a foreseeable future, the global fast-growing power consumption will require more intensive use of available transmission facilities, which means an operation of power systems closer to their voltage stability limits. The increased use of existing transmission is made possible, in part, by reactive power compensation [6]. Undoubtedly, voltage stability is and will remain a challenge in the 21st century, even likely to increase in importance. Therefore a better understanding of voltage stability in power systems is necessary for power engineers, who might participate in the planning, designing, and operation of modern power systems. Topic Definition and Scope The topic of this project is Static Voltage Stability Analysis in Power Systems, which mainly focuses on the following: Overview of the phenomena of static voltage stability; Analysis associated with the phenomena; Reasons why voltage collapse happens; Measures to improve static voltage stability. In consideration of restrictions on the simulation, a three-generator-nine-bus case is used throughout the whole project while a typical two-bus (one-generator-one-load) case is used for the P-Q-V curve analysis. Aims and Objectives The main objective of this project is to get a wider and deeper understanding of static voltage stability in power systems, which can be reduced into sub-objectives: To conduct a more comprehensive study into the theory of static voltage stability; To look for reasons why voltage collapse happens; To investigate a new approach for power flow analysis: 3-dimension P-Q-V plotting; To propose proper measures of improving static voltage stability in power systems; To conclude generation direction and load direction for the analyzed power system. CHAPTER 2 POWER SYSTEM VOLTAGE STABILITY Basic Concepts of Voltage Stability IEEE Definitions IEEE [7] provided a formal definition of voltage stability and relative concepts as given below: Voltage Stability: Voltage stability is the ability of a system to maintain voltage so that when load admittance is increased, load power will increase and so that both power and voltage are controllable. Voltage Collapse: Voltage collapse is the process by which voltage instability leads to very low voltage profile in a significant part of the system. Voltage Security: Voltage security is the ability of a system not only to operate stably, but also to remain stable (as for as the maintenance of system voltage is concerned) following any reasonable credible contingency or adverse system change. CIGRE Definitions Nevertheless, the above definitions of voltage stability conditions were not directly compatible with the general IEEE definition for stability concept. Hence new definitions were given in CIGRE report [8], which are as following: Voltage Stability: A power system, at a given operating state and subjected to a given disturbance, is voltage stable if voltages near loads approach post-disturbance equilibrium values. The disturbed state is within the region of the stable post-disturbance equilibrium. Voltage Instability: Voltage instability is the absence of voltage stability, and results in progressive voltage decrease (or increase). Destabilizing control reaching limits, or other control actions (e.g. load connection), however, may establish global stability. Voltage Collapse: Following voltage instability, a power system undergoes voltage collapse if the post-disturbance equilibrium voltages near loads are below acceptable limits. Voltage collapse in the system may be either total (blackout) or partial. Voltage collapse is more complex than simple voltage instability leading to a low-voltage profile in a significant part of the power system. Other Relative Concepts Large-disturbance Voltage Stability: Large-disturbance voltage stability is concerned with a systems ability to control voltages following large disturbances such as system faults, loss of generation, or circuit contingencies. The study period of interest may extend from a few seconds to tens of minutes. Therefore, long-term dynamic simulations are required for analysis. Small-disturbance Voltage Stability: Small-disturbance voltage stability is concerned with a systems ability to control voltages following small perturbations such as incremental changes in system load. For such case, static analysis is effectively used. Relation of Voltage Stability to Rotor Angle Stability Voltage stability and rotor angle (or synchronous) stability are more or less interlinked. Transient voltage stability is often interlinked with transient rotor angle stability, and slower forms of voltage stability are interconnected with small-disturbance rotor angle stability. Voltage Stability is concerned with load areas and load characteristics. For rotor stability, we are often concerned with integrating remote power