Explain How and Why the Populist Party Was Created free essay sample

The Populist Party was formed because farmers and laborers called for the abolition of national banks, a graduated income tax, direct election of Senators, civil service reform, a working day of eight hours and Government control of all railroads, telegraphs, and telephones. Many people in the nation were upset with the fact that senators Were elected unfairly, and they wanted a direct election so that chances of reforms happening were possible. Farmers wanted to regulate railroads because they needed fair prices on their crops. The party was founded when The Farmers Alliance promoted collective economic action by farmers and achieved widespread popularity in the South and Great Plains. The Farmers Alliance joined with the National Grange. Low cost insurance was offered through the Alliance, as well as other benefits were promised. The Alliance and the National Grange, along with other labor groups, met in 1891 and 1892 to think over plans for a Political Party. We will write a custom essay sample on Explain How and Why the Populist Party Was Created or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page James B Weaver was appointed as the Populist Presidential Candidate n the 1 892 election to run against Benjamin Harrison and Grover Cleveland. Obviously Weaver lost, but he did have 22 electoral votes and over One Million Popular Votes. The Populist Party tried to reform political standings by backing causes held by Laborers and Farmers. Since a lot of the population were Farmers laborers, many people came to the party. The party was short lived because many business leaders began backing the Republican party by millions of dollars, and the party did not appeal to many people.

Feminist approaches to womens writing essays

Feminist approaches to women's writing essays Feminism refers to the theory or set of principles according to which women refuse to acknowledge the importance of men in their lives. They reject the notion that men and women complement each other and that they need to walk together to keep the wheel of life running. Feminism has not only affected politics or business organizations, but has left a deep impact on the world of literature too where several women writers have adopted feminist stance. The stories written by these writers and the characters they created, all reflected a deeply feminist streak. In most of these works, a woman is assigned the lead role so she could speak for the writer. Fay Weldon is among one such British feminist writer whose novels have been considered controversial by many as they reflect conflicting forms of feminism. Weldon's novels have been widely read and most of them received rave reviews upon their publication, however there are still some critics who feel that Weldon doesn't always portray men-women relationship in the most accurate manner. In other words, these critics are of the view that Fay Weldon is not as keen or astute an observer of male-female relationship as Karen Durbin in her review of one of Weldon's novels writes: What we are shown is the bad stuff, convincingly portrayed, but standing alone, a vision of punishment and torture, and one-sided torture at that, the relationship of monsters and victims. At some point, we stop believing. Life is more complicated than that, the war between men and women is more complicated than that (if it weren't, women would have walked off the battlefield by now), and novels have to be more complicated than that. There is a good novel here, but it's caught inside a tract. (34 quoted in Hogeland 1994) Weldon has usually given a negative portrayal of men in the lives of her heroines. She appears to believ...

Alzheimers disease Assignment Example | Topics and Well Written Essays - 250 words

Alzheimers disease - Assignment Example There is another gene that is associated with the form of Alzheimer’s disease that people are likely to get as they grow older. The risk of being diagnosed with the disease is greater in those people who have two copies of the gene: one from each parent – than those with one copy of the gene. Genetic tests do not provide enough information to determine with certainty if someone who is genetically predisposed to Alzheimer’s disease will get it. The test indicates a higher risk factor, but it does not necessarily mean that the individual will get Alzheimer’s disease. Since the disease is incurable there is no way for individuals to take preventative measures. The most accurate way for physicians to diagnose Alzheimer’s disease is to examine brain tissue during a biopsy. Physicians determine a diagnosis of Alzheimer’s disease by reviewing a patient’s medical history, neurological and psychological tests, physical exams as well as a brain scan. A test measuring levels of protein in spinal fluids has often been found to be an accurate test to diagnose Alzheimer’s disease. People with moderate Alzheimer’s disease may benefit from medication that can help to improve memory. Some of these medications include Aricept, Cognex, and Reminyl. These medicines help maintain cognitive functioning. â€Å"FDA-approved drugs temporarily slow worsening of symptoms for about 6 to 12 months, on average, for about half of the individuals who take them†. (â€Å"Alzheimer’s Myths† n.d.).

