Cactus Stack Approach with Dijkstra’s Algorithm

Cactus Stack Approach with Dijkstra’s Algorithm Advance Dijkstra’s Algorithm with Cactus Stack Implementation Logic Idea Proposed for the Cactus Stack Approach with Dijkstra’s Algorithm Palak Kalani Nayyar Khan Abstract— This paper illustrates a possible approach to reduce the complexity and calculation burden that is normally encountered in the Shortest Path Problems. We intend to give a new concept based on the look ahead values of the input nodes given in the shortest path problem as proposed by the famous Djktras Algorithm. A new data structure called as Cactus Stack could be used for the same and we could try to minimize and the loop back issues and traversals in a given graph by looking at the adjacency matrix as well as the creation of a cactus stack which is linked in a listed manner. The calculation of the node values and the total value shall be the same as proposed by the ancient algorithm however by our concept we are trying to reduce the complexity of calculation to a larger extent. Index Terms—Component, formatting, style, styling, insert. (key words) I. Introduction With the advancement in technology, there is increase in demand for development of industries to fulfill the requirements of the people. But in industries there are a lot of chemicals and lubricants used for equipment some of these chemicals and lubricants are volatile in nature and may cause accidents such as fire. However, fire extinguishers and other preventive measures are also available at the security, but they are not proven executive and we have to flee the area as soon as possible. This research paper proposes a new algorithm which calculates the shortest path forget away of such problems. The proposed algorithm is based on the original Dijkstra algorithm. This algorithm gives us optimum solution in less time and also reduces the calculation.[1] II. Dijkstra Algorithm Dijkstra was one of the most forceful promoter of programming as a scientific discipline. He has made contribution to the areas of operating systems, programming languages, including deadlock avoidance, contain the notion of structured programming, and algorithms. We will now consider the general problem of finding the length of a shortest path between a and z in an undirected connected simple weighted graph. Dijkstra’s algorithm proceeds by finding the length of a shortest path from a to a first vertex, the length of a shortest path from a to a second vertex, and so on, until the length of a shortest path from a to z is found. As aside benefit, this algorithm is easily extended to find the length of the shortest path from a to all other vertices of the graph, and not just to z. The algorithm relies on a series of iterations. A distinguished set of vertices is constructed by adding one vertex at each iteration. A labeling procedure is carried out for iteration. In this labeling procedure, a vertex w is labeled with the length of a shortest path from a tow that contains only vertices already in the distinguished set. The vertex added to the distinguished set is one with a minimal label among those vertices not already in the set. We now give the details of Dijkstra’s algorithm. It begins by labeling a with 0 and the other vertices with ∞. We use the notation L0(a) = 0 and L0(v)=∞for these labels before any iterations have taken place (the subscript 0 stands for the â€Å"0th† iteration). These labels are the lengths of shortest paths from a to the vertices, where the paths contain only the vertex a.