Persuasive (AIRA) Letter Essay Example | Topics and Well Written Essays - 250 words

Persuasive (AIRA) Letter - Essay Example Inclusion of the Co-Curricular Records (CCR) would provide an official mode for student participation of co-curricular activities and nurturing talents in St. Mary University’s students. The management of the St. Mary University can only measure all roundedness in their learners through the Co-Curricular Record (CCR). It is also vital to consider that, additional skills besides education are important for learners. Though some people have counter arguments on the validity and reliability of these records, I still believe that educational transcripts have to be complemented and acquire additional skills that place them in an advantageous position in terms of accessing job opportunities. Through the AIRA strategy, the management of St. Mary’s University will need to shift an amount of funds to put the Co-Curricular Records (CCR) in place. The management will also need to dedicate a huge sum of money to mobilize students to join the group, as well as hire the services of motivational speakers to motivate students on the need to be all rounded learners. However, this move will be beneficial to the St. Mary’s just like has been to other

Indirect thermometric Titration Essay Example for Free

Indirect thermometric Titration Essay * School Name: Al Mashrek International School * School Code: 2108 * Subject: Chemistry * Topic: Indirect A thermometric Titration. * Assessment: Data Collection, Data Processing Presenting, Conclusion Evaluation. * Candidate Name: Bassam Al-Nawaiseh * Date: 20/5/2007 * Aim: The aim of this experiment is to determine the concentrations of two acids. The two acids are Hydrochloric acid, HCl, and Ethanoic acid, CH3CO2H. This will be done by thermometric titration, by calculating the enthalpy change for each reaction, enthalpy of neutralization. * Data Collection: Table 1: the temperature change for the HCl solution and CH3CO2H solution after adding 5 cmà ¯Ã‚ ¿Ã‚ ½ portions of 1M NaOH on each acid. * Data Processing Presenting: Graph 1: represents the temperature change in the solution when titrated with HCl after extrapolation. Graph 2: Represents the temperature change of the solution titrated against Ethanoic Acid after extrapolation. * From graph 1, it is shown that after extrapolating the final temperature of the solution are 38 à ¯Ã‚ ¿Ã‚ ½C instead of being 34 à ¯Ã‚ ¿Ã‚ ½C from the normal graph. * From graph 2, it is shown that after extrapolating the graph, the final temperature of the solution is about 34 à ¯Ã‚ ¿Ã‚ ½C instead of being 32 from the normal graph. * Amount of NaOH = c x v = 2 x 0.05 = 0.1 mol NaOH * Amount of Heat Energy for HCL solution = m x s x ?T = (100/1000) x 4.18 x (38 23) = 6.27 KJ * Molar Heat Energy for HCL solution = 6.27 x (1 / 0.1) = 62.7 KJ/mol * Amount of Heat Energy for Ethanoic Acid Solution = m x s x ?T = (100/1000) x 4.18 x (34 23) = 4.56 KJ * Molar Heat Energy for Ethanoic Acid solution =- 4.56 x (1 / 0.1) = -45.6 KJ/mol. (Negative sign was added to both the heat energies because the reaction is exothermic due to the rise in temperature of the solution.) * Conclusion Evaluation: * ?H neutralization for Ethanoic Acid (-45.6 KJ/mol) is lower than that for Hydrochloric Acid (-62.7 KJ/mol). This is because HCL is a strong acid which completely ionizes and dissociates. On the other hand, CH3COOH is a weak acid which partially ionizes in water. * Percentage Uncertainties is: * Pipette (Volume of NaOH): (0.1/50) x100 = 0.20% * Burette (Volume of HCL): (0.05/50) x 100 = 0.10% * Burette (Volume of CH3COOH): (0.05/50) x100 = 0.10% * Thermometer (Temperature of HCL): (0.5/61) x 100 = 0.81 % * Thermometer (Temperature of CH3COOH): (0.5/57) x 100 = 0.87 % * Total Percentage Uncertainty = 0.20+0.10+0.10+0.81+0.87 = 2.08 % * Absolute Uncertainty for ?H HCL = 62.7 x (2.08/100) = 1.3 * Absolute Uncertainty for ?H CH3COOH = 45.6 x (2.08/100) = 0.94 * ?H Hydration for HCL is -62.7 KJ/mol (à ¯Ã‚ ¿Ã‚ ½ 1.3) * ?H Hydration for CH3COOH is -45.6 KJ/mol (à ¯Ã‚ ¿Ã‚ ½ 0.95) * Percentage Error: 1. Literature value for HCL is -57.6 KJ/mol = (57.6 62.7)/57.6 = 0.0885 x 100 = 8.85 % 2. Literature value for CH3COOH is -36.8 KJ/mol = (36.8 45.6)/45.6 = 0.193 x 100 = 19.3 % * Errors: 1. Some heat was lost to the surrounding during the reaction. Water temperature decreased as a result from the heat loss, which caused a decrease in the final temperature. 2. The polystyrene cup was not covered with a lid, which also caused heat to be lost to the surrounding. 3. While stirring, the thermometer hit the bottom of the polystyrene cup which caused the thermometer to take the temperature of the cup instead of the water. This affected the readings of temperatures in different intervals which caused an error in drawing the graph. 4. Stirring of the solution was not constant all over the reaction, which caused a partial gain of heat. * Improvements: 1. The polystyrene cup should be covered with a lid, which will increase its insulation and will decrease the amount of heat lost to the surrounding. 2. The thermometer should not hit the bottom of the cup when stirring and friction should be reduced to maximum. This can be done by either holding the thermometer accurately up from the bottom. Or by adjusting it into a clamp embedding it in the solution, while using a glass rod for stirring. 3. Stirring the solution should be constant all over the reaction in order to have accurate readings during all time intervals, which will make the graph and its extrapolating more accurate.