The History of Chicago House Essay Example | Topics and Well Written Essays - 1000 words

The History of Chicago House - Essay Example Chicago house takes disco’s usage of a noticeable bass drum on each beat and establishes a new pattern by blending in a thick electronic synthesizer base, electronic effects, electronic drums, pop and funk samples, and delay-enhanced vocals. Chicago House, after relishing noteworthy club-based and underground triumph in Chicago since 1980s onwards, surfaced into the pop market of the United Kingdom mainstream in the middle to late 1980s. Popularity swiftly ensued in other parts of Europe, and it turned into a global spectacle from the early to middle 1990s onwards. Chicago house evidenced to be a thriving genre, commercially, and beyond pop-based mainstream distinction flourished progressively popular. DJ International with Trax Records released most of the tracks that distinguished Chicago house sound, mostly on vinyl. Both record labels owned distribution channels outside Chicago ensuing to house popularity in other cities including London. House music is associated with thr ee styles of dancing namely: footwork, lofting and jacking. They comprise a range of skills with sub-styles that comprise of stomping, shuffling and skating. House dancing involves the body sensuality and setting oneself free. One key aspect of house dancing is a skill, which derived in Chicago, which encompasses the chest moving frontward then rearward into a flowing movement. A sped-up repetition of the movement totally the rhythm of a track is known as the jack. Artists and groups like Janet Jackson, Madonna, C+ C Music Factory and Bjork.... They comprise a range of skills with sub-styles that comprise of stomping, shuffling and skating. House dancing involves the body sensuality and setting oneself free. One key aspect of house dancing is a skill, which derived in Chicago, which encompasses the chest moving frontward then rearward into a flowing movement. A sped up repetition of the movement to tally the rhythm of a track is known as the jack. Artists and groups like Janet Jackson, Madonna, C+ C Music Factory and Bjork integrated the genre into their music. After relishing notable, thrive in the middle 1990s, Chicago house came to be even more popular in the second eruption of Progressive House (1999-2001). Chicago house is remains widespread besides it is sometimes integrated into other popular subgenres. Today House tunes remain popular in both mainstream pop display and within the clubs, while still maintaining a strong foothold on underground scenes globally (Hanson 66). Similarities and Differences in Chicago House and Disco Both Chicago and Disco music were influenced by funk, soul and Latin music. While house music has an up temple dance feeling with three commonly known dancing styles- the Jacking, Footwork and Lofting. Most disco music has a soaring sound. House music has a snare drum on taps 2 and 4 of each bar. Both house and disco have frequently reverberated vocals above a firm 4 and floor rhythm, a quaver (8th note) and disco has a semi-quaver (16th note) hit hat outline alongside the exposed hat at the off- rhythm, and a noticeable, accented bass line electric occasionally comprising of tones on the eighth degree. The Jazz Fender Bass is frequently connected to bop bass strings, since the device bear a very projecting vocal sound within a melodic blend. In many

Reaction paper for international studies lectures Essay

Reaction paper for international studies lectures - Essay Example The relationship between the economy and globalization is only based on positive impacts and change. While defining globalization, Norberg (2003) points out that globalization is a way in which nations can share the same platform of trade with minimized legal and corporate requirements. He regards this definition as the main reason behind the development of many nations from underdeveloped countries to developed and developing countries. Apart from economic growth, globalization has led to many other positive changes in the modern society. Norberg (2003) cites gender equality, improved education and a more efficient way of fighting global crimes such as terrorism as other significant changes impacted by globalization. In his arguments and theories, Held & McGraw (2007) argue that globalization creates a united globe that greatly depends on each other for excellence. Norberg (2003) creates well formulated defensive arguments in support of globalization. In his arguments, he acknowledges the most important positive changes globalization has impacted in the global front (Norberg, 2003). He cites significant reduction of poverty and hunger across the globe as one major importance of globalization (Norberg, 2003). With globalization, poverty and hunger are effectively addressed as global bodies and nations have steeped up the efforts to eradicate the two problems. Additionally, Norberg (2003) argues that globalization has increased the level and spread of democracy. Across the globe people have the freedom of speech and decision making regardless of the cultural or social affiliations. Kalder (2000) also points out that the increased gender equality can be attributed to the rising levels of globalization. Kalder (2003) also depicts globalization with positive perception. The most important argument in her literary piece is that globalization is the answer to wars experienced across the globe. She points out that

