The Internet A New News - 1160 Words

The Internet a New News A fact is something that is said to be indisputably true. Facts are key in portraying any storyline or narrative. If facts are important in conveying relevant information the media should be concerned with reporting only facts that provide an accurate description of events. Unfortunately, certain media outlets have issues with reporting solely facts. The media can be an amazing tool for dispersing information amongst the masses and can ensure that everyone is educated on relevant and important topics. The media can also be used as propaganda to further an agenda that may not be in everyone’s best interest. Regardless of what media is used for it is a very powerful outlet and whoever controls the media outlets can control the publics’ perception of a given situation. In today’s society 50% of the world population is thought to use the internet (Internet). That is an astounding 3,675,824,813 people (Internet). 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Management Decision Emerald Article: A reconceptualization of mentoring and sponsoring Earnest Friday, Shawnta S. Friday, Anna L. Green Article information: To cite this document: Earnest Friday, Shawnta S. We will write a custom essay sample on Dissertation on Retention or any similar topic only for you Order Now Friday, Anna L. Green, (2004),†A reconceptualization of mentoring and sponsoring†, Management Decision, Vol. 42 Iss: 5 pp. 628 – 644 Permanent link to this document: http://dx. doi. org/10. 1108/00251740410538488 Downloaded on: 26-10-2012 References: This document contains references to 54 other documents Citations: This document has been cited by 7 other documents To copy this document: permissions@emeraldinsight. om This document has been downloaded 1621 times since 2005. * Users who downloaded this Article also downloaded: * David Clutterbuck, (2004),†Making the most of informal mentoring: A positive climate is key†, Development and Learning in Organizations, Vol. 18 Iss: 4 pp. 16 – 17 http://dx. doi. org/10. 1108/14777280410544574 (2004),†Review articles Getting the best out of workplace mentoring: More help for the helper†, Development and Learning in Organizations, Vol. 18 Iss: 5 pp. 20 – 22 http://dx. doi. org/10. 108/1 4777280410554979 Sandy Bond, (2011),†Barriers and drivers to green buildings in Australia and New Zealand†, Journal of Property Investment Finance, Vol. 29 Iss: 4 pp. 494 – 509 http://dx. doi. org/10. 1108/14635781111150367 Access to this document was granted through an Emerald subscription provided by ROBERT GORDON UNIVERSITY For Authors: If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service. 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The Emerald Research Register for this journal is available at www. emeraldinsight. com/researchregister The current issue and full text archive of this journal is available at www. emeraldinsight. com/0025-1747. htm MD 42,5 A reconceptualization of mentoring and sponsoring Earnest Friday Department of Management and International Business, College of Business Administration, Miami, Florida, USA 628 Shawnta S. Friday and Anna L. Green School of Business and Industry, Florida A University, Tallahassee, Florida, USA Keywords Mentoring, Career development Abstract Mentoring is highly regarded as a career-enhancing phenomenon necessary for any aspiring executive. Several debates within the literature have led to a lack of consistency regarding the de? nition of mentoring and a mentor, the functions of a mentor, and the various types of mentoring. It appears that much of the confusion stems from the relationship and association of mentoring with the concept of sponsoring. Within the majority of the literature regarding developmental relationships, sponsoring has been posited to be a sub-function of mentoring. This paper presents two arguments for viewing and examining mentoring and sponsoring as distinctly different, non-mutually exclusive, and possibly concurrent phenomena, as well as offers universal de? nitions for both terms. This delineation is offered to aid aspiring executives in their decision making process as to whether to select a mentor, a sponsor, or both. Management Decision Vol. 42 No. 5, 2004 pp. 628-644 q Emerald Group Publishing Limited 0025-1747 DOI 10. 108/00251740410538488 Introduction Mentoring is an enduring and dynamic phenomenon, which dates back to ancient Greece when Odysseus entrusted the eponymous character, Mentor, with his son, Telemachus thousands of years ago in Homer’s Odyssey (Friday and Friday, 2002). The term â€Å"mentoring† has surged into the literature in many disciplines (e. g. , sociology, socia l psychology, education, management, social work, healthcare management, etc. ) over the last several decades. Mentoring emerged in the organizational literature in the late 1970s (e. g. Clawson, 1979; Collins and Scott, 1978; Kanter, 1977; Phillips, 1977; Roche, 1979; Shapiro et al. , 1978). Since that time, hundreds of books and articles (popular press, practitioner-oriented, and academic) have been published on mentoring in various organizational settings alone, not to mention other settings in which mentoring has been examined (e. g. , teaching, nursing, social work, etc. ) (Kelly, 2001). Published works in the organizational literature on mentoring have been anecdotal, conceptual, and empirical; and several journals have dedicated special editions to mentoring. By and large, these published works have highlighted the overwhelming perceived bene? ts (e. g. , increased mobility, promotion opportunity, and total compensation), and minimal perceived drawbacks of mentoring (Campion and Gold? nch, 1983; Kelly, 2001; Scandura, 1992, 1998; Whitely et al. , 1991, 1992). Hence, mentoring has been proclaimed as one of the key career development and advancement tools in the organizational milieu over the last decade (Simonetti et al. , 1999). In the organizational literature, Kram’s (1980) work has been viewed as one of the most comprehensive treatments of the mentoring concept (Scandura, 1998). It is implicit in Kram’s (1980, 1983, 1985) works that she explored naturally occurring, informal mentoring relationships. Consequently, the functions and phases of mentoring that she inducted pertain primarily to informal mentoring. Based on her ? ndings, Kram (1980) suggested that mentors provide career support (sponsorship, exposure-and-visibility, coaching, protection, and challenging assignments) and psychosocial support (role modeling, acceptance-and-con? rmation, counseling, and ? ? friendship) to their proteges. She also suggested that mentorships (mentoring relationships) move through four phases: ? (1) initiation (the mentor and protege admire, respect, and trust one another); ? ? (2) cultivation (the protege develops competence and con? dence from the career and psychosocial support provided by the mentor); ? ? (3) separation (the paternalistic relationship between the mentor and protege changes, which may lead to non-positive affective experiences for both, because ? ? the protege has become more independent and empowered); and ? ? (4) rede? nition (the mentor and protege’s relationship is reshaped to meet more collegial needs) (Kram, 1983). A canvassing of published works examining organizational mentoring suggests that as far back as the early 1980s (e. g. , Campion and Gold? nch, 1983; Hunt and Michael, 1983) and as recent as the early 2000s (e. g. , Higgins and Kram, 2001; Kelly, 2001) a lack of consensus on the de? nitions of mentoring and mentor has been articulated in the literature (Chao, 1998; Kelly, 2001; Lawson, 1996; Minter and Thomas, 2000; Noe, 1988a, 1988b). Hence, research on organizational mentoring has been criticized for not being conceptually well grounded (Gibb, 1994). An examination of over 200 practitioner and academic journal articles in the ? ld of management alone revealed that most de? nitions in the literature of mentoring, stated or implied, include sponsor or sponsoring as inherent in mentoring (e. g. , Campion and Gold? nch, 1983; Kram, 1983; Noe, 1988a, 1988b; Turban and Dougherty, 1994; Whitely et al. , 1991), while some do not (e. g. , Covaleski et al. , 1998; Hunt and Michael, 1983). Si milarly, most de? nitions of mentor (stated or implied) within the literature include sponsor or sponsoring in the de? nition (e. g. , Higgins and Kram, 2001; Scandura, 1998; Whitely et al. , 1991), while some do not (e. g. Hunt and Michael, 1983; Scandura and Schriesheim, 1994). Interestingly, some researchers did not directly state a de? nition of mentoring or mentor in either their survey or interviewing of participants (Phillips-Jones, 1982; Whitely et al. , 1992), thus allowing participants to draw on their own intuitive understanding of the mentor and mentoring concepts (Ragins and Cotton, 1993). However, other researchers did provide a de? nition of one of the concepts (mentor or mentoring) even though they recognized that the participants are still likely to draw on their own intuitive understanding of the terms (Chao et al. 1992; Ragins and Cotton, 1993). Still, given this lack of consensus on de? nitions for mentoring and mentor, researchers and practitioners alike have co ntinued to examine and explore various facets of mentoring. Those various facets include mentoring functions (e. g. , Kram, 1980, 1983), mentoring phases (e. g. , Kram, 1980, 1983), types of mentoring (e. g. , Burke and McKeen, 1989; Chao et al. , 1992), potential bene? ts of mentoring (e. g. , Fagenson, 1989; Scandura, 1992; Whitely et al. , 1992), potential drawbacks of mentoring (e. g. , Ragins et al. 2000; Scandura, 1998), diversity in mentoring (e. g. , Ragins, 1997; Ragins and Scandura, 1994; Thomas, 1993), and mentoring alternatives (e. g. , Higgins and Kram; Kram and Isabella, 1985). While many researchers have articulated the idea that the operational de? nitions of mentoring and mentor have varied considerably within Mentoring and sponsoring 629 MD 42,5 630 the last several decades, with some encompassing sponsorship or sponsor (Chao, 1998; Higgins and Kram, 2001; Mullen, 1998), two of those major researchers have argued that mentoring needs to be reconceptualized (Higgins and Kram, 2001). Hence, two arguments for reconceptualizing mentoring are offered: (1) the lack of clarity and consensus on the de? nitions of a mentor, the process of mentoring, and the role of sponsoring; and ? ? (2) informal and formal proteges tend not to always receive career support, speci? cally sponsoring from their mentors (Bahniuk and Kogler Hill, 1998; Chao et al. , 1992; Noe, 1988b). Thus, the aim of this paper is to reconceptualize mentoring and sponsoring, and to offer them as distinctly different concepts, rather than viewing sponsoring as an inherent sub-function of mentoring. Therefore, it is posited that the reconceptualization of these two terms (mentoring and sponsoring) may bring much needed clarity and consensus to the organizational mentoring literature. It is also posited that this reconceptualization will provide aspiring executives with new knowledge to use in their decision making process as they select individuals to help them advance their careers. Mentoring and sponsoring – argument one Dalton et al. ’s (1977) theory of professional career development distinguished between mentor and sponsor, suggesting that an individual becomes a sponsor after being a mentor. On the other hand, Levinson et al. 1978, p. 97) viewed â€Å"a mentor as. . . a teacher, advisor, or sponsor†. These assertions would lead some to believe that the terms mentor and sponsor are confusing and overlapping (Campion and Gold? nch, 1983). As a result, the following question arises: has mentoring been used as a â€Å"catch-all† term? The answer wou ld appear to be yes, given that the following terms have been used to describe a mentor in the organizational literature: guide, host advisor, sponsor, role model, teacher, protector, invisible godparent, friend, coach, counselor, patron, exemplar, benefactor, and advocate (Kelly, 2001; Pittenger and Heimann, 2000). Yet, Chao (1998) asserted that distinctions have been made between the terms mentor and sponsor. More recently, Higgins and Kram (2001, p. 269) echoed Chao’s (1998) sentiments, and distinguished between a mentor and sponsor by stating that â€Å"true mentors. . . provide high amounts of both career and psychosocial support, and sponsors. . . provide high amounts of career support but low amounts of psychosocial support†. Whether it is the interchangeable use of these two terms or the current de? itions of each that are posited to represent their distinction, it is feasible that both, to some degree, have contributed to much of the confusion in the organizational mentoring literature, thus leading to the mixed results on mentoring (Jacobi, 1991). In spite of the confusion and mixed results, mentoring relationships have been viewed as â€Å"one of the most complex and developmentally important relationships† in organizational settings (Levinson et al. , 1978, p. 97 ). Thus, mentorships and sponsorships have been pronounced to be critically important to the upward mobility of individuals in organizations (Kanter, 1977). The work of Levinson et al. (1978) served as the theoretical foundation for much of Kram’s (1980, 1983) work on mentoring, which appears to be the most comprehensive treatment in the organizational literature (Scandura, 1998). They suggested that a mentor is an individual who is usually older and â€Å"of greater experience and seniority. . . a teacher, adviser or sponsor† (Levinson et al. , 1978, p. 97). Building on the work of Levinson et al. (1978), Kram (1980) suggested that a mentor is a more senior ? ? individual who provides career and psychosocial support for the protege. Kram (1980, 1983) postulated career functions to include sponsorship, exposure and visibility, coaching, protection, and challenging assignments. The psychosocial functions were postulated to included role modeling, acceptance-and-con? rmation, counseling, and friendship (Kram, 1980, 1983). Many of the de? nitions of a mentor used throughout the literature referenced Kram’s (1980, 1983, 1985) de? nition of mentor. Table I delineates how the terms â€Å"sponsor† or â€Å"sponsorship† are explicit in the de? nitions of mentor or mentoring that stem from Levinson et al. ’ (1978) and Kram’s (1980) de? nitions. Table I also depicts the de? nitions or lack of de? nitions of mentoring, mentor, and sponsor used in some published works that are generally considered premier management journals (Cabell, 2001). Due to the myriad management-related articles on mentoring, this method was chosen to determine which sampling of articles would be included in the table. As outlined in Table I, not all articles on mentoring explicitly de? ned mentoring, mentor, and/or sponsor, while a few did. As previously stated, in most cases, sponsoring is considered as sub-function of mentoring. Although there are various de? itions of mentor used throughout the literature, there appears to be more consistency in the de? nitions of sponsor used within the literature (see Table I). Sponsoring has been viewed in the literature as a developmental relationship in ? ? which the sponsor provides instrumental career support by nominating the protege for promotion and other types of organizational activities that may be supp ortive of promotion (Campion and Gold? nch, 1983; Thomas, 1993). This is relatively consistent ? ? with Kanter’s (1977) work, which posits that sponsors facilitate proteges in obtaining ? inside information and bypassing the hierarchy, as well as ? ght for their proteges’ promotions. While Shapiro et al. ’s (1978) continuum of advisory/support relationships acknowledges a difference between the organizational power that mentors and sponsors ? ? have in promoting the upward mobility of their proteges, they consider sponsors to have less organizational power than mentors thereby causing mentors to be seen as more prominent than sponsors. It is highly probable that as a result of the works of Shapiro et al. 1978) and Kram (1980; 1983), which considers sponsoring a sub-function provided by mentors, that sponsoring has been viewed as a less powerful organizational developmental relationship than mentoring (Chao, 1998). This subjugation, thus causes sponsoring to rema in in the shadows of organizational mentoring research. It is worthy to note that Kram’s (1980, 1983) early works were based on ? ndings from a sample in which a majority (11) of the 18 developmental relationships were direct or indirect reporting relationships in some phase of the developmental relationship. Consequently, the mentors had direct or indirect responsibility for promoting their ? ? protege. In which case, sponsoring (the nominating for promotion) was inherent in the developmental relationships Kram (1980, 1983) observed. Thus, Kram (1980, 1983) was actually observing concurrent phenomena within her sample. Therefore, much of the organizational mentoring theory developed by Kram (1980, 1983) is based on what in recent research has been termed â€Å"supervisory mentoring†. Following suit, the supervisor-subordinate relationship has been the focus of much of the mentoring research (Gibb and Megginson, 1993). In this type of relationship, there is a high Mentoring and sponsoring 631 MD 42,5 632 Author (year) Campion and Gold? nch A relationship in which an individual takes a 1) Any individual who has a signi? cant positive 1) A sponsor discovers and fosters (1983) personal interest in another’s career and guides in? uence on another’s career, whether the role be individuals for higher placement in or sponsors that person one of sponsor, coach, or counselor other parts of the organization 2) A sponsor functions to generate ? power in proteges by ? ghting for and promoting them, by allowing them to bypass the hierarchy and obtain inside information, and by re? ected power or power by association Hunt and Michael (1983) Involves a unique, often emotionally 1) A person who suggests and advises new â€Å"fast interpersonal type of support and advising role track† recruits on career success matters that can be used to train and develop talented 2) A trusted counselor or gui de ? ? ? proteges in many careers and organizations 3) A guide supporting a protege’s young adult dreams and helping in the attainment of them ? ? 4) A nonparental career role model for a protege Kram and Isabella Has a great potential to enhance the (1985) development of individuals in both early and middle career stages Noe (1988a) 1) An experienced, productive manager who relates well to a less-experienced employee and facilitates his/her personal development for the bene? t of the individual as well as that of the organization 2) Usually eight to 15 years older than the ? protege who frequently is a young professional with high career aspirations Noe (1988b) 1) A senior, experienced employee who serves as a role model, provides support, direction, and feedback to the younger employee regarding career plans and interpersonal development, and ? ? increases the visibility of the protege to decision makers in the organization who may in? uence career opportunities (continued) Table I. De? nitions of mentoring, mentor, and sponsor given in articles in premier journals Mentor de? nition(s) given in article Sponsor de? nition Mentoring/mentorship de? ition(s) given in article Author (year) Mentors actively intervene, contriving ? ? to get their proteges exposure and visibility through assignments that involve working with other managers ? ? and endorsing their proteges for promotions and special projects Mentoring/mentorship de? nition(s) given in article Mentor de? nition(s) given in article Sponsor de? nition Whitely et al. (1991) Whitely et al. (1992) 1) A particular interpersonal relationship that can in? uence career progress 2) Classical, or primary, mentoring is an intense developmental relationship of relatively long ? duration in which proteges receive a range of career and psychosocial help exclusively from one senior manager 3) Secondary mentoring is a shorter, less intense, less inclusive developmental process involving multiple relationships, each offering specialized developmental functions, which tends to focus on external, career progress-oriented functions, such as sponsorship and visibility and exposure, rather than on inner-oriented psychosocial development functions 4) A set of roles and role activities including coaching, support, and sponsorship 5) Psychosocial mentoring referring to activities like providing counselling and friendship 6) Career mentoring referring to providing sponsorship, exposure, and the like 1) â€Å"Classical† mentoring is where the developmental relationship is of relatively long duration, is intense, mostly exclusive, and in ? which a protege receives a range of career-oriented and psychosocial help from one senior manager 2) Career mentoring includes short duration, less intense, multiple, and less exclusive relationships that are more specialized in the kind of progress-oriented functions provided to ? ? proteges, they are more likely to focus on external, career-oriented mentor ing functions, such as sponsorship or visibility/exposure, than on â€Å"inner-oriented† psychosocial developmental functions (continued) Mentoring and sponsoring 633 Table I. MD 42,5 634 Author (year) 1) Someone who provides high amounts of both career and psychosocial support 2) â€Å"The mentor is ordinarily several years older, a person of greater experience and seniority. . . a teacher, adviser or sponsor† (Levinson et al. , 1978) Higgins and Kram (2001) Chao et al. (1992) Ragins and Scandura (1994) Scandura and Schriesheim (1994) Turban and Dougherty 1) A set of role activities, including coaching, (1994) support, and sponsorship, that upper-level ? ? managers provide to proteges Tepper (1995) Table I. Mentor de? nition(s) given in article Sponsor de? nition 1) A sponsor is included in one of the de? nitions of a mentor 2) Someone who provides high amounts of career support but low amounts of psychosocial support 1) Individuals with advanced experience and knowledge who are committed to providing support to and increasing the upward mobility ? ? of junior organization members, their proteges 2) An individual in? ential in the work environment who has advanced experience and knowledge and who is committed to providing upward mobility and support to careers 1) A trusted counsellor who accepts a guiding role in the development of a younger or less-experienced member of the organization 1) An in? uential individual at work who has advanced knowledge and w ho is committed to providing upward mobility and support to a person’s career (continued) Mentoring/mentorship de? nition(s) given in article 1) The developmental assistance provided by a ? ? more senior individual within a protege’s organization 2) A relationship in which a senior person ? ? working in the protege’s organization assists ? with the protege’s personal and professional development Mentorship is de? ned as an intense work relationship between senior (mentor) and junior ? ? (protege) organizational members. The mentor has experience and power in the organization and personally advises, counsels, coaches, and ? ? promotes the career development of the protege. ? ? Promotion of the protege’s career may occur directly through actual