What skills of a leader does she possess Essay Example | Topics and Well Written Essays - 500 words

What skills of a leader does she possess - Essay Example According to Gallo, Mayer is an apt communicator who has a record of moving crowds with her strong oratory skills and presentation prowess. In her speeches, Gallo notes, Mayer tells stories and complements them with pictures. According to Gallo (2012), Mayer dedicates part of her time to employees in the office. Through this method, she would ensure that the employees felt close to the management and therefore more motivated. She makes employees feel the meaning in the work process. Gallo states that the course of the interview proved to him that Mayer was a very committed person to her work as Google vice president. Other sources indicate that Mayer’s commitment to employees surpasses many people. She is known to spend a lot of time travelling worldwide to meet various teams. She is known to trust in team building using a face to face approach. Mayer advocates for simple straight forward approach to solution designs. In this regard, she calls for solutions such as apps to be designed with users in mind. Using this style, Mayer has been accorded great respect by many users who admire her simplicity approach. Marissa Mayer is a person focused on mobile and design and prioritizing of the same. Mayer is known to be committed to this vision and usually reciprocates it in her seminars. By publicly stating her vision and keeping clearly focused on it, through the various referrals she makes to it, Mayer shows great leadership skills on commitment towards what one believes in. she exemplifies how a leader should lead others in focusing on their goals. In her leadership roles at the organizational level, Mayer has been known to allow employees to practice their skills at their best. This is a method that brings many employees associated to her line of command able to perform a lot. She does not believe in putting down a set of guidelines to be followed by the employees but lets the employees’ practice what is expected of them. The noted cases are

The Institute of Medicine Report Essay Example for Free

The Institute of Medicine Report Essay The impact of the Institute of Medicine report on nursing education suggests the nursing profession should have a more advanced education system providing limitless opportunities for growth. The future of nursing providing care to the entire realm of health care, especially primary care and community settings, will be determined by the evolution of a new educational system. The IOM report states that sixty percent of hospital employed nurses will be impacted by the Affordable Care Act because of the transition of patients to primary and community health care. (National Research Council, 2011) Tension in the current educational system has been steadily increasing due to the newly required nursing skills in many specialty areas. That being said, the new educational structure will have to be expanded immensely. The IOM report suggests increasing the number of baccalaureate nurses from fifty to eighty percent by the year 2020. (National Research Council, 2011, p. 12) The report also suggests doubling the current number of nurses with a doctorate degree. Reaching these goals along with overcoming many other educational obstacles will require many changes and modifications to the current system. Increasing the use of technology to educate nurses through on-line programs is one necessary effective strategy. This will create continuous opportunities for nurses from all ethnic groups with associate degrees to obtain their baccalaureate and master’s degrees. Leaders of organizations, hospitals, accreditors, philanthropist, employers, etc. should work cohesively to secure funding for these educational programs. Generating more diversity in nursing will help meet the demands of the projected increase of ethnic groups receiving health care due to the ACA. Intra-professional diversity has been suggested by the IOM report too. (National Research Council, 2011) It is recommended that nurses, physicians and other health care disciplines should be educated together as students and their professions. The IOM report suggests utilizing a nurse empowering trend by hospitals around the country. This trend consists of health care organizations encouraging their nurses with associate degrees to enter into baccalaureate nursing programs within a few years of graduation or hire. (National Research Council, 2011) Impact of the IOM Report on Primary Care Nursing Practice The impact of the IOM report on primary care nursing practice suggests a direct link to the conversion of the education system. With specialty care expecting to diminish, primary care is foreseen to generate large numbers of health care consumers in the near future. People across the country will have increased access to primary care. Therefore, it is speculated that primary care nursing practice will require more opportunities and faster transitions for the advancement of nurses to obtain BSN, master’s and doctorate degrees. Advanced practice registered nurses should have a huge role in the success of primary care. Since there are few APRNs practicing in primary care settings then there will be plenty of opportunity for this group to grow. If these ideas do not evolve as projected then nursing shortages for primary care providers could impede nursing care. The IOM report states that continuous updates to nursing practice and education should be created by collecting and analyzing data from each role and scope of practice. (National Research Council, 2011) The collected data will also be used for future predictions of health care professional requirements in each setting. My Practice Changes in Regard to the IOM’s Report My practice changes in regard to the IOM report in many ways. It is not rare that my unit admits children who are over or under dosed on their medication or are prescribed medicines that are ineffective or not recommended for their diagnosis. I could change my practice to meet the goals of the IOM report by providing families and patients information about their mental health diagnosis, signs and symptoms of an exacerbation of their disorder, contact information to our facility and collect their contact information for a discharge phone call. More so, I can provide them with contact information for trained and skilled mental health professionals in their area and have appointments scheduled within a week or two of discharge. I would ask if the information discussed in the discharge meeting is realistic for them and meets their expectations. Another way I can change my practice to meet the goals of the IOM report is by continuing to chair and co-chair evidence based practice projects pertaining to technology. Technology is mentioned in several case studies in the IOM report and I agree that we should continue to find methods to use it being fiscally responsible. Recommendations for the Nurse Leader Recommendations for the nurse leader according to the IOM report are for nurses and physicians to start working as complete equals while providing healthcare. Nursing must contribute more to leadership roles and continue their education in these roles to help provide increased quality care to patients. Nurses must become more fluent in policy reform by becoming more involved as members of committees, councils and legislation. There should be a greater emphasis and expanded education on nursing leadership in educational programs and employer based competencies. Employers should begin or continue incentives for professional development as the IOM report suggests more nurse leaders are required for reform. (National Research Council, 2011) References National Research Council. The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press, 2011. Retrieved from http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx

Project Assignment On Doubly And Circular Linked Lists Engineering Essay

Project Assignment On Doubly And Circular Linked Lists Engineering Essay As a computer engineer I would like to deal with this topic following a step by step approach. Before going into the details and the programs of doubly and circular linked lists we need to concentrate upon the meaning of the term linked list. The meaning of the terminology link list can further be dealed by dividing it into chunks .In a laymans term a link list is a logical collection of data stored in a systems memory in which every record that is the part of the given list has a pointer or link part that contains the address of the next record .This is how it works! Linked lists are used to organize data in specific desired logical orders, independent of the memory address each record is assigned to. Firstly, we would discuss linked lists in the terms of singly linked lists or what we call as SLLs .SLLs can be thought to be non-contiguous block of memory consisting of finite number of nodes with the address of the successor node stored in the link part of the preceding node. Each node has a DATA part and a LINK part. DATA PART STORES THE ACTUAL DATA ELEMENT WHILE THE LINK PART CONTAINS THE ADRESS OF THE NEXT NODE i.e. THE ONE JUST AFTER THAT NODE EXCEPT FOR THE LAST NODE THAT DOESNT POINT TO ANYTHING OR WE CAN SAY NULL. This is depicted in the following diagram:- But to beginners this may sound confusing that if one node stores the address of the next node then where is the address of the first node stored? However this question isnt a big deal .To counter this problem we allocate memory for a dummy node that will store the address of the first node .This head or the dummy node has only the link part (and not the data part).This node is always supposed to point to the first node of the list. OPERATIONS POSSIBLE WITH SLLs CREATE CREATING THE LIST FOR THE FIRST TIME. INSERT INSERTING AN ELEMENT TO THE EXISTING LIST. DELETE DELETING AN ELEMENT FROM THE EXISTING LIST. SEARCH SEARCHING AN ELEMENT FROM THE EXISTING LIST. REMEMBER: SLLs CAN BE TRAVERSED UNIDIRECTIONALLY ONLY i.e. ONLY IN FORWARD DIRECTION. Since this assignment deals with doubly and circular linked list the programs on SLLs wont be discussed in detail. Only program on creating a SLL is included :- THIS IS SIMPLE FUNCTION IN C++ DEPICTING HOW TO CREATE A SINGLY LINKED LIST STRUCT nodeT { INT data; nodeT* link; }; nodeT* BUILD() { nodeT *first=NULL,*new node; INT num; COUT CIN>>num; WHILE(num !=178) { New node =new nodeT; //create a node ASSERT (new node! =NULL); //program end if memory not allocated New node -> data =num; //stores the data in the new node New node ->link =first; //put new node at the start of list First= new node; //update the dummy pointer of the list Cin>>num ;}; //read the next number RETURN first;}// this program is also called building list from backwards ITS OUTPUT CAN BE SEEN AS IN BELOW BLOCK DIAGRAM C:Usersthe PANKESHAppDataLocalMicrosoftWindowsTemporary Internet FilesContent.IE57OPVY3E3MCj01978470000[1].wmf As we have discussed earlier that linked lists are such data structures that contain linked nodes each containing a DATA part and a LINK part. But contrary to SLLs, in doubly linked lists each node has two link parts one to store the address of the succeeding node and the other for the preceding node. This makes doubly linked lists bidirectional i.e. they can be traversed in either direction, forward or backward. This