Paleocene-Eocene Thermal Maximum (PETM) for Global Warming

Paleocene-Eocene Thermal Maximum (PETM) for Global Warming Josh Chaplin â€Å"Can the Paleocene-Eocene Thermal Maximum (PETM) be used as an analogue for anthropogenically-induced global warming?† The Paleocene-Eocene Thermal Maximum (PETM) was a global climatic occurrence in the early Paleogene period, spanning across the Paleocene and Eocene epoch overlap at 55.8 Ma (Gradstein et al 2004). Although the exact start and end points of the PETM are disputed, drilling in the North Sea and the Southern Ocean’s Weddell Sea has allowed an accurate duration of the phenomenon to be calculated to around 170,000 years. There is, though, much controversy over these figures and the mechanisms that caused such a climatic anomaly, but particularities aside, this geologically recent warming cycle may be of much use when it comes to understanding our changing climate today. A proposed cause of the PETM thermal anomaly is the release of 1,500 Gt of methane and carbon from decomposing gas-hydrate reservoirs in the terrestrial biosphere, initiated as part of a sequence of events leading on from mass volcanism associated with the opening of the North Atlantic (Winguth 2011). The resulting rise in temperature of around average 5.6 °C, and up to 9 °C is comparable to extrapolations which predict the temperature shift by the end of the current century (Rà ¶hl 2000). Sluijs (2007) explains how the climatological evidence for this comes from Oxygen isotope excursions in foraminifera and terrestrial carbonates, increased levels of Magnesium and Calcium in foraminifera and the poleward migrations of tropical plankton, mammals and terrestrial plants. On the other hand, the inception of the modern warming period was human-induced, and carbon was released from traps much faster than it would have been during the PETM, and has thus accumulated in the atmosphere a t a higher concentration in a shorter space of time. The PETM did not surpass a so-called ‘tipping point’ whereby the effects of the warming would be irreversible, whereas the exteremely rapid release of carbon over the course of the past three centuries may have catalysed such a scenario. As a result, it is a reasonable assumption that it may be possible to rely on the PETM as an analogue for modern anthropogenic climate change, due to the analogous effects and root cause, however it must be remembered that the speed of the onset may very well render these expectations void. There are a number of close similarities between modern and past warming periods which vouch for the validity of using their analyses as an analogue for what is happening at present, and what will be still to come. For example, anthropogenically-induced warming and the natural warming of the PETM both were the consequence of excess carbon in the atmosphere. In addition, the scale of temperature rise during the PETM is consistent with predictions for the end of the current century, at around 6 °C (Rà ¶hl et al 2000). Applying the principle of uniformitarianism, the climatic reconstruction of the conditions throughout the PETM can be useful in aiding us to understand what is happening and the effects we can expect. As the globe warms up, consequences occur such as the thermal expansion of the oceans and the release of terrestrial carbon which also have knock-on corollaries as is seen today (Hayward 2011); this is shown in Figure 1. Furthermore, due to the geologically relative recen t occurrence of the event, it is more reliable to construct climatological models and replicate what the potential consequences of the warming may be. This is another advantage