plants to a large system over long transmission lines. Voltage stability is basically load stability, and rotor angle stability is basically generator stability [6]. In a large interconnected system, voltage collapse of a load is possible without loss of synchronism of any generators. Transient voltage stability is usually closely associated with transient rotor angle stability. Long-term voltage stability is less interlinked with rotor angle stability. We can consider that if voltage collapses at a point in a transmission system remote from loads, it is an angle instability problem. If voltage collapses in a load area, it is possibly mainly a voltage instability problem. CHAPTER 3 STATIC VOLTAGE STABILITY ANALYSIS OF ELEMENTARY POWER SYSTEM Introduction of an Elementary Model: Radial System Simple radial system network is used to develop most of the concepts of the static voltage stability. Once basic concepts are understood, we can represent as much as appropriate in computer simulation, which will be carried out in Chapter 4. Figure 3.1 shows an equivalent circuit of the power system, and a model called radial system is formed to represent such power system, as shown in Figure 3.2. Figure 3.1 Equivalent Circuit of Power System Figure 3.2 Radial System Model The sending-end and receiving-end voltages are assumed to be fixed and can be interpreted as points in large systems where voltages are stiff or secure. The sending end and receiving end are connected by an equivalent reactance. Basic Analysis of Radial System Active Power Transmission Applying the radial system in Figure 3.2, the relations can be easily calculated: Similarly, for the sending end: The familiar equations for and are equal since we assume a lossless system, and maximum power transferred is at a power load angle equal to 90 degree. Note that the 90-degree maximum power angle is nominal, in other words, maximum power occurs at a different angle if we apply transmission losses or resistive shunt loads. And the case with impedance load at the receiving end will be discussed in section 3.2.2. Reactive Power Transmission In the study of the static voltage stability in power system, the transmission of reactive power is especially of interest. Usually we are interested in variable voltage magnitudes. Particularly, we are interested in the reactive power that can be transmitted across a transmission line, or a transformer as the receiving-end voltage sags during a voltage emergency or collapse. Considering the reactive power flow over the transmission line alone, we can write approximate formulas for Equations (3.3) and (3.5) in terms of small angles by using : From Equations (3.6) and (3.7), it can be observed that reactive power transmission depends mainly on voltage magnitudes and flows from the higher voltage to the lower voltage. Such observation, however, cannot be applied in the case of high stress, i.e. high power transfers and angles, where the angle is large enough and no longer approaches 1. This is important as voltage stability problems normally happen during highly stressed conditions. Difficulties with Reactive Power Transmission Reactive Power Transmission Behavior in Different Cases First of all, take an example of the radial system in Figure 3.2, assuming X=0.2 p.u. with varied values of voltage magnitude and angles, i.e. varied loading conditions. Applying Equations (3.3) and (3.5), and can be calculated as listed in the following table: Conditions (p.u.) (p.u.) (degree) (p.u.) (p.u.) Lightly loaded 1.10 1.00 10 0.634 0.416 Moderately loaded 1.05 0.90 20 1.072 0.390 Heavily loaded 1.00 0.80 50 2.429 -0.629 Table 3.1 Reactive Power Transmission in varied conditions From the table, it is clear that at higher loading, transmission lines are more difficult to transfer reactive power and reactive power cannot be transmitted across large power angles (the value of becomes negative in the case with a power angle of 50 degree). Minimizing Transfer of Reactive Power High angles are due to long lines and high real power transfers. It is therefore required to maintain voltage magnitude profiles with voltages of approximately 1 p.u.. Compared with real power transfers, reactive power cannot be transmitted across long distances. It has been observed that the greater distance of the reactive power sources from the reactive demand will lead to: [9] greater voltage gradient on the lines supplying the reactive power greater amount of required reactive power compensation more difficult to control the voltage level Another reason to minimize the transfer of reactive power is minimizing the real and reactive losses. The purpose to reduce real losses is due to economic reasons while minimizing the reactive losses can reduce investment in reactive devices such as shunt capacitors. As we know, the