is shown in the following diagram:- NODE 3 NODE 2 NODE 1 But there is a disadvantage to the use of doubly linked lists also, that is it requires more of memory space per node as two pointers will be needed but their advantage of sequential access in either direction make its manipulation quite easier which overcome its former shortcoming. C:Usersthe PANKESHAppDataLocalMicrosoftWindowsTemporary Internet FilesContent.IE57OPVY3E3MPj04424300000[1].jpg OPERATIONS DONE ON DOUBLY LINKED LISTS ARE ALMOST THE SAME AS THAT ON SLLs BUT HAVE BEEN DISCUSSED IN DETAIL HERE  Ã… ¸ CREATING AN EMPTY LIST  Ã… ¸ ADDING A NODE AT THE END  Ã… ¸ ADDING A NODE IN THE BEGINNING  Ã… ¸ DELETING A NODE IN THE BEGINNING  Ã… ¸ DELETING A NODE AT THE END  Ã… ¸ FORWARD TRAVERSAL  Ã… ¸ REVERSE TRAVERSAL  Ã… ¸ INSERTING A NODE AT A SPECIFIC PLACE  Ã… ¸ DELETING A LIST MISCELLENEOUS: USE OF CONSTRUCTORS IN DOUBLY LINKED LISTS IF THE LINKED LIST IS MADE USING CLASSES INSTEAD OF STRUCTURES THEN DEFAULT CONSTRUCTORS CAN BE USED TO INITIALISE THE WHOLE LIST TO A PARTICULAR VALUE EG: IT SETS FIRST AND LAST TO NULL AND COUNT TO 0. SYNTAX: Template Doubly_linked_list::doubly_linked_list() { first=null; Last=null; Count=0; } ; FOLLOWING IS A C++ PROGRAM DEPICTING ALL THE OPERATIONS MENTIONED ABOVE THAT CAN BE PERFORMED USING DOUBLY LINKED LISTS #include // header files in c++ #include typedef struct doubly //self referential structure for making a linked list { int info; struct doubly*frwd; //frwd and back are the two pointers of the linked list struct doubly*back; } node; //node is a global object void create empty (node**frwd,node**back) //create empty is to set the pointers to null { *frwd=*back=NULL; } void add_at_end(node**frwd,node**back,int element) // add_at_end is to add a node in the end { node*ptr; ptr=new node; ptr->info=element; ptr->frwd=NULL; if(*frwd==NULL) { ptr->back=NULL; *frwd=ptr; *back=ptr; } else { ptr->back=*back; (*back)->frwd=ptr; *back=ptr; } } void add_at_beg(node**frwd,node**back,int item) // add_at_beg is to add a node in the start { node*ptr; ptr=new node; ptr->info=item; ptr->back=(node*)NULL; ptr->frwd=*frwd; if(*frwd==(node*)NULL; *back=ptr; *frwd=ptr; } void delete_at_beg(node**frwd,node**back) // delete_at_beg is to delete a node in the start } node*ptr; if(*frwd==(node*)NULL) return(); if((frwd))->frwd==(node*)NULL) { ptr=*frwd; *frwd=*back=(node*)NULL; delete(ptr): } else { ptr=*frwd *frwd=(*frwd->frwd;(*frwd)->back=(node*)NULL; delete(ptr); }} void delete_at_end(node**frwd,node**back)) // delete_at_beg is to delete a node in the end { node*ptr; if(*frwd==(node*)NULL) return; if((*frwd)->frwd==(node*)NULL) { ptr=*frwd; *frwd=*back=(node*)NULL delete (ptr); } else { ptr=*back; *back=ptr->back; (*back)->frwd=(node*)NULL; delete(ptr); }} void inordertrav(node*)NULL; // inordertrav is to traverse the list in the forward direction { while(frwd!=NULL) { printf(%d,frwd->info); frwd=frwd->frwd; } } void reverse ordertrav(node*back) // reverseordertrav is to traverse the list in the back direction { while(back!=node*)NULL) { coutinfo; back=back->back; } } node*search(node*frwd,int item) //search is to search a given element in the list { while(!=(node*)NULL frwd->info!