On Morphology of Thermoplastic Polyester Elastomer (TPE-E) Research Paper

On Morphology of Thermoplastic Polyester Elastomer (TPE-E) - Research Paper Example The astonishing flexibility and utility of TPE-Es is a direct result of their specific structures. TPE-Es have a biphasic structure with one stage staying delicate at room temperature and the other staying hard at room temperature (Holden 2010). The delicate sections are shapeless while the hard fragments are organized/crystalline, and both the portions are immiscible (Jelinski, Schilling and Bovey 1981; Sarwade and Singh 2003). The hard section becomes fluidic when warmed and gives a thermoplastic nature to the polymer, while the delicate fragment bestows an elastomeric nature (Sarwade and Singh 2003; Holden 2010). The hard fragments structure noncovalent systems that are thermally reversible, depending on intramolecular associations for their soundness (Jelinski, Schilling and Bovey 1981). A basic TPE-E copolymer structure contains exchanging A-B-A squares, where An is the hard stage, and B is the delicate stage (Holden 2010). The hard and delicate stages are arbitrarily joined hea d-to-tail, yielding the copolymers (Witsiepe 1973). The general structure of TPE-E copolymers is as per the following: SOFT HARD if there should arise an occurrence of TPE-Es, the delicate stage includes polyethers while the hard stage contains polyesters. By fluctuating the general measures of every one of these two stages, the properties of the copolymer can be balanced (Witsiepe 1973). Electron tiny examinations by Cella have demonstrated that stage partition happens in these polyether-polyether co-polymers underneath their softening focuses (refered to in Witsiepe 1973). The morphology of TPE-Es includes the delicate portion (polyether), which is the persistent formless stage alongside scattered sections of polyesters that have not been solidified in view of their little size, high soften thickness or because of chain entrapment (Witsiepe 1973). While a portion of the polyesters stay as short sections in the delicate constant stage, the rest of the polyesters exist as firmly ass ociated fibrillar crystalline lamellae. This crystalline system of the hard stage alongside the delicate nebulous consistent stage shapes a flexible system. In straightforward terms, as portrayed by Witsiepe (1973), â€Å"a pretty much ceaseless crystalline system is superimposed on a nonstop shapeless network† (p. 50). The concoction structure of hard and delicate periods of a thermoplastic elastomer (TPE) influences its mechanical properties. Along these lines, by trying different things with various mixes, TPEs with novel properties can be produced for modern purposes. Instances of modernly conspicuous TPE-Es incorporate Hytrel, Ecdel, RTP, Pibiflex, Keyflex and Riflex (Fakirov 2005). Hytrel designing thermoplastic elastomer is a TPE-Es produced by E. I. du Pont de Nemours and Co. (Jelinski, Schilling and Bovey 1981; Fakirov 2005). This elastomer is accessible in shifting pieces of m teramethyline terephthalate, which is the hard fragment, and n poly (tetramethyleneoxy) te rephthalate, which is the delicate section (Jelinski, Schilling and Bovey 1981). The synthetic structure of Hytrel is demonstrated as follows: Like all TPE-Es, Hytrel has the adaptability and versatility of rubbers and the quality and unbending nature of plastics, is as effectively processable as thermoplastics and comes in both norm and superior evaluations with a Shore D hardness going from 30 to 82 (Fakirov 2005). C13 NMR concentrates by Jelinski, Schilling and Bovey (1981) have indicated that the widths of the aliphatic carbon chain of the delicate fragment of Hytrel are a straight capacity of the normal length of the hard