losses across the series impedance of a transmission line are and . For , we have: and Obviously, to minimize losses, we should minimize reactive power transfer and keep voltage high at the same time. Keeping voltage high to minimize reactive losses helps maintain voltage stability. In other words, reactive power should be generated close to the receiving end. Power Flow Analysis In a power system, powers are known rather than currents. Thus power flow analysis is backbone of static voltage stability studies. Power flow analysis, also known as load flow analysis, involves the calculation of power flows and voltages of a transmission network for specified terminals or bus conditions. Bus Classification In solving a power flow problem, a power system is supposed to be operating under balanced conditions and a single-phase model is used. Associated with each bus are four quantities: active power P, reactive power Q, voltage magnitude , and voltage angle. The following types of buses (nodes) are represented, and at each bus two of the above four quantities are specified: Voltage-controlled (P-V) buses: These buses are the generator buses. They are also known as regulated buses or P-V buses. For such kind of buses, the real power P and voltage magnitude are specified, while the reactive power Q and the voltage angle are unknown. Load (P-Q) buses: Load buses are also called P-Q buses as their real power P and reactive power Q are specified. The voltage magnitude and angle are to be determined. Slack (Swing) bus: Such bus is taken as reference of the whole power system. For a slack bus, the voltage magnitude and voltage angle are specified. As the power losses in the system are not known a priori, at least one bus must have unspecified P and Q. Thus the slack bus is the only bus with known voltage. This bus makes up the difference between the scheduled loads and generated power that are caused by the losses in the network [1]. Traditionally while analyzing, the voltage magnitude of slack bus is assumed to be 1 p.u. and the voltage angle is assumed to be 0 degree. Transmission Line Modeling The transmission line is traditionally represented with two types of models: nominal model and nominal T model, as shown in Figure 3.3 and Figure 3.4 where Z is the series impedance and Y is the shunt admittance due to the line charging capacitance. Neither nominal T or nominal à Ã¢â€š ¬ exactly represent the actual line, however, they brings great convenience in the power flow analysis, especially in the application of NEWTON-RAPHSON method, which will be discussed in the coming section. Figure 3.3 Nominal Model Figure 3.4 Nominal T Model NEWTON-RAPHSON Power Flow Method In order to include all the three types of buses (P-V bus, P-Q bus and slack bus as introduced in 3.3.1) at the same case, a 3-bus power system is considered as shown in Figure 3.5, where Bus 1 is the slack bus, i.e. and are specified as . Bus 2 is a voltage-controlled bus, i.e. and are known while and are unknown. Bus 3 is a load bus, i.e. and are known while and are unknown. Figure 3.5 3-bus Power System The network performance equation of such a sample is: where Applying the bus-loading equations: Now NEWTON-RAPHSON Power Flow Method can be approached as: P-V Curve Analysis P-V curve is useful for conceptual analysis of static voltage stability and for study of radial system, where P is the load in an area and V is the voltage at a critical or representative bus. Besides, P can also be the power transferred across a transmission interface or interconnection. Voltage at several busses can be plotted. Consider the radial system as shown in Figure 3.2. The receiving-end active power can be expressed as in the Equation 3.2. Then a P-V cueve can be plotted as in Figure 3.6, which shows relationship between P and V at the receving end for different values of load power factor and the locus of the critical operting point is shown by the dotted line. Nornally, only the operting points above the locus of the critical points represent satisfying operating condition. A sudden reduction in power factor or increase in Q can thus cause the system to change from a stable operating condition to an unsatisfactory and possibly unstable [10]. Figure 3.6 V versus P for different power factors [10] Q-V Curve Analysis Q-V curve is presently the workhorse method of voltage stability analysis at many utilities [6]. Considering the system in Figure 3.2, we can obtain reactive power both at sending end and receiving end, or and by means of Equation (3.5) and Equation (3.3). Then a Q-V cueve can be plotted as in Figure 3.7, which shows relationship between Q and V. The reactive power margin is the MVAr distance from the operating point to either the bottom of the curve, or to a point thaere the voltage squared characteristic if an applied