(Because no path from a to a vertex different from a exists, ∞is the length of a shortest path Between a and this vertex.)Dijkstra’s algorithm proceeds by forming a distinguished set of vertices. Let S k denote this set after k iterations of the labeling procedure. We begin with S0 = ∅. The set Skis formed from Sk−1 by adding a vertex u not in S k−1 with the smallest label. Lk(a, v) = min{Lk−1(a, v),Lk−1(a, u) + w(u, v)}, ALGORITHM: Procedure Dijkstra(G: weighted connected simple graph, with all weights positive) {G has vertices a = v0, v1, . . . ,vn= z and lengths w(vi , vj ) where w(vi , vj )=∞if {vi , vj} is not an edge in G} fori := 1 to n L(vi ) :=∞ L(a) := 0 S :=∅ {the labels are now initialized so that the label of a is 0 and all other labels are∞, and S is the empty set} whilez ∈S u:= a vertex not in S with L(u) minimal S :=S ∠ª {u} forall vertices v not in S ifL(u) + w(u, v) then L(v) := L(u) + w(u, v) {this adds a vertex to S with minimal label and updates the labels of vertices not in S} returnL(z) {L(z) = length of a shortest path from a to z}[2] IV. Limitations of Dijkstra’s Algorithm Although Dijkstra’s algorithm is an effective algorithm but still there are a lot of circumspections. Some of these are discussed below. Presence of calculations bounteously. Solutions pleaded by this algorithm are not equitable. The reasons for changing paths and beading elements are not favoured. It is not explicit when the problem is not closed loop or cyclic i.e. we are having a last element other than destination and last element is connected with only one element then we are not able to reach destination It distracts when both next nodes are same then which node we are going to choose for operation. We have to check distance or path after one step which is not favourable. For example, if we want to go neemuch from indore and distance of Ujjain from indore is more than distance of devas from indore then according to dijkstra we should go to devas and check distance of desvas between neemuch and if we find more than Ujjain route then we again come back to indore. V. Solutions to mentioned limitations First we use look ahead dijkstra : A. Precode Wnext = min [Wvu ,Wvw] Look ahead [Wnext ,Wua , Wsub] { Wfinal = min[Wnextà ¯Ã†â€™Ã‚  Wua, Wnextà ¯Ã†â€™Ã‚  Wub] Return [Wfinal;:a?b] } Min[∑_(i=1)^2à £Ã¢â€š ¬-(Ti)+Li-1à £Ã¢â€š ¬-] Problem solution Vi=Vj: Min(P1[∑_(i=1)^2wi], P2[∑_(j=1)^2wj]) =next node . B. Proposed Method Cs1 pop(a) { Cs2(b) { Weight (a,b); } Cs2(c) { Weigth(a,c); } Return[min( Cs2(b),Cs2(c)) } (V+Cs)+ look ahead C. Dijkstra with VFS traversal and cactus stack VFS(vertical first search) In the vfs we search in vertical order of cactus stack f(a,b)≈ f(n,m) n=a f(a,’m’) m=b,c,d,e†¦Ã¢â‚¬ ¦.. struct node { int*prev; int*next; int data; } D. Complexity Comparison In dijkstra’s complexity is more whereas in proposed method i.e. shortest path with cactus stack is less. In dijkstra’s we need to do calculation from each and every point but in proposed algorithm we need to do calculation from particular points which reduces calculations and complexities. E. Adjacency Matrix In mathematics and computer science, an adjacency matrix is a means of representing which vertices (or nodes) of graph are adjacent to which other vertices.[3][4] Adjacency matrix of above graph is F. Weighted Adjacency Matrix The matrix which represents graph with respect to its weight. Now we have to convert matrix into another matrix by using the following program. Adjacency Matrix is CODE : #include #include #define INF 9999 int main( ) { intarr[4][4] ; int cost[4][4] = { 7, 5, 0, 0, 7, 0, 0, 2, 0, 3, 0, 0, 4, 0, 1, 0 } ; int i, j, k, n = 4 ; for ( i = 0 ; i { for ( j = 0; j { if ( cost[i][j] == 0 ) arr[i][j] = INF ; else arr[i][j] = cost[i][j] ; } } printf ( Adjacency matrix of cost of edges:n ) ; for ( i = 0 ; i { for ( j = 0; j printf ( %dt, arr[i][j] ) ; printf ( n ) ; } for ( k = 0 ; k { for ( i = 0 ; i { for ( j = 0 ; j { if ( arr[i][j] >arr[i][k] + arr[k][j] ) arr[i][j] = arr[i][k] + arr[k][j]; } } } Now we take an above example and use this steps to convert into another adjacency matrix: . G. Traversal of Adjacency Matrix For solving adjacency matrix, we take the 1st node and observe the row of that node if there is weight on any vertex that means that vertex is connected to 1st node with respective weight. Similarly we check for all nodes and traverse the matrix.If any vertex have weight infinity that means that vertex is not directly connected to the main vertex whose row is being traverse. If vertex have weight zero that means there