promotions or indirectly through the mentor’s in? uence and power over other organizational members Author (year) Mentoring/mentorship de? nition(s) given in article Mentor de? nition(s) given in articl e Sponsor de? nition Dreher and Cox (1996) ) Mentoring in organizations has been de? ned as a developmental relationship between an ? ? individual (protege) and a more senior and in? uential manager or professional (mentor) 2) Focuses particularly on the career-support aspects of mentoring Ragins (1997) 1) One who serves as a role model, friend, and ? ? counsellor, who accepts and helps the protege develop a positive and secure self-image 2) An individual who holds a position senior to yours who takes an active interest in developing your career. While it is possible for your immediate supervisor to serve as a mentor, relationships of this type represent a special opportunity to interact with a senior manager. The standard subordinate/supervisor relationship is not a mentoring relationship (it is possible to have multiple mentors) 1) Individuals with advanced experience and knowledge who are committed to providing ? ? upward mobility and support to their proteges’ careers Covaleski et al. (1998) 1) Sometimes also called coaching or counselling 2) It involves relations between senior managers and junior employees, in which the latter can â€Å"become interwoven into an organization’s culture by efforts of the former, who, embodying the â€Å"core values that best promote desired organization culture,† help frame the inculcation process† as well as â€Å"help cultivate desired norms and values† 3) A technique by which junior members imbibe and interiorize the more subtle, tacit, and noncodi? ble aspects of an organization’s goals, which are embodied in superiors and with which they develop their new identi? es as ? rm members 1) A more senior person who takes an interest in sponsorship of the career of a more junior person (Kram, 1985) (continued) Scandura (1998) Mentoring and sponsoring 635 Table I. MD 42,5 636 Author (year) 1) The mentor is traditionally de? ned as a source ? ? of information for the protege and the positive outcomes, such as greater income and promotion opportunities Mullen and Noe (1999) Ragins et al. (2000) Higgins and Kram (2001) Table I. Mentor de? nition(s) given in article Sponsor de? nition 1) Generally de? ned as individuals with advanced experience and knowledge who are committed to providing upward mobility and ? career support to their proteges (Kram, 1985) 2) A higher-ranking, in? uential individual in your work environment who has advanced experience and knowledge and is committed to providing upward mobility and support to your career Mentoring/mentorship de? nition(s) given in article A mentoring relationship is a one-to-one relationship between a more experienced member (mentor) and a less ex perienced member ? ? (protege) of the organization or profession. The relationship is developed to promote the ? ? professional and personal growth of the protege through coaching, support, and guidance. Through individualized attention, the mentor transfers needed information, feedback, and ? encouragement to the protege as well as providing emotional support and â€Å"putting in a good word† when possible Formal mentoring was as follows: â€Å"In order to assist individuals in their development and advancement, some organizations have established formal mentoring programs, where ? ? proteges and mentors are linked in some way. This may be accomplished by assigning mentors or by just providing formal opportunities aimed at developing the relationship. To recap: formal mentoring relationships are developed with organizational assistance. Informal mentoring relationships are developed spontaneously, without organizational assistance† A â€Å"traditional† mentorin g relationship is one in ? ? which a senior person working in the protege’s ? ? organization assists the protege’s personal and professional development probability that the mentor will provide both psychosocial and career support for the ? ? protege. This would explain why sponsoring has surfaced as being inherent to mentoring in both qualitative research (e. g. , Kram, 1980, 1983) and quantitative research (e. g. , Noe, 1988a; Scandura, 1992), thus being viewed as a sub-function of mentoring. However, if a mentor is conceptualized in its most simplest of terms – those used by Webster’s Collegiate Dictionary – a wise and trusted counselor or teacher; and likewise with a sponsor – a person who vouches for, is responsible for, or supports a person or makes a pledge or promise on behalf of another – then from the onset, the nature of the reporting relationships in Kram’s study (1980, 1983) moved the examined phenomenon beyond the realm of just a mentoring relationship. Moving beyond this de? ition of mentor, there are at least two additional rationales for why a sponsor should not be viewed as inherent in mentoring, in addition to not being used interchangeably with the term mentor. First, t he derivations of the terms are disparate – mentor from the ? ? Latin word mentor, meaning to teach; and sponsor from the Latin word spondere, meaning to pledge. Second, based on Webster’s New World Thesaurus, mentor and sponsor are not synonyms. So, while Kram (1980, 1983) did observe the presence of the sponsoring phenomenon in her study, it is argued that it should have been considered a distinct concept rather than being considered inherent in mentoring. Since the foundation upon which the original conceptualization of organizational mentoring was developed in a somewhat dubious context, it begs the question as to the interchangeable usage of the terms mentor and sponsor. Similarly, given the emergence of the concept coaching in the literature as a distinctly different developmental concept than mentoring, it is posited that sponsoring should re-emerge as a distinctly different developmental relationship worthy of as much examination in the organizational literature as has coaching. So, based on this ? rst argument, it is posited that sponsoring may be just as important as mentoring in the upward mobility of individuals in organizational settings (Kanter, 1977). Therefore, a paradigm shift and new lens through which to investigate and utilize mentoring and sponsoring in organizational settings are being presented. Mentoring and sponsoring 637 Universal de? nitions Given the review of the various de? nitions of mentor, mentoring, sponsor, and sponsoring that have been presented in the literature, to date, â€Å"explaining mentoring through a single, universal and prescriptive de? nition. . . [has proven to be] inadequate† (Gibb, 1994, p. 47). However, explaining mentoring through a single universal and descriptive de? nition is more than adequate. Such a de? nition is necessary to provide solid conceptual grounding, and a lens through which to further examine and utilize mentoring and sponsoring. Hence, this is an opportune juncture to advance universal de? itions of mentoring and sponsoring to be used and operationalized in any research or organizational context henceforth. The following universal de? nitions regarding the concepts of mentor, mentoring, and mentorships are offered: . a mentor is a wise and trusted counselor or teacher; . mentoring is the guidance process that takes place between a mentor and a ? ? protege; and . ? ? a mentorship is a mentoring relationship between a mentor and a protege. MD 42,5 638 Similarly, regarding the concepts of sponsor, sponsoring, and sponsorships, the following universal de? nitions are offered: . ? ? a sponsor is a person who nominates or supports another person’s (protege) promotion; . ? ? ponsoring is the process of a sponsor nominating or supporting a protege’s promotion; and . ? ? a sponsorship is a sponsoring relationship between a sponsor and a protege. It should be noted that these suggested universal de? nitions of mentor and sponsor ? ? connote that neither one has to be older than the protege, which is a deviation from the sometimes explicit and other times implicit de? nitions for both terms in the organizational mentoring literature. It shoul d also be noted that a mentor does not ? ? always have to be an organizational success to provide the protege with valuable guidance. Additionally, these universal de? nitions are speci? , yet general enough to be applicable regardless of the profession in which they may be studied or the research question examined, which has been perceived to be a matter of contention (Chao, 1998). Therefore, these de? nitions of mentor and mentoring allow for many of the forms of mentoring examined in the literature to be viewed as types of mentoring. This is consistent with Higgins and Kram’s (2001, p. 264) assertion that they are exploring different types of mentoring in their recent article, which views â€Å"mentoring as a multiple developmental relationship phenomenon†. Formal and informal mentorships – argument two The second argument for reconceptualizing mentoring and sponsoring requires an examination of the literature on formal and informal mentorships. As previously stated, original theorizing of organizational mentoring, in large part, resulted from the examination of informal, intraorganizational mentorships (i. e. , Kram, 1980, 1983). These types of mentorships have been purported to be a key developmental tool in the upward mobility of individuals in organizations (Hunt and Michael, 1983; Kanter, 1977; Pittenger and Heimann, 2000; Ragins et al. , 2000). Many researchers believe that all those who succeed have mentors, usually informal mentors (Campion and Gold? nch, 1983; Collins and Scott, 1978; Kanter, 1977). It should also be noted that sponsors have been said to be important to those who succeed (Kanter, 1977; Dalton et al. 1977) although they have not been the focus of as much attention in the literature as have mentors. Unlike sponsorships, there are copious amounts of articles suggesting that both informal and formal mentorships exist within most organizations, with informal mentorships being the most prevalent (e. g. , Noe, 1998b, Phillips-Jones, 1982). Informal ? ? mentorships are mentoring relationships where the mentor and protege, on their own ? ? accord, agree that the protege will trust the mentor to counsel or teach him/her (Noe, 1988a, 1988b). Formal mentorships refer to mentoring relationships where a third party ? ? (usually the organization) sanctions an agreement between mentor and protege, ? whereby the protege should trust the mentor to counsel or teach him/her (Noe, 1988a, 1988b). Both informal and formal mentorships can be either intraorganizational or interorganizational relationships (Ragins, 1997). Intraorganizational mentorships refer ? ? to those mentoring relationships in which both the mentor and the protege are employed by the same organization. Interorganizational mentorships pertain to ? ? mentoring relationships where the mentor and protege are employed by different organizations. Similar to mentoring, based on the universal de? nitions of sponsor and sponsoring offered in this paper, sponsoring can be formal or informal, and can occur intraorganizationally or interorganizationally. Informal mentorships tend to germinate as a result of work or non-work issues that ? ? lead the mentor and protege to realize they have shared interests, admiration, and commitment, which makes informal mentorships more in-depth and personal (Chao et al. , 1992; Lawson, 1996; Noe, 1988b). Thus, informal mentorships are likely to move beyond the discussion of career-related issues to more personal issues (Chao et al. , 1992; Noe, 1988b). The following examples given in an excerpt taken from Kalb? eisch (2000, p. 