in using what we know of the PETM as an analogue for what is happening to the planet at present. Modern Global Warming is, however, remarkably different from the rise in temperature associated with the PETM. Whilst the rise of the temperature today is comparable to the Late Paleocene at around 6 °C (Rà ¶hl et al 2000), the onset of this thermal spike occurred naturally and at equilibrium climatic state. The industrial revolution and the resulting vast amounts of coal, oil and gas which have ended up in the atmosphere as CO2 since the early 1800s have bought about the temperature shift in a very small fraction of the time than it did during the Paleogene. Figure 2 puts this into perspective. The anthropological extraction of carbon reservoirs has depleted their stratigraphic storage much quicker than would be the case naturally through uplift and erosion. â€Å"PETM: Global warming, naturally† (2012) states around 5109 tons of Carbon was released into the atmosphere each year during the PETM, whereas the figure for 2010 alone is 35109 tons. Such rapid accumulation of ca rbon in the atmosphere has never been reconstructed within the last 20 million years, and current atmospheric concentrations of CO2 are higher than at any point within the last 800,000 years (Hayward 2011). With reference to Figure 1, the knock-on consequences of each occurrence within a warming cycle are numerous, and the simultaneous onset of several of these is largely uncharted territory. A tipping point could theoretically be reached whereby global temperatures spiral out of control because of this, and drawing from the reversal of snowball earth periods, such an extreme planetary climate could take many millions of years to return to optimal conditions, if ever again. When considering the centuries that are required to transport all heat to the deep ocean and the millennia needed to remove excess carbon from the atmosphere, the consequences of climate change will still be materialising for generations and will likely last for longer than the 170,000 years it took the earth to remove all excess CO2 from the atmosphere. By 2300 sea levels are expected to be up to 0.8m higher than 1980 levels, many more species will be extinct and the poles will have considerably smaller ice sheets if still in existence, and one can only assume the repercussions will be more severe than the altered migration patterns and dinoflagellate calcite levels of the PETM. In conclusion, the PETM can be considered as an analogous representation of the warming of the globe. In the case of anthropogenic climate change however, the rate of carbon accumulation simply means that the potential consequences of the climatic shift are too unpredictable in years to come. Using the PETM as an analogous model for the current period of warming may suffice for the present, but future outcomes are uncertain as atmospheric carbon continues to accrue at an alarming rate. References: Gradstein et al (2004) – â€Å"A geological timescale† Hayward, A. et al (2011) – â€Å"Are there Pre-Quaternary Analogues for a future Greenhouse Warming?† 933-941 â€Å"PETM: Global Warming, Naturally† (2012) – Found at http://www.wunderground.com/climate/PETM.asp?MR=1 Rà ¶hl, U. et al (2000) – Geology Issue 28 – â€Å"New chronology for the late Paleocene thermal maximum and its environmental implications† 927-930 Sluijs et al (2007) – â€Å"The Palaeocene–Eocene Thermal Maximum super greenhouse: biotic and geochemical signatures, age models and mechanisms of global change† 333-338 Winguth, A. (2011) – â€Å"The Paleocene-Eocene Thermal Maximum: Feedbacks between Climate Change and Biogeochemical Cycles† 43-45