Jump Shot In Handball

Jump Shot In Handball The jump shot is one of the most important elements of handball as in the game, motor behavior are performed in specific conditions with the presence of players of the opposing team and while adhering to the regulations. However which areas can be controlled and are used to make the handball action more efficient? Thus we will look into the jump shot in which handball is analyzed in its different phases to find out its efficiency. The goals of the run, jump, shoot are ball velocity and accuracy. Maximum ball velocity and precision is required to minimize the chance of the opponent or goal keeper intercepting the shot. In team handball, shooting to score goals is one of the most important aspects of the game. In order for a shot to be successful, it must have maximum ball velocity and precision for an element of surprise for the goalkeeper (Wagner Muller, 2008). Wagner, Buchecker, Duvillard, and Mulller (2010) state that 67% of ball velocity at ball release was explained by the summation effects from the velocity of elbow extension and internal rotation of the shoulder. Thus we divide them into Approach, Take-off, Shoot, Land. Logically speaking, the faster the ball is thrown at the goal the goalkeeper will have a lesser time to save the shot. In order for a throw to be successful, the highest velocity at ball release together with aiming accuracy is required therefore during the game, thus the athlete has to keep up with the optimal efficiency of these two factors (Zapartidis, Gouvali, Bayios, Boudolos, 2007). Accuracy is something defined as variable. We didnt want to make it become a close-system where the subject keeps hitting at the same spot. Thus in the analyzing performance stage, we came out with a table to judge the subject throwing effectiveness in performing the skill. Zapartidis, Toganidis, Vareltzis, Christodoulidis, Kororos, and Skoufas (2009) reported that players during the game are notably affected by time as aiming accuracy or ball velocity gradually decrease. In all sports tasks, most coaches apply eight biomechanical principles when analyzing their athletes (Bartlett, 2007). These eight principles can be separated into two broad categories. The 3 basic universal principles; use of the stretch-shortening cycle, minimization of energy used, control degrees of freedom. The other 5 general principles; sequential action of muscles, minimization of inertia, impulse generation, maximizing the acceleration path, stability. These apply to sports tasks which are usually used by speed generation. However not all of the principles can be used to apply in every sport. For example, the stability is a one of the biomechanical principle which is applicable to sumo wrestling. Whereas it is not applicable in the game of handball, as there is a lesser emphasis on having a wide base of support for stability when preparing for a shot (Knudson, 2007). In handball, the biomechanical principles that can be applied are use of the stretch-shortening cycle, minimization of energy used, control degrees of freedom, sequential action of muscles, minimization of inertia, impulse generation and maximizing the acceleration path. The recruitment of each part of the body is important by allowing the development of maximal velocity of these parts. This begins from the proximal parts then to the distal parts of the body. The larger proximal joint starts the action by accelerating, thus a transfer of momentum results in a high velocity to the smaller distal joints. Each segments of the kinetic chain is linked to the stoppage of the proximal part results in the increase of angular velocity (Pori, Bon, Sibila, 2005). When performing the shot, certain physiological characteristics are taken into considerations. Therefore, at least for some muscular groups there should be the shortest possible time between extension and contraction for muscles involved in this phase (Pori et al., 2005). Pori et al. (2005) concluded that better players make use of extensors in the wrist better than worse players. Components of Skill 1. Approach (Run-up) Physique We assume there will be significant differences to the speed of ball release in our goal of skill regarding to body height and body weight between handball players of different performance levels (Hasan, Reilly, Cable, Ramadan, 2007). Are tall athletes better than shorter ones? Thus we have physique. Taller handball players with greater body weight have the ability to achieve a higher ball release speed (Wagner et al., 2010). Maximizing acceleration path is a critical factor Using the work-energy relationship which shows that a moving object is equals to work done. This is important for the handballer maximizing use of the run-up which to apply force (Bartlett, 2007). Using the formula: Velocity/Time Acceleration for an increase in velocity, acceleration also increases. 