Annotated Bibliography Essay Example for Free

Annotated Bibliography Essay In this case, Yun, Cox Sims carried out a study the main purpose being to investigate how to develop a (TOCB) Team Organizational Citizenship Behavior. They examine whether there is a unique relationship between leadership and TOCB. They first offer a theoretical study presenting a literature review on citizenship and leadership behavior. They take citizenship as a result of leadership and probably mediated through job satisfaction. They went further to explain research method present results and finally move on to the discussion and implication part. According to earlier research carried out in this field, it revealed that leader characteristics such as consideration, participation and fairness are linked as evoking (OCB) Organizational Citizenship Behavior at personal level. In this research, they tested whether TOCB relates to other forms of a leadership typology. They also investigated the mediating responsibility of job contentment. Yun, Cox Sims concluded that leader characters influence TOCB both indirectly and directly via job satisfaction, and distinct kinds of leaders’ traits were developed to manipulate both TACB and TOCB. Whilst empowering and transformational leadership revealed that, TACB and TOCB have indirect impacts to job satisfaction. They also indicated that if employees are forced to do what they do not want they will feel less contented than other people will. The aversive managers will not contribute to unhappy employees. The study also indicates that transactional leadership has no impacts on job sa tisfaction, while transformational leadership has a positive result which is in line with earlier researches that showed that an augmenting competence of transformation leadership. This research is extremely helpful to the organization on how to create team organization behavior. The research, however, did not cover group level of analysis. This is a gap identified in this reserach or call for a further research. In this article, Wray-Lake Syvertsen look at how adolescents and children can make a positive input to community, and development knowledge during this period also create the arena for citizenship thought the life span. They start by defining social responsibility and explaining how it develops. They aim at understanding environmental and personal traits in adolescence and childhood that undergird the enhancement of social responsibility. They define social responsibility in relation to the development at the same time stressing on focal aspects that are communal along theoretical traditions. In development viewpoint, they aim at identifying elements of adolescence and childhood that stand for opportunities for development in social responsibility. They then move on to context, discussing the proximal scenery of young people everyday lives that motivate social responsibility. Lastly, they move on to seedbeds of social responsibility that comprise of communities, peers families and s chools. Still in this last context, they discuss techniques of developing social responsibility. Wray-Lake Syvertsen review regarding procedure through which social responsibility is earned in adolescence and childhood throughout the context propose quite promising avenues for changing development route of social responsibility. They argue that a single aspect is not significant; instead, a number of setting such community, family, school, peer environment can lead to seed of social responsibility via both indirectly through cultivating socio-emotional and cognitive competence and openly socialize social responsibility. They also conclude that adult who works together with youth can explicitly integrate a social accountability lens into relations. Assisting young individuals develop bridging community capital via forming connections with various others, for instance, is every potential way for promoting social responsibility. In addition, Wray-Lake Syvertsen think that a social responsibility is mainly controlled by some steady forces and yet has an element that is open to rev iew across the lifetime. Wray-Lake Syvertsen consideration of social responsibility in adolescence and childhood is the substantial aspect for citizenship across lifetime. If all these aspects discussed in this article are put into consideration, then, we can develop adults who are socially responsible. This can further contribute to a community rooted with moral responsibilities. Wray-Lake Syvertsen article assist in identifying factors to consider and breach the gap that they have not considered in studying social responsibility in youth and childhood in drafting the final essay. References Yun, S., Cox, J., Sims, Jr, H. P. (2007). Leadership and Teamwork: The Effects of Leadership and Job Satisfaction on Team Citizenship. International Journal of Leadership Studies (pp. 171 193). Virginia: School of Global Leadership Entrepreneurship, Regent University. Wray-Lake, L., Syvertsen, A.K (2011). The development roots of social responsibility in childhood and adolescence. In C.A Flanagan B.D Christens (Eds) Youth civic development: Work at cutting edge, New Directions for Child and Adolescent Development, 134, 11-25 Source document

Free Hamlet Essays: The Perspective of Aristotle on Hamlet :: GCSE Coursework Shakespeare Hamlet

Custom Written Essays - The Perspective of Aristotle on Hamlet One of the foremost Elizabethan tragedies is Hamlet by William Shakespeare and one of the earliest critics of tragedy is Aristotle. One way to measure Shakespeare's work is to appraise it using the methods of classical critics and thereby to see how if it would have retained its meaning. Hamlet is one of the most recognizable and most often quoted tragedies in the all of English literature. Aristotle, is concerned with the proper presentation of tragic plays and poetry. Aristotle defines tragedy as: "...a representation of an action that is worth serious attention, complete in itself, and of some amplitude; in language enriched by a variety of artistic devices appropriate to the several parts of the play; presented in the form of action, not narration; by means of pity and fear bringing about the purgation of such emotion. (Aristotle 38 - 9) Shakespeare uses character, plot and setting to create a mood of disgust and a theme of proper revenge, as opposed to fear and pity, hence Aristotle would have disapproved of Hamlet. It is the above mentioned elements; character, plot and setting, used in a non- Aristotelian way, that makes Hamlet work as a one of the English language's most renown tragedies. By proper revenge we refer to the Elizabethan view that revenge must be sought in certain cases, for the world to continue properly. This is the main plot of Hamlet. In Poetics, Aristotle defines for us, the element of plot and shows us how he believes it must be put together. He also believes in various unities which he states are necessary for a proper tragedy. Aristotle believes in what he calls "Unity of plot" (Aristotle 42 - 3). This "Unity" leaves no room for subplots, which are crucial to the theme of Hamlet. Without the subplot of Laertes' revenge and the subplot of Fortinbras' revenge, we are left with a lugubrious play where the ending, although necessary, is pointless. The three sub-plots together as a unit, allow us to understand what Shakespeare thought of revenge. Another of the ways Aristotle defines plot in tragedy as "The noble actions and the doings of noble persons"(Aristotle 35). By this definition, Hamlet should be a noble person, who does only noble things.