is no self loop present. If user’s last node is not the last node of matrix then we simply traverse the matrix till the node entered by user then we will back traverse rest of node that is we will start traversing last node. VI. Cactus Stack A cactus stack is a set of stacks organized in a systematic format as a tree in which each path from the root to any leaf constitutes a stack. A Cactus Stack act both like a Tree and a Stack. Like a stack, items can only be added to or removed from only one end that is top of the cactus stack; like a Tree, nodes in the Cactus Stack may have parent child relationships. Cactus Stacks are traversed from the child nodes to the parent nodes rather than vice-versa, as in a Binary Search Tree. One of the strongest benefits of a cactus stack is that it allows parallel data structures to exist with the same root. A. Creation of Cactus Stack Let us understand this matrix with the help of an example showed above. Series of steps should be as following: First, We should know the starting and ending point. Let us assume that a is the starting point and f is the ending point. Then we put vertices of graph in cactus stack. Put a in cs1. Now a is connected to b and c. so b and c are put in cs2. b is connected to d and c is connected to e so we put d and e in cs3. Repeat same step till the last node is traversed. On traversing the adjacency matrix if two adjacent node has weight other than infinity and zero then we put that nodes in different cactus stacks. B. Linkage in Cactus Stack After plotting the vertices in cactus stacks. If there is connection between element of cs1, cs2 then we have to join them. Similarly we will join elements of each stack to its consecutive stack. VII. Conclusion With the help of Cactus Stack and Linked List for the shortest path the time complexity is reduced theoretically than the theory proposed by Dijkshtra’s Shortest path algorithm. Thus we conclude that time complexity is reduced. References List and number all bibliographical references in 9-point Times, single-spaced, at the end of your paper. When referenced in the text, enclose the citation number in square brackets, for example: [1]. Where appropriate, include the name(s) of editors of referenced books. The template will number citations consecutively within brackets [1]. The sentence punctuation follows the bracket [2]. Refer simply to the reference number, as in â€Å"[3]†Ã¢â‚¬â€do not use â€Å"Ref. [3]† or â€Å"reference [3]†. Do not use reference citations as nouns of a sentence (e.g., not: â€Å"as the writer explains in [1]†). Unless there are six authors or more give all authors’ names and do not use â€Å"et al.†. Papers that have not been published, even if they have been submitted for publication, should be cited as â€Å"unpublished† [4]. Papers that have been accepted for publication should be cited as â€Å"in press† [5]. Capitalize only the first word in a paper title, except for proper nouns and element symbols. For papers published in translation journals, please give the English citation first, followed by the original foreign-language citation [6]. Wang Tian-yu, The Application of the Shortest Path Algorithm in the Evacuation System, 2011 International Conference of Information Technology, Computer Engineering and Management Sciences (references) Kenneth H. Rosen, Discrete_Mathematics_and_Its_Applications_7th_Edition_Rosen, page-710-713 Fuhao Zhang, Improve On Dijkshtra’s Shortest Path Algorithm for Huge Data R. Nicole, â€Å"Title of paper with only first word capitalized,† J. Name Stand. Abbrev., in press. Y. Yorozu, M. Hirano, K. Oka, and Y. Tagawa, â€Å"Electron spectroscopy studies on magneto-optical media and plastic substrate interface,† IEEE Transl. J. Magn. Japan, vol. 2, pp. 740–741, August 1987 [Digests 9th Annual Conf. Magnetics Japan, p. 301, 1982]. IEEE JOURNAL OF SOLID-STATE CIRCUITS, VOL. 41, NO. 8, AUGUST 2006 1803 †Phase Noise and Jitter in CMOS Ring Oscillators†, Asad A. Abidi. pp1803-1816. M. Young, The Technical Writers Handbook. Mill Valley, CA: University Science, 1989.