2. Take-off Contact Maximize force generation is a critical factor This is where the Angle, Speed, Height of Jump comes. Further increase in speed at take-off is required by generating more impulse just at take-off. Using the impulse-momentum relationship where change of momentum, I=Ft, increased in I= increased Force exerted on the ground multiply by increased Time of force. From an increased in F we have F=Mass of the athlete multiply by increasing Acceleration of the athlete. This movement requires being fast and powerful at take-off. 4. Shoot Sequence of trunk joint and muscle group in throw Ball velocity at ball release was explained by the summation effects from order of the proximal parts to the distal parts of the body (Wagner et al., 2010). High release point is a critical factor A high elbow release point needed to generate much velocity. The time of the take-off contact would point to fast and elastic strength of the subject and indirectly affect the height of a throw and ball velocity. 5. Land Contact with the ground is a critical factor Decreased force over a period of time by bending knees when landing to reduce the mean impact force which also can prevent further injury. Deterministic Model Run, Jump, Shoot Figure 1 Important considerations for videotaping the skill The points below have been well thought-out to minimize errors recorded during two-dimensional filming, thus improving the accuracy of all data (Bartlett, 2007). Perspective and parallax errors were paid carefully attention to. 1) Position of camera The camera is mounted on a fixed tripod, on a level ground and aiming at the subject. The camera is positioned as far away from the action in order to reduce perspective error. The field of view (FOV) is adjusted to match with the performance of the subjects which as is recorded. As this take advantage of the performer on the projected image and increases the accuracy of digitizing. Once the FOV is in place and it is kept constant at all time. The camera is placed perpendicular to capture the movement of the subjects, horizontal scale of 7m and vertical reference from the goal post. The set-up is shown below, Figure 2. Figure 2 A line was marked out 7 meters from the goalpost and subject use the take off area as point of jump. The camera was place 10 meters perpendicular to the take off area. 2) Lighting Filming is done outdoors, a location with a dull and non-reflective background was use to allow the athlete and the ball to standout. This will make it easier to assess the movement patterns and biomechanics of the jump shot. In contrast, if the background or backdrop was to be too bright, the athlete would be hard to spot. 3) Background The background is as neat as possible, simple and non-reflective as it provides a good contrast which allows the viewing and estimating of the axes of rotation from the subjects anatomical landmarks. 4) Shutter Speed A shutter speed of 1/2000 was selected as this shutter speed would allow for slow motion playback and ease the motion analysis process. Using a lower shutter speed would cause blurriness when the video is playback, while a higher shutter speed comes with a decrease in image quality, thus making analysis impossible. 5) Subject Preparation The recording of the movement is as unpretentious as possible. The subject is briefed that he is performing in front of a camera in an experimental perspective and had little clothing to minimize errors in locating body landmarks. A verbal consent is obtained from the athlete participating in the analysis. The subject was told to throw the ball as fast as possible into the net for the initial 4 shots. After which, he was given coaching cues to correct his technique and delivery of the skill. Results of the Videotaping Session The male subject is a national basketball player who trains 5 times a week (Height-189 cm; body mass 82kg; age 24 years old). He does not have prior experience to playing handball therefore is a suitable candidate. In order to evaluate the over arm throwing performance, according to the International Handball Federation, (IHF), rules of the game a standard handball was used: (Circumference 58-60cm and Weight 425-475g, IHF Size 3, for Men and Male Youth (over age 16). The subject was told to throw as fast as possible; no coaching cues were given for the first 4 shots. Therefore we came up an evaluation of the quality of the execution skill for the subject in Table 3. Table 3 Mark Run-up Take-Off Shoot Land 3 Optimal speed of stride and synchronized lowering of CG, Execution is smooth, in cadenced Planting of takeoff leg accurately, take-off is vertical, explosiveness The elbow is high and moving along height of the head, correct use of sequential muscle groups into the throw, explosive finishing Land on take-off leg or on both legs simultaneously with knees bend 2 Fairly too short or too long stride, Execution still fluent, in cadenced Placement of takeoff leg rather far from the goal, take-off going a little too forward The elbow still moving low, technique of execution better Average execution, with slight unbalance 1 Lack of speed, hasty lowering of CG, not in cadenced, poor execution, execution is poor Placement of takeoff leg is too far from the goal, take-off oriented too