Poems About The Stars of Frost and Keats Essay -- American Literature

Poems About The Stars of Frost and Keats "Bright Star" by John Keats and "Choose Something Like a Star" by Robert Frost both present to the reader a desire to be like the "steadfast" star. Both poets gaze for this same quality in the stars, but thematically and stylistically each poem has its similarities and differences. The themes evident in "Bright Star" and "Choose Something Like a Star" are similar, but do have subtle differences. A theme shared between the two is man's wish for eternalness. The first fifteen lines of "Choose Something Like a Star" ask for the secret of "steadfastness," and the first line of "Bright Star" says, "would I were steadfast as thou art." The speaker of each poem wants to be able to identify with the star and its quality of persistence. This same theme the two poems share also has faint differences. The speaker of "Choose Something Like a Star" does not wish to be "steadfast" like the star, but wants to obtain the secret of permanence. The speaker says, "Tell us what elements you blend." The poem "Bright Star" differs in that the ...

Management and Team Environment Written

Why is it essential to evaluate on what your team needs and wants to achieve? Creating a focus around team needs and design goals and asking, as well as answering the hard design questions as a team is an effective way of coalescing a team around one design direction. How is the ground rules for team operations made in your workplace and tasks and responsibilities shared? Ground rules must be clear, consistent, agreed-to, and followed.Where articulated ground rules are missing, natural behavior patterns often emerge spontaneously. * We intend to develop personal relationships to enhance trust and open communication. * We value constructive feedback. We will avoid being defensive and give feedback in a constructive manner. List some of the personal rewards and simulation offered to team members acknowledging their excellent performance. * Basic to advanced job-related computer software training to employees. In-house management and supervisory training to all supervisors/managers acro ss departments, including programs ranging from conflict management to grammar skills.* Employees are exposed to work that is award winning and cutting edge as evidenced by the numerous awards continuously received. Also, new employees have a unique opportunity to work with proven leaders in their respective fields. What are some of the challenges you have faced when you tried to bring innovation in your team? Increased effectiveness and efficiencies; * Delivering fresh thinking and new ideas; * Creating synergies across different functions; * Product and service development. 1. With examples explain how external factors contribute innovation in teams. * Management * Manpower * Machine * material and * political * enviroment * socia-cultural * technological and * Ecological Factors Affecting Management Functions at of Mcdonald’s McDonalds is known worldwide and is now in 122 countries with over 22,500 restaurants throughout.To create the successful business that McDonalds has created, there is an excellent foundation of planning, organizing, leading and controlling. These are the four functions of management. However, there are many factors that affect these four functions. They are affected by internal and external factors. They are also affected by globalization, technology, innovation, diversity and ethics. The McDonalds management teams use delegation to deal with the different factors to control the four functions of management on a daily business to keep McDonalds successfully running.No comments PART 2 Case study Analyse the factors you believe led the problems in the bearing assembly team: One of the greatest challenges a leadership has is in moving his or her team though the various team development stages. If a manager has no, or little experience of teams and team dynamics then taking over a team and then leading that team can be a very stressful experience. Every manager should know what the various growth stages are of a developing team and they should know how best to move the team through these stages with the minimum of fuss and stress.Unfortunately, many managers do not get the necessary training or coaching in this area of team development and as such teams go through a lot of stress and turmoil when perhaps this could be minimised quite considerably. He should have encouraged each team member to do likewise. Ensured that the team had a set of rules and guidelines and that the team had an input into how these rules are formed and agreed. Rodney should have gone over again the agreements made by the team during the forming stage and ensured that the understanding is uniform across the team.The role of Rodney was to ensure that this calm continues and that any behaviours that arised that would have been threaten the calm are channelled in the right direction. Also the leadership has an important role in conveying information particularly in relation to the successes that are starting to occur within the team. He sh ould have been spending a lot of time with individual team members coaching them and supporting them to develop their capabilities that relate to the individual's team role and the tasks that they have to perform in relation to the team goals.What specific steps can Rodney take to help the team through this crisis Rodney, as a leadership should have ensured that the team meets and understands the team goals, the roles they have to take on and the rules by which they have to play. He should have let the team bleed a little and then began the healing process by facilitating their coming together. He should lessen the direction and spent time with individuals starting to coach them in relation to their roles within the team and the tasks that they had to perform.

