American Government Oversight

The government of the United States involves the concept in political science known as separation of powers. This concept means that the different branches of government share power amongst themselves. Intricately connected with this concept is the system of checks and balances, which provides that all com/relationship-between-the-three-arms-of-government/">branches of government may challenge the exercise of power by the other branch. More accurately, this concept ensures that one branch would not encroach upon the power of another branch since each branch is given the power to make sure that the others remain acting within their bounds.The system of checks and balances was conceptualized by the Framers to ensure that no branch would overstep its boundaries in the exercise of its powers. For Congress, the system of checks and balances is made effective through its power of oversight (USConstitution. net). One example of congressional oversight relates to interceding with agencies on behalf of the interests of their constituents. Through oversight, Congressmen could look into the operations of agencies and determine whether the interests of their constituents are taken into account.The oversight power of Congress likewise involves the authority to monitor, supervise, and review the activities of the executive branch. The exercise of this power allowed Congress to look out for the interests and benefit of the American people. Examples in history include the opposition to the Vietnam War in the 1960s, and the investigation of the Watergate scandal that unearthed anomalies involving partisan gain (Kaiser, 1988).Another example of congressional oversight involves other channels, such as meetings with the staffs of legislative and executive officials. Through these meetings and consultations with the executive department, Congress is able to propose changes and suggest policies to the executive branch (Kaiser, 1988). It is clear that congressional oversight is very useful in ensuring that the other branches of government, such as the executive branch, do not overstep their boundaries.As representatives of the people, Congress occupies a special role in ensuring that the people’s will and interests are protected, and this duty is accomplished through Congress’ power of oversight. References Kaiser, F. M. (1988). Congressional Oversight of the Presidency. Annals of the American Academy of Political and Social Science 499(Congress and the Presidency: Invitation to Struggle), 75-89. USConstitution. net. Constitutional Topic: Checks and Balances. Retrieved March 11, 2008, from http://www. usconstitution. net/consttop_cnb. html