Frank Lyman Baum :: essays research papers fc

Frank Lyman Baum   Ã‚  Ã‚  Ã‚  Ã‚  Frank Lyman Baum was born on May 15th, 1856, and is best known for his superior book, The Wizard of Oz. His book was so popular, that they even made a movie in 1939 starring Judy Garland, based on the book. It became the first color film ever. Besides The Wizard of Oz, he wrote many other children’s stories.   Ã‚  Ã‚  Ã‚  Ã‚  As a young man, Baum lived in New York where he authored, produced, and acted in a play, The Maid of Arran, and he toured it from Canada to Kansas. Later on, he decided to give up his theatrical courier. He soon after moved to South Dakota, with his newly wed wife, and worked as a reporter for the Saturday Pioneer newspaper. After he got tired of that, he became a traveling salesman, and following that, he became editor, and worked with special effects.   Ã‚  Ã‚  Ã‚  Ã‚  Later on in life, Baums mother in law became very active in the women’s suffragist reform, and Baum was very interested in that, so he decided to help as well. He learned about theosophy from his mother in law, along with many other useful things. Baums mother in law was very active in the Women’s Right Movement, and many other social causes throughout her life. She worked with people like Elizebeth Cady Stanton, and Susan B. Anthony. Frank supported his mother in law in basically every way possible. During the time of women’s rights, to help out, he published a newspaper, which helped persuade people to fight for women’s rights; he helped the society change their views in many ways.

Change and Continuity Over Time-Scientific Revolution

In the time from the 1300s to the 1800s, ideology, scientific knowledge, and religious understanding changed from superstitious ideas to rational and factually supported theories while views of religion stayed the same. Throughout scientific history, religion has played an integral role. During ancient times, changes in weather and sicknesses were thought to be caused by the moods of the gods. In the 1300s the scientific revolution began in Europe, changing from a science ruled by illogical beliefs to knowledge with a focus of understanding the logical laws of God's creation. This scientific revolution was started by observant, brilliant minded thinkers who dropped superstition and proposed a creation that is knowable. During the Middle Ages scientific studies did not were not as prevalent as they are today. Other areas such as religion, art, and philosophy were being developed, but without the scientific knowledge to back them up. The powerful Roman Catholic Church promoted traditional dogmas based on Greek philosophy that hindered the scientific movement. This imbalance of knowledge caused much of science to give way to superstition. Up until the 1300s the gap of scientific knowledge was filled with this superstition. Through lack of scientific pursuit, superstition and pagan beliefs began to creep into the middle Ages learning. Medicine consisted more of chants, spells, and ways to draw out evil spirits than what was healthy for the patient and little was known about astronomy, physics, or anatomy. During the late 1300s, after the Church had been discredited by the Black Death, science started becoming more important. New ideas were developed, processes changed, and the culture in Europe started moving away from superstition and into the scientific processes. We typically think of the scientific revolution as a change in natural science and technology but it was really a series of changes in human knowledge within Europe itself. In various fields of scientific study they sought rational explanations to these beliefs with astronomy, anatomy, and physics. In the field of astronomy, Nicolaus Copernicus rejected the view of pagan Greeks that the planets rotated around the earth and said that they actually rotated around the sun. Galileo, seeking to understand the verse, â€Å"God is light†, determined that our sun is only one of many in the known universe. Later Isaac Newton developed the idea that the universe is mechanical and there are laws that cause the world to operate predictably. Many of his theories gave the world of science a better understanding of mathematics and physics. Along with the many new discoveries, observation changed the methods of experimentation. The scientific method was developed and allowed people to test ideas and perform experiments in controlled conditions to help them understand the natural world. This brought on new inventions such as the telescope, microscope, and thermometer, which helped to further expand knowledge and experimentation. Scientific institutions were built, new methods and theories were taught, and knowledge took the place of superstition. This continues to be driven by man's religious behavior to understand consciousness. Einstein's famous â€Å"Special Theory of Relativity† suggests the mystical truth that â€Å"God is light†. Light is apart from time, space, and matter, yet it fills the voids of our existence and sustains all life. Light has no mass, no distance, and is constant in time and presence. Christ is the â€Å"Light of the World†. This idea had remained the same throughout the time period and was supported in the fields of science which left this idea to go unchanged. Many scientific reformers such as Isaac Newton, and Nicolaus Copernicus had said that God was the source of their knowledge and the reason for their discoveries. Yet superstition and illogical beliefs are pervasive. For example, the dogma of evolution is founded in atheism whereas creationism takes on views that support God’s creation of the earth. Many religions today use science to support irrational ideas. In the time from the 1300s to the 1800s, ideology, scientific knowledge, religious understanding changed from superstitious ideas to rational and factually supported theories while views of religion stayed the same.