Torture Techniques Essay -- Essays Papers

Torment Techniques All through each period ever, individuals in the public eye have been driven by frenzy and agitation to utilize their confidence in God as motivation to denounce, torment, and murder endless blameless individuals. Occasions in this pattern of cruelty represent probably the darkest stains in mankind's history. All types of torment and discipline filled in as the essential methods for compelling denounced, inocent people to admit their contribution in the supposed events and to uncover the names of associates. Since forever, different types of otherworldly ceremonies, open mortification, and agony enlistment, have been utilized to separate these bogus admissions from honest people. Charged apostates could be rebuffed through profound sanitization customs performed by the congregation. In the wake of being blamed for being a blasphemer, the congregation thought about the body and soul of that person to be tainted, tarnished, and controlled by the deviled. Along these lines, the denounced would need to experience a brutal purging of the body and soul. The body would be washed with fire, bubbling water, and clothes produced using cruel material. To rinse the spirit of the individual, the person would be compelled to swallow substances intended to dispense with malicious spirits. The congregation achieved this by compelling the blamed to swallow burning water, torches, coals, and cleansers. This custom developed into the current day idea of cleaning the mouth out with soap.1 Extreme open mortification was another strategy for separating admissions out of blamed people. The most widely recognized and unmistakable type of open mortification was the stocks or pillories. With the head and hands fixed in the stocks, the charged was put in plain view for the whole town to joke, affront, and toss things at. Numerous ... ... http://www2.cybercities.com/s/shanmonster/witch/(28 February 1999) - Michael Norton, Townsfolk Kill Five People of Witchcraft, Associated Press, 23 January 1996. List of sources - Dispelling Witches. Coordinated by Marnie Villari, 50 min. A&E Networks, 1993. Videocassette. - Malbrough, Ray. Charms Spells and Formulas. St. Paul, Minnesota: Llewellyn Distributions, 1996. - Norton, Michael. Townsfolk Kill Five People of Witchcraft, Associated Press, 23 January 1996. - Powell, Shantell. Discipline, Torture, and Ordeal, The Witching Hours, 25 October 1998. http://www2.cybercities.com/s/shanmonster/witch/witches/grandier.html/(28 February 1999). - Torture and capital punishment instruments from the Middle Ages to the Industrial Era, http://www.cecut.org.mx/GALERIA/tortura/torture.htm (3 March 1999).

Arkansas Bound with the SEC - UGA Undergraduate Admissions

Arkansas Bound with the SEC - UGA Undergraduate Admissions Arkansas Bound with the SEC For the last six years or so, I have spent a few days each May meeting with Admissions personnel from the other SEC schools (welcome Texas AM and U Missouri!) to share ideas, talk about different issues, laugh, cry (okay, not too much crying), and share stories from the year. It is also a good time to plan for the future, and see how other college admissions teams run their offices. I am also going to get a behind the scenes look at the University of Arkansas, visit Fayetteville, AR for the first time (Pig Sooie!), and hopefully learn a great deal. As such, I will have intermittent access to the blog, and to your questions. Please be patient concerning any replies, and I will try to answer questions either at sporadic times during the event, or when I return mid-week. As well, let me know if you have any questions about admissions for the SEC group. I cannot promise any answers, but I can share your thoughts.

Graduation Speech A High Quality Education Essay

Equity in Access My mother was determined for all her children graduate from high school so we often moved to various counties in the St. Louis area because she knew a high quality education was based on zip code. I was now in my junior year and in my sixth high school and although difficult to believe, I was surrounded by middle and upper class families that looked like me. I walked into the corridor of this new school and resembled a shopping mall with vast resources for students. My obsession with science and mathematics took hold. I immersed myself in this new community, taking part in various clubs, learning, inventing and experimenting. I walked into my guidance counselor’s office as I did many times that year. However, this time it was different because a visitor was waiting for me. This towering man introduced himself as Dr. Keener Tippin and he was there to recruit me for an on-campus summer program to enroll in college courses and conduct scientific research. I never considered college an option. A door opened. I became an educator to honor my mother with her determined spirit and commitment for all her children to have a high quality education no matter the financial burden as a single parent of five. I became an educator because by luck, someone I never knew, opened a door. Access to college and career opportunities should not be based on place, nor the roll of a die. I moved to Boston in 2008 with a sense urgency because Boston Public Schools wasShow MoreRelatedGraduation by Maya Angelou Critique1386 Words   |  6 PagesEnglish 121 SL May 9, 2012 â€Å"Graduation† Critique â€Å"Graduation† was written by Maya Angelou in 1969. Angelou was born in Missouri, but after her parents divorced, she was sent to live with her grandmother in Stamps, Arkansas. While in Arkansas, Angelou attended the Lafayette County Training School. 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The barriers that students’ with disabilities face are evident in today’s public school education. We as educators sometimes ignore the capabilities of some of our disabled students’ and impede them from achieving their fullest potential. Inclusive education implementation has helped improve the quality of education offered to all children who attend schoolRead MoreThe Social Contract Between Teachers and Students: Problems with Education1699 Words   |  7 Pagesimpact this has on their performance in school. In order to address this education gap a few things need to be called to action and or either accomplished: attrition rate of teachers, parents of students need to become more involved in their children’s education, the lack of reading comprehension with students needs to be addressed and solved, and finally there has to be initiative from the student to work hard and gain an education. If these things are achieved, Andrew Heinze can have an answer to his