forward, lack of explosiveness Placement of takeoff leg is significantly away from the goal, take-off directed markedly forward Land on non-take- off leg, poor execution Legend: CG centre of gravity; Mark: 1 Poor, 2 Average, 3 Good As for the first 4 jumps shots, the subject attainted 10.6  ± 0.2 m/sec for the ball velocity at release. The following are the results of the first 4 jump shots, Table 4. Table 4 Attempt Run-up Take-Off Shoot Land Total Score 1 2 1 1 1 5 2 1 2 1 2 6 3 2 1 2 1 6 4 2 1 3 1 7 Attempts to give too many cues to the subject will paralyze the subject. After letting him explore the jump shot on the initial 4 shots, this time the subject was then told to aim for the top right hand corner of the goalpost, using the jump shot technique. We gave him coaching cues to correct his technique starting from the run-up phrase, take-off, shoot and then leading to landing phrase, Table 5. Table 5 Critical Features Coaching Cues Run-up Take a long third step Take-off Explosiveness-gain vertical height Optimize height of release Release at the top Angle of release Draw a semi circle Summation of forces Smooth-jump and shoot Rotation of ball Flip wrist Land Bend knees The following are the results of the jump shots with coaching cues given to him in Table 6. The subject attainted an improved 12.6  ± 0.4 m/sec for the ball velocity at release. Table 6 Attempt Run-up Take-Off Shoot Land Total Score 5 2 2 3 1 8 6 3 3 2 2 10 7 2 3 2 2 9 8 3 3 3 3 12 Qualitatively analysis Evaluation of performance After taking the video for the running jump shot, we compare it to a elite athlete jump shot. There are a few features which are important in the sequence, the run up (3 steps), the jump and the throw. The run up The 3 steps run up will provide the athlete impulse for the jump shot. As impulse = change in momentum (Blazevich, 2007). F.t = m.v m.u Momentum is the quantity of motion possessed by the body. Therefore a run up is important in this aspect. After assessment, we found out that the subject did a 1 step run up which did not create enough impulse. Therefore the rating is poor -good for the run up Critical Features Rating The run up Poor 1 step run up The jump The height of the jump is determined by a few factors, the weight of the athlete and the acceleration. F = ma The reason for the bending of the knees for a higher jump is that the time it takes for the athletes to leave the floor (Muller, 2009). v = u + at Vavg = s/t Presume the jump height is the same, the less time, he takes to jump the same distance, the more velocity the person create, the higher the person will go. By contracting the quadriceps, will stretch the tendon, by doing this, it is possible to jump higher. The assessment for the subject is poor-good as he did not bend his knee, and straighten his leg after that. Critical Feature Rating Bend Knees Poor-Good Straighten leg Poor Bend Knee? Straighten leg? The throw The speed of the throw is determined by the speed difference and the time it take for the ball to leave the hand. It is similar to the theory of the jump, where the more distance and less time you take the faster the ball will travel. The difference is that there is a twist to the body; therefore there is an angular motion to it. ÃŽÂ ±= (à Ã¢â‚¬ °f à Ã¢â‚¬ °f)/t à Ã¢â‚¬ ° = Ó ¨/t Since the mass of the ball is the constant. The only factor that can influence the amount of force being exacted on it is acceleration. T = I ÃŽÂ ± (angular) Critical Features Rating The pull back Poor Good The follow through Poor Good Pull back? Follow through Correcting the performance The whole sequence of the running throw will be broken to parts to teach the subject. Critical Features Rating Picture Remarks / Strategies Coaching Cues The run up Poor The run up will be done in 3 steps, the subject will attempt to take 3 wide steps to gain speed. Wide Step; More Force Bend Knees Poor Good The subject will jump on the spot, with the knees bend before the jump. Squat more Straighten leg Poor The subject will jump and straighten the leg to gain more height. Explode; Stretch The pull back Poor Good The subject will try to shoot with the jump. By pulling the arm further back. Arc back; Roll Shoulder The follow through Poor Good With the pull back, the subject will attempt the follow through with the same action. Follow through; Swing arm Discussion There are mainly two factors in shooting technique of handball, the first is speed ball velocity of shoot, and the second factor is that no clear prediction of direction to shoot for goal keeper. This approach gives a good evaluation on the kinematic structure in analyzing handball. Thus, this model can be used in detecting the efficiency of the jump shot. An examination of individuals information and its comparison with the model allow us to identify weakness in the execution of jump shot. The use of biomechanical analysis maybe helpful in correcting or perfecting techniques, however the efficiency of the player in a game does not depend solely on performing a perfect kinematics structure during an isolated testing environment.