What You Need to Know About the Executive Assessment

What You Need to Know About the Executive Assessment The Executive Assessment (EA) is a standardized exam developed by the Graduate Management Admission Council (GMAC), the organization behind the GMAT. The exam is designed to help business school admissions committees assess the readiness and skills of experienced business professionals who are applying to an Executive Master of Business Administration (EMBA) program. Who Should Take the Executive Assessment? If you are applying to an MBA program of any kind, including an EMBA program, you will almost certainly have to submit standardized test scores as part of the admissions process. Most business school applicants take either the GMAT or GRE to demonstrate their readiness for business school. Not every business school accepts GRE scores, so the GMAT is taken more often. The GMAT and GRE both test your analytical writing, reasoning, and quantitative abilities. The Executive Assessment tests some of those same skills and is meant to replace the GMAT or GRE. In other words, if you are applying to an EMBA program, you can take the Executive Assessment instead of the GMAT or GRE. How Business Schools Use the Executive Assessment Business school admission committees assess your standardized test scores to get a better understanding of your quantitative, reasoning, and communication skills. They want to see if you have the capacity to understand the information being presented to you in a graduate business program. They also want to make sure that you will be able to contribute something to the class discussions and assignments. When they compare your test score to the scores of candidates who are already in the program and scores of other candidates who are applying to the program, they can see where you stand in comparison to your peers. Although test scores arent the only deciding factor in the business school application process, they are important. Getting a test score that is somewhere in the score range for other candidates will only increase your chances of getting accepted to a graduate level business program. The GMAC reports that while most business schools use Executive Assessment scores to assess your readiness for an academic business program, there are some schools that also use your score to help you succeed in the program. For example, a school may determine that you need additional quantitative preparation and recommend a refresher course prior to starting certain courses within the program. Test Structure and Content The Executive Assessment is a 90-minute, computer-adaptive test. There are 40 questions on the test. Questions are split into three sections: integrated reasoning, verbal reasoning, and quantitative reasoning. Youll have 30 minutes to complete each section. There are no breaks. Heres what you should expect on each section of the test: The integrated reasoning section has 12 questions. The question types that youll encounter on this section of the test include multi-source reasoning, graphics interpretation, two-part analysis, and table analysis. To answer the questions, youll have to use your logic and reasoning skills to evaluate information that is presented to you through a graph, table, diagram, chart, or passage of text. The verbal reasoning section consists of 14 questions. Question types include critical reasoning, sentence correction, and reading comprehension. To answer the questions, youll have to read a passage and then answer questions that test your understanding of the text, your ability to evaluate an argument, or your knowledge of grammar in written English. The quantitative reasoning section has 14 questions. Youll encounter just two different types of questions: data sufficiency and problem-solving. Youll need some knowledge of basic arithmetic (fractions, decimals, percents, roots, etc.) and alg ebra (expressions, equations, inequalities, functions, etc.) to answer these questions, but not much more than you would need to know to pass a freshman algebra class in high school. In some cases, youll be asked to solve a math problem; in others, youll be asked to evaluate the information provided in the question to determine if there is enough data to answer the question. Pros and Cons of the Executive Assessment The biggest advantage of the Executive Assessment is that it is specifically designed to test the skills that you have already acquired in your professional career. So unlike the GMAT and GRE, the Executive Assessment does not require you to take a prep course or engage in other forms of expensive, time-consuming preparation. As a mid-career professional, you should already have the knowledge you need to answer the questions on the Executive Assessment. Another plus is that there is no  analytical writing assessment like there is on the GMAT and GRE, so if writing under a tight deadline is difficult for you, youll have one less thing to worry about. There are drawbacks to the Executive Assessment. First off, it costs a little bit more than the GRE and the GMAT. It can also be a challenging test if you don’t have the required knowledge, if you need a math refresher, or if you arent familiar with the test structure. But the biggest drawback is that it is only accepted by a limited number of schools - so taking the Executive Assessment might not fulfill the standardized test score requirements for the school you are applying to. Business Schools That Accept the Executive Assessment The Executive Assessment was first administered in 2016. It is a relatively new exam, so it is not accepted by every business school. Right now, only a handful of  top business schools are using it. However, the GMAC hopes to make the Executive Assessment the norm for EMBA admissions, so it is likely that more and more schools will begin to use the Executive Assessment as time goes by. Before making the decision to take the Executive Assessment instead of the GMAT or GRE, you should check the admissions requirements for your target EMBA program to see what types of test scores are accepted. Some of the  schools that accept Executive Assessment scores from EMBA applicants include: China European International Business School (CEIBS)Columbia Business SchoolDarden School of BusinessIESE Business SchoolINSEADLondon Business SchoolThe University of Chicago Booth School of BusinessThe University of Hong KongUCLA Anderson