58) symbolize and embody some of the characteristics of informal mentorships: ? ? At a corporate cocktail party the proud mentor shows off her protege to her colleagues. As ? she introduces her rising star, her protege follows her lead in smiling and moving through the ? ? crowd. The protege mirrors her mentor’s moves as she smoothly joins conversations then ? ? skillfully continues on to other interactions. At the golf course a mentor brings his protege along as a â₠¬Å"fourth† to make up for a missing member of a traditional Saturday morning golf ? ? quartet. The mentor tells his pals that his protege is â€Å"like a son to him† and that he will ? t right in to their game. Mentoring and sponsoring 639 These examples illustrate how interactions in informal mentorships tend to move outside the typical con? nes of the of? ce. As a result of work and non-work interactions, ? ? the mentor helps to in? uence and socialize the protege (Bahniuk and Kogler Hill, 1998; ? ? Noe, 1988a). In addition, the mentor provides the protege with support, guidance, and feedback as a result of his/her knowledge about how to get things done, â€Å"what’s what,† and â€Å"who’s who† (Bahniuk and Kogler Hill, 1998; Noe, 1988b; Veale and Wachtel, 1996). ? ? Therefore, â€Å"proteges learn from their mentors. . . not only how to do their jobs better, but also how to manage their organizational careers better, and how to balance and manage their lives better† (Lawson, 1996, p. 6). As a consequence of the perceived bene? s of informal mentoring, formal mentoring programs began to surface in the early 1980s to provide mentoring to â€Å"more than just a lucky few† (Forret et al. , 1996, p. 6) in an effort to replicate and capitalize on the perceived bene? ts of informal mentoring (Bahniuk an d Kogler Hill, 1998; Noe, 1988b; Ragins et al. , 2000). While many organizations have implemented formal mentoring programs, there has been a lack of agreement on the intent and extent to which they are formalized in organizations (Noe, 1988b). Therefore, it has been suggested that ? ? organizations should not expect proteges in formal mentorships to gain the same ? ? bene? ts as proteges in informal mentorships (Noe, 1988b). Regardless, many organizations have instituted some form of formalized mentoring in an effort to gain a competitive advantage in today’s global and dynamic marketplace (Pittenger and Heimann, 2000; Veale and Wachtel, 1996). Some characteristics of formal mentoring programs are: top management support; corporate mentoring strategy; prudent mentor ? ? ? ? and protege selection and matching processes; comprehensive mentor and protege ? ? orientation; clearly stated expectations and responsibilities of mentor and protege; and ? ? established duration and contact frequency between the mentor and protege (Friday and Friday, 2002; Noe, 1988b; Scandura, 1998). Although formal mentoring programs are designed to replicate and capitalize on the bene? s of informal mentoring (Bahniuk and Kogler Hill, 1998; Noe, 1988b; Ragins et al. , MD 42,5 640 2000), de? nite differences exist between them. Chao et al. (1992) suggest that the most notable differences between formal and informal mentorsh ips begin with the initiation phase. The differences begin with the alteration of the voluntary nature from which informal mentorships evolve (Ragins, 1997). In formal mentoring programs, mentors ? ? and proteges are assigned (Chao et al. , 1992; Noe, 1988b; Scandura, 1998). The literature ? ? suggests that proteges may not perceive formal mentors as bene? cial as informal mentors. Numerous factors (e. g. , required participation, personality con? icts, perceptual con? cts, limited interaction, perceived pressure, lack of commitment and motivation, differences in expectations, lack of intimacy and perceived value, and ? ? sanctioned monitoring) contribute to formal proteges considering their mentors not to ? ? be as bene? cial as informal proteges consider their mentors (Chao et al. , 1992; Kram, 1985; Lee et al. , 2000; Noe, 1988b, Ragins et al. , 2000; Tepper, 1995). This perceived decrease in bene? t is likely the case because while formal mentors have been found to provide the s ame amount of psychosocial support as informal mentors, they have not been found to provide the same amount of career support, which is usually an expected outcome of mentoring (Chao et al. , 1992; Noe, 1988a). As purported by Kram (1980, 1983), in naturally occurring, informal mentorships, ? ? mentors tend to provide both career and psychosocial support to their proteges. However, research suggests that in some informal mentorships and many formal mentorships, mentors tend to have dif? culty providing both types of support to their ? ? proteges, with the majority of the dif? culty being in providing career support (Bahniuk and Kogler Hill, 1998; Chao et al. , 1992; Noe, 1988b). Given the observance of dif? culty formal and informal mentors tend to experience in providing career support, ? ? particularly sponsorship, to their proteges, it lends support to the argument that mentoring and sponsoring are distinct phenomena. Consistent with Kram’s (1985) original conceptualization of â€Å"relationship constellations† (in which multiple developmental relationships are not all provided by one individual) facilitating an individual in his/her upward mobility within the organization, mentoring and sponsoring are posited as distinct, but related, non-mutually exclusive developmental relationships. Thus, mentoring and sponsoring may be provided by the same individual, but it is not necessary or expected that they will both be provided by the ? ? same individual. Therefore, a mentor and a sponsor for a protege may be one in the same or they may be two different individuals. Kram’s (1985) work made the distinction â€Å". . . etween the classic mentoring relationship and other less involving, exclusive, and intricate types of relationships such as the sponsor relationship. . . † (Murrell and James, 2001). This distinction is likely to have contributed to the lack of importance given to the sponsor relationship and its potential in? uence on career advancement as compared to the attention given to the mentor relationship. Although the classic mentoring relationship, which is more psychosocial, has been found to enhance the competence and personal effectiveness of individuals trying to advance, it is the sponsor relationship that has shown to relate more closely to individuals actually advancing in organizations (Murrell and James, 2001). Thus, for aspiring executives developing career strategies it is suggested that mentors be selected when they need to enhance their competence and effectiveness on the job, and that sponsors be selected to assist them in advancing within the organization. Therefore, aspiring executives may use these two types of developmental relationships independently or concurrently at various stages of their careers based on their needs at that given point in time. Mentoring and sponsoring Conclusion Over the last three decades, much of the organizational mentoring research has conceptualized mentoring as the career and psychosocial developmental support provided by a more senior individual to a more junior individual (Higgins and Kram, 2001; Kram, 1983). As outlined by Kram (1980, 1983), it has been suggested that only a subset of possible functions is provided by most mentors. Usually, providing upward ? ? mobility for the protege is not in the subset provided (Chao et al. , 1992; Kram, 1986; Noe, 1988b). This raises a question. If the mentor is providing all the other ? ? sub-functions, but not providing upward mobility for the protege, is this a mentoring relationship? According to the existing literature the answer would be: â€Å"Yes, but the ? ? mentor is just not sponsoring the protege; therefore, he/she is not a true mentor† according to Higgins and Kram (2001). They claim that a â€Å"true mentor† provides high ? ? amounts of both psychosocial and career support to his/her protege. On the other hand, according to the arguments posited in this paper, the answer would be â€Å"yes,† and while the mentor is not a sponsor, he/she is a â€Å"true mentor† nonetheless. Some researchers have suggested that there is no one word that communicates what has been perceived in the literature to date as mentoring (Burke and McKeen, 1989; Levinson et al. , 1978). That may be the case because, to date, researchers have likely been examining at least two phenomena simultaneously, mentoring and sponsoring. The various de? nitions of mentor and mentoring, and the movement of mentoring into a formally structured arena have helped to highlight the distinction between mentoring and sponsoring as being distinct, non-mutually exclusive, and possibly non-concurrent phenomena. While scholars may have distinguished between mentors and sponsors (Kanter, 1977; it is being argued that as long as the concept of mentoring is viewed as ? ? encompassing the sponsoring of a protege’s nomination for promotion, the concept and its operationalization will lack clarity, and thus remain less scienti? cally supported than would be desired. Therefore, mentoring and sponsoring should be viewed as two distinctly different developmental relationships that are not necessarily mutually exclusive in terms of being performed by the same individual. Consequently, the terms mentor and sponsor, and mentoring and sponsoring should not be used interchangeably. With the assertion that there is no explicit agreement on which types of developmental experiences should be classi? ed as mentoring (Whitely et al. , 1992), the changing demographics in the workforce, and the global business milieu of this millennium, mentoring and sponsoring need to be reconceptualized (Higgins and Kram, 2001; Ragins, 1997). This paper has done just that; it has reconceptualized mentoring and sponsoring to account for the infusion of new dynamics that have arisen, and that are likely to arise, since the initial conceptualizing and theorizing of the terms in the organizational literature dating back at least three decades ago (e. g. Collins and Scott, 1978; Kanter, 1977; Lawson, 1996; Roche, 1979). If mentoring and sponsoring are to be considered enduring scienti? c phenomena, their de? nitions and operationalizations should not change every time environmental or organizational dynamics change or by different users of the terms (e. g. , researchers, practitioners, e tc). 641 MD 42,5 642 The universal de? nitions offered in this paper are considered enduring. Regardless of the research or organizational environment and its dynamics, these universal de? nitions will not need to be changed, thereby allowing for consistency in the de? nitions and operationalizations of mentoring and sponsoring in future research and practice. Given the two lucid arguments presented, strong evidence exists to warrant the future use of these new lens through which to view and examine mentoring and sponsoring in organizational settings. 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(1996), â€Å"Mentoring and coaching as part of a human resource development strategy: an ex at Coca-Cola Foods†, Leadership Organization Development Journal, Vol. 17 No. 3, pp. 16-20. Whitely, W. , Dougherty, T. W. and Dreher, G. F. (1991), â€Å"Relationship of career mentoring and socioeconomic origin to managers and professionals e arly career progress†, Academy of Management Journal, Vol. 34 No. 2, pp. 331-51. Whitely, W. , Dougherty, T. W. and Dreher, G. F. (1992), â€Å"Correlates of career-oriented mentoring for early career managers and professionals†, Journal of Organizational Behavior, Vol. 13 No. 2, pp. 141-54. How to cite Dissertation on Retention, Essays