Francescas Style in Canto V of Dantes Inferno Essay -- Inferno

Francesca's Style in Canto V of Dante's Inferno Canto V of Dante's Inferno begins and ends with confession. The frightening image of Minos who  «confesses » the damned sinners and then hurls them down to their eternal punishment contrasts with the almost familial image of Francesca and Dante, who confess to one another. In a real sense confession seems to be defective or inadequate in Hell. The huddled masses who declare their sins to Minos do so because they are compelled to declare or make manifest in speech the character of their offenses and although they confess everything (each soul  «tutta si confessa », v. 8) it is not an admission of guilt prompted by true contrition or the timely desire to reform their lives. In Hell confession is a formal ritual that is not especially  «good » for the soul. This is a confession that serves only as a sign that identifies and seals their eternal fates. The brief and compressed description of Minos and his  «offizio » would suggest that this confession of the sinners is largely a formal requirement full of sound and fury signifying only the level of their eternal degradation. Minos is not caught up in the sinners' confessions, and, indeed, Dante's concise description of the entire process of confession and judgment ( «dicono e odono e poi son già ¹ volte », v. 15) is accomplished with dispatch and aesthetic distancing.1 Unlike Dante the wayfarer who will be moved to pity by Francesca's confession, Minos, the brutish judge, is not captivated by the texts provided by the sinners and seems to represent a fierce but orderly administration of justice. Within the moral architecture of the Commedia Francesca's own words identify and confirm the justice of her punishment, but as the structure a... ..., 1985. Pagliaro, Antonino. Ulisse: Ricerche semantiche sulla Divina Commedia. Vol. 1. Firenze: D'Anna, 1967. Poggioli, Renato.  «Paolo and Francesca: Tragedy or Romance? ». PMLA 72 (1957): 313-358. Riddel, Joseph.  «Keep Your Pecker Up: Paterson Five and the Question of Metapoetry ». Glyph 8 (1981): 203-231. Rougemont, Denis de. Love in the Western World. Trans. Montgomery Belgion. Princeton: Princeton UP, 1983. Said, Edward. Orientalism. London: Routledge and Kegan Paul, 1978. Schweickart, Patrocinio.  «Reading Ourselves: Toward a Feminist Theory of Reading ». In Gender and Reading. Elizabeth A. Flynn and Patrocinio Schweickart, eds. Baltimore: Johns Hopkins UP, 1986. Shapiro, Marianne. Woman Earthly and Divine in the Comedy of Dante. Lexington: UP of Kentucky, 1975. Tanner, Tony. Adultery in the Novel. Baltimore: Johns Hopkins UP, 1979.

The Importance of Public Speaking. Essay

Public speaking can be defined as continuous formal presentation to an audience made by a presenter . Most of the time, people use public speaking to deliver vital messages to the public in proper way. As its name implies, it is a way of communication that will make our ideas public. Through public speaking, we share our ideas with people and it may influence people’s thoughts. Nowadays, many people around the world use public speaking to spread their ideas and influence such as Franklin Roosevelt, Billy Graham, Martin Luther King, and Barack Obama. Although public speaking requires the same skills as used in normal conversation, public speaking and conversation is not identical. Public speaking involves talking in front of a group of people, usually with some preparation. It can be in front of people that you know or a crowd of strangers unlike normal conversation which does not requires preparation to talk. Public speaking is important to everyone regardless what kind of job. Most people, at some point in their life, will need to stand up and speak in front of a group of people. According to Michael Osborn (2003), people seldom speak in public unless they have some idea that they wish to deliver to people. Mostly, we do need to speak in public speaking when we have something to share with other people. Moreover, public speaking is also needed for career purpose and for educational purpose. The time we speak in a public setting is when we decide to speak on matters of importance, or when we are asked to speak about experiences and expertise or when we are required to speak. For instance, Lois Gibbs prior to 1978 who described herself as â€Å"typical American women†, decided to speak out about 20 000 tons of toxic chemicals were buried beneath her home in New York after she learned about it . Ryan White, a child who involved in public speaking after been asked to share and speak about his experience – infected by AIDS virus after received a blood transfusion (Griffin, 2003). According to Rudolph F Verderber (2008), public speaking is one type of human communication which occurs within the public communication context. Imagine, for a moment, that human beings could not speak and could not communicate  ideas about science, current events, and topics as mundane as the weather. It is only then that one can understand the benefits of social communication, especially public speaking. Public speaking may be the most frightening thing as one must stand up in front of mass umber off people. However, it has many benefit such as it builds self-confidence, develops one’s critical thinking skills, it can develops personal and professional skills, it creates community, and lastly it can influence the world and can change people’s thoughts. First of all, public speaking can help us build self-confidence. Based on recent surveys, almost 75 percent of adult population fears public speaking. (Mc Croskey, 1993; Richmond and Mc Croskey, 1995). It is proven that most of people would prefer to be listener than a speaker. Fear and nervousness are factors that discouraging people from being a public speaker. According to most studies, public speaking is number one people’s fear and death