=item) frwd=frwd->frwd; return frwd; } // insert-after-node is to insert a node at a specified position after the provided node void insert-after-node(node**frwd,node**frwd,int item,int after) { node*loc,*ptr; ptr=new node; ptr->info=item; loc=*frwd; loc=search(loc,after); if(loc==(node*)after) { cout return; } else if(loc->frwd==(node*)NULL) { ptr->frwd=(node*)NULL; ptr->frwd=ptr; *frwd=ptr; } else { ptr->frwd=loc->frwd; ptr->back=loc; (loc->frwd)->pre=ptr; loc->frwd=ptr; } } // insert-before-node is to insert a node at a specified position before the provided node void insert-before-node(node**frwd,int item,int before) { node*ptr,*loc; ptr=new node; ptr->info=item; loc=*frwd; loc=search(loc,before); if(loc==(node*)NULL { cout return; } else if(loc->back==(node*)NULL) { ptr->back=(node*)NULL: loc->back=ptr; ptr->frwd=*frwd; *frwd=ptr; } else { ptr->back=loc->back; ptr->frwd=loc; (loc->back)->frwd=ptr; loc->back=ptr; } } void delete-list(node**frwd**frwd) //delete-list is to destroy the created list { node*ptr; while(*frwd!=(node*)NULL) { ptr=*frwd; *frwd=(*frwd)->frwd; (*frwd)->back=(node*)NULL; delete(ptr); } * frwd=(node*)NULL; } void main() { node,*frwd,*frwd; int ch,element,after; create_empty(frwd,back); while(1) { cout cout cout cout cout cout cout cout cout cout cout cin>>ch; switch(ch) { case 1: cout cin>>element; add_at_end(frwd,back,element); getch(); break; case 2: cout cin>>element; add_at_beg(frwd,back,element); break; case 3: in ordertrav(frwd); getch(); break; case 4: reverse-order-trav(back); getch(); break; case 5: cout cin>>after; cout cin>>element; insert-after-node(frwd,back,element,after); break; case 6: cout cin>>after; cout cin>>element; insert-before-node(frwd,element,after); break; case 7: delete-at-beg(frwd,back); break; case 8: delete-at-end(frwd,back); break; case 9: delete-list(frwd,back); break; case 10: exit(); } } } SOME INTERESTING FACTS :- One byte means 8 bits and a nibble means 4 bits. First hard disk available was of 5MB Ethernet is the registered trademark of Xerox. Google uses over 10000 network computers to crawl the web Google can be queried in 26 languages The floppy disk was patented by Allen sugar in 1946. More than 80% of web pages are in English. 88% percent web pages have very low traffic rate. An average American is dependent on 250 computers. Internet is most fastest growing platform for advertisement. About one third of CDs are pirated About 76% soft wares used in India are pirated. Only 10% of the WebPages are used by the search engines I feeling Lucky This button is used by negligible number of people on net. CONTINUED.. CIRCULAR LINKED LIST A circularly linked list is just like representing an array that are supposed to be naturally circular ,e.g. in this a pointer to any node serves as a handle to the whole list. With a circular list, a pointer to the last node gives easy access also to the first node ,by following one link. Using circular lists one has access to both ends of the list. A circular structure allows one to handle the structure by a single pointer, instead of two. Thus we see ,all nodes are linked in a continuous circle form without using any NULL pointer in the last node. Here the next node after the last node is the first node .Elements can be added to the back of the list and removed from the front in a constant period of time. We can classify circularly linked lists into two kinds- singly linked and doubly linked. Both types have advantage of its own .either of them has the ability to traverse the full list beginning at any given node. this helps us to avoid storing any FIRSTnode  Ã‚ « LASTnode ,although if the list is empty there dwells a need of a special representation for the empty list, such as a LASTnode variable which points to some node in the list or is NULL if