Thanksgiving Dinner Essay Example For Students

Thanksgiving Dinner Essay Thanksgiving Dinner Essay Even though it was many years ago, I vividly remember my first Thanksgiving dinner. I was a little kid, no older than the age of seven. I flew in that day from Ann Arbor, Michigan, where we had attended a special ceremony honoring my uncle. As a result of the hectic flight schedule, I did not have the opportunity to eat very much that day, and I was eagerly anticipating the Thanksgiving dinner. We arrived at my grandparents house around six thirty in the evening. As soon as I entered the house, the tremendous aroma of all the foods filled the air and my taste buds began salivating in anticipation for the meal. Normally at family meals the food came out in courses, appetizers followed by the entree. However, this time all the food came out at once. I immediately reached for the turkey and proceeded to take a huge slab of meat for my plate. Coupled with gravy, the turkey seemed irresistible. It was a big piece of dark meat, roasted to perfection. The skin had some sort of spice on it. I dont recall the name of the spice, but I can tell you that the spice was sharp. Yes sharp, I think thats the best way to describe it. After my first bite I found myself reaching for the nearest cup of water. However, after I got used to the spice, I began to realize its incredible taste. In less than ten minutes, I proceeded to wolf down this massive chunk of turkey. Feeling the need to fill my now empty plate, I next reached for the Cranberry sauce. I had tasted Cranberry sauce many times before, but I never tasted it with fresh homegrown berries. The taste was absolutely exquisite. It bursted with flavor and possessed a tangy taste I never imagined could come from such a simple cranberry. It was amazing to taste the difference between this and the Cranberry sauce that comes in a can. After consuming several spoonfuls of cranberry sauce my stomach began to feel very full. Being a little kid, I had no choice but to make room for dessert; and what a dessert it was! As soon as the pumpkin pie was removed from the oven, the air was filled with an aroma that can only be described as sensational. I took a look at the delicious homemade pie. I could tell easily that it was made from only the ripest home grown pumpkins, and that many hours had been spent in the creation of this wonderful food. I dont remember exactly when I started or stopped eating the pie. All I remember is that I ate and ate until I had consumed an enormous amount of pie. It was finally at the conclusion of the meal, that my stomach reached maximum capacity and my taste buds were totally satisfied. Most people familiar with Thanksgiving will tell you that as wonderful as the food is, it is not the main purpose of the day. Being able to spend a day with your whole family is truly a tremendous privilege. On Thanksgiving Day, relatives come from all over America to be with their loved ones. Members of my family from an uncle in California to an aunt in Nebraska, converge in the small town of Lower Merion, Pennsylvania in order to celebrate Thanksgiving. Being able to spend time with family from all over the country is a fantastic experience. The fact that we can all sit and eat my grandmothers delicious home cooked food, further adds to the uniqueness of the day. However, it is at the conclusion of the night when Thanksgiving reaches its climax. After the meal, the family gathers in my grandparents den to share stories about their very different lives. It is at this instant that I realize how special it is to have family who love and care for each other. It is the kind of realization that will remain with me for many years to come. In fact, just last year, I found myself on a jet destined for Israel. As I reflected on the things that I was going to miss during my year abroad, I .