capacitor is tanfent to the V-Q curve [6]. Additionally, the slope of the V-Q curve indicates the stiffness of the bus. Figure 3.7 Typical Q V Curve A New Method for Static Voltage Stability Analysis: P-Q-V Curve Analysis Introduction of MATLAB Software MATLAB is a numerical computing environment and fourth generation programming language. Developed by The MathWorks, MATLAB allows matrix manipulation, plotting of functions and data, implementation of algorithms, creation of user interfaces, and interfacing with programs in other languages [18]. An additional package, Simulink, adds graphical multi-domain simulation. This project greatly benefits from MATLAB to handle 3-dimension curve drawing for P-Q-V curve study, as well as the matrix manipulation associated with power flow analysis, 2-dimension curve plotting for P-V/Q-V curve study in the analysis of WSCC nine-bus system, which will be described in details in CHAPTER 4. P-Q-V Curve In this section, for convenience of forming an ideal voltage source, we assume the angle of the to be zero while the angle of to be degree. Then Equation 3.2 and 3.3 become: Noting that We can eliminate in Equations 3.16 and 3.17, which obtains or Obviously, with specified , and , Equation 3.19 shows relationship of , and . To work out such relationship visually, MATLAB is applied and a P-Q-V curve is obtained as below, where P stands for , Q stands for V stands for and E stands for . Refer to Appendix A for details on MATLAB codes, with the assumsion that E = 1 , X= 0.2 and the values of tan are chosen randomly as [-0.41, -0.2, 0, 0.2, 0.41, 1, 10, 100, 1000]. Figure 3.8 P Q V Curve CHAPTER 4 STATIC VOLTAGE STABILITY ANALYSIS OF WSCC NINE-BUS SYSTEM Introduction of WSCC Nine-bus System WSCC nine-bus system is a typical testing system develped by Western Systems Coordinating Council. It is commonly uesd in jornals and papers for power system studying. Figure 4.1 shows an overview of the WSCC nine-bus system. Refer to Appendix H for parameters of this system. Figure 4.1 Single Line Diagram of WSCC Nine-bus System Introduction of UWPFLOW Software For determining the static voltage stability of the WSCC nine-bus system, UWPFLOW software is used. This software has been developed by University of Waterloo, Canada, and distributed free on the Power Globe. It was written in C and runs under DOS and UNIX enviroments. It has no limitation on the system size other than those imposed by memory limitation in the corresponding enviroment, i.e. RAM and swap space in the UNIX and exrended memory in DOS [16, 20]. UWPFLOW is a research tool that has been designed to calculate local bifurcation characterized by a singularity in the power system Jacobian. This was developed based on power flow method. This software also generates a series of output files that allow further analysis. UWPFLOW reads AC power flow data in WSCC format [11] or IEEE common format [12], DC data in ETMSP format [13], FACTS devices data in s special format described in [14], and steady state load model data in OH format [15]. However in the present study IEEE common format data is used. Additional UN format data is required for bifurcation analysis, such as direction of generation change, direction of load change and maximum genertion limit [10]. The software assumes that one parameter the loading factor, is allowed to change. All steady state system controls remain operational unless otherwise specified by means of the software option. Introduction of POWERWORLD Software POWERWORLD Simulator is an interactive power system simulation package designed to simulate high voltage power system operation on a time frame ranging from several minutes to several days [17]. POWERWORLD provides a linear programming based optimal power flow package Simulator OPF, which ideally suits to do power flow analysis. Whats more, the planning-mode tool Simulator PVQV fulfills the need of Q-V curve drawing. Throughout the project, PowerWorld Simulator will be used to carry out power flow analysis and Q-V curve study of the twelve-bus case. Analysis of WSCC Nine-bus System Direct Method: Repeated Power Flow First of all, the WSCC nine-bus system in Figure 4.1 is built in UWPFLOW software. By running the system and increasing the loading level of step by step, attention will be focused on getting convergence and the maximum loading level. For loading direction, assume all the loads are increased by the same ratio, and only generator at Bus-1 is allowed to dispatch required additional real power. With the load P and Q increased simultaneously with the ratio of 10%, in the same loading direction, the bus voltages in per unit measurement are tabulated in Table 4.1. Couples of data points are collected near the system divergence point. Table 4.1 has shown that the system started to collapse (or diverge) at