A Lesson Plan for Teaching Rounding

A Lesson Plan for Teaching Rounding In this lesson plan, 3rd-grade students develop an understanding of the rules of rounding to the nearest 10. The lesson requires one 45-minute class period. The supplies include: PaperPencilNotecards The objective of this lesson is for students to understand simple situations in which to round up to the next 10 or down to the previous 10. The key vocabulary words of this lesson are:  estimate, rounding and nearest 10. Common Core Standard Met This lesson plan satisfies the following Common Core standard in the Number and Operations in Base Ten category and the Use Place Value Understanding and Properties of Operations to Perform Multi-Digit Arithmetic sub-category.   3.NBT.  Use place value understanding to round whole numbers to the nearest 10 or 100. Lesson Introduction Present this question to the class: The gum Sheila wanted to buy costs 26 cents. Should she give the cashier 20 cents or 30 cents? Have students discuss answers to this question in pairs and then as a whole class. After some discussion, introduce 22 34 19 81 to the class. Ask How difficult is this to do in your head? Give them some time and be sure to reward the kids who get the answer or who get close to the right answer. Say If we changed it to be 20 30 20 80, is that easier? Step-by-Step Procedure Introduce the lesson target to students: Today, we are introducing the rules of rounding. Define rounding for the students. Discuss why rounding and estimation are important. Later in the year, the class will go into situations that don’t follow these rules, but they are important to learn in the meantime.Draw a simple hill on the blackboard. Write the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10 so that the one and 10 are at the bottom of the hill on opposite sides and the five ends up at the very top of the hill. This hill is used to illustrate the two 10s that the students are choosing between when they are rounding.Tell students that today the class will focus on two-digit numbers. They have two choices with a problem like Sheila’s. She could have given the cashier two dimes (20 cents) or three dimes (30 cents). What she is doing when she figures out the answer is called rounding- finding the closest 10 to the actual number.With a number like 29, this is easy. We can easily see that 29 is very close to 30, but with numbers like 24, 25 and 26, it gets more difficult. That’s where the mental hill comes in. Ask students to pretend that they are on a bike. If they ride it up to the 4 (as in 24)  and stop, where is the bike most likely to head? The answer is back down to where they started. So when you have a number like 24, and you are asked to round it to the nearest 10, the nearest 10 is backward, which sends you right back to 20.Continue to do the hill problems with the following numbers. Model for the first three with student input and then continue with guided practice  or have students do the last three in pairs: 12, 28, 31, 49, 86 and 73.What should we do with a number like 35? Discuss this as a class, and refer to Sheila’s problem at the beginning. The rule is that we round to the next highest 10, even though the five is exactly in the middle. Extra Work Have students do six problems like the ones in class. Offer an extension for students who are already doing well to round the following numbers to the nearest 10: 151189234185347 Evaluation At the end of the lesson, give each student a card with three rounding problems of your choice. You will want to wait and see how the students are faring with this topic before choosing the complexity of the problems you give them for this assessment. Use the answers on the cards to group the students and provide differentiated instruction during the next rounding class period.