it is empty; we use such a LASTnode here. This representation simplifies adding and removing nodes with a non-empty list, but empty lists are then a special case. See following figure:- FOLLOWING PROGRAM DEPICTS THE USE OF DOUBLY LINKED CIRCULAR LIST #include #include class C_link //DEFINING A CLASS THAT { struct node //SELF REFERENTIAL STRUCTURE node { int data; node *frwd; node *back; }*new1,*head,*tail,*ptr,*temp; //GLOBAL OBJECTS REQUIRED FOR OPERATIONS public: C_link() { head=tail=NULL; } void CREATE(); //CREATE() ,INSERT(), DELETE(), DISPLAYING() are the various functions void INSERT(); //that we operate using circular linked lists void DELETE(); void DISPLAYING(); }; void C_link :: CREATE() //defining the CREATE() function to create a list { if(head==NULL) { new1=new node; new1->frwd=NULL; new1->back=NULL; cout cin>>new1->data; head=new1; tail=new1; head->frwd=tail; head->back=tail; tail->frwd=head; tail->back=head; } else cout } void C_link :: INSERT() //INSERT() function for inserting a new node {int i,pos; new1=new node; new1->frwd=NULL; new1->back=NULL; cout cin>>new1->data; cout cin>>pos; if(pos==1) {new1->frwd=head; head=new1; tail->back=head; tail->frwd=head; head->back=tail; } else { i=1; temp=head; while(i frwd!=tail) {i++; temp=temp->frwd; } if(temp->frwd==tail) { new1->frwd=tail->frwd; tail->frwd=new1; new1->back=tail; tail=new1; head->back=tail; } else { new1->frwd=temp->frwd; new1->back=temp; temp->frwd=new1; new1->frwd->back=new1; }}} void C_link:: DELETE() //DELETE() function for deleting a particular node { int pos,i; cout cin>>pos; if(pos==1 head!=tail) {ptr=head; head=head->frwd; head->back=tail; tail->frwd=head; delete ptr; } else { i=1; temp=head; while(i frwd!=tail) { i++; temp=temp->frwd; } if(temp->frwd!=tail) { ptr=temp->frwd; temp->frwd=ptr->frwd; ptr->frwd->back=ptr->back; delete ptr; } else { if(temp->frwd==tail head!=tail) { ptr=tail; tail=temp; tail->frwd=head; head->back=tail; delete ptr; } else { head=NULL; tail=NULL; delete head; delete tail; }}}} void C_link::DISPLAYING() // DISPLAYING() function is used to DISPLAYING the list in either direction {int ch; cout cout cout?; cin>>ch; switch(ch) { case 1: if(head!=NULL) { temp=head; while(temp!=tail) { coutdata temp=temp->frwd; } if(temp==tail) coutdata; } break; case 2 : if(tail!=NULL) { temp=tail; while(temp!=head) { coutdata temp=temp->back; } if(temp==head) coutdata; } break; }} main() { C_link c1; int ch; char op; do {cout cout cout ?; cin>>ch; switch(ch) { case 1 : c1.CREATE(); break; case 2 : c1.INSERT(); break; case 3 : c1.DELETE(); break; case 4 : c1.DISPLAYING(); break; } cout ?; //while loop In case the user want to continue using cin>>op; //the functions that are declared formerly }while(op==y || op==Y); getch(); } OUTPUT: 1.on pressing F9 ass4.jpg 2.on pressing option 1 and entering 09173 now2.jpg Continuedà ¢Ã¢â€š ¬Ã‚ ¦ 3.pressing y and selecting option 2 ;entering 09175 ;storing at pos 2 now3.jpg 4.pressing y and selecting option 3 ;enter pos 1 now4.jpg 5.pressing y and selecting option 4 and then 1 ow6.jpg Note: Number is 09175 ~ 9175 CONCLUSION THIS ASSIGNMENT PURELY DESCRIBES HOW DOUBLY AND CIRCULAR LISTS CAN BE USED .WHERE DOUBLY USED TWO POITNTERS FOR THE SEQUENTIAL ACCESS OF THE NODES THE CIRCULAR LISTS MAY EITHER BE SINGLY LINKED OR DOUBLY LINKED DEPENDING UPON HOW IT SUITS OUR PURPOSE.THIS MAKES LINKED LIST AN IMPORTANT KIND OF DATA STRUCTURE.IT CAN BE USED TO IMPLEMENT BOTH STACKS AND QUEUES ALSO WHICH WE WILL STUDY ON LATER PART. THANKS.