is number two. This means that if someone have to go to a funeral, they are better off in the casket than doing eulogy (Seinfeld, 1993, p. 120). However, many people do not realize that public speaking will help us feel more confident. Nervousness because of stage fright is normal and most of public speakers experienced it. The major reasons of nervousness are fear of being stared at, fear of failure, fear of rejection and fear of the unknown . In order to be more confident, one must know the right way to handle the nervousness. According to Lucas E. 2012, one of the key to gain confidence is by doing preparation thoroughly and picking a topic that we really know it well. Next, we must think positively. Confidence is a well-known power of positive thinking (Lucas, 2012). Then, we have to remember that most nervousness is not visible. Therefore, knowing this will make it easier for us to be confident and face the audience. After few times doing public speaking, we will automatically develop self-confidence in speechmaking abilities and we will likely become more confident in other aspect . As a result, many people especially those who have high level of public speaking anxiety (PSA), feel more confident and competent after they have done several times of public speaking. Next, public speaking can help improve communication and personal skills. One of the best benefits of learning to give a good speech is it brings personal satisfaction (Hamilton, 2003). When  we successfully deliver a good speech, the kind of personal satisfaction you experience is unparalleled. A positive response from the audience can help us feel more confident. Thus, it can bring about a lot of improvement in our overall personality. Public speaking is interrelated with communication skills and can be described as a form of communication. Public speaking does not always mean that we have to give a speech to a large audience. When we go for an interview, and speak to a group of interviewers or when we are giving a class presentation; all these are also forms of public speaking. In such situations, if we have the ability to communicate properly, it can help us shape up our future as the personal skills has been improved. Nowadays, most of employers look for employees who can listen carefully, present ideas clearly and think critically. Requirement for higher-level positions is communication skills. Therefore, the ability to present thoughts clearly and persuasively that we gained from public speaking will lead to job success (Jaffe, 2004). Besides that, public speaking can improve critical thinking skills. Lucas in his book described critical thinking as the ability to detect weakness in other people’s arguments and it involves skills such as ability to differentiate fact from opinion, to judge the credibility of statements and to assess the soundness of evidence. It is also the ability to see clearly the relationship among ideas (Lucas, 2012, p.16). Writing a speech requires a lot of careful thought. It’s not enough to have a message; we also need to figure out how to deliver the message to fit the needs of audience. According to Lucas (2012), organizing a speech is not only about arranging ideas but it is an important part of shaping the ideas themselves. We have to think how to make points which are relevant to audience and how to make the audience understand the message. Thinking in this way is a great way to improve critical thinking skills. If we start thinking critically about the speaking style, we may also find ways to improve our general communication style. For instance, to make a good speech, we need to think how to make arguments strong and how to make the structure of the speech clear and cohesive. Therefore, this situation makes us become a more effective thinker and we can enhance our ability to think clearly. For that reason, public speaking has been included as a part of education to develop the skills of  critical thinking among students. Furthermore, public speaking can be used to influence the world and can change people’s thought. Many people around the world have spread their influence through public speaking. The examples of people who used public speaking to spread influence are Martin Luther, Barack Obama, Billy Graham in United States while in other countries, the power of public speaking employed by people such as former British Prime Minister Margaret Thatcher, South African leader Nelson Mandela and Burmese democracy champion Aung San Su Kyi . Unlike usual conversations, public speaking contains purpose and responsibility in many every interaction. Public speakers use their knowledge of persuasion to motivate others to take collective action to achieve desired goals. Public speaking skills can be used to influence multiple people simultaneously, such as in a meeting or when addressing a large group. This is why it has power to influence others. We can use public speaking to persuade others to believe or accept our ideas. In addition, public speaking affects cultures. According to Jaffe (2004), culture are not static, which means it can be shaped and it mold our way of life often through public speaking continuously. Public speaking has influenced culture throughout history. Both women and men have spoken on issues that transformed culture. Most historical events have some form of public speaking associated with it. According to Pearce (1998), public speakers attempt to influence society in few ways. First, some hope to spread cultural beliefs, values, attitudes and behaviors to people who do not hold them. Second, speakers reinforce or strengthen existing cultural elements. They encourage listeners to continue with the current behaviors and elements. For instance, a politician influence citizen to keep voting, and pastors urge their effort to continue feeding the hungry. Next, some speakers attempt to restore matters to a healthy