Ap Psychology Review Packet Essay

Absolute Threshold:  the minimum stimulation needed to detect a particular stimulus 50% of the time. 2. Accommodation:  the process by which the eye’s lens changes shape to focus near or far images on the retina. 3. Acetylcholine:  neurotransmitter that enables muscle action, learning and memory. 4. Achievement Motivation:  desire for accomplishment. 5. Achievement Test:  an exam designed to test what a person has earned. 6. Acoustic Encoding:  encoding of sound, especially words. 7. Acquisition:  the initial stage when one links a neutral stimulus and an unconditioned stimulus. 8. Action Potential:  a neural impulse; a brief electrical charge that travels down an axon. 9. Activation Synthesis:  theory that REM sleep triggers neural firing that evokes random images, which our sleep brain weaves into stories. 10. Adaptation Level Phenomenon:  tendency to form judgements relative to a neutral level defined by our prior experience. 11. Adrenal Glands:  a pair of endocrine glands that sit just above the kidneys and secrete hormones that help arouse the body in times of stress. 12. Algorithm:  a methodical, logical rule that guarantees solving a particular problem. 3. Alpha Waves:  the relatively slow brain waves of an awake, relaxed state. 14. Amnesia:  loss of memory. 15. Amphetamines:  drugs that stimulate neural activity, causing speeded-up body functions and associated energy and mood changes. 16. Amygdala:  two lima bean-sized neural clusters in the limbic system; linked to emotion. 17. Aphasia:  impairment of language caused by left hemisp here damage to Broca’s area, impairing speaking, or Wernicke’s area, impairing understanding. 18. Applied Research:  scientific study that aims to solve practical problems 19. Aptitude Test:  designed to predict a person’s future performance. 20. Association Areas:  areas of the cerebral cortex that are not involved in primary or sensory functions but in higher mental functions. 21. Associative Learning:  learning that certain events occur together. 22. Automatic Processing:  unconscious encoding of incidental information. 23. Autonomic Nervous System:  the part of the peripheral nervous system that controls the glands and the muscles of the internal organs. 24. Availability Heuristic:  estimating the likelihood of events based on their availability in memory. 5. Axon:  the extension of a neuron, ending in branching terminal fibers, through which messages pass to other neurons or to muscles and glands. 26. B. F. Skinner:  a leading behaviorist; rejected introspection and studied how consequences shape behavior. 27. Babbling Stage:  begins at 4 months; stage of speech development in which infant spontaneously utters various sounds. 28. Barbituates:  drugs that depress the activity of the central nervous system,  reducing anxiety  but impairing memory and judgement. 29. Basal Metabolic Rate:  body’s resting rate of energy expenditure. 30. Basic Research:  pure science that aims to increase the scientific knowledge base 31. Behavior Genetics:  the study of the relative power and limits of genetic and environmental influences on behavior. 32. Behavioral Medicine:  integrates behavioral and medical knowledge to apply to health and disease. 33. Behaviorism:  the view that psychology should be an objective science that studies behavior without reference to mental process. 34. Belief Perseverance:  clinging to one’s initial conceptions after the basis has been discredited. 35. Binocular Cues:  depth cues such as retinal disparity that depend on using two eyes. 36. Bio-Feedback:  electronically recording, amplifying and feeding back information regarding a subtle physiological state. 37. Biological Psychology:  a branch of psychology concerned with the links between biology and behavior. 38. Biopsychosocial Approach:  an integrated approach that incorporates biological, psychological, and social-cultural levels of analysis. 39. Blind Spot:  the point at which the optic nerve leaves the eye, creating a â€Å"blind spot† because no receptor cells are located there. 40. Bottom-Up Processing:  analysis that starts with the sensory receptors and works up to the brain’s integration of sensory information. 1. Broca’s Area:  controls language expression; area of the frontal lobe of the left hemisphere. 42. Cannon-Baird Theory:  emotion arousing stimulus triggers physiological response and subjective experience of emotion. 43. Case Study:  an observational technique in which one person id studied in depth in the hope of revealing universal principles. 44. Central Nervous System:  the brain and spinal cord. 45. Cerebellum:  the â€Å"little brain† at the rear of the brainstem; processes sensory input and coordinates movement output and balance. 46. Cerebral Cortex:  the intricate fabric of interconnected neural cells covering the cerebral hemispheres; the body’s ultimate control and information-processing center. 47. Change Blindness:  failing to notice changes in the environment 48. Charles Darwin:  argued that natural selection shapes behaviors as well as bodies. 49. Chunking:  organizing items into familiar, manageable units; often occurs automatically. 50. Circadian Rhythm:  the biological clock; regular bodily rhythms that occur on a 24-hour cycle 51. Classical Conditioning:  one learns to link two or more stimuli and anticipate future events. 2. Clinical Psychology:  a branch of psychology that studies, assesses, and treats psychological disorders. 53. Cochlea:  a coiled, bony, fluid-filled tube in the inner ear through which sound waves trigger neural impulses. 54. Cochlear Implant:  device for converting sounds into electrical signals and stimulating the auditory nerve through electrodes threade d through the cochlea. 55. Cognition:  Mental activities associated with thinking, knowing, remembering and communicating. 56. Cognitive Map:  mental representation of the layout of ones environment. 57. Cognitive Neuroscience:  the interdisciplinary study of brain activity linked with cognition. 58. Cognitive Perspective:  how we encode, process, store, and retrieve information. 59. Color Constancy:  perceiving familiar objects as having consistent color either if changing illumination alters the wavelengths reflected by the object. 60. Complementary Alternative Medicine:  unproven healthcare treatments intended to supplement conventional medicine. 61. Conditioned Reinforcer:  a stimulus that gains reinforcing power through its association with the primary reinforcer. 62. Conditioned Response:  the learned response to a previously neutral stimulus. 63. Conditioned Stimulus:  an originally irrelevant stimulus that, after association with US, triggers a response. 64. Conduction Hearing Loss:  hearing loss caused by damage to the mechanical system that conducts sound waves to the cochlea. 65. Cones:  retinal receptor cells that are concentrated near the center of the retina and function in daylight of well-lit conditions. 66. Confirmation Bias:  a tendency to search for information that backs one’s own beliefs. 67. Consciousness:  our awareness of ourselves and our environment. 68. Content Validity:  extent to which a test samples the behavior that is of interest, 69. Continuous Reinforcement:  reinforcing a desired response every time it occurs. 70. Control Group:  the group that is not exposed to the treatment in an experiment. 71. Coping:  alleviating stress using emotional, cognitive, or behavioral methods. 72. Corpus Callosum:  axon fibers connecting the two cerebral hemispheres. 73. Correlation:  a measure of the extent to which two factors vary together, and thus of how well either factor predicts the other. 74. Correlation Coefficient:  a statistical index of the relationship between two things (from -1 to +1) 75. Counseling Psychology:  a branch of psychology that assists people with problems in living and in achieving greater well-being. 76. Critical Thinking:  thinking that does not blindly accept arguments and conclusions. 77. Culture:  the enduring behaviors, ideas, attitudes, and traditions shared by a group of people and transmitted from one culture to the next. 78. Delta Waves:  the large, slow brain waves associated with deep sleep. 79. Dendrite:  the bushy, branchy extensions of a neuron that receive message and conduct impulses towards the cell body. 0. Dependent Variable:  the outcome factor; the variable that may change in response to the manipulation of the independent variable. 81. Depressants:  drugs that reduce neural activity and slow body functions. 82. Difference Threshold:  the minimum difference between stimuli required for detection 50% of the time. 83. Discrimination:  learned ability to distinguish between CS and stimuli that do not signal a US. 84. D issociation:  a split in consciousness, which allows some thoughts and behaviors to occur simultaneously with others. 85. Dopamine:  neurotransmitter that influences movement, learning, attention and emotion. 86. Double-Blind Procedure:  an experimental procedure in which both the research participants and the research staff are ignorant as to whether the group has received a treatment or a placebo. 87. Drive-Reduction Theory:  physiological need; creates an aroused tension state, a drive, that motivates an organism to satisfy the need. 88. Dual Processing:  the principle that information is simultaneously processed on separate conscious and unconscious tracks 89. Echoic Memory:  momentary sensory memory of an auditory stimuli. 0. Ecstasy (MDMA):  a synthetic stimulant and a mild hallucinogen. Produces Euphoria and social intimacy, but with short-term health risks and longer-term harm to serotonin-producing neurans and to mood and cognition. 91. Edward Titchener:  father of structuralism. 92. Effortful Processing:  encoding that requires attention and conscious effort. 93. Electroencepha logram (EEG):  an amplified recording of the waves of electrical activity that sweep across the brain’s surface. 94. Emotion:  response of the whole organism involving psychological arousal, expressive behavior and conscious experience. 95. Emotion-Focused Coping:  Attempting to alleviate stress by avoiding or ignoring a stressor and attending to emotional needs relating to one’s stress. 96. Encoding:  the processing of information into the memory system by extracting meaning. 97. Endocrine System:  the body’s â€Å"slow† chemical communication system; a set of glands that secrete hormones into the bloodstream. 98. Endorphins:  Ã¢â‚¬Å"morphine within† – natural, opiatelike neurotransmitters linked to pain control and to pleasure. 99. Environment:  every non-genetic influence. 100. ESP:  claim that perception can occur apart from sensory input. 101. Estrogen:  the primary female sex hormone. 102. Evolutionary Psychology:  the study of the evolution of behavior and the mind, using principles of natural selection. 103. Experiment:  a research method in which an investigator manipulates one of more factors to observe the effect on some behavior or mental process. 104. Experimental Group:  the group that is exposed to the treatment in an experiment. 105. Explicit Memory:  memory of facts and experiences that one can consciously know and declare; stored in hippocampus. 106. Extinction:  diminishing of CR; occurs in classical conditions when US does not follow CS. 07. Extrinsic Motivation:  desire to perform to receive rewards or avoid punishment. 108. Factor Analysis:  a statistical procedure that identifies clusters of related items, called factors, on a test. 109. Feature Detectors:  nerve cells in the brain that respond to specific features of the stimulus, such as shape, angle or movement. 110. Feel-Good Do-Good Phenomena:  tendency to be helpful when already in a good mood. 111. Figure-Ground:  organization of visual field into objects that stand out from their surroundings. 112. Fixation:  inability to see a problem from a new perspective. 113. Fixed-Interval Schedule:  reinforcement schedule that reinforces a response only after a specified amount of time has elapsed. 114. Fixed-Ratio Schedule:  reinforcement schedule that reinforces only after specified number of responses. 115. Flashbulb Memory:  a clear memory of an emotionally significant moment or event. 116. Flow:  a completely involved, focused state of consciousness resulting from optimal engagements of one’s skills. 117. fMRI:  a technique for revealing bloodflow and, therefore, brain activity – shows brain function. 118. Fovea:  the central focal point in the retina, around which the eye’s cones cluster. 19. Framing:  the way an issue is posed. 120. Fraternal Twins:  twins who develop from separate fertilized eggs. They are genetically no closer than a brother or sister. 121. Frequency:  the number of complete wavelengths that pass a point in a given time. 122. Frequency Theory:  in hearing, the theory that the rate of neu ral impulses traveling up the auditory nerve matches the frequency of a tone, thus enabling us to sense its pitch. 123. Freud’s Wish-fulfillment:  theory that dreams provide a psychic safety valve for expressing otherwise unacceptable feelings. 124. Frontal Lobes:  portion of the cerebral cortex lying just behind the forehead; involved in speaking, muscles movement, making plans and judgement. 125. Functional Fixedness:  the tendency to think of things only in their usual function. 126. Functionalism:  a school of psychology that focused on how our mental and behavioral processes function – how they enable us to adapt, survive and flourish. 127. GABA (gamma-aminobutyric acid):  a major inhibitory neurotransmitter. 128. Gate-Control Theory:  theory that spinal cord contains a neurological gate that blocks pain signals or allows them to pass to the brain. 29. Gender Identity:  our sense of being male or female. 130. Gender Role:  a set of expectations for either males or females. 131. Gender Typing:  the acquisition of a traditional male or female role. 132. General Adaptation Syndrome:  Selye’s concept of body’s adaptive response to stress; alarm, resistance, exhaustion. 133. General Intelli gence:  general intelligence factor, according to Spearman, underlies specific mental abilities and is measured by every task on an intelligence test. 134. Generalization:  tendency after response has been conditioned for similar stimuli to elicit similar responses. 135. Genome:  the complete instructions for making an organism. 136. Gestault:  organized whole; tendency to integrate pieces of information into meaningful wholes. 137. Glial Cells:  cells in the nervous system that support, nourish, and protect neurons. 138. Glutamate:  a major excitatory neurotransmitter – involved in memory. 139. Grouping:  perceptual tendency to organize stimuli into coherent groups based on proximity, similarity, continuity and connectedness. 140. Hallucinations:  false sensory experiences. 141. Hallucinogens:  drugs taht distort perception and evoke sensory images in the absence of sensory input. 142. Health Psychology:  sub-field of psychology; provides psychology’s contribution to behavioral medicine. 143. Heritability:  the proportion of variation among individuals that we can attribute to genes. 144. Heuristic:  a simple thinking strategy that often allows us to make strategies and solve problems quickly. 