Romeo And Juliet By William Shakespeare Essays -

Romeo and Juliet by William Shakespeare Time and Fate in Romeo and Juliet Romeo and Juliet, said to be one of the most famous love stories of all times, is a play anchored on time and fate. Some actions are believed to occur by chance or by destiny. The timing of each action influences the outcome of the play. While some events are of less significance, some are crucial to the development of this tragedy. The substantial events that inspire the conclusion of Romeo and Juliet are; the Capulet ball, the quarrel experienced by Tybalt and Romeo, and Friar John's plague. A servant to Capulet, who is incapable of reading the list of guests, asks for Romeo's assistance. Romeo notices that Rosaline, his lover, is among these names. Benvolio challenges Romeo to compare her with other "beauties." Benvolio predicts, "Compare her face with some that I shall show,/ And I will make thee think thy swan a crow." (I, ii, l 86-87) To show his appreciation, the servant asks for Romeo's presence at the ball. Romeo should have considered the servant's warning; if Romeo occupies the name of Montague, he shall not be permitted. Once at the ball, Romeo is searching for a maiden to substitute the unrequited love of Rosaline. Romeo happens to gaze upon Juliet, who charms Romeo. Romeo proclaims, " Did my heart love till now? Forswear it, sight!/ For ne'er saw true beauty till this night." (I, v, l 52-53) Since Romeo declares his love for Juliet, she feels the attraction also. They believe that they are in love and must marry. However, it is a genuine coincidence that Romeo and Juliet were at the same place, at the same time. Some days after the ball, Benvolio and Mercutio are conversing, in regard to the quarrelsome weather. Benvolio declares, "The day is hot, the Capulets abroad,/ And if we meet we shall not ?scape a brawl,/ For now these got days is the mad blood stirring." (III, i, l 2-4) At this point, Tybalt, who has challenged Romeo because of his appearance at the masquerade, enters, seeking Romeo. On Romeo's behalf, Mercutio struggles with Tybalt, while Romeo, who is filled with love for his new cousin, tries to end their boldness. Before escaping, Tybalt plunges his sword into Mercutio, causing death to fall upon him. Mercutio blames Romeo and the feud for his fate. Romeo kills Tybalt, who taunts Romeo, upon his return. Romeo fears he will be condemned to death if he does not flee before the arrival of the Prince. Benvolio recalls the events that have happened, with some embellishment. The Prince declares: And for that offence/ Immediately we do exile him hence./ I hav an in your hate's proceeding,/ My blood for your rude brawls doth lie a-bleeding;/ But I'll amerce you with so strong a fine/ That you shall repent the loss of mine./ I will be deaf to pleading and excuses;/ Nor tears nor prayers shall purchase out abuses;/ Therefore use none. Let Romeo hence in haste,/ Else, when he's found, that hour is his last./ Bear hence this body and attend our will./ Mercy but murders, pardoning those that kill. (III, i, l 185-195) Due to the disturbance of Verona's street and the losses of Tybalt and Mercutio, the Prince must penalize Romeo. However, the Prince agrees that Romeo was acting in self defense. Juliet, who desires not to wed Paris, asks for Friar Laurence's assistance. The day before the wedding, Juliet is to drink the poison, which will make her appear to be dead. In forty two hours she shall awake, with Romeo by her side. Romeo will then bring her to Mantua with him. In the meantime Friar Laurence will convey a message to Romeo in Mantua, telling him the plot. When she gains consciousness, Romeo and Friar Laurence will be there. Friar Laurence says, "Shall Romeo by my letters know our drift,/ And hither shall he come; and he and I/ Will watch thy waking" (IV, i, l 114-116) Following Juliet's intake of the poison, Romeo is anticipating news from Verona. Balthasar, a servant to Romeo, tells Romeo that Juliet has passed on. Romeo, who is told there are no letters from the friar, seeks a way to accomplish his suicide. Meanwhile, Friar Laurence, confronts Friar John, who was to deliver the letter to Romeo. Friar John informs Friar Laurence that he was seeking another Franciscan, who was visiting the sick, to accompany him to Mantua. He says, "Suspecting that we both were in a house/ Where the infectious pestilence did reingn,/ Seal'd up the Romeo And Juliet By William Shakespeare Essays - Romeo And Juliet By William Shakespeare Time and Fate in Romeo and Juliet Romeo and Juliet, said to be one of the most famous love stories of all times, is a play anchored on time and fate. Some actions are believed to occur by chance or by destiny. The timing of each action influences the outcome of the play. While some events are of less significance, some are crucial to the development of this tragedy. The substantial events that inspire the conclusion of Romeo and Juliet are; the Capulet ball, the quarrel experienced by Tybalt and Romeo, and Friar John's plague. A servant to Capulet, who is incapable of reading the list of guests, asks for Romeo's assistance. Romeo notices that Rosaline, his lover, is among these names. Benvolio challenges Romeo to compare her with other beauties. Benvolio predicts, Compare her face with some that I shall show,/ And I will make thee think thy swan a crow. (I, ii, l 86-87) To show his appreciation, the servant asks for Romeo's presence at the ball. Romeo should have considered the servant's warning; if Romeo occupies the name of Montague, he shall not be permitted. Once at the ball, Romeo is searching for a maiden to substitute the unrequited love of Rosaline. Romeo happens to gaze upon Juliet, who charms Romeo. Romeo proclaims, Did my heart love till now? Forswear it, sight!/ For ne'er saw true beauty till this night. (I, v, l 52-53) Since Romeo declares his love for Juliet, she feels the attraction also. They believe that they are in love and must marry. However, it is a genuine coincidence that Romeo and Juliet were at the same place, at the same time. Some days after the ball, Benvolio and Mercutio are conversing, in regard to the quarrelsome weather. Benvolio declares, The day is hot, the Capulets abroad,/ And if we meet we shall not ?scape a brawl,/ For now these got days is the mad blood stirring. (III, i, l 2-4) At this point, Tybalt, who has challenged Romeo because of his appearance at the masquerade, enters, seeking Romeo. On Romeo's behalf, Mercutio struggles with Tybalt, while Romeo, who is filled with love for his new cousin, tries to end their boldness. Before escaping, Tybalt plunges his sword into Mercutio, causing death to fall upon him. Mercutio blames Romeo and the feud for his fate. Romeo kills Tybalt, who taunts Romeo, upon his return. Romeo fears he will be condemned to death if he does not flee before the arrival of the Prince. Benvolio recalls the events that have happened, with some embellishment. The Prince declares: And for that offence/ Immediately we do exile him hence./ I hav an in your hate's proceeding,/ My blood for your rude brawls doth lie a-bleeding;/ But I'll amerce you with so strong a fine/ That you shall repent the loss of mine./ I will be deaf to pleading and excuses;/ Nor tears nor prayers shall purchase out abuses;/ Therefore use none. Let Romeo hence in haste,/ Else, when he's found, that hour is his last./ Bear hence this body and attend our will./ Mercy but murders, pardoning those that kill. (III, i, l 185-195) Due to the disturbance of Verona's street and the losses of Tybalt and Mercutio, the Prince must penalize Romeo. However, the Prince agrees that Romeo was acting in self defense. Juliet, who desires not to wed Paris, asks for Friar Laurence's assistance. The day before the wedding, Juliet is to drink the poison, which will make her appear to be dead. In forty two hours she shall awake, with Romeo by her side. Romeo will then bring her to Mantua with him. In the meantime Friar Laurence will convey a message to Romeo in Mantua, telling him the plot. When she gains consciousness, Romeo and Friar Laurence will be there. Friar Laurence says, Shall Romeo by my letters know our drift,/ And hither shall he come; and he and I/ Will watch thy waking (IV, i, l 114-116) Following Juliet's intake of the poison, Romeo is anticipating news from Verona. Balthasar, a servant to Romeo, tells Romeo that Juliet has passed on. Romeo, who is told there are no