Structuralism vs. Functionalism

Structuralism vs. Functionalism Free Online Research Papers Both structuralism and functionalism are mentalisms; this means the mind is the subject of every study. They are different, however, in how the mind is viewed. This paper will compare and contrast the ideas and theories of structuralism and functionalism, and explore how, if at all, these theories are being practiced in psychology today. Structuralism vs. Functionalism Structuralism and functionalism explore the human mind; both are concerned with the conscious self, despite the verbal bashing of each side. While they had some similarities, they also had many differences which will be explored below Structuralism, the first major school of thought in psychology, was founded by Wilhelm Wundt. It is the study of the elements of consciousness, and focused on breaking down mental processes into the most basic components. â€Å"In Wudnt’s view, the mind had the power to organize mental elements voluntarily† (Schultz, D.P. Schultz, S.E., 2008, p.122). In order to do this structuralism relied on a method called introspection. Introspection, however, had a principle flaw and was one basic reason that structuralism completely died in psychology upon Wundt’s death (Psychology World, 2006). The subject agreement and reliability of structuralism was not consistent with mainstream views of experimental psychologists today (Psychology World, 2006). It maintained that a â€Å"conscious experience must be described in its most basic terms,† (Psychology World, 2006). Structuralism was also later criticized, mainly by behaviorists, claiming that the theory dealt primarily with internal behavior. It was argued that this was a non-observable element of consciousness which could not be measured accurately. Functionalism formed as a reaction to structuralism; it was influenced by the work of William James and the evolutionary theory of Charles Darwin. Functionalism is concerned with how the mind functions, and therefore also used the method of introspection. â€Å"Functionalists studied the mind not from the standpoint of its composition-its mental elements of structure-but rather as a conglomerate or accumulation of functions and processes that lead to practical consequences in the real world† (Schultz, D.P. Schultz, S.E., 2008, p.145). Functionalism emphasized individual differences, which had a great impact on education. John Dewey went on to use the theories of functionalism to determine that children should learn at the level appropriate for which they are developmentally prepared. However, just as structuralism had its disbelievers, so did functionalism. The term function was used loosely. It can refer to both how the mental process operates, and how the mental process functions in the evolution of species (Oxford Companion, 2006). Because it lacked a clear definition, it was subjected to the same problematic aspects of structuralism. This is when behaviorism was introduced. â€Å"Behaviorism dealt solely with observable behavioral acts that could be described in objective terms† (Schultz, D.P. Schultz, S.E., 2008, p.520). Theoretically, structuralism and functionalism had similarities. The most obvious similarity is that they both took interest in the mental process; after all functionalism was only formed as a reaction to the flaws of structuralism. Further, both used introspection as a method to explore their ideas. Lastly, both structuralism and functionalism had a desire for psychology to become scientific. While there were some comparisons in these two schools of thoughts, there were definitely more differences in the two. As mentioned earlier, functionalism developed, to a certain degree, as a reaction against structuralism. It was thought that psychological processes would be best understood in terms of their function rather than their structure. In other words, structuralism asked what happens when an organism does something, and functionalism asked how and why. Functionalism drew on evolutionary theory rather than modeling psychological processes on the combination of mental elements. Breaking away from functionalism, behaviorism dealt with observable behavior as a result of environmental stimuli. This was in contrast to focusing on the internal mental process which rejected introspection and called for a more scientific method. Structuralism did not withstand the test of time and soon faded out despite an intensive program of research which relied on the contemplation of one’s own thoughts, desires, and conduct. The experimental methods used in structuralism would not hold up to today’s standards; the experiments were too subjective and the results were therefore unreliable. Functionalism emphasized the function, or purposes, of behavior as opposed to its analysis and description, and soon disappeared as a separate school because it lacked the kind of exactness needed to facilitate its theory. Despite its disappearance as a separate school of psychology â€Å"functionalism never really died, it became part of the mainstream psychology† (Oxford Companion, 2006). The