145. Hierarchy of Needs:  Mazlow’s pyramid of human needs; begins with physiological needs which must be met before higher goals can be attained. 146. Higher-Order Conditioning:  procedure where conditioned stimulus in one experience is paired with a new, neutral stimulus, creating a new Conditioned Stimulus. 47. Hindsight Bias:  the tendency to believe that, after learning the outcome, one would have foreseen it. 148. Hippocampus:  a neural center that is located in the limbic system and helps process explicit memories for storage. 149. Homeostasis:  tendency to maintain a state of balance. 150. Hormones:  chemical messengers that are manufact ured by the endocrine glands. 151. Hue:  the dimension of color that is determined by the wavelength of the light. 152. Humanistic Psychology:  historically significant perspective that emphasized the growth potential of healthy people and the individual’s potential for personal growth. 53. Hypothalamus:  a neural structure lying below the thalamus; it directs several maintenance activities, helps govern the endocrine system, and is linked to emotion and reward. 154. Hypothesis:  a testable prediction. 155. Iconic Memory:  a momentary sensory memory of a visual stimuli; a photographic memory lasting no more than a few tenths of a second. 156. Identical Twins:  twins who develop from a single fertilized egg that splits into two, creating two genetically identical organisms. 157. Illusory correlation:  the perception of a relationship where none exists. 158. Implicit Memory:  retention independent of conscious recollection; stored in cerebellum. 159. Inattentional Blindness:  failing to see visible objects when our attention is directed elsewhere 160. Incentive:  a positive or negative environmental stimulus. 161. Independent Variable:  the experimental factor which is directly manipulated. 162. Industrial Organizational Psychology:  using psychological concepts to optimize behavior in work places. 163. Information Processing:  theory that dreams help us sort out the day’s events and consolidate our memories. 164. Infradian Rhythm:  long-term cycle; greater than a day 65. Inner Ear:  the inner most part of the ear, containing the cochlea, semicircular canals, and vestibular sacs. 166. Insight:  sudden and novel realization of the solution to a problem. 167. Insomnia:  recurring problems in falling or staying asleep. 168. Instinct:  a complex behavior rigidly patterned throughout the species and is unlearned. 169. Intensity:  the amount of energy in a light or sound wave, which we can perceive as brightness or loudness, as determined by the wave’s amplitude. 170. Interaction:  the interplay that occurs when the effect of one factor depends on another. 171. Interneurons:  neurons within the brain and spinal cord that communicate internally and intervene between the sensory inputs and the motor outputs. 172. Intrinsic Motivation:  desire to perform for its own sake. 173. Intuition:  effortless, immediate feeling or thought. 174. Iris:  a ring of muscle tissue that forms the colored portion of the eye around the pupil and controls the size of the pupil opening. 175. James-Lange Theory:  emotion is awareness of physiological responses to emotion-arousing stimuli. 176. Kinesthesis:  system for sensing the position and movement of individual body movements. 77. Latent Content:  according to Freud, the underlying meaning of a dream. 178. Latent Learning:  learning that occurs but is not apparent until there is an incentive to demonstrate it. 179. Law of Effect:  Thorndike’s principle that behavior followed by favorable consequences become more likely and behaviors followed by negative consequences become less likely. 180. Lens:  the transparent structure behind the pupil that changes shape to help focus images on the retina. 181. Lesion:  destruction of the brain tissue. 182. Levels of Analysis:  the differing complementary views for analyzing any iven phenomenon. 183. Limbic System:  neural system located below the cerebral hemispheres; associated with emotions and drives. 184. Lingusitic Determinism:  Whorf’s hypothesis that language determines the way we think. 185. Long-Term Memory:  relatively permanent and limitless storehouse of the memory system. 186. Long-Term Potentiation (LTP):  increase in synapse-s firing potential after rapid stimulation; the neural basis for learning and memory. 187. LSD:  a powerful hallucinogenic drug; alsdo known as acid. 188. Lymphocytes:  the two types of white blood cells that are part of the immune system. 189. Manifest Content:  according to Freud, the remembered story line of a dream. 190. Mean:  the arithmetic average of a distribution. 191. Median:  the middle score in a distribution. 192. Medulla:  the base of the brainstem; controls heartbeat and breathing. 193. Mental Age:  measure of test performance devised by Binet; chronological age that typically correlates with a given age. 194. Mental Set:  tendency to approach a problem in a particular way, often one that has been successful. 195. Methamphetamine:  a powerfully addictive drug that stimulates the central nervous system and appears to drop base dopamine levels over time. 96. Middle Ear:  the chamber between the eardrum and the cochlea containing three tiny bones (hammer, anvil and stirrup) that concentrate the vibrations of the eardrum on the cochlea’s oval window. 197. Mirror Neurons:  frontal lobe neurons that fire when performing certain actions or when performing another doing so; this may enable im itation or empathy. 198. Misinformation Effect:  incorporating misleading information into ones memory. 199. Mnemonics:  memory aids. 200. Mode:  the most frequently occurring score(s) in a distribution. 201. Modeling:  observing and imitating a specific behavior. 202. Monocular Cues:  depth cues available to either eye alone. Includes relative height, relative size, interposition, linear perspective, light and shadow, and relative motion. 203. Mood Congruent Memory:  tendency to recall experiences that are consistent with one’s current mood. 204. Morpheme:  the smallest unit that carries meaning. 205. Motivation:  a need or desire that energizes and directs behavior. 206. Motor Cortex:  an area at the rear if the frontal lobes that controls voluntary movements. 207. Motor Neurons:  neurons that carry outgoing information from the brain and spinal cord to the muscles and glands. 208. MRI:  a technique that uses magnetic fields and radio waves to produce computer-generated images of soft tissue. 209. Mutation:  a random error in gene replication that leads to a change. 210. Myelin Sheath:  a layer of fatty tissue segmentally encasing the fibers of many neurons; enables vastly greater transmission speed. 211. Narcolepsy:  a sleep disorder characterized by uncontrollable sleep attacks. The sufferer may lapse directly into REM sleep, often at inopportune times. 212. Natural Selection:  inherited trait variations contributing to survival and reproduction will be passed on to succeeding generations. 13. Naturalistic Observation:  observing and recording behavior in naturally occurring situations without trying to manipulate or control the situation. 214. Nature-Nurture issue:  controversy over contributions of genes vs. experience 215. Near-death Experience:  an altered state of consciousness reported after a close brush with death; often similar to dru g-induced hallucinations. 216. Negative Reinforcement:  increasing behaviors by stopping a negative stimuli. 217. Neo-Freudian Theory:  theory that dreams can be used as a coping mechanism to deal with past events. 218. Nerves:  bundled axons that form neural â€Å"cables† connecting the central nervous system with muscles, glands, and sense organs. 219. Nervous system:  the body’s speedy, electrochemical communication network, consisting of all the nerve cells of the peripheral and central nervous systems. 220. Neurogenesis:  the formation of new neurons. 221. Neuron:  a nerve cell; the basic building block of he nervous system. 222. Neurotransmitters:  chemical messengers that cross the synaptic gaps between neurons. 223. Night Terrors:  a sleep disorder characterized by high arousal and an appearance of being terrified. 24. Norepinephrine:  neurotransmitter that helps control alertness and arousal. 225. Normal Curve:  a symmetrical, bell-shaped curve that describes the distribution of many types of data. 226. Observational Learning:  learning by observing others. 227. Occipital Lobes:  portion of the cerebral cortex lying at the back of the head; includes areas t hat receive information from the visual fields 228. One-Word Stage:  from age 1 to 2; when a child speaks in single words. 229. Operant Behavior:  Behavior that operates on the environment, producing consequences. 230. Operant Chamber:  a chamber / Skinner Box containing a bar that an animal can manipulate to obtain water or food. 231. Operant Conditioning:  type of learning in which behavior is strengthened followed by a reinforcer or diminished followed by a punisher. 232. Operational Definition:  a statement of the procedures used to define research variables. 233. Opiates:  opium and its derivatives, such as morphine and heroin; they depress neural activity, temporarily lessening pain and anxiety. 234. Opponent-Process Theory:  the theory that opposing retinal processes (red-green, yellow-blue, white-black) enable color vision. 35. Optic Nerve:  the nerve that carries neural impulses from the eye to the brain. 236. Organizational Psychology:  part of IO Psychology; examines psychological influences o worker satisfaction and productivity. 237. Overconfidence:  tendency to be more confident than correct. 238. Parallel Processing:  the processing of many aspects of a problem simu ltaneously. 239. Parapsychology:  study of paranormal phenomena. 240. Parasympathetic Nervous System:  the division of the autonomic nervous system that calms the body, conserving its energy. 241. Parathyroids:  help regulate the level of calcium in the blood 242. Parietal Lobes:  portion of the cerebral cortex lying at the top/rear of the head; receives sensory input for touch and body position. 243. Partial/Intermittent Reinforcement:  Reinforcing a response only part of the time. 244. Perception:  the process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events. 245. Perceptual Adaptation:  in vision, the ability to adjust to an artificially displaced or inverted visual field. 246. Perceptual Set:  mental predisposition to perceive one thing and not another. 247. Peripheral Nervous System:  the sensory and motor neurons that connect the central nervous system to the rest of the body. 248. Personnel Psychology:  focuses on recruitment, selection and placement of employees. 249. PET Scan:  a visual display of brain activity that detects where a radioactive form of glucose goes while the brain performs a given task. 250. Phoneme:  the smallest distinctive sound unit. 251. Physical Dependence:  a physiological need for a drug, marked by unpleasant withdrawal symptoms when the drug is discontinued 252. Pitch:  a tone’s experienced highness or lowness; depends on frequency. 53. Pituitary Gland:  the endocrine gland system’s most influential gland. Under the influence of the hypothalamus, the pituitary regulates growth and controls other endocrine glands. 254. Place Theory:  in hearing, the theory that links the pitch we hear with the place where the cochlea’s membrane is stimulated. 255. Placebo Effect:  exper imental results caused by expectation alone. 256. Plasticity:  the brain’s ability to change, especially during childhood, by reorganizing after damage of by building new pathways based on experience 257. Polygraph:  lie detector machine; measures responses to emotion. 58. Pons:  part of the brainstem that helps coordinate movements. 259. Population:  all the cases in a group being studied, from which samples can be drawn. 260. Positive Reinforcement:  increasing behaviors by presenting positive stimuli. 261. Posthypnotic Suggestion:  a suggestion, made during a hypnotic session, to be carried out after the subject is no longer hypnotized. 262. Predictive Validity:  the success with which a test predicts the behavior it is designed to predict. 263. Primary Reinforcer:  an innately reinforcing stimulus, such as one that satisfies a biological need. 264. Priming:  the activation, often unconsciously, of certain associations, thus predisposing one’s perception, memory, or response. 265. Pro-Social Behavior:  positive, constructive behavior. 266. Proactive Interference:  the disruptive effect of prior learning on the recall of new information. 267. Problem-Focused Coping:  attempting to alleviate stress by changing the stressor or how we interact with that stressor. 268. Prototype:  a mental image or best example of a category. 269. Pshchological Dependence:  a psychological need to use a drug, such as to relieve negative emotions. 270. Psychiatry:  a branch of medicine dealing with psychological disorders. 271. Psychoactive Drug:  a chemical substance that alters perceptions and moods. 272. Psychodynamic Perspective:  how behavior springs from unconscious drives and conflicts 273. Psychology:  the study of behavior and mental processes. 274. Psychoneuroeimmunology:  study of how psychological, neural, and endocrine processes affect the immune system. 275. Psychophysics:  the study of relationships between the physical characteristics of stimuli, such as their intensity, and our psychological experience of them. 276. Psychophysiological Illness:  mind-body illness; any stress-related physical illness, including hypertension. 277. Pupil:  the adjustable opening in the center of the eye through which light enters. 278. Random Assignment:  assigning participants to experimental and control groups by chance, thus minimizing pre-existing differences between the two groups. 279. Random Sample:  a sample that fairly represents a given population. 280. Range:  The difference between the highest and lowest scores in a distribution. 281. Recall:  measure of memory in which the person must retrieve information learned earlier. 82. Recognition:  measure of memory in which the person only identifies items previously learned. 283. Reflex:  a simple, autonomic response to a sensory stimulus. 284. Rehearsal:  conscious repetition of information, either for maintenance or encoding. 285. Reinforcer:  an event that strengthens behavior. 286. Relative Deprivation:  perception that one is worse off relative to those you compare yourself to. 287. Relearning:  a measure of memory that assesses the amount of time saved when learning material for a second time. 288. Reliability:  extent to which a test yields consistent results. 89. REM Rebound:  the tendency for REM sleep to increase following REM sleep deprivation. 290. REM sleep:  rapid eye movement sleep, a recurring sleep stage during which vivid dreams commonly occur. 291. Replication:  repeating the essence of a research study to see whether the basic findings extend to other participants and circumstances. 292. Representativeness Heuristic:  judging the likelihood of things in terms of how well they seem to represent particular prototypes. 