Writing Genres essays

Writing Genres essays Fiction is usually thought of as prose, while poetry is given a separate classification. Essays are a form of prose usually differing from fiction in that the essay is considered a real document and not a tale. The distinction among these three forms is not always that clear, and often the genres are deliberately blurred. For that matter, critics often find elements of one type or writing echoed in another. A writer such as Thomas Wolfe, for instance, is often cited for the poetic nature of his prose. Steinbeck wrote what are called the intercalary chapters in The Grapes of Wrath in the form of essays on topics related to the larger fictional portion of the novel. Some poetry reads more like prose than what is thought of as poetry until the reader analyzes the interior tensions of the words selected and how they fit into the whole. In much modern fiction, the three elements may be used in various ways in the same work in order to achieve some purpose or to illustrate some conc ept more fully. How these three can be fit together can be seen with reference to the poetry of She Tries Her Tongue: Her Silence Softly Breaks by M. Nourbese Philip and the more prose work Written on the Body by Jeanette Winterson. The way the different genres are mixed depends on how they are mixed. Poetry and prose can be differentiated strictly in terms of the way language is used in each, but there are also distinctions to be made in terms of subject matter and the treatment of subject matter. When critics say prose is poetic, they often mean the choice and use of language, but they may also mean the way certain subjects are treated. Similarly, the essay form may be adapted to either poetry or prose when the writer adopts the sort of personal account style that infuses so many essays today, an approach that can make fiction seem more real and that can tie together a book of poems that otherwise might be treated only as individual works. These t...

Top Tips for Acing a Teacher Interview

Top Tips for Acing a Teacher Interview Youve put in the time and have done the work, now you are rewarded with your first teacher interview. In order to make it a successful one, you will need to prepare for it. Heres how to ace your interview, including tips on researching the school district, perfecting your portfolio, answering questions, and interview attire. Researching the School District As soon as you land an interview, your first step should be to research the school district. Go to the district website and gather all of the information that you can. You will need to be prepared if the employer asks you, What do you think of our building-based intervention teams? or What can you tell me about our Dignity of Students Act (DASA)? Each school district has specific programs that they implement in their schools, and its your job to be prepared and learn all about them. If at some point in the interview the prospective employer asks you if you have any questions, this would be a great time to ask a question regarding the districts specific programs (not to mention it will help you make a great impression). Perfecting Your Portfolio Your teaching portfolio is the best tangible evidence of your accomplishments and showcases all of your skills and experience. Every teacher is required to create a portfolio during their college courses. The reason for this is to provide prospective employers with a hands-on collection of your best examples of work. This is a way to introduce yourself beyond a resume, and showcase what youve learned throughout your education and career. For the best way to utilize your portfolio during an interview, use the following tips. How to Best Utilize Your Portfolio in an Interview Familiarize yourself with it. Get to know your portfolio like the back of your hand. If the interviewer asks you a question, you want to be able to turn to a page quickly in order to give them the best tangible evidence for your answer.Dont Overuse it. Use your portfolio sparingly. If the interviewer asks you a question, and you think it will complement your answer, then use it. Try not to pull it out for every question you get asked.Leave it out. Once you use your portfolio and take out artifacts, leave them out. It will be very distracting if you start rummaging through the papers. For additional tips on using your portfolio and to learn about the must-have items to include, read Perfecting Your Portfolio. Interview Questions Answers The main portion of your interview will be answering specific questions about yourself and teaching. Every interviewer is different, and you will never know the exact questions they will be asking you. But, you can prepare by familiarizing yourself with the most commonly asked questions, and practicing how you will respond to them. Example Question About Yourself Question: What is your greatest weakness? (Your best option to answer this question is to turn your weakness into a strength.) Answer: My biggest weakness is that I am detailed orientated. I tend to over plan and get things done ahead of time. Example Question About Teaching Question: What is your teaching philosophy? (Your teaching philosophy is your reflection of your classroom experience, your teaching style, your beliefs about learning.) Answer: My teaching philosophy is every child should have the right to learn and get a quality education. Every child that enters my classroom should feel safe and comfortable. It would be a nurturing and enriching environment. I believe that a teacher should be aware of their students emotional, social, psychological and physical development as well as their cognitive growth. A teacher should view parents and the community as partners in the educational progress. Individualized instruction is an integral strategy to aid children with different preferences. In order to meet all students needs, I will incorporate a variety of approaches, such as the multiple intelligence theory and the use of cooperative learning strategies. I will provide an environment where students will use self-discovery and a hands-on approach to learning. Interview Attire How you dress for an interview is just as important as your credentials, and the answers you give to the questions they ask you. The first impression a potential employer gets of you is an extremely important one. According to the Transportation of Logistics Society, 55 percent of another persons perception of you is based on how you look. Dress for success should be your motto when youre thinking about what you should wear to an interview. Although teachers tend to dress a bit more casually lately, it is essential that you showcase your best look for an interview. Womens Interview Attire Solid color pant or skirt suitProfessional hairManicured nailsConservative shoesSparse makeup Mens Interview Attire Solid color pantsuitConservative tiePlain color dress shirtProfessional shoesProfessional hairstyle

Geology Research paper Example | Topics and Well Written Essays - 1250 words

Geology - Research Paper Example An environmental geologist, to my mind, has an important role to play in keeping the planet Earth clean, green, and safe. I choose this degree for the reason that I love the Mother Earth -- this is the only place I love to live. The environmental geology might be a new science; yet, its key function provides a much brighter world for the future inhabitants of this pale-blue-dot planet. This paper will discuss the brief story, specialized field, responsibilities, and prospects of the profession called environmental geology. Brief Story Erickson remarks that the technical profession called environmental geology is a â€Å"relatively new science† (ix). Perhaps by relative he means the emergence of environmental geology as a separate discipline of geology science in the late 20th century. The rising concern of the Earth’s environmental degradation, depletion, and near destruction significantly occurred since the late-20th-century. As such, people had made important ways to prevent the utter extinction of the green planet and the human race as well. The science of geology, as it has been seen, greatly contributed and continues to contribute to the better understanding of the changing physical world. It has been argued that the Earth’s fundamental changes (e.g., change of land formation and of temperature) were the results of human miscalculated activities. Erickson notes that people are called â€Å"human volcano† for the reason that they have the power to destroy the physical environment in an instant (ix). The human-induced damages, either conscious or not, to the natural world are comparable to the long-time geologic processes (Erickson ix). But like a volcano, humans have the capacity, if there is a will, to recreate, relive, and re-empower the world in which they live. And the environmental geologist plays a vital role in transforming the natural world into something worth residing and living. Specialized Field In the field of geolog y -- as well as other natural sciences -- such area of human knowledge is becoming more specialized in the contemporary epoch. Unlike other geologists, environmental geologists have specific work activities or programs to perform. Camenson provides a list of things to do for the environmental geologists: conduct research, analyze and report, understand the issues involved, among other works (94). Camenson says that an environmental geologist has to conduct research in order to â€Å"identify, reduce, and eliminate sources of pollutants and hazards† (94). What the environmental geologist does, among others, is to study and determine certain causes of a particular environmental phenomenon. Equipped with the knowledge of the Earth, this geologist explores the sources that created a problem to the natural world -- including man’s built environment. Analysis and reportage are other job activities of an environmental geologist. The environmental geologist does the analysis f rom his or her gathered measurements and observations. Moreover, this geologist fully knows and understands the environmental issues in promoting, protecting, and enhancing the environment. Curriculum It is true to say that most geology is environmental geology in reality (Ransom and Wainwright 2), nevertheless, environmental geology as a work profession is much more focused and highly concentrated in contrast to other disciplines of geology (e.g., forensic geology). Probably the variations between the environmental

State mental health care management Term Paper Example | Topics and Well Written Essays - 3000 words