The Raven Thesis :: essays research papers

The first Human Cloned Embryo Article written by: Jose B. Cibelli, Robert P. Lanza and Michael D West, with Carol Ezzell (summary)   Ã‚  Ã‚  Ã‚  Ã‚  Parthenogenesis is a process of generating human embryos from only eggs put therapeutic cloning within reach   Ã‚  Ã‚  Ã‚  Ã‚  On October 13, 2001 the scientist of Advance Cell Technology come to see that their laboratory cells were dividing, the first human embryos were cloning.   Ã‚  Ã‚  Ã‚  Ã‚  The scientists were hoping for the cells to divide into 100 or so cells called blastocysts. They wanted to take these blastocysts and have them grow to replace nerve, muscle and other tissues. But only one of them came to the Six-cell stage and by then it stopped dividing. They had done a similar procedure they had eggs grow without sperm to fertilize, to develop parthenogenetically into blastocysts they think that using these to procedures together they could achieve human cloning.   Ã‚  Ã‚  Ã‚  Ã‚  In 2001 scientist attempted to create a cloned human embryo, they had consulted all the necessary sources before getting the â€Å"ok† to begin â€Å"creating†. Then they had to find a female subject to donate eggs. To start the process of cloning they need to use a very fine needle and get the genetic information from a mature egg. Then they inject it into the nucleus of a donor cell. The female donors were asked to take psychological and physical tests to screen for diseases and what not.   Ã‚  Ã‚  Ã‚  Ã‚  Cloning was first attempted last July, because it depended on the menstrual cycles of the subjects, the subjects also had to take hormones so that they would ovulate 10 or so eggs at once.   Ã‚  Ã‚  Ã‚  Ã‚  They seemed to have had a touch of success when the nucleus of a fibroblast had appeared to divide but it never completed. It took 71 eggs from seven volunteers before they could create their first cloned embryo. Out of the eight eggs with cumulus cells, two of them divided to form early embryos of four cells and another went to at least six cells before it stopped growing.

Reflections On The Things They Essay examples -- essays research paper

Reflections on "The Things They Carried" Analyzing the story’s craftsmanship Tim O’Brien wrote a story that is known as "The Things They Carried." It is a carefully crafted, detailed account of a Lieutenant and his men, the time period being right in the middle of the Vietnam war. In most war stories the author spends most of his or her time describing actions and events to the reader, trying to really put the reader "right there" in the middle of everything that is happening. However, O’Brien drifts away from that trend here, hardly describing any events of importance to any one but me sign. Rather, he focuses on the thoughts of the soldiers, the inner feelings, small personal day dreams and strange things that really describe the men. Being out in the wilderness, far from home or anything they recognize, these men must deal with the mental and physical stresses of war, when they jion the army I see it as signing away there souls they are then asked to murder people over st upid issues. Here is where O’Brien starts up his literary art form. One thing that was interesting to mention is that I noticed when reading the story is the fact that the story is written in third person. The narrator is not actually in the story, merely telling us of the events, and yet we still get to see inside Lt. Cross’s mind to more accurately picture his feelings. The narrator also, although letting us see the innermo...