293. Respondent Behavior:  occurs as automatic response to some stimulus. 294. Reticular Formation:  a nerve network in the brainstem that plays an important role in controlling arousal. 295. Retina:  the light-sensitive inner surface of the eye. 296. Retinal Disparity:  a binocular cue for perceiving depth by comparing the images of the retinas from the two eyes. 297. Retrieval:  process of getting information out of storage. 298. Retroactive Interference:  the disruptive effect of new learning on the recall of old information. 299. Reuptake:  a neurotransmitter’s reabsorption by the sending neuron. 300. Rods:  retinal receptors that detect black, white and gray. 301. Savant Syndrome:  condition in which a person is limited in mental ability but has exceptional specific skill. 302. Scatterplots:  a graphed cluster of dots, the slope of which helps predict the direction of the relationship between the two variables. 303. Selective Attention:  the focusing of conscious awareness on a particular stimuli 304. Semantic Encoding:  encoding of meaning. 305. Semantics:  set of rules by which we derive meaning from morphemes, words and sentences. 306. Sensation:  the process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment. 07. Sensorineural Hearing Loss:  hearing loss caused by damage to the cochlea’s receptor cells or to the auditory nerves. Also called nerve deafness. 308. Sensory Adaptation:  diminished sensitivity as a consequence of constant stimulation. 309. Sensory Cortex:  area at the front of the parietal lobes that registers and processes body touch and moveme nt sensations. 310. Sensory Interaction:  principle that one sense may influence another; smell of food influences its taste. 311. Sensory Memory:  immediate, very brief recording of sensory information in the memory. 12. Sensory Neurons:  neurons that carry incoming information from the sensory receptors to the brain and spinal cord. 313. Serial Position Effect:  the tendency to recall best the last and first items in a list. 314. Serotonin:  neurotransmitter that affects mood, hunger, sleep and arousal. 315. Set Point:  the point where someone’s weight thermostat. 316. Shaping:  an operant conditioning procedure in which reinforcers guide behavior closer and closer to the desired behavior. 317. Short-Term Memory:  activated memory that holds a few items briefly. 318. Sigmund Freud:  Austrian neurologists who founded psychoanalysis. 319. Signal Detection Theory:  a theory predicting how and when we detect the presence of a faint stimulus (signal) amid background noise. Assumes there is no single absolute threshold and that detection depends partly on a person’s experience, expectations, motivation and level of fatigue. 320. Sleep Apnea:  a sleep disorder characterized by temporary cessations of breathing during sleep and repeated momentary awakenings. 321. Social Leadership:  group oriented leadership that builds teamwork and offers support. 322. Social Learning Theory:  the theory that we learn social behavior by observing and imitating and by being rewarded and punished. 323. Social-cultural Perspective:  how behavior and thinking vary across situations and cultures 324. Somatic Nervous System:  the division of the peripheral nervous system that controls the body’s skeletal muscles. 325. Source Amnesia:  attributing the wrong source to an event we have experienced; at the heart of many false memories. 326. Spacing Effect:  tendency for distributed study or practice to yield better retention that massed study or practice. 327. Split Brain:  a condition resulting from surgery that isolates the brain’s two hemispheres by cutting the fibers connecting them. 328. Spontaneous Recovery:  Reappearance after a pause of an extinguished CR. 329. Standard Deviation:  a computed measure of how much the scores vary around the mean score. 330. Stanford-Binet:  widely used American revision of Binet’s original intelligence test. 331. Statistical Significance:  a statistical statement of how likely it is that an obtained result occurred by chance. 332. Stereotype Threat:  self-confirming concern that one will be evaluated based on negative stereotypes. 333. Stimulants:  drugs that excite neural activity and speed up body functions. 334. Storage:  retention of encoded information. 335. Stress:  how we perceive and respond to stressors that we appraise as threatening or challenging. 336. Structuralism:  an early school of psychology that used introspection to explore the structural elements of the human mind. 337. Structured Interviews:  asking the same questions of all applicants and rating on the standard scale. 338. Subjective Well-Being:  self-perceived happiness or satisfaction with life. 339. Subliminal:  below one’s absolute threshold for conscious awareness. 340. Survey:  a technique for ascertaining the self-reported attitudes of behaviors of a group. 341. Sympathetic Nervous System:  the division of the autonomic nervous system that arouses the body, mobilizing its energy in stressful situations. 342. Synapse:  the junction between the axon tip of the sending neuron and the dendrite or cell body of the receiving neuron. 343. Syntax:  rules for combining words into sensible sentences. 344. Task Leadership:  goal oriented leadership that sets standards, organizes leadership and focuses on goals. 345. Telegraphic Speech:  early speech stage where child speaks like a telegram; uses nouns and verbs. 46. Temporal Lobes:  portion of the cerebral cortex lying above the ears; receives auditory information 347. Testosterone:  the most important of male sex hormones. Both males and females have it, but the additional testosterone in males stimulates the growth of the male sex organs in the fetus and the development of the male sex char acteristics during puberty. 348. Thalamus:  the brain’s sensory switchboard, located on top of the brainstem. 349. THC:  the major active ingredient in marijuana; triggers a variety of effects, including mild hallucinations. 350. Theory:  an explanation that organizes behavior and predicts future outcomes. 351. Threshold:  the level of stimulation necessary to trigger a neural impulse. 352. Thyroid Gland:  affects metabolism, among other things 353. Tolerance:  the diminishing effect with regular use of the same dose of a drug, requiring the user to take larger and larger doses of the drug before experiencing the drugs effects. 354. Top-Down Processing:  information processing guided by higher level mental processes, as when we construct perceptions drawing on our experience and expectations. 55. Transduction:  conversion of one form of energy into another. 356. Two_Word Stage:  beginning at age 2; child speaks in 2 word statements. 357. Two-Factor Theory:  called Schachter-Singer Theory; to experience emotion, one must be physically aroused and cognitively label the arousal. 358. Type A:  competitive, hard-driving, impatient. 359. Type B:  easy-going, relaxed people. 360. Ultradian Rhythm :  short-term cycle; less than a day 361. Unconditioned Response:  the unlearned naturally occurring response to the unconditioned stimulus. 362. Unconditioned Stimulus:  a stimulus that unconditionally triggers a response. 363. Validity:  extent to which a test measures what its supposed to measure. 364. Variable-Interval Schedule:  reinforcement schedule that reinforces a response after random number of responses. 365. Variable-Ratio Schedule:  reinforcement schedule that reinforces a response after an unpredictable number of responses. 366. Vestibular Sense:  sense of body movement and position including balance. 367. Visual Cliff:  lab device for testing depth perception in infants and young animals. 368. Visual Encoding:  encoding of picture images. 369. Watson and Rayner:  famous for their â€Å"Little Albert† experiment. 370. Wavelength:  the distance from the peak of one light or sound wave to the peak of the next. 371. Weber’s Law:  the principle that, to be perceived as different, two stimuli must differ by a constant minimum percentage. 372. Wechsler Adult Intelligence Scale:  most widely used intelligence test; contains verbal and non-verbal sub-tests. 373. Wernicke’s Area:  controls language reception; a brain area involved in language comprehension and expression in left temporal lobe. 74. Wilhelm Wundt:  known as father of experimental psychology; established the first psychology laboratory. 375. Withdrawal:  the discomfort and distress that follow discontinuing the use of an addictive drug. 376. Working Memory:  a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual spat ial information and of information retrieved from long-term memory. 377. X-Chromosome:  the sex chromosome found in both men and women. 378. Y-Chromosome:  the sex chromosome found only in men. 379. Young-Helmholtz Trichromatic Theory:  the theory that the retina contains three different color receptors – red, green and blue. absolute threshold:  Ã¢â‚¬â€œ The minimum stimulation needed to detect a particular stimulus 50 percent of the time. 2. accommodation:  Ã¢â‚¬â€œ The process by which the eye’s lens changes shape to focus near or far objects on the retina. 3. accommodations:  Ã¢â‚¬â€œ Adapting one’s current understandings (schemas) to incorporate new information. 4. acetylcholine:  Ã¢â‚¬â€œ A neurotransmitter that, among its functions, triggers muscle contraction. 5. acoustic encoding:  Ã¢â‚¬â€œ The encoding of sounds, especially the sound of words. . acquisition:  Ã¢â‚¬â€œ The initial stage in classical conditioning; the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response. In operant conditioning, the strengthening of a reinforced response. 7. action potent ial:  Ã¢â‚¬â€œ A neural impulse; a brief electrical charge that travels down an axon. The action potential is generated by the movement of positively charged atoms in and out of channels in the axon’s membrane. 8. activation synthesis hypothesis:  Ã¢â‚¬â€œ Theory to describe dreaming that explains dreaming as being random neural activity hat the brain tries to make sense of. 9. acuity:  Ã¢â‚¬â€œ The Sharpness of vision. 10. addictions:  dependency to drugs comes about from potentially one use of the substance were the body can build up dependence to the substance. 11. adolescence:  Ã¢â‚¬â€œ The transition period from childhood to adulthood, extending from puberty to independence. 12. adrenal glands:  Ã¢â‚¬â€œ A pair of endocrine glands just above the kidneys. The adrenals secrete the hormones epinephrine (adrenaline) and norepinephrine (nonadrenaline), which help to arouse the body in times of stress. 13. ll or nothing law:  Ã¢â‚¬â€œ Increasing the stimulus abov e the threshold will not increase the action potential intensity. The neuron’s action is an all or nothing response; it either will fire or it will not. The strength of the stimulus does not effect action potential’s speed. 14. alpha waves:  Ã¢â‚¬â€œ The relatively slow brain waves of a relaxed, awake state. 15. alzheimer’s disease:  Ã¢â‚¬â€œ A progressive and irreversible brain disorder characterized by gradual deterioration of memory, reasoning, language, and, finally physical functioning. 16. amnesia:  Ã¢â‚¬â€œ The loss of memory 17. mygdala:  Ã¢â‚¬â€œ Two almond-shaped neural clusters that are components of the limbic system and are linked to emotion. 18. assimilation:  Ã¢â‚¬â€œ Interpreting one’s new experience in terms of one’s existing schemas. 19. association areas:  Ã¢â‚¬â€œ Areas of the cerebral cortex that are not involved in primary motor or sensory functions; rather, they are involved in higher mental functions such as lear ning, remembering, thinking, and speaking. 20. associative learning:  Ã¢â‚¬â€œ Learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning). 1. attachment:  Ã¢â‚¬â€œ An emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation. 22. audition:  Ã¢â‚¬â€œ The sense of hearing 23. automatic nervous system:  Ã¢â‚¬â€œ The part of the peripheral nervous system that controls the glands and the muscles of the internal organs (such as the heart). Its sympathetic division arouses; its parasympathetic division calms. 24. automatic processing:  Ã¢â‚¬â€œ Unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information, such as word meanings. 25. xon:  Ã¢â‚¬â€œ The extension of a neuron, ending in branching terminal fibers, through which messages pass to other neurons or to muscles or glands. 26. barbiturates:  Ã¢â‚¬â€œ Drugs that depress the activity of the central nervous system, reducing anxiety but impairing memory and judgement. 27. basiler membrane:  within the cochlea of the inner ear is a stiff structural element that separates two liquid-filled tubes that run along the coil of the cochlea, the scala media and the scala tympani. 28. behavioral genetics:  Ã¢â‚¬â€œ The study of the relative power and limits of genetic and environmental influences on behavior. 29. Behavioral Psychology:  a branch of psychology that focuses on how we learn from observable responses. An individuals’ response to different environment stimuli shapes our behaviors. 30. Behaviorism:  The view that psychology should be an objective science that studies behavior without reference to mental processes. Most research psychologists today agree that psychology should be an objective science but do not think that it should be without reference to mental processes. 31. behaviorism:  Ã¢â‚¬â€œ The view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. For example, intelligence may be operationally defined as what an intelligence test measures. 193. opiates:  Ã¢â‚¬â€œ Opium and its derivatives, such as morphine and heroin; they depress neural activity, temporarily lessening pain and anxiety. 194. opponent-process theory:  Ã¢â‚¬â€œ The theory that opposing retinal processes (red-green, yellow-blue, white-black) enable color vision. For example, some cells are stimulated by green and inhibited by red; others are stimulated by red and inhibited by green 195. optic nerve:  Ã¢â‚¬â€œ The nerve that carries neural impulses from the eye to the brain. 96. parallel processing:  Ã¢â‚¬â€œ The processing of several aspects of a problem simultaneously; the brain’s natural mode of information processing for many functions, including vision. Contrasts with the step-by-step (serial) processing of most computers and of conscious problem solving. 197. parallel processing:  Ã¢â‚¬â€œ The processing of several aspects of a problem simul taneously; the brain’s natural mode of information processing for many functions, including vision. Contrasts with the step-by-step (serial) processing of most computers and of conscience problem solving. 198. Parasympathetic nervous system:  Ã¢â‚¬â€œ The division of the autonomic nervous system that calms the body, conserving its energy. 199. parietal lobes:  Ã¢â‚¬â€œ The portion of the cerebral cortex lying at the top of the head and toward the rear; includes the sensory cortex. 200. Peripheral nervous system:  Ã¢â‚¬â€œ The sensory and motor neurons that connect the central nervous system (CNS) to the rest of the body. 201. PET:  Ã¢â‚¬â€œ A visual display of brain activity that detects where a radioactive form of glucose goes while the brain performs a given task. 202. Phenotype:  Ã¢â‚¬â€œ An organisms physical characteristics is its phenotype.