The Lost Secret of Thesis Essay

The Lost Secret of Thesis Essay Or, you might receive a totally free thesis paper from our assortment of examples to understand how to compose a thesis by yourself. The chosen type of thesis is dependent on your work. Much like any superior thesis, you wish to get as specific as possible. Like every very good book, even only a thesis has to have an introduction. Academic essays have to be well written. A thesis proposal is a brief document that explains what the thesis you wish to write will be about, what sort of research you'd do in order to write this, and what type of problem you're trying to solve by writing it. Delaying the thesis might be detrimental in the feeling that it is only going to imply that the readers aren't guided via the write-up. Understanding how to compose a research paper thesis is the key step. The acceptable standard for a great tentative thesis is the fact that it should be quite brief. Now, all that we will need to keep in mind is that the thesis has to be informed by some equally substantial search phrases. The statement comprises 1-2 sentences there is not any need to developer a distinct thesis statement outline. What makes an excellent tentative thesis stamen is the comprehension of the use of the task or the topic. You might want to be sure your writing tone is businesslike and technical in nature once it comes to your thesis proposal, so look at a fundamental paragraph and essay writing course too. After you have evaluated what you require, you merely must search for the appropriate thesis to acquire an insight into the ways of writing theses. Therefore, it's important to develop a thesis statement that you could support in the practice of writing your paper. Research and writing the undertaking can't start until the proposal was approved. The Do's and Don'ts of Thesis Essay Understanding how to compose a tentative thesis statement may be a very good thing, but understanding its length could be an additional advantage, particularly for a writer who's mindful of their readers. Generic statements aren't allowed while the writer would like to present an original thought. Despite its short length, a thesis statement may take a whole lot of time, in contrast to other sections of the essay. Such a thesis statement will leave the reader wondering what type of approach you mean to utilize as a way to maintain your stance. You should agree it is simpler to think of the thesis statement of the paper when the remaining portion of the pieces are written than attempting to connect each paragraph with another topic sentence to the primary argument. The quantity of background information required will be based on the topic. You can also see data inventory. The Secret to Thesis Essay If you don't understand what's a tentative thesis then the idea is going to be to look for support from the instructors. Congress registration is easily available at www.iupac2019.org. A relaxed dress code isn't appropriate in many small business offices as it creates a relaxed and casual atmosphere that might cause customers to shed confidence in the organization. In case you fundamentally don't have any kind of advice for the proposal explanation assessment then it is possible to check all of them alone. Writing in college often requires the shape of persuasion convincing others that you've got an interesting, logical perspective on the subject you're studying. Brainstorming is among the best things a student can do in order to choose the fantastic idea and develop a corresponding statement. Students should compose fantastic papers not only as a method of posting good grades but for personal advantages and skill improvements. In order to both educate teens about life for a parent and to assist in preventing teenage pregnancy, higher school students ought to be asked to complete parenting classes.