importance of looking at process rather than structure is a common attribute of modern psychology. As an individual approach it lacked a clear formulation and inherited problems from the structuralist reliance on intro spection, however the theory of functionalism is still around today. This writer believes that structuralism is important because it was the first major school of thought in psychology and because it influenced experimental psychology. However, other than the effect it has had on the history of psychology it has no place in modern psychology. Functionalism has had a great impact of modern psychology. As she will become a teacher soon, this writer cannot help but be grateful for the impact functionalism had on the educational system. The writer also feels that all functionalism is the underlying component of psychology; the purpose of the consciousness and behavior is applied to all areas of psychological study. Oxford Companion to the Mind. (2006). William James and Functionalism. Retrieved October 7, 2006 at psych.utah.edu/gordon/Classes/Psy4905Docs/PsychHistory/Cards/James.html Psychology World. (2006). Structuralism. Retrieved October 7, 2006 at http://web.umr.edu/~psyworld/structuralism.htm#1 Schultz, D.P. Schultz, S.E. (2008). A History of Modern Psychology (9th ed.). California: Thomas Wadsworth. Research Papers on Structuralism vs. FunctionalismThree Concepts of PsychodynamicEffects of Television Violence on ChildrenBionic Assembly System: A New Concept of SelfIncorporating Risk and Uncertainty Factor in CapitalResearch Process Part OneComparison: Letter from Birmingham and CritoOpen Architechture a white paperThe Relationship Between Delinquency and Drug UseMarketing of Lifeboy Soap A Unilever ProductInfluences of Socio-Economic Status of Married Males Structuralism vs. Functionalism Free Online Research Papers Structuralism was formed out of the necessity to distinguish psychology as a science separate of philosophy and/or biology. Functionalism came out of opposition to the basic premises of structuralism. Major differences among functionalism and structuralism are in the ideas of how the mind is organized. Functionalism viewed the mind by how it functioned rather than how it was structured (Schultz, D. P., Schultz, S. E., 2008). Structuralism looked at mental processes through analysis and description and functionalism through behavior (i.e., how and why people behaved). Functionalism explored how the mind changed based on experiences and environment. The basic premise of functionalism is still seen in modern psychology. Darwin a major theorist in functionalism introduced the idea of, â€Å"Evolution†. He proved that the mind evolved/s over time (Schultz, D. P., Schultz, S. E., 2008). Darwin focused on, â€Å"Animal psychology to form a basis comparison, placed emphas is on functions rather than the structure of consciousness, accepted methodology and data from many fields, and focused on description and measurements of individual differences (Schultz, D. P., Schultz, S. E., 2008 p. 155).† A significant portion of the initial premises Darwin established are in practice in modern psychology through the theories that emerged following functionalism. Research Papers on Structuralism vs. FunctionalismThree Concepts of PsychodynamicEffects of Television Violence on ChildrenComparison: Letter from Birmingham and CritoLifes What IfsInfluences of Socio-Economic Status of Married MalesResearch Process Part OneHip-Hop is ArtThe Project Managment Office SystemGenetic EngineeringBionic Assembly System: A New Concept of Self

Creative Leadership Essay Example | Topics and Well Written Essays - 1000 words

Creative Leadership - Essay Example Secondly, communication and vision is very important. This guides the behavior o the members and allow them to make sense of the changes that the organization need. Finally, he also argued that empowerment of all members is very important in making changes more effective. The more involved people are in the process of change, the more effective the change will be and the more lasting it will be for the company (Coyle and Kossek, 2000). There are different forms of leadership that can be applied in implementing business goals and strategies. There are lots of valuable leadership forms, which many leaders could use. They represent the most effective and the least effective leadership strategy. To name them as most ineffective is not to say that they could not be use. These forms of leadership can be used however it must depend on the context. Leaders must find ways of diversifying their leadership styles to ensure that they are applied appropriately to certain situations. Leaders would need to balance authority and democracy in their leadership styles (Goleman, 2000). There is a need to have the sensitivity and emotional capacity to recognize what would be the most appropriate leadership strategy that is being called for by the situation. In many cases using just one strategy cannot generate effective results. One of the important components in leadership is also reco... According to many psychological