Performance Management Essay Example | Topics and Well Written Essays - 2250 words - 4

Performance Management - Essay Example Google Inc. has been built greatly and the results all over the world speak for themselves. However, one of the things it has always believed in is that great is not always good enough and this is the reason that it started the putting plans in place to improve how it manages the performance of its employees including the managers. It sought ways to ensure that all its resources are being put into action in making the employees happy, satisfied as well as have incentives enough to work and increase their performance which would ensure sustainability of the company’s success. The planning started with the management as part of the employee team and trying to ensure that its performance increases through making them better bosses. The planning was carried out by a small team but it involved the whole company. The employees were given surveys on what would make the bosses better and the feedback was incorporated in the performance management package. This was in addition to the p erformance reviews given to the managers themselves, the praises and complaints they had been receiving from the employees and even customers among other channels. Google Inc. has another way to review performance management of their employees and this is through the employees setting goals and objectives for themselves and then quantifying all these goals and explaining ways in which they will be able to attain these goals within the specified time. This is meant to empower the employees to plan their work.

New Forms of Employment Essay Example | Topics and Well Written Essays - 2750 words

New Forms of Employment - Essay Example These phrases have in common their definition of employment relations that differ from typical work arrangements in which it was normally implied that work was implemented full-time, would last for an indefinite period, and was fulfilled at the employer's office strictly according to the employer's instruction. Typical work arrangements were the model in a lot of industrial states for much of the twentieth century and were the foundation of the structure within which employment law, bargaining, and security systems functioned. Reforms beginning at the end of twentieth century created the situation that led countries, companies, and employees to look for more flexibility in employment. As a result, the usual employment relationship started changing (Galbraith, 2004, p. 42; Houseman & Osawa, 1995, p. 10). Worldwide economic reforms increased competition and indecision among companies and made them to push for larger earnings and to be more adaptable in setting relations with their workers and responding to customers. Slow-moving economic development resulted in high unemployment rate that made it obvious, particularly in Europe, that economies were unable to create a sufficient amount of jobs to offer full-time salary employment for all employees (Keeley, 2001, p. 214). The adoption of atypical employment was facilitated by technical developments in communication and information systems that made it simple for companies to specialize their manufacture, bring temporary workers together quickly for assignment s, and count more on outside contractors. Employment laws created to protect permanent workers also fueled the development in atypical work by making employers pass up the mandates and expenses connected with these laws (Brown et al. 2000, p. 13). So too did demographic reforms in the composition of the work force, such more married women and old people working, who frequently preferred the flexibility obtainable through atypical employment arrangements (Gellerman, 1990, p. 122). Therefore, if to evaluate temporary employees and so-called "multifunctional full-time workers" (those who do most part of the work on constant basis), the former is obviously more beneficial and profitable. Atypical work relations are not new. Work arrangements that did not correspond the model of full-time work always existed, and history is full of instances of peripheral work forces and flexible labor markets where the work is unbalanced and temporary (Gratton et al., 1999, p. 74). For example, in the contracting system of the United States in the 19th century, management provided equipment and space in the plant, supplied raw material and monetary resources, and set for the sale of the product while contractors were accountable for manufacture and hired the employers, paid them and controlled them (Jackson & Schuler 1995, p. 237).

Electronic diplomacy Essay Example | Topics and Well Written Essays - 2500 words

Electronic diplomacy - Essay Example For them to be in touch with the world diplomats have utilized the use of facebook, YouTube, Twitter, and the social media network of the country. Using the social media network, the diplomats can easily address the audience with the specific massage they want to convey to them. This is to mean that the diplomats need not to travel up to be the audience are for him or her to deliver the massage hence reducing the mobility (Gaida Jeanette, 2013). The incising use of E-diplomacy has enabled the people in the places that cannot be reached to understand the stand of the government. For example if the country is being faced with drought or hunger in some region of the country. E-diplomacy can be utilized to inform the affected people on the government plan towards solving the drought or the hanger issue. The processing of visa documents have been simplified by e-diplomacy tools furthermore it has facilitated the direct with citizens who are at different countries (IRM’s Office of eDiplomacy, n.d). In case of the occurrence of any emergency, e-diplomacy has provided foreign citizens in a given country a chance to communicate with there respective consultants or state embassies. E-diplomacy discussion forum may provide an opportunity for diplomats to hold a free-wheeling debate and provide inputs that are valuable on the issues of foreign policy. The Smartphone apps enable the citizens to access information on passport norms and the initiatives of foreign policy. Secure visual platforms with safety features that are stringent have been availed to enable discussion confidentiality between specific diplomats. For example in the perspective of India, the ministry flagship publication that is printed in fourteen different languages and distributed among the Indian missions that is abroad currently have a version that is digital. Furthermore, the publication will be availed in a digital magazine store of a dedicated channel which will

Globalization of Outsourcing Trends Essay Example | Topics and Well Written Essays - 750 words

Globalization of Outsourcing Trends - Essay Example But the shape of outsourcing is completely changing, now organizations no longer outsource tasks to organizations located within their nations and are only outsourcing their jobs to other nations to achieve the benefits of decline in cost of labor which eventually adds up to decrease in the cost of production. This paper will focus on the historical, current and future trends of outsourcing. History The activity of outsourcing started taking place during the 1980s. According to the assertions of United Nations, the activity of outsourcing started during the period of 1962, when huge companies that used to operate globally were involved in the act of outsourcing certain amount of their jobs, later the activity was given the name of outsourcing during the period of 1989 (UN 81). During the middle periods of the era of the 1990s, companies realized that outsourcing will assist them in attaining cost efficiency. Due to this realization, companies started outsourcing those jobs and tasks that were necessary to them but were not directly related to the essential parts of the business. They used to outsource tasks such as accounting jobs, data management jobs and jobs related to the security sector. Other entities started forming up that that used to provide services such as human resource management and organization maintenance. By the period of 2000, jobs started being shifted from within the boundaries of a nation to other nations and this act was named as offshoring. There is a slight difference in the operations of outsourcing and offshoring, in the case of outsourcing jobs are delegated to providers of different services, in the case of offshoring, entities are formed that are controlled by businesses located in other countries (Chadee 414). Current Trends The activity of outsourcing is conducted by several businesses that operate in the 21st century. Due to increase in the number of outsourced tasks, job creation of developing nations started increasing. After the world experienced the new millennium, managerial positions as well as engineering jobs even started being outsourced. This led to the creation of workforce that got involved in the task of producing reports on weekly basis and continued to increase the importance of outsourcing activities. Services such as customer assistance, support for technical and jobs that are desk based even started to be outsourced. Several organizations throughout the world outsource tasks to fulfill several purposes and attain several benefits and the main purpose was to eliminate or decrease various costs of running an organization (LOHR, 2013). Businesses that outsource even enjoy the benefit of focusing on its core activities and participate in more creative activities. Those entities that obtain outsourced jobs enjoy the benefits of experiencing skills and technology that did not exist in their own nation due to lack of capital and time issues. Outsourcing has proven to be assistive to both the dev eloped and the developing nations, but this activity even has another side of the coin which is negatively impacting nations and entities. Issues such as a nation and an entity’

Direct Approach and Communicative Language Teaching Research Proposal

Direct Approach and Communicative Language Teaching - Research Proposal Example The direct approach is therefore based on the theory that learning a second language shares practically the same concepts as learning the first language (Thanasoulas, 2011, par. 5). The basic framework, therefore, emphasizes the need for regular and frequent oral interaction, no translation, using the language with spontaneity, and as the minimal analytical application of grammatical rules and structures of syntax. As disclosed by Thanasoulas, â€Å"the principles of the Direct Method were as follows: (1) classroom instruction was conducted in the target language; (2) there was an inductive approach to grammar; (3) only everyday vocabulary was taught; and (4) concrete vocabulary was taught through pictures and objects, while abstract vocabulary was taught by association of ideas† (Thanasoulas, 2011). The direct approach is therefore based on the theory that learning a second language shares practically the same concepts as learning the first language (Thanasoulas, 2011, par. 5 ). The basic framework, therefore, emphasizes the need for regular and frequent oral interaction, no translation, using the language with spontaneity, and as the minimal analytical application of grammatical rules and structures of syntax. As disclosed by Thanasoulas, â€Å"the principles of the Direct Method were as follows: (1) classroom instruction was conducted in the target language; (2) there was an inductive approach to grammar; (3) only everyday vocabulary was taught; and (4) concrete vocabulary was taught through pictures and objects, while abstract vocabulary was taught by association of ideas† (Thanasoulas, 2011).c. How might they be useful for your context and why? The approach can, therefore, be applicable and used in one’s personal context through frequent instruction and use of the second language one intends to learn where focus could be highlighted on everyday conversational language. The instructors could show pictures and visual illustrations of conc rete words to assist in familiarization; and as indicated, to grasp abstract words, the instructor could use more familiar words to associate the meanings to new and abstract concepts.  Ã‚  d. What are their limitations? As revealed and as eminent, the limitations and difficulties of this approach is the amount of time needed to learn the second language given the classroom type and time frame. To effectively use this approach, one must not be pressured by time and also by budget or financial constraints. For example, if English as a Second Language is determined to be learned using the direct approach, living longer in the United States and conversing frequently with this language as practical application is most preferred.