American Indian Conjuring Free Essays

string(265) " a trick by Fray Bernardio de Sahagu in his Historia de las Cosa de la Nueva Espana: â€Å"Seating himself in the middle of the market place at Tianquiztli, he announced that his name was Tlacavepan, and proceeded to make tiny figures dance in the palms of his hands\." Conjuring is said to be the second-oldest profession in the world, and may well be the oldest of the theatrical arts. It was the carefully guarded weapon of the priesthood used to establish a belief in supernatural powers among an uninformed public (Randi, 1992, p. XI). We will write a custom essay sample on American Indian Conjuring or any similar topic only for you Order Now The dictionary defines a conjuror as â€Å"a person who practices legerdemain [sleight of hand]; jugglerâ€Å". (Webster’s College Dictionary, 1992, p. 281). Another source defines conjuring as the art of â€Å"producing the appearance of genuine magic by means of trickery and deception† (Randi, 1992, p. XI). Anyone who attended Sunday school as a child can recall the biblical account of Aaron’s battle with two sorcerers in Pharos’s court. In the story, each of the magi cast down rods that became snakes. The secret to the trick was the snakes had been drugged or hypnotized which made them look like sticks, then became mobile when stroked by the conjurors (Randi, 1992, p. 1). Eunios, a Syrian, stopped a rebellion of Sicilian slaves about 135 B. C. with his awe provoking fire breathing. He claimed a Syrian goddess had made him immune to fire. Florus, the chronicler, had other ideas. He insisted that Eunios had the fiery substance secreted in nut shells in his mouth (Christopher, 1962, p. 6). In 1865 Robert Houdin, a French magician and clock maker, prevented a rebellion in Algeria with legerdemain. The French government asked the magician to discredit the Marabouts, an Arab religious faction who were using magic to incite a rebellion. He proved his illusions were more powerful than the magic of the Marabouts, thus stopping talk of rebellion (Magic History n. d. ). The line between natural and supernatural is often poorly drawn. Among the American Indian people, sleight of hand feats, simple tricks, and snake charming were invested with mystical significance during tribal rites. Witch doctors and medicine men used the devices of entertainers to increase their reputation and influence (Christopher, 1962, p. 6). In this work, I will investigate the various means American Indian shamans employed to deceive the people into thinking they had supernatural powers. I will then expose their methods of prestidigitation and conclude with an examination of the loss of the art. Though American Indian hamans for centuries had often matched and surpassed the far more widely known fakirs of Calcutta and Bombay, few stories about their skill appeared in either the national or the international press, and this for a very sound reason: The Asian conjurers, lauded by travelers, performed in public for the money the could collect from their roadside shows. The American Indian’s magic was reserved for their tribe; few whit e men had an opportunity to study it. If a rare outsider tumbled on to a secret, he was swiftly inducted as blood brother and sworn to secrecy (Christopher, 1973, p. 69). American Indian shamans were at their best in the open air under the night sky. When tom-toms beat and campfires cast flickering shadows, their strange feats were awe-inspiring to fellow tribesmen as the occasional flashes of lightning that streaked across the sky. The Navajo, like their counterparts in India, made snakes appear under inverted baskets. Pawnee, Hopi, and Zuni shamans made corn and beanstalks grow (mango trees were not available) during harvest rites. The feat in which a Hindu conjurer‘s assistant vanished and reappeared in a large basket was also done by the Apaches. Swords were jabbed through the sides to prove that no one was inside in Asia; the Apaches had a more effective argument; they shot arrows through the fibers (Christopher, 1973, p. 69). In 1871, John Wesley Powell, a geologist and representative of the United States Bureau of Ethnology saw an exhibition of the skill of Cramped Hand and Bent Horn, two Ponca shamans. â€Å"One afternoon, near sunset, about two hundred persons, mostly Indians, stood in a large circle around a tent in which sat the shamans and their assistants. Presently the shamans and the aged chief, Antoine Primeau, came out of the tent and stood within the circle. One of the shamans, Cramped Hand, danced along the inner side of the circle, exhibiting a revolver (Allen’s patent), one chamber of which he seemed to load as the people looked on. After he had put on the cap, he handed the weapon to the chief, who fired at the shaman. Cramped Hand fell immediately, as if badly wounded. Bent Horn rushed to his relief and began to manipulate him. It was not to long before Cramped Hand was able to crawl around on his hands and knees, though the bullet had apparently hit him in the mouth. He groaned and coughed up incessantly, and after a tin basin was put down before him he coughed up a bullet which fell in the basin, and was shown in triumph to the crowd† (Powell, 1894, p. 417). The demonstration was breathtaking, but impractical in battle. This was traditionally done with a real gun and a gaffed round, the bullet having been replaced with a wax casting. The explosion of the charge and propulsion of the fake bullet through the air effectively vaporized the wax within a short distance. The wax bullet can be made to look like lead by coating it with a black substance (Bagai, n. d. ). Cramped Hand had only to secret an identical bullet in his mouth during the falling action, the rest was acting. Much of what we know about the magic practiced by the first Americans