Economy in the century

This would eventually spur conflict, but it also proved well for the English. New power was thrust upon the country, and the English were in need of funds, quickly. Luckily, during the dawn of the English empire, a new land (with new economic opportunities) needed colonization. The new world was an expected source of income for citizens of the UK and the Crown itself. From 1550 to 1600, the population of England exploded.This â€Å"surplus population† led to a severe economic depression, partly because of farmers enclosing' croplands for sheep grazing, which forced many small farmers off of their properties. The depression hit the woolen industry, and thousands of farmers took to the streets and ended up unemployed and penniless. Immigration allowed for a new start, so the potential colonists thought. The practice of primogeniture also contributed to the homeless problem. This allowed for the eldest sons to inherit the entire estate, and it left other sons and daughters withou t land or money.The idea of new economic flow and land enticed many of these people, as well as a thirst for adventure and religious freedom. The country of England itself was enamored with the idea of the introduction of new crops that they were unable to grow in their own farms. Many small investors also appeared, hoping to liquidate their companies quickly and make profit. However, this didn't always work. In addition, England expected to benefit in being a â€Å"parent nation† for a new settlement. Eventually, the institution of slavery would also prove profitable.England expected a trade hub to come from these new colonies, and this proved true. A charter was settled, namely the charter of the Virginia Company, and Immigration began. This was a smart choice for King James – a charter was a very low cost for what appeared to only prove beneficial. These new settlements were going to be a source of economic gain. This would eventually prove false (at least, In the b eginning) however, In the moment It was very plausible. When the settlers arrived, many didn't find the lands that they had expected to.Many died, many became Ill, and there was many attacks from local Native American tribes. Most settlers already had passed away from new diseases and malnutrition, especially because the new colonists searched for gold Instead of food. There was a war against the Phaeton tribe, and It left 347 settlers dead, Including the famed John Role. These wars continued and died and eventually, the Photostats fell to disease, disorientation, and disposable. After separate states evolved, trades began. The Columbian exchange proved to be a major part of both the Crown's and America's economy.Tobacco, rice, and many other crops flourished and were quickly absorbed by England, and this created a sizeable profit for the country. Therefore, both the Crown and the settlers had expected that America was going to be a profitable endeavor, and to a certain extent, It w as. All the settlers were eventually comfortable with the same rights as Englishmen, and the Crown had profited In trade and a healthy decrease from a surplus population. I believe a strong case can be made for the economic ebb and flow of England and the America and hat the new country was an expected source of Income for both colleens and the Crown.PUSH – Economy in the 15th century By Koala-Ann Verona and the Crown itself. From 1 550 to 1600, the population of England exploded. This â€Å"enclosing† croplands for sheep grazing, which forced many small farmers off of their the charter of the Virginia Company, and immigration began. This was a smart choice would eventually prove false (at least, in the beginning) however, in the moment it had expected to. Many died, many became ill, and there was many attacks from local ND malnutrition, especially because the new colonists searched for gold instead of food.There was a war against the Phaeton tribe, and it left 347 set tlers dead, including the famed John Role. These wars continued and died and eventually, the Photostats fell to disease, disorientation, and disability. After separate states going to be a profitable endeavor, and to a certain extent, it was. All the settlers were profited in trade and a healthy decrease from a surplus population. I believe a strong that the new country was an expected source of income for both citizens and the

Comparative Analysis Maupassants The Necklace and...

In human life, we are faced with many difficulties regarding decisions and choices. Often, these choices and pressures bring out the less than desirable in the human soul, where we sometimes believe we have no other choice than to lie. An example of two such stories is Guy de Maupassants The Necklace and Langston Hughes Salvation, where both characters are faced with social and community pressures and make the choice to lie rather than admit the truth. Maupassants story concerns a woman, Mathilde borrows a diamond necklace to wear to a dance, for which her husband obtained a rare invitation. When the necklace is lost, she decides, with her husband, to replace it rather than tell the truth. In Langston Hughes story, a young boy belongs to a church that was caught up in the fever of revival. Everybody in the church was saved. Waiting in vain to feel saved, Langston succumbs to the pressure and pretends to be saved, under great cheering from the rest of the congregation. He is unable to admit this deception and spends the night crying himself to sleep. In both stories, the main characters succumb to social pressure and engage in a form of lying in order to reach the goals they believe society expects of them; the authors demonstrate this by using elements such as setting, symbolism, and irony. Both stories depict a setting that is essentially deceptive by nature. In The Necklace, for example, great importance is placed upon social standing and the appearance