state when events threaten to split apart communities. Besides, speakers try to change their societies by bringing about social change . This is because public speaking can be persuasive which can influence the culture. Indeed, cultures are changing and uncertain. Public speakers use this opportunity to transmit cultural beliefs and behavior. They also persuade audiences to change their ways of  thinking or acting. As a conclusion, public speaking is a form of communication to make our ideas public. It is a medium to share our thoughts and it can influence people. Although many people are afraid of speaking in public setting, it actually can boosts self-confidence. Based on Lucas’ opinion, one way to overcome nervousness and become more confident is by doing preparation thoroughly. Moreover, public speaking also helps to develop critical thinking skills. To convince people, we must plan our speech wisely. This needs us to think deeply and critically in order to influence people about the ideas that we share. Therefore, it will improve the critical thinking as we have to think how to make audience understand the message. What is more, public speaking improves our communication skills and personal skills. When we learnt how to deliver speech effectively, our skills will be better after few times doing the public speaking. According to Hamilton (2013), the improved skills will bring personal satisfaction to individual. Next, public speaking can influence the world and change people’s thoughts. Hamilton (2003) said, public speakers usually used the knowledge of persuasion to change people’s mind and accept their ideas. This is what makes the public speaking very influential. Bibliography Gregory, H. (2012). Public Speaking for College & Career. McGraw-Hill. Griffin, C. L. (2003). Invitation to Public Speaking. Belmont, CA: Thomson Wadsworth. Griffin, C. L. (2003). Invitation To Public Speaking. Belmont: Thomson Wadsworth. Hamilton, C. (2003). Essentials of Public Speaking (5th ed.). Boston: Wadsworth Cengage. Jaffe. (2004). Introduction to Public Speaking and Culture (4th ed.). Belmont: Holly J. Allen. Jaffe. (2004). Public Speaking Concepts and Skills for a Diverse Society (4th ed.). Belmont, CA: Holly J. Allen. Lucas, S. E. (2012). The Art of Public Speaking (11th ed.). New York: McGraw-Hill Companies. Lucas, S. E. (2012). The Art Of Public Speaking (11th ed.). New York: McGraw-Hill Education. Micheal Osborn, S. O. (2003). Pubulic Speaking Instructor’s Annotated Edition. Boston: Houghton Mifflin Company. Rudolph F Verderber, D. D. (2008). The Challenge of Effective Speaking (15th ed.). USA: Wadsworth Cengage Learning. Sellnow,  D. D. (2003). Public Speaking: A Process Approach Media Edition. Thonson Wadsworth.

Why They Merged and Why the Merger Was Unsuccessful

In 1997 University of California, San Francisco (UCSF) merged its two public hospitals with Stanford’s two private hospitals. The two separate entities merged together to create a not-for-profit organization titled UCSF Stanford Health Care. The merger between the health systems at UCSF and Stanford seemed like a good idea due to the similar missions, proximity of institutions, increased financial pressure with cutbacks in Medicare reimbursements followed by a dramatic increase in managed care organizations.The first year UCSF Stanford Health Care produced a profit of $22 million, however three years later the health system had lost a total of $176 million (â€Å"UCSF-Stanford Merger,† n. d. ). The first part of this paper will address reasons why the two institutions decided to pursue the merger by looking through the theoretical lens of bounded rationality, prospect theory and resource dependence theory (RDT). The second half of the paper will purpose reasons why the merger was unsuccessful by considering key concepts in organizational behavior such as power and culture.The threatening and uncertain fiscal times led the leaders to select the option that they believed maximized their chances for survival. The theory of bounded rationality, proposed by Herbert A. Simon, suggests that people are largely limited by time, information and cognitive limitations(Simon, 1997). The merger between the two medical schools seemed to make sense, both institutions shared a common mission of treating the uninsured, training the next generation of innovative doctors, and remain at the forefront of breaking research and technology.Since both were going to be competing for increasingly scarce resources, joining forces made sense. Together they would be able to reduce spending on administrative costs, and better prepared to negotiate contacts with large insurance companies(â€Å"UCSF-Stanford Merger,† n. d. ). Simon suggests that people, bounded by time, cog nitive ability and information, are more likely to make satisfactory decisions rather than optimal ones(Simon, 1997).Instead of focusing time and energy outlining potential ways to remain separate amongst the shifting payment structure UCSF and Stanford, both limited by time and fearful of the potential losses, agreed to merge. The merger was UCSF and Stanford’s way to mitigate risk and manage uncertainty. Prospect theory is a behavioral economic theory developed by Daniel Kahneman that holds that people are more likely to take higher risks when decisions are framed in negative terms(Kahneman & Tversky, 1979). Although mergers are complex and risky the looming fear of decreased reimbursements made the leaders focus on the benefits of merging.Kahneman argues that people do not base their decisions on final outcomes, instead they base their decisions on the potential value of losses and gains(Kahneman & Tversky, 1979). Instead of analyzing the risk of the merger, leadership foc used on the more pressing burden, the bottom line. To stay alive in the era of managed care, university hospitals across the country were seeking mergers with private