comes from missionaries who worked among the Indians in the years when the New World was being colonized by Europeans. French priests reported from Canada in 1613 that the medicine men of the Algonquin tribes were the most formidable opponents they faced in trying to convert the Indians. Twenty years later Gabriel Sagard-Theodat, a Recollect missionary, weary of the daily conflict with people whose customs he did not understand, called the Nipissing redmen â€Å"a nation of sorcerers† (Christopher, 1973, p. 70) There is a fascinating description of a trick by Fray Bernardio de Sahagu in his Historia de las Cosa de la Nueva Espana: â€Å"Seating himself in the middle of the market place at Tianquiztli, he announced that his name was Tlacavepan, and proceeded to make tiny figures dance in the palms of his hands. You read "American Indian Conjuring" in category "Papers" † No one who witnessed the trick could offer a solution. There is however a simple explanation: the small figures were manipulated by strands of long hair (like modern magicians invisible thread) tied together and attached to the conjurers feet. All he had to do was wiggle his toe and the figures came to life (Gosh, 2006, p. 21). Legends say that the early medicine men could bring miniature images of buffalo and warriors on horseback to life. They worked by the flickering light of a fire at the far side of the tent with observers grouped in a semicircle. At the command of the magician, the clay figures were supposed to have changed to flesh and blood. Then the miniature Indians corralled the buffalo and hurled their spears and shot their arrows with deadly accuracy until the last animal fell with an arrow through its heart. When the drama ended, the figures reverted to clay and were tossed into the fire. Seldom has a puppet show received such praise. Whoever started the story must have imbibed too freely before attending the performance (Christopher, 1973, p. 75). Shamans of the tribes who lived along the St. Lawrence River boasted they could summon the rains or stop storms. They claimed their rites could render fields barren or produce bountiful crops ( Christopher, 1973, p. 0) The Franciscan friar, Louis Hennepin said of the shamans: It is impossible to imagine the horrible howling and strange contortions that these jugglers make of their bodies, when they are deposing themselves to conjure, or raise their enchantments† (Hennepin, 1869, p. 59). Paul Beaulieu, an interpreter for the Ojibwa at White Earth Agency, Minnesota ( First settlement by white people, n. d. ), heard tales of Indian escape artists around the 1850’s. At Leech Lake, Minnesota he witnessed an Indian shaman clad in a breechcloth tied by a committee of twelve men. The shaman’s ankles, wrists and hands were bound; his tied hands were forced down so that his knees extended up above them. A heavy pole was thrust over his arms and under his knees; then his neck was tied to the knees and he was carried into a tent. The structure was built on poles, interlaced with twigs, and covered with strips of birch and canvas (Christopher, 1973, p. 74). The flap had scarcely been closed when strange words and thumping sounds came from within. The tent swayed violently as the sounds increased in volume. When the disturbance ceased, the Indian shouted that the rope could now be found in a nearby house. Cautioning the committee to keep a sharp watch on the tent, Beaulieu sprinted to the house. The rope was there, still knotted. He hurried back, let the other men examine the knots, and then called to ask if he could enter. Permission was granted and he found the Indian seated comfortably, puffing on a pipe (Christopher, 1973, p. 74). No explanation was offered for the astonishing feat. There is however, a way it could have been done, a method so obvious that Beaulieu and the committee would have overlooked it: a secret tunnel with cleverly concealed trapdoors at each end. An assistant concealed in a passage under the tent untied the medicine man, squirmed through the tunnel, retied the ropes, then dashed to the house where the shaman had decided they should be found (Christopher, 1973, p. 77). Alexander Phillip Maximillian, who traveled in the west in the mid 1800’s, wrote of some amazing things accomplished with ordinary objects by Hidatsa and Mandan shamans. â€Å"The medicine of one man consists in making a snowball, which he rolls a long time between his hands, so that at length it becomes hard and is changed into a white stone, which when struck emits sparks. Many persons, even whites, pretend that they have seen this and cannot be convinced to the contrary. The same man pretends that during a dance he plucked white feathers from a certain small bird, which he rolled between his hands, and formed of them in a short time a similar white stoneâ€Å"(Powell, 1894, p. 512). The performance of the bullet catch with Bent Horn and Cramped Hand was also followed by a demonstration of sleight of hand. â€Å"Bent Horn danced around, showing an object which appeared to be a stone as large as a man’s fist, and to large to be forced into the mouth of the average man. Cramped Hand stood about ten or fifteen feet away and threw this supposed stone toward Bent Horn, hitting the latter in the mouth and disappearing. Bent Horn fell and appeared in great pain, groaning and foaming at the mouth. When the basin was put down before him, there fell into it, not one large stone, but at least four small ones† (Powell, 1894 p. 417). A proficient modern sleight of hand artist can change the color of billiard balls and manipulate coins and playing cards on stage with utmost ease, and can do the same with small stones and leaves from trees out in the open. It is not at all hard to see (through practice) how the shamans could manipulate a snowball, feathers