Creole essays

Creole essays What is a Creole? The word Creole means many things to many people. It derives from the Latin word Creare, meaning to beget or create. The Webster dictionary says a Creole is a white person descended from the French or Spanish settlers of Louisiana and the Gulf States and preserving their characteristic speech and culture. Creoles, a term first used in the 16th century in Latin America to distinguish the offspring of European settlers from Native Americans, blacks, and later immigrant groups. In colonial America the designally originally applied to the American-born descendants of European-born settlers. The term has since acquired varying meanings in different regions. In the United States, the state of Louisiana has a diverse Creole population. White Creoles are the French-speaking descendants of early French or Spanish settlers. Black Creoles are generally the French-speaking Louisianians of mixed race, once constituted a separate group, but have now largely assimilated into the black Creole population. These people have their own culture and customs and even a compostite language derived from the French. In Latin America the term may refer to people of direct Spanish extraction or just to members of families whose ancestory goes back to the colonial period. In the West Indies the word Creole is used to identify descendants of any European settlers. (Encarta Encyclopedia 226). The Spanish introduced the word as Criollo, and during Louisianas colonial period (1699-1803) the evolving word Creole generally referred to persons of African or European heritage born in the New World. Creoles can mean anything from individuals born in the New Orleans with French and Spanish ancestry to those who descended from African, Caribbean, French, and Spanish combinations. The Creoles have played an important part in the heritage of New Orleans.(HERRIN,29) Strictly speakin...

Assessment of Creativity Essay Example | Topics and Well Written Essays - 250 words

Assessment of Creativity - Essay Example This kind of research is done in controlled conditions, where there are some certain kinds of instructions given are the same (Kaufman & et al. 2004). There are many kinds of tasks given to test creativity. These include mathematical problems, puzzles, poem writing and story writing. The disadvantage with this kind of test is that it cannot be done to already existing innovations. It only exists in a controlled environment. It is very disadvantageous as creativity cannot be limited to a vacuum (Kaufman & et al. 2004). The Mathematical Creativity Problem Solving Ability Test is a test developed to identify those who are mathematically gifted (Kim & Ahn 2003). The ability to provide new solutions using already existing knowledge of concepts involves thinking methods and principles. There are four stages involved in creative math problem solving. This includes identification of the problem, the formation of a plan to solve the problem, execution of the plan and analysis of how well the problem was solved (Kim & Ahn 2003). The test consists of two parts. The first part is open-ended, where there are various accepted answers. The second part is closed and there is only one correct answer. This type of test beneficial does not completely limit the thinking of an individual. A mathematics creativity test should provide both convergent and divergent thinking. It should not completely limit one to a wrong or right answer. There should also be factors that promote the formation of creativity. An environment where all the factors favorable for habit formation are favorable, various other tasks should be integrated into the test not only the ability to provide the answer. Things such as an understanding of the problem and articulation of the solution should be

Coaching and Mentoring Skills - Part II Assignment

Coaching and Mentoring Skills - Part II - Assignment Example However, if coaching will be organized in exactly the same way all the time, chances that the coaching programs will yield desired success are less. From every indication, the use of training and upgrading of personal skills is highly relevant in ensuring that there is success of a performance management program (Aguinis, 2013). But even as I make this point and endorse the position you took in your post, I would like to post a probing question about the overall organization’s upgrading. The reason for asking this question is that even though personal upgrading is very necessary to ensure that the performance management program functions well, it is also relevant that the organization as a whole or as a body will put structures in place to upgrade itself. This is a very important requirement for growth because as employees receive training and upgrade themselves personally, there must be structures in place within the larger organization to consume them. Based on my personal experience, I have come to learn that a refusal to grow the organization in terms of infrastructure and working conditions will lead to a situation w here the employees will find it difficult to fit into them and therefore beginning looking to other