The Public Relations Campaign of the Bank Term Paper

The Public Relations Campaign of the Bank - Term Paper Example The ABC Bank is a leading bank and it plans to fortify its lead and keep competition far behind. Its market research team has identified a way to do so in an opportunity that exists in the market. The opportunity is a need of the potential customers to be able to make payments using their mobile phones. This need is felt in many practical situations. For example, a customer who needs to pay for a restaurant bill, which has somehow exceeded his estimate of what the bill could have been, can instantly pay through his cell phone. He does not have to bother with the credit card or going to the bank to do the same. Or, a Parent, whose kid is studying in a distant town suddenly needs money, the Parent can almost instantly while being on the move and without bothering to access his online account through a laptop or any other gadget, may simply use his mobile phone to send the amount to the kid. The possibilities are numerous and almost everybody seems to have a need for this basic applicat ion that satisfies an elementary need of being able to send money immediately without the hassle of waiting to do the transaction, upon either reaching a bank or reaching someplace that maybe work or home or a business center, where the transaction could be done online. Moreover, there is no transaction charge. As far as the security of the transaction is concerned, there is no need to share account details. Also, the app is pin protected thus making it safe to use.On the face of it, the situation surrounding the launch of the application seems quite favorable. This seems so, given the readiness with which it promises to fulfill a basic need of the public and that is to be able to send money while being on the move and that too for free. The app also promises to be safe. However, a careful scan of the internal environment leads to concerns that threaten to affect the success of the launch or the app itself. A careful and ongoing examination of the related news gives inputs about how this service could be misused and lead to financial fraud.

Benefits versus Negative Effects of World War II Research Paper

Benefits versus Negative Effects of World War II - Research Paper Example That is why there has been a heated debate regarding the beneficial aspect of the war. While one group of people believes that Hitler always had plans to exterminate the Jews, the other group of functionalists argues that the war and the holocaust were reached at in a random way. Nonetheless, it can be agreed that the war was not an accident. Negative effects of the War All parts of the world experienced the effect of World War II. It is due to the fact that most of the world’s most powerful military groups such as Germany, Britain, Italy, the United States and Japan were involved. It included attacks of different countries that included Japan whose negative experiences after the bombings at the Pearl Harbor are still felt today with the birth of children with physical disabilities (Plog par. 2). There were five times more the number of casualties as compared to the First World War with many people amounting to fifty-five million were killed. Adolf Hitler, who was a dictator, was a key player and a participant in the activities before World War II. He mainly made the decision that related to the extermination policy as a state sanction (Fic par. 10). It mainly involved inhuman acts that lowered an individual’s level of decency as portrayed by Himmler who thought that the elimination of Jews and the other groups, which were considered undesirable, was a burden and an unpalatable task (Heilbrunn, p. 2). The associated atrocities committed during the invasion of Poland elicited a high level of criticism. The actions of Hitler and two of his two main aides and lieutenants can be considered to have been founded on wrong reasons. As Heilbrunn indicates, Himmler was involved in fights mainly in an effort to spread anti Semitic ideas, racism, extreme nationalism, and hostility to democracy. These radical ideologies were meant to be incorporated with a more comprehensive world view. It was a good move as it provided grounds for educating the peasants in Lo wer Bavaria about the connection between Jews, capitalists and Freemasons. Moreover, Longerich and Gerwarth assert that the Nazis were involved in sinister delusions about the power of the Jews. It is because of this that Thomas Mann describes their activities as the transformation of the entire continent into a â€Å"thick-walled torture chamber† in his novel â€Å"Doctor Faustus† (Heilbrunn p. 3). However, Hitler claimed that the war was started on the effort to solve most of the problems in Germany. These included the versatile treaty which if defied German would become a great country again. As Heilbrunn indicates, Hitler was involved in the war in order to bring â€Å"peaceful coexistence† between Czechs. Himmler, on the other hand, contends that members of the SS killed â€Å"decently† (Heilbrunn p. 3). He indicates that, unlike individual views that the Jews were killed out of sexual, selfish and sadistic reasons, the Nazis conducted the executions purely on grounds of valid political motives. It is as a result of this that he made a decision to deport millions of them (McIntosh, p. 1). Effect on Women During the war, the lives of numerous women were disrupted as they had to adapt to difficult conditions such as several nights of blackout. They additionally had to go through terror and fearful moments from the planes that constantly flew above them and Lorries that made

Computer Games Essay Example for Free

Computer Games Essay 1)Computer games do more harm than good to children. † Nowadays, more and more children play computer games because there is a computer at almost every home. Moreover, the number of Internet cafes is increased and playing games becomes easier. Personally, I believe that computer games are not beneficial for children but they have an negative impact on them. To start with, the majority of computer games have violent scenes. They imitate wars and the child takes the role of a soldier who has to kill a lot of people in order to win the battle and consequently the game. That is why many children have violent behavior at school. When they are young, they cannot distinguish the game from reality and sometimes they attack against their classmates. This violent behavior comes definetely from this kind of games. Another reason that I think is worth mentioning is that a lot of children prefer to play computer games rather than to meet they friends. This situation leads to unsociable, unfriendly and shy personalities. When they enter another stage of their life, for instance when they become teenagers or even adults, they find it difficult to communicate with other people. Moreover, being alone leads to depression. This is an important problem that many teenagers experience. Computer games have a strong power over children making them play many hours per day. Thats why they do not have time to do their homework and their grades at school become weaker over time. For example, my cousin who is 15 years old used to play computer games approximately 4-5 hours per day. When his parents got his grades they realized that his performance was not satisfied. My cousins teacher told they parents that he could not concentrate during the lectures and he rarely did his homework. His parents discussed with their son and they agreed that he would play less and do his homework regularly. In final consideration, a child can become addicted to computer games playing many hours per day non stop. This is very serious because it may lead to situations where the child may become unsociable and experience depression. Moreover, children adopt an violent behavior toward their classmates or family members. Finally, they are unable to concentate on their homework and concequently they performance at school becomes poorer over time.