State mental health care management - Term Paper Example However, there are those states that have adopted a public mental healthcare system so that it conforms to their already established common systems. As there is no standardized way of offering public mental healthcare across state lines, many problems arise with the individualized systems. Generally, success for such a system can only be guaranteed by precise planning and the careful use of public resources. The planning process should be inclusive of all stakeholders and other interest groups. Medicaid now caters for over 41 million individuals from low-income backgrounds. Its main aim is to provide funding for mental healthcare and all other healthcare. However, the amount that is used up in the provision of mental healthcare is dwarfed by the amount of other types of healthcare. Managed care of disabilities was expanded by the government to include mental healthcare; a move that has been lauded by some quarters and termed as controversial by others. Decision makers within the stat e have however disputed both divides but instead have cited that cost shifting across the expanded systems will inevitably worsen the current situation. In the same instance, it may reduce costs as ultimately, those that were institutionalized for 24 hours may be held on lesser times and new problems may be unearthed that may be state related and not necessarily representative of the country as a whole. Discussion The management of public mental healthcare has had some positive reports. Among the changes that have been noted is the increased access to a wide array of people, the expansion in the number of services that are provided, the consistency in care and decision making due to centralized care aided by the formulation of specific goals, increased accountability and emphasis on the positive outcomes and decrease in the use of inpatient care which may not be necessitated. Public state officials in local government authorities who are charged with the planning and implementation of appropriate public mental healthcare have encountered a number of problems despite the many gains that they have realized. The public care is too focused on the care of acute cases such that they are thin on resources aimed at rehabilitation and like services that could guarantee the long-term functionality of those people with relatively better mental conditions. The use of Medicaid applies to those people who are contracted under this system and it means that there are many people who are not encompassed in the program. There is also a problem that is associated with billing and receiving payments from people that have been served during the initial set up of the program. Finally, since it is difficult to measure the outcomes of care that has been given, it is very hard to guarantee consistency in a range of regions as the feedback is not forthcoming. In an attempt to change the way that public mental healthcare is offered, practitioners have encountered a limitation in the for m of the organizational structure and the finances availed. The expectations of the public and the common practices in public healthcare also largely shape the eventual outcomes of the programs provided. The focus of decision makers is on how to customize public mental healthcare so that it is outcome oriented and offers the customers high quality care consistently. Just like all other management decisions, there is need for elaborate planning including precise goals and

Government Regulation of Climate Change Essay Example for Free

Government Regulation of Climate Change Essay For all nations, adapting to climate change has become a key issue. Governments are mandated to formulate policies aimed at safe guarding lives and livelihoods for their people and at the same time attain their development goals. As cities continue to grow, more people moving to urban centers, and nations working to become industrialized, climate change is here to stay, all that can be done is formulation of policies that will help reduce and adapt to the change. These regulations should put into consideration sustainability. In its short term policy, the government has formed a wide array of public private partnerships aimed at reducing greenhouse emissions. Focus is put on use of renewable energy, efficient use of energy, methane and other non carbon gases agricultural practices, and projects to achieve reduction in greenhouse gas emission. ( U. S. Climate Policy and Actions) . In its quest to reduce green gas emissions, the government has established a multi agency climate change technology programs to develop and implement the technologies. Climate change being a global challenge, no nation can satisfactorily claim to have fought it within its jurisdiction. It is on this ground that the government has formed international cooperation with other nations in areas of science, mitigation and environmental monitoring. To some extent, large (mostly industrializes nations) green gas emitters are made to compensate the small (developing world) green gas emitters. The government has set threshold for green gas emissions. These defines the acceptable limits of green gas emissions by firms . The regulations here targets large and stationary greenhouse gas emitters. EPA estimates these large emitters to contribute about 70% of green house gases in the country (EPA regulatory initiative, p3). Programs targeting reduced green gas emission and increased fuel economy for cars and trucks used in United States have been established. Under the regulation general suppliers of fossil fuel and industrial green house gases, manufacturers of vehicles and engines and any other green gas emitting facility that emits above 250000metric tonnes of green house gases annually to submit annual reports to the regulation body EPA. These regulations aim at collecting timely information for better planning. Different views have been given on climate change . Arguments that there is no scientific proof showing that increase in global temperature is brought about by heat trapping gases in the atmosphere have been raised. It also has been claimed that despite the claims that these gases are as a result of man’s activities, for instance burning of fossil oil or deforestation, still no scientific proof on this has been given. In his view Brzorad, scientists in addition to doing their work, have other motives, their research are at times biased based on the desired outcome . The bias could be politically motivated, need for firms to make more profit, or personal urge for recognition (p2). In my view, climate change is a reality. As a result of industrialization, increased life expectancy and a generally growing population, human activity is putting pressure on the limited natural resources. These acts of man has led to more green house gases being generated from power plants, automobiles and other firms accumulating in the atmosphere, trapping heat from the sun and increasing global temperatures. Policy makers have several options to choose from as they consider how to reduce green gas emissions. Of the many options, the most practical ones are command and control regulation where regulatory authorities directs on how emission limits will be achieved, and the incentive based regulation where forces of supply and demand are used to change behavior and achieve environmental goals. Command and control regulation are enforced by fines if pollution is above the set limits or threshold. In this system, pollution is monitored and laws enforced. This is done either under a tax regime or a regulatory regime. The system applies uniform emission limits on polluters despite each firm having a different cost on emission reduction. The regime is considered rigid as it also controls the emitter choices on how to reduce emissions. In the incentive based regulation, pollution reduction is achieved through tradable emission limits where and if allowed pollution can be achieved at lower costs. It is a market based approach to pollution reduction achieved by providing economic incentives. In this system, a regulatory body or the government sets a limit on the amount of a pollutant that can be emitted. The limits are sold to firms in forms emission permits. Each firm is required to hold permits equivalent to its emission. Each firm is only entitled to a certain specific number of permits. A firm emits higher levels of pollutant than the maximum allowed permits then the firm buys the extra permits from other firms. In the set up, the buyer pays for extra pollutant while the seller is rewarded for causing less harm to the environment. The approach leaves the burden of reducing emission to the emitter. It offers reduced social cost due to its flexibility. It also creates a single price for emission. If in Federal Congress or administration, I would recommend an incentive based approach for greenhouse gases. These gases have the same effect on the environment regardless of where pollution is occurring and are also perfectly mixing. The approach gives the polluter the freedom to look for most economical ways to reduce emission and continually reduce emissions to be below the set standard to avoid buying more permits or enjoy selling the permits if emission is blow the set standards. For other types of pollutants, including solid waste I would recommend command and control regulation the polluter would be made to pay for the actual damage made to the environment. List of references Brzorad John, (Feb. 9, 2009) opposing views on climate change. Retrieved from http://www2. hickoryrecord. com/content/2009/feb/05/just-science-opposing-views-climate-change/news-opinion National Center for Environmental Economics (May 31, 2010). Retrieved from http://yosemite. epa. gov/ee/epa/eed. nsf/3cdbd09d7c867d9785256c9200548b12/988c90eb8ee77035852574ce000e9724! OpenDocument U. S. Climate Policy and Actions (February 22, 2010). Retrieved from http://www. epa. gov/climatechange/policy/index. html

Physics of Karate Essay -- physics martial arts fighting

The basic ideas behind any style of karate can in general be reduced to the goal of achieving the most effective movements with the least effort. Specifically, with a strike such as a punch, kick, knife-hand or similar, the karateka attempts to move smoothly through the strikes, conserving energy towards the impact point. When thought about in terms of energy, the most common equation is that of rotational kinetic energy, or KE=(1/2)mv^2 + (1/2)Iω^2. Another way to think about a strike is to attempt to focus as much force as possible at the point of impact. In many strikes, this is facilitated by drawing an almost straight line with the striking tool from the original point of rest to the point of impact. This is based on the fact that the fastest path between two points is a direct line, and greater speed leads to corresponding greater force upon impact, as shown by Newton's Second Law, F=ma. This equation also leads to the conclusion that if increased mass is used in the strike, the force upon impact will be greater. Because of the obviousness of this idea, most strikes are thrown through the rotation of the body in some way, instead of simply from the arms or legs. The body has much more mass, and therefore contributes greatly to achieving a strike that is highly forceful, yet doesn't require nearly as much effort as one thrown from the extremeties. Front Stance Equations: W=mg ÃŽ ¤=IÃŽ ± ÃŽ ¤=Fr; friction F=ÃŽ ¼N The most basic part of a succesful technique is a proper stance that is well grounded and solid. This helps in many ways, including providing the initial push behind a technique, grounding the karateka during the moment of impact, and providing a solid base from which to defend against an attacker. ... ...rown into the rotation, the more energy is contained in the leg at this stage in the kick. The next stage of the kick switches to upwards and forward rotation of the knee around the hip joint. This is also connected to the equations v=ωr and KE=(1/2)mv^2 + (1/2)Iω^2, thus KE=(1/2)m(ωr)^2 + (1/2)Iω^2. In a properly executed kick, this transition is completely smooth, and energy is conserved. This leads to the idea that a vital part of a proper, focused front kick is how quickly and smoothly the back leg is pulled forward. The last step in the kick is the upwards rotation of the foot around the knee joint, the kinetic energy of which is found through exactly the same equations. To ensure that the energy is expended on forward impact rather than upwards, during the rotation around the knee, the hip should be extended forward slightly just before impact.