hospitals. Calculations showed that hospitals lost $4 million annually for each 1 percent drop in indemnity patient population(Etten, 1999).Since the 1990’s, indemnity insurance was on a drastic decline in San Francisco opening the market for managed care organizations(Etten, 1999). RDT looks at how the behavior of organizations is affected by their external resources. The theory, brought about in the 1970s, addresses organizations demand for resources, resources and power are directly linked(Pfeffer & Salancik, 2003). RDT holds that organizations depend on resources thus the idea of merging, due to increasing resource scarcity, appealed to both institutions(Pfeffer & Salancik, 2003).On paper, the merger between these two institutions made sense – both institutions were close to one another and competing for diminishing resources. Together they could reduce administrative costs and join forces to negotiate with large insurance companies. The need to create a new culture and dissolve historically existent power struggles were two large tasks that needed to be addressed in order to ensure a successful merger. However, the way in which the merger was organized did not lead to a successful merger.UCSF Health Care did not spend adequate time creating a shared culture in which the two organizations would see one joint organization with shared power (resources). On paper both organizations agreed to share power, however both parties behavior showed otherwise. Dr. Rizk Norman, co-chair of the combined physician group of UCSF and Stanford faculty, attests that neither institution was ever comfortable enough to share financial information(â€Å"UCSF, Stanford hospitals just too different,† n. d. ). UCSF did not fully disclose their fiscal concerns regarding one of their sinking hospita ls, while Stanford was also guilty of ithholding information (â€Å"UCSF, Stanford hospitals just too different,† n. d. ). Merging into one should eliminate the sense of two separate entities, however not enough was done to shape the merger in such a way that facility and staff felt like equal partners. Loyalties existed within the organization, beginning at the top with the Board of Directors. Structurally the board was split between seven Stanford board members and seven USCF board members and three non partisan members, however loyalties to ones particular institution never dissolved(â€Å"UCSF-Stanford Merger,† n. d. ).As outlined, RDT, holds that organizations depend on resources, which originate from their environment. Resources are an organizations power used to compete in their environment. The two health systems shared an environment, thus competed with one another for power (resources) (â€Å"UCSF-Stanford Merger,† n. d. ). Because Stanford was a for-p rofit organization, they held more fiscal power over UCSF. Pfeffer and Salancik argue that the way to solve problems of uncertainty and interdependence is to increase coordination, more specifically, to increase shared control of each other’s activities(Pfeffer & Salancik, 2003).Had the two institutions worked from the beginning to increase coordination and communication between both institutions the merger may have more changes in succeeding. Increased coordination between the two institutions could have lead to the creation of a strong culture. Culture is the shared belief, expectations and values shared by members of an organization. (â€Å"Leading by Leveraging Culture – Harvard Business Review,† n. d. ). Employing a new culture starts from the top, management must model in accordance with the new culture.This was not done at UCSF Stanford Health Care due to existing loyalties. Adding to the culture struggle, the institutions were far enough away from one an other to merit concern. For an organization to flow smoothly, clear communication channels need to be established. Without open communication and collaboration a shared culture cannot emerge. Weak cultures harm the workplace by increasing inefficiencies that lead to increased costs. UCSF Health Care model from the top down to create a shared culture.Had leadership spent adequate time addressing ways to dissolve existing power struggles, and creating a shared culture that would set the foundation to achieve a new-shared vision, the merger could have been successful. Engaging leaders in creating a strategic plan to merge two separate existing cultures would have encouraged them to show support and dissolve power struggles. Shared resources, open communication and a culture of oneness may have set the foundation for a successful merger between the two organizations. References Etten, P. V. (1999). Camelot or common sense? The logic behind the UCSF/Stanford merger.Health Affairs, 18(2), 143–148. doi:10. 1377/hlthaff. 18. 2. 143 Kahneman, D. , & Tversky, A. (1979). Prospect Theory: An Analysis of Decision under Risk. Econometrica, 47(2), 263. doi:10. 2307/1914185 Leading by Leveraging Culture – Harvard Business Review. (n. d. ). Retrieved October 16, 2012, from http://hbr. org/product/leading-by-leveraging-culture/an/CMR260-PDF-ENG Pfeffer, J. , & Salancik, G. (2003). The External Control of Organizations: A Resource Dependence Perspective. Stanford University Press. Simon, H. A. (1997). Models of Bounded Rationality, Vol. 3: Emperically Grounded Economic Reason.The MIT Press. UCSF-Stanford Merger: A Promising Venture. (n. d. ). SFGate. Retrieved October 16, 2012, from http://www. sfgate. com/opinion/article/UCSF-Stanford-Merger-A-Promising-Venture-2975174. php#src=fb UCSF, Stanford hospitals just too different. (n. d. ). Retrieved October 16, 2012, from http://www. paloaltoonline. com/weekly/morgue/news/1999_Nov_3. HOSP03. html ——â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ Fall 16 PM 827 A1 Strategic Management Of Healthcare Organizations UCSF Stanford Healthcare – Why They Merged and Why The Merger Was Unsuccessful Sofia Gabriela Walton Mini Exam #1 08