The Effect of Employee Job Satisfaction

The Effect of Employee Job Satisfaction Study Objectives: The purpose of this paper is to examine the impact of job stress on job satisfaction and organizational commitment. The author studied some of the definitions and the sources of job stress and he mentioned some of the stress related illness; he also examined the types and factors of organizational commitment. The research question of the paper is what is the effect of job stress on employees job satisfaction and organizational commitment? Keywords: job stress, job satisfaction and organizational commitment Introduction The main purpose of the paper is to examine the job stress and its effect on job satisfaction of the employees and organizational commitment and thus on the organization as a whole. Stress, which have a huge effect on job fulfillment that subsequently affect the job performance, is considered a natural division of each and every occupation. Lately, researchers suggest that when the work nature alters the employees welfare is affected. These days, Job stress considers a very important issue because of its unavoidable outcome in any organization as a result of the current life difficulties (Singh, 2009: 255). Also Ziauddin et al (2010: 618) stated that in our society stress is being inevitable; and in order to avoid it, recognition and acceptance can ease its consequences and effects. As job stress will affect organizational commitment, and this will directly lead to the execution of employees and will also affect the firms performance. Thats why organizations have to reduce the stress on its employees. Another important topic in organizational research is organizational commitment. It can be used in the understanding of employees behaviour in the workplace. Organizational commitment imitates the degree to which employees identify with an organization and are loyal to its goals. Meta-analysis studies revealed a strong positive relationship between organizational commitment and job satisfaction (Tett and Meyer, 1993). On the other hand, some studies found that 38 percent only of employees experience a long-term commitment to their workplace. However organizations with highly committed employees will have a higher productivity than an organization with a non committed employees (YUSOB, 1999) The three variables, job stress, job satisfaction and commitment to the organization are grapping the attention of the organizational behavior research, these organizational behaviors directly and strongly affect the general performance of any institution. (Chen, Silverthorne, Hung, 2005:243). One of the most raising problems is job stress that consequences in significant costs to workers and the work association around the globe, and it is the main reason for employees job satisfaction and organizational commitment (Khatibi, Asadi and Hamidi, 2009:272). Some limitations and gaps have been found. Most of the studies on job stress focused only on the effect of job stress on job satisfaction or organizational commitment or even on the organization performance. For example; Sullivan Bahgat (1992) investigate the relation between the organizational stress with job satisfaction and performance .Fairbrother and Warn (2003) applied a research to examine the strong relation between stress, dimensions of workplace and job satisfaction. Chen, Silverthorne Hung (2006) studied the effect of commitment and organizational communication on job stress and job performance. Khatibi, Asadi Hamidi (2009) examined the connection between job stress and organizational commitment in National Olympic and Paralympic Academy (NOPA) employees. But they didnt specify any sectors, like the labor productivity in Egypt or in any other countries. So the Research Question of the Research Gap is what is the effect of job stress on job satisfaction and organizationa l commitment on Egyptian labor? The research question of the paper is What is the effect of job stress on job satisfaction and organizational commitment? since job stress these days is inevitable effect in any corporation because of the current life difficulties, and it might affect employees job satisfaction and organizational commitment, which may lead to the termination of employees and this will have a ruthless impact on the organization performance which will affect the organization as a whole. The paper is consisted of four main segments. The first segment is an overview on job stress; its definition, sources and levels. The second segment is an overview on job satisfaction; definition, variables and importance. The third segment is an overview on organizational commitment; definition, types and factors affecting it. The last segment will examine the impact of job stress on job satisfaction and organizational commitment. Then finally the methodology will be discussed followed by the conclusion. Literature Review Overview on job stress The job stress is indirectly proportional with the organizational commitment and the job performance , whenever the employee is more committed to the organization , the job stress will decrease, thus the job performance will increase and vice versa. . (Chen, Silverthorne, Hung, 2005:243), a raising problem of handling stress at work is being faced by personals and their institutions however, they are vulnerable because they need to understand the nature of their job-related stress (Williams, Cooper, 1998:306). One risk that should grab the attention of managers and they should be responsive to negative factors such as job stress that have a negative effects on employees health and as a result it has a unconstructive effect on job satisfaction and job performance. (Hamidi and Eivazi, 2010:964). Definition of job stress According to Hamidi and Eivazi (2010: 964) work stress is defined as the condition where some features or a group of characteristics that disturb the employee on his/her physical, mental, or societal homeostasis. Furthermore, Williams, Cooper (1998: 307) acknowledged that job Stress, which can be measured by some various measures such as mental physical condition, nervousness, and job satisfaction, is a complicated, multivariate process. Also (Lee Shin: 2005, 100) agreed that job stress is the condition of sentimental fatigue and sarcasm that happens repeatedly between entities who do people work (Lee Shin: 2005, 100). Sources of job stress In the workplace there are many reasons for employees job stress; one of the main reasons is the work overload, employees stay at the organization for a lot of time working to handle their jobs on their deadlines. While executives pay no attention for the stress and moreover they inquire more work from employee to do (Shahu and Gole, 2008: 238) In our life there are many important parts; job life is one of those parts. It causes different types of stress. Competitive nature of the jobs leads employees to be more worried and spend more time in their work; this considered a reason for stress. Generally employees are more anxious about their results and outcomes in their work, this way influence their treatments with people and with their customers as well. As the paper showed before stress is concerned with environmental conditions which invented to present the demand that frightens to exceed the persons abilities. Stress leads a negative impact to the organization, so the employees and their boss should understand the causes or the sources of stress (Abdullah and ahsan 2009: 121-122). There are different variables that have major effect on job stress. Those variables are role ambiguity, role conflict, work overload, and job-induced anxiety. Role conflict and role ambiguity are related to organizational and individual consequences. Role ambiguity is a degree that obvious data is lacking concerning three steps. The first step is the probabilities related to a role. The second step is the techniques used to accomplish role expectations and probabilities. The third step is the role performance outcomes. Role ambiguity may be caused by unstable expectations and probabilities. Role conflict happened when a person meets the immediate incidence of role requirements where personal performance prevents the others performance. Work overload shows too much work and responsibilities that exceed persons ability. Job-induced anxiety is the degree that individuals know how the indication and signs of worry about their work position and circumstances (Li and Shani 1991: 108-109). Job stress is a result of organizational portions, working for long hours, lack of organizational support and organizational change. Lack of support from supervisors and colleagues, and conflict with demands and pressures can lead to increasing job stress. There are other sources of job stress, insufficient staffing, and long working hours. Responsibility schedules which are in conflict with time for family, projectile field responsibility, deployments, threat of military disciplines, problem with supervisors and a wide diversity of other job related matters and problems. Work overload, work design, job qualifications, job performance and organizational structure are indicators of job stress. This study also added other sources of job stress which are work dimension factors which include lack of clearness of the work role, and disturbance of personal life and every day routines (Bokti and Abu Talib 2009: 301). There are three different influences that have great impact on creating stress. The first influence is personal influence; it confirmed that the feature of the marital relationship will arbitrate the effects of job insecurity (Wilson and Larson 1993: 74). Low wages or salaries, bad environment in work such as low social support and high workload, and high level of stress, those are factors that make employees leave their work and positions. While, getting recognition in the workplace was one of the reasons that make employees to continue in their jobs (Abualrub and Al-Zaru 2008: 228). Work overload related to the amount of stress practiced by people because of the awareness which they are can not deal with the quantity and the amount of required work allocated to them. People are expected to practice strain when they are expected to work hard and do more than the available time that allow them to do. Another source of job stress is lack of autonomy. This source is related to the insight of the control of decision making. This is because of the limitations of job or the workplace. The person is expected to experience stress when there is interdependence between the tasks of individual and the tasks of other people. There are other different sources of stress; broken or poor relationships with work colleagues will leas to high levels of stress. Unfair management will consider a potential source of stress. The jobs basic nature could be a source of stress. This study confirmed that lack of challenging and meaningful tasks, physical working circumstances is considered aspects of the job that may increase stress (Coetzee and Villiers 2010:30). Job stress is an adaptive reply happening in the workplace. Its reply is mediated by the characteristics of individuals and mediated by the psychological processes. In many occupational situations are now usually identified in educational situations. A lot of top stressors associated positively to the limitations of time. Time pressures, work overload and interpersonal relationships were major stressors among universitys staff. Conflict happens among teaching; scholarship and the responsibility of service were highly ranked as stressful condition. Job stress increases with greater public service expectations included faculty members rank, type of institution and gender (Thorsen 1996:474). Universitys teachers stress related to phenomena as poor physical comfort, mental ill-health and intention to leave. Teaching is considered as a demanding profession. There is bad impact of job stress between teachers on their well being and the behavior of work. Stress between universitys teachers leads to burnout. University teachers who practice and understand higher demands on their attention, energy, and time than others, whereas getting fewer prizes and recompenses, they become estranged from their work lives (Taris and Schreurs 2001: 284). Job stress should be at a suitable level, job stress has a negative effect on job performance of university teachers. Pressure of universitys teacher resulted from big competition, role conflict and the expectation of job which introduced in the system of education. This caused problems in professional behavior and job burnout (Cai-feng 2010: 130). He and Li (2000: 254) mentioned in their study that stress has sources, those sources are Social Environment, Family Condit, and workplace culture and atmosphere. Those sources lead to a response from individual, and then it causes job stress symptoms.Job efforts could be considered as stressor, it placed depend on the workplace and the deadlines of meetings. Job efforts have a direct relation with stress in the workplace, when it increases stress level increases also and vise versa. Job reward which is the real wages, categorized into three different mechanisms. The three mechanisms are personal financial need, personal social need, and finally personal esteem on and off the work environment. Job reward has a negative relationship with job stress (Rehman and Khan 2010:43). Levels of job stress The qualified difference between the requirement of the environment and the abilities of the individual is what stress means. Job stressor factor is divided into three main sectors. The first one is individual factor; second one is job factor or group factor and finally organizational factor. Job factors and specific job responsibilities structure the job, the ecological work factors and those factors that is associated to work plan comprise some variables, such as; job duties diversity, job difficulty, temperature, noise, and the level autonomy and control that workers have on their technique and speed on their job (Khatibi, Asadi and Hamidi, 2009:272). Individual level Some studies have been found that individuals stressors are the most important level than other levels. Several individual stressors are; the lack of social support, Individuals stressor factors have been studied more than other levels: role conflict, role ambiguity, volume overload of work, embarrassment changes, the quality of interpersonal relationships, lack of social support and personality type. Those stressor factors that are attributed to organizational factors are cultural and management practicing within the organization, non-participation in decision making, inappropriate and inadequate communication, totalitarian leadership style, organizational policies, insufficient opportunities for advancement, lack of job security which play a role in making stress. Job stress with any model needs the signs to recognize. (Khatibi, Asadi and Hamidi, 2009:272). There are three different influences that have great impact on creating stress. The first influence is personal influence; it confirmed that the feature of the marital relationship will arbitrate the effects of job insecurity (Wilson and Larson 1993: 74). Low wages or salaries, bad environment in work such as low social support and high workload, and high level of stress, those are factors that make employees leave their work and positions. While, getting recognition in the workplace was one of the reasons that make employees to continue in their jobs (Abualrub and Al-Zaru 2008: 228). Group level Organizational level The person environment fit model concerns with two main variables. The two variables are