The Great Pyramid of Giza :: Ancient Egypt Egyptian History

The Great Pyramid of Giza The pyramids of Ancient Egypt are as fascinating and intriguing, as they are breathtaking. Egyptologists and historians have long debated the question of who built the pyramids, and for what reason. There are many different and often conflicting theories in regard to the construction of the Great Pyramid of Giza. When turning back the pages of history, it is discovered that a number of theories have been developed to explain the presence of such a significant historical landmark. "Theories vary from a tomb for a king, to a special chemical factory, a beacon for extraterrestrial aircraft's, a stone form of the Bible, a possible way to contact a Higher Being and a stone announcement of the second coming of Christ..." (Schillings, M. : 1999 : Sheet 1). Such examples of varying controversial theories have sparked a number of speculations to the mystery of the Great Pyramid of Giza. According to traditional Egyptology, the Great Pyramid of Giza was built by Egyptian pharaoh Khufu during the Fourth Dynasty around "...the year 2560 BCE..." (Schillings, M. : 1999 : Sheet 1). It has been suggested that the Egyptian civilisation succeeded in establishing a complex and organised work force of people to create and build an astonishing burial tomb for the pharaoh in aid of his journey to the afterlife. However, contrary to this suggestion, one must ask why the modern Egyptians continue to rely on traditional beliefs and attitudes to explain the presence of the Great Pyramid of Giza. Could this be the prefect example of nationalistic views? It could be argued that as a result of the continual spread of Egyptian hearsay, the Egyptians obtained the understanding that the entire civilisation - past and present - is somehow superior in status to that of the average mortal man. Undoubtedly, in modern times, the world has gained an increased awareness of the uncertainties that surround investigations into such a distant past. Despite several emerging historical puzzles and conclusions, modern Egyptians continue to adhere to the theory presented by traditional Egyptology. The sheer size, the huge proportions and the amazing geographical positioning of the pyramid have greatly contributed to the rise of uncertainty as to it's origin and purpose. The construction of the pyramid was no mean feat, regardless of the creator. Considering the fact that the pyramid is "...thirty times larger than the Empire State Building.

Countenance Evaluation Model

Robert E. Stake’s the â€Å"Countenance Model of Evaluation† in Education Evaluation is an important aspect of program development to come up with improvement plan to achieve competitiveness, depending on the judgment of the one who evaluates, or the evaluators. Education being complex is associated with contingencies with consideration to congruence (intentions and observations).This needs adequate scrutiny, rendering both cost measurement and estimation of outcomes since education is a crucial part of society and economy, and its greater effectiveness per unit cost is of high consideration, especially on a given resource constraint, is desirable (Mathison, 2005, p. 90). The so-called Countenance Model of Evaluation, formulated by Robert E. Stake, is a model focusing on the qualitative influences to the traditional quantitative designs, with judgment being maintained as the major function of the one who evaluates.The heart of this model is on the decisions that are com e up with during the evaluation. There are three important phases of program development where this model revolves: antecedent, transaction, and outcome. In the antecedent phase, the consideration is the environmental factors that might affect program outcomes. The effectiveness of the program during implementation is being considered by in the transaction phase on the other hand. When the program has already achieved completion, its effects are being examined in the outcome phase.The evaluation procedure must take into account both judgment and descriptions, both relying on quantitative and qualitative observations. The description may either be absolute or comparative (Snyder, Acker-Hocevar, and Snyder, 2008, pp. 167-168). The strength of this model is that it allows thorough evaluation since it requires the evaluator to give a description of the situations (events, activities, conditions, etc. ) before, during, and after the program implementation (Snyder, Acker-Hocevar, and Snyd er, 2008, p. 168). It is really a helpful feature of this model that it offers flexibility in operation.The approach is holistic in nature, rather than atomistic, with each part being emphasized. Factors are all given attention, with the importance of each factor imposed and selected to gain sensitivity (Burgess, Galloway, and Morrison, 1993, p. 36). References Burgess, Robert G. , Sheila Galloway, and Marlene Morrison. (1993). Implementing In-service Education and Training. Retrieved September 18, 2008, from http://books. google. com/books? id=t949AAAAIAAJ&pg=PA36&dq=countenance+evaluation+model+in+education&as_brr=3&sig=ACfU3U1p1htWqqCorrsxmE_4op-nJA40mAMathison, Sandra. (2005). Encyclopedia of Evaluation. Retrieved September 18, 2008, from http://books. google. com/books? id=sCibBf4Ni1QC&pg=PA167&dq=countenance+evaluation+model&as_brr=3&sig=ACfU3U3JfsrxoDJqDLQ-djt_50iTpK99vQ#PPA167,M1 Snyder, Karolyn J. , Michelle Acker-Hocevar, and Kristen M. Snyder. (2008). Living on the Edge o f Chaos: Leading Schools into the Global Age. Retrieved September 18, 2008, from http://books. google. com/books? id=nmv5mSHlXKQC&pg=PA90&dq=countenance+evaluation+model&as_brr=3&sig=ACfU3U2pfiSKzcKZz7laTIzdLnRjUjd31Q