studies, which aim to recognize the character behind some of the effective leaders in successful organizations, emotional intelligence is very important for many leaders (Goleman, 2000). This has been widely reviewed in many literatures. According to Goleman (2000) this emotional intelligence can be reflected on the ability of leaders to have the necessary social skills. This means that they must be able work well with their people under different circumstances to ensure that there are no barriers to communication. This would help the problem to be resolved immediately and for improvements of the programs be initiated efficiently. They must also have high levels of motivation, which would allow them to do things through initiative and exceed the expected results. They must be really flexible as well to the call of the times and the moment. Finally creative leaders should be able to know their limitations and admit that they cannot possibly do everythin g. B. F. Skinner is considered the Father of operant conditioning, and he maintains that "Operant conditioning is a type of learning where a given behavior is followed either by reinforcement (leading to the strengthening of that behavior), nothing (leading to the weakening of that behavior), or punishment (leading to aversion to that behavior)." (Learning Theory and Christian Leadership). Leaders must know how to deal with problems creatively. Part of the creative leadership is to signify new challenges for managers. There is a need to redistribute the power within the organization and make managers as influencers rather than controllers of subordinates. That

Assessment of English Language Learners Essay Example | Topics and Well Written Essays - 750 words

Assessment of English Language Learners - Essay Example 11). Analysis of our data, for example, showed that elementary children were instructed during the week for an average of twenty-two and a half hours. Student involved classroom assessment is an alternative tool of assessment based on: "student involvement in the assessment process, student-involved record keeping, and student-involved communication" (Stiggins and Chappuis 2005, p. 12). Student-involved classroom assessment ensures that student's achievements are objectively assessed and analyzed by a teacher. Students can be guided toward a real, active respect for an interest in education, extending from secondary education through college and beyond. Apart from narrow educational norms and emphases, other personal characteristics are important for the growth of such a positive outlook. These include a real feeling of self-discipline, understanding of and respect for art and other intellectual achievements of human society, an interest in physical and mental health, and in sound relationships with others, and a sensible perspective on the value and use of leisure. Student-involved record keeping allows students to monitor their achievements and improve them immediately. This assessment tool motivates students to pay more attention to their educational achievements. "As they chart progress, they gain a sense of control over their own learning." (Stiggins and Chappuis 2005, p. 13). It yields an immense variety of designs, characterized not only by self-adaptiveness and a very sparing use of natural resources in their realization but also by two other most significant factors of flexibility: the acceptance of imperfections and the mass production of individuality. Both of these characteristics need to be viewed not as an involution but as an evolution, indeed a revolution, in ability to design flexibly. Student-involved communication is effective tools of assessment because it allows parents to monitor achievements of their children and communicate with teachers and other parents. This techniques motivates students to have "a positive story" and to be responsible for their achievements. If effective and stern judgments cannot always be made, then let us at least use the accreditation process to improve things where possible--this seems to be the conclusion that many have drawn. But this conclusion does not fulfill the objective of accreditation, and, of equal importance, it does not have accreditation doing what the public thinks it should be doing. If the process is to survive, therefore, and if the rapid advance of government in the process of educational evaluation is to be halted, steps must be taken to restore accreditation to the role it is assumed to have--that of evaluating educational institutions, honestly, rigorously, and openly, so that when a person obtains a degree fro m an accredited institution, reality will match expectation (Kyriacon, 2000). The other alternative assessment tools are concentrated on reductions in score gaps and low achievements. Classroom Assessment to Reduce Achievement Gaps helps educators to concentrate on problems appeared during education programs: " (a) focus on clear purposes, (b) provide accurate reflections of achievement, (c) provide students with continuous access to descriptive feedback on improvement in their work (versus infrequent