the individual characteristics of the worker and the organizational qualities of the work environment. In this Model, job stress is supposed to arise from an oddity between the environment and the person. This model showed the inconsistency in fit is a stressor. Unresolved issues will lead to psychological and physiological strain and strain is any psychological or physiological variation from what is usual for the person. Bad person environment fit could create a high risk to the employees (Blix and Lee 1991: 290). Stress-related illnesses A considerable relationship between level of peoples stress and repulsive reaction has been found in some therapeutic researches, such as; mental distress, sleep disorders and heart disease which may lead to the increase in the rate of absenteeism and that affect the employees job performance and as a result the organization in general will be affected. (Hamidi and Eivazi, 2010:964). Overview on Job satisfaction Baker College (2004:31-32) stated that the affective reaction to the job satisfaction is reflected by the constructive emotional condition, that defines the term job satisfaction. Job satisfaction is accompanied with two effects either absenteeism or turnover. Job satisfaction is considered a perfect predictor of employee absenteeism or turnover. Definition of job satisfaction Job satisfaction defined by Lambert (2004, p.210) as the amount of which the workers like their job. While Lambert, Barton, and Hogan (1999, p.97) defined job satisfaction as the gratification of peoples need that linked to their work. Camp (1994) and Lambert (2004) mentioned that employees job satisfaction can be measured by the satisfaction from pay, promotion, work, supervision, and coworkers. On the other hand Glisson Durick (1988) mentioned that job satisfaction is attached to another five additional measurements which are; task significance, skill variety, task identity, independence, and feedback. Sources of job satisfaction Some paraphernalia may cause the employees satisfaction or dissatisfaction. The major factors that encourage and satisfy them are wages, chances, raises, bonuses, working hours, environment, communication and relationship with their peers and supervisors. In addition to the availability of resources needed to achieve their jobs and tasks, one more thing is the involvement in the decision making process (Adeyemo, 2007: 325). Researches agreed that culture, race, education, age, residence and relatives can affect employees job satisfaction. For example; the groups of workers who didnt complete their education or even didnt graduate from a high school are more likely to be very satisfied from those who graduate, also the younger employees or workers are least likely to be fulfilled than the older ones. African Americans workers are more likely to be satisfied than Hispanic workers. Also there are some other sources that may affect job satisfaction negatively or positively like for example; the employees that dont show their emotions are more likely to be very fulfilled with each and every increase in the emotional control. On the other hand, employees that come across violence from customers or the members of the family are less likely to be much fulfilled with each and every increase of the abuse occurrences (Delp et al, 2010:929). Monetary limitations that boundary the contact with health care can significantly reduce job fulfillment. There are three main reasons that illuminate the impact of meeting of the physicians. Firstly, the insufficient health aids that dont protect all workers or all costs. Secondly, there is no sick leave that requires workers to sacrifice their salaries when they miss their work for health arrangements. Finally, there are no support respite care workers which will force them to choose between disregard their own health requirements or leaving consumers and caring for themselves (Delp et al, 2010:933-934). Importance of job satisfaction Job satisfaction is a must in any organization, since employees with low level of job satisfaction create a lot of unwanted and adverse behaviors within the organization; like for example wasting the organization working hours doing some personal duties, emotional and actual retirements from their jobs, and other changes that change the work environment (Camp, 1994) in (Getahun, Sims Hummer: 1). Some other negative results is related with low level of job satisfaction such as the early withdrawals, absenteeism and attendance problems, and the absence of involvement in job tasks. Overview on organizational commitment Many researchers concentrated on the association between employees job satisfaction and organizational commitment. They showed that job role encounter and uncertainty have no effect on the organizational commitment in law, but they revealed the presence of the positive relationship between organizational commitment and leader provision, group cohesiveness and promotion chances (Jaramillo, Nixon Sams, 2005). Definition of organizational commitment Organization commitment and job commitment have been studied (Koslowsky, 1990: 167-168). Organization commitment can be simply defined as the level at which the employee attracted to the organization while job commitment is the level at which the employee attracted to the job (Bashaw; Grant 1994: 43). Job commitment describes how people feel towards their duties and tasks. One can be committed to the organization without being committed to his job and vice versa (Freund; Zahavy, 2007: 322). Workers can be more satisfied with their jobs and loyal to their organization by raising their empowerment as a result they will improve their performance as well as the organizations performance (Gallie et al, 2009: 2). Types of organizational commitment There are three types of organizational commitment; affective, continuous, and normative. In the words of Allen and Meyer (1990: 3) employees with strong affective commitment remain because they want to, those with strong continuance commitment because they need to, and those with strong normative commitment because they feel they ought to do so. Affective commitment According to (Solinger, Olffen Roe, 2008: 72) affective commitment was defined as the sentimental link between the employee and the organization, in which the employee is attached to the company; it also comprises employees involvement in the organization as well as their identification with it. Affective commitment represents satisfied and pleased feelings of employees towards their jobs. Indeed affective commitment can be described as the willingness of the employee to stay in the organization because he wants to as said by Allen and Meyer (1990: 3). Also (Turner Chelladurai, 2005:195) agreed that affective commitment imitates an emotional affection to the organization as an objective not to the action of staying or leaving the organization. Consequently, affective commitment greatest prognosticator is the emotional agreeable involvement of work. Continuance commitment Continuous commitment was defined by (Solinger, Olffen Roe, 2008: 72) as the supplementary cost paid by the employee after leaving the company, this resembles with the utilitarian outcomes that consists of penalties and rewards that are supposed to follow from engaging in the behaviour (Eagly Chaiken, 1993: 209). Continuous commitment is the attitude toward a behaviour not headed for the organization. It reveals the deliberation of outcomes of action whether to remain or leave in the organization. In other words as Meyer Allen (1990) that employee with a strong continuous commitment remain in the organization because he needs to. Normative commitment Normative commitment is the state of the employee where he feels responsible to stay in the organization (Solinger, Olffen Roe, 2008: 72). Normative outcomes concern to approval or disapproval that significant others are expected to express after performing the behaviour as well as the self-administered rewards (pride) and punishments (guilt) that follow from internalized moral rules (Solinger, Olffen Roe, 2008: 72) In fact employees that are characterized by normative commitment feel that they should stay in the organization and that they have to carry on their work. Normative commitment is a value where similarity between employees and organizational values might take place. (Turner Chelladurai, 2005:195) Factors affect organizational commitment Chen, Silverthorne Hung (2005) mentioned that not only the job stress that affects the level of organizational commitment but also organizational communication has a substantial and affirmative relationship with organizational commitment. They also found that organizational intervention and personal predisposition can influence organizational commitment. Organizational intervention Personal predisposition Importance of organizational commitment One of the key factors that affect productivity is organizational commitment that increases the performance that leads to a higher productivity as well as the employees are loyal and committed to their jobs in addition to job satisfaction. Therefore organizational commitment leads to the job satisfaction and motivation which affect productivity (Eaton, 2003: 148). (Gallie et al 2009) also believed that workers who are highly committed to their organizations can increase their results because they will be more likely to work hard, they may also decrease their absence as for example in Google organization people are less likely to be absent because they are highly committed to their jobs and organizations and they may not leave their jobs. In contrast employees who have no other choices rather than staying in the organization may have a negative effect on productivity as he is not committed to his organization or to his job in addition he may affect his other employees resulting in fewer outcomes (Eaton, 2003: 148). The impact of job stress on job satisfaction and organizational commitment Many researchers found that in one hand, job stress is indirectly proportional with job satisfaction. On the other hand, they found that between organizational commitment and job satisfaction positive relationship. As a result, it is rational to have a negative relationship between job stress and organizational commitment (Khatibi, Asadi and Hamidi, 2009:273). Low organizational commitment Many researchers concluded in their researches that there is a significant relationship between job stress and the whole organizational commitment. Extra investigation displays that there is also a relationship between the affective and continuous commitment with job stress but they didnt find any clear link between job stress and normative commitment (Ziauddin et al, 2010: 617). While Somers on the other hand stated that there is a relationship between affective and normative commitment with job stress, but no clear link between continuous commitment and job stress. Also Khatibi, Asadi Hamidi (2009: 272) agreed with Somers that there is a negative significant relationship between job stress and organizational commitment, affective commitment and normative commitment, but there was not a significant relationship between job stress and continuance commitment. Lee et al stated that there is an adverse relation between job stress and organizational commitment, while wells et al (2009) on the other hand revealed in his study that there is a positive relationship between job stress and organizational commitment and an adverse relationship between job stress and job commitment. Yaghoubi et al disagreed with all these relations and declared that there is no significant relationship between organizational commitment and job stress, he then added that it is important for any organization to have healthy and committed employees as well as sport organizations as ther are not exceptions. Job dissatisfaction and termination of employee In the short run, job stress will reduce job satisfaction that results in decreasing the rate of absences of the employees. Absenteeism is the reaction of the employees towards the feeling of being dissatisfied. While in the long run, being dissatisfied will have a huge result in increasing the rate of turnover. On the other hand, some employees may not leave the company as they buildup financial interest which will be so difficult for them to quit the job and these financial interests may include wages, encouragements and it might be the only return to the employees family (Baker College, 2004:36). So whenever the employees are satisfied and committed to the organization they will have a lower tendency to leave it (Ziauddin, 2010:618). Stress affect organizational outcome Some researchers discovered that the previous and the significance of the lower job stress leads to a higher job satisfaction and higher organizational commitment, since it will give them the feeling that the job met expectations (Moncrief et al, 1996) they also added that employees will have a lower tendency to leave the organization when they are highly satisfied and committed to the organization. (Elangovan, 2001) indicates that there are durable fundamental relations between job stress and satisfaction (where the higher the job stress the lower the job satisfaction), and between job satisfaction and organizational commitment (the lower the job satisfaction the lower the organizational commitment). He also stated that there is a mutual association between organizational commitment and turnover goals (lower organizational commitment leads to a great intention to quit). Stress is linked with some negative effects in the workplace some of them are the lack of interest for work, organization, and colleagues. It also includes absence of creativity, loss of duties, reduced effectiveness, increased inflexibility of thinking, and decreased the ability of performing (Fairbrother and Warn, 2003: 9). Job stress is related with significant occupational consequences of job satisfaction, organizational commitment and the withdrawal behaviour of the employees (Sullivan Bhagat, 1992). Organizational commitment and job satisfaction regularly report an adverse relationship with the intent to leave and turnover (Hollenbeck and Williams, 1986). According to Fairbrother and Warn (2003: 9) they stated that organizational commitment and job satisfaction have repeatedly negative relationship to intent to quit and leave the organization, since high level of job stress most of the time connected to the low level of commitment and satisfaction. The major predictive effect of dissatisfaction is job stress and it will have a great tendency to leave the organization (Landsbergis, 1988; Terry et al., 1993) Methodology In order to test the mentioned hypotheses, a quantitative method should be applied which includes questionnaires and interviews. Since we are aiming to examine the effect of job stress on job satisfaction and organizational commitment, a questionnaire will be a valid tool to draw statistical conclusions. The questionnaire will be distributed in two private manufactories one for clothing while the other one for paper and cardboards. Thus a structured face-to-face questionnaire is needed where the interviewer presents the items orally in order to clarify the main purpose of the study and the meaning of the questions, because most of labors are illiterate. The sample of the study will consist of two hundred Egyptian employees working in private manufactories in Egypt, specifically in Cairo for convenience. We chose private manufactories due to the easy access to them in order to distribute the questionnaire, because it will be much more difficult to distribute the questionnaire in public organizations or