the point where all loads at the 3 load buses are increased in the same direction till 116%. Note that in Table 4.1, the starting point is denoted as 0% as there is no additional loads added, which is named as basic load. Then we can conclude from Table 4.1 that the maximum loading level for the WSCC nine-bus system is at additional of 116% loading direction on all 3 load buses. Load Increment (%) Bus5 Bus7 Bus9 P (MW) Q (Mvar) V (p.u.) P (MW) Q (Mvar) V (p.u.) P (MW) Q (Mvar) V (p.u.) 0 90 30 1.0129 100 35 1.0162 125 50 1.0261 10 99 33 1.0069 110 38.5 1.0105 137.5 55 0.9886 20 108 36 1.004 120 42 1.0053 150 60 0.981 30 117 39 0.9928 130 45.5 0.999 162.5 65 0.972 40 126 42 0.9846 140 49 0.993 175 70 0.9625 50 135 45 0.9753 150 52.5 0.9862 187.5 75 0.9516 60 144 48 0.9648 160 56 0.979 200 80 0.9394 70 153 51 0.953 170 59.5 0.9711 212.5 85 0.9257 80 162 54 0.9396 180 63 0.9626 225 90 0.9102 90 171 57 0.9242 190 66.5 0.9532 237.5 95 0.8923 100 180 60 0.9061 200 70 0.9428 250 100 0.8714 110 189 63 0.881 210 73.5 0.9239 262.5 105 0.84 112 190.8 63.6 0.8737 212 74.2 0.9167 265 106 0.83 114 192.6 64.2 0.8657 214 74.9 0.9087 267.5 107 0.8191 115 193.5 64.5 0.86 215 75.25 0.9024 268.75 107.5

Gangs and Youth Violence Essay -- Gang Essays

Recently, an increasing number of North American youth are committing violent crimes. Although the consequences of these violent crimes are easily apparent, the causes behind them are often abstract and obscure, making it difficult to pin blame on a single source. Moreover, this deviant behavior among young people can be attributed to a combination of several generalized factors. Leading contributing factors of youth violence include the media, the influence of family life, widespread abuse of drugs and alcohol, the ease of access to weapons and a lack of strong punishment that exists for juvenile offenders. If this rise in aggressive acts is to be stemmed, the causes youth violence must be determined and analyzed to determine which ones, if any can be affected by change. First, the most obvious and publicized cause explaining youth violence is the inescapable and highly influential exposure of youths to violence in the media, especially violence on television. Young people, most notably children are susceptible to learning violent ideals through their high level of exposure to North American television programming. Parents have come to rely on the use of television as a babysitting service and therefore have increased the influence of television on the fragile, easily manipulated minds of their children. On average, a typical Canadian child will watch about 22 hours of television per week (Childley 38). Over their adolescent lives, this adds up to more time spent watching television than time spent at school, playing sports or communicating with parents and friends (Childey 39). It is not the amount of television viewed that has created this problem, but rather it is the content of North American television that has spiraled out of control and that has warped the minds of countless children. The correlation between aggressive behavior and television viewing is accounted for by the violent content of modern television shows. Estimates have indicated that by the time a child reaches the age of twelve, s/he will have witnessed as many as 12, 000 violent deaths on television, and that this can lead to â€Å"heightened aggression in the short term† (Childley 38). We live in an era where Hollywood is applauded for its creativity and originality when it comes to new ways to murder characters. Consequently, it is no wonder that youth violence is up 140% in Canada sin... ...nt sentencing of juvenile offenders who have committed acts of violence can succeed in rehabilitating them if they spend little or no time in a correctional institution. It can be conclusively stated that youth violence in North America is a multi-faceted issue and its causes can be approached from several angles. The media, particularly in the form of television plays an enormous role in presenting the world to young people, albeit it is a violent world that is presented. At home violence can be learned objectively or subjectively through observing a parent’s aggressive behavior or by experiencing it first hand. In addition, North American youth place themselves at a high predisposition to violence by selling and using drugs. In a legal sense, governments in North America seem to have done little in the way of setting up obstacles to restrain youths from committing violent crimes. All of these factors are not necessarily omnipresent, but enough influence from one or a combination of them is enough to incite violent behavior in young people anywhere. The extent and severity of these problems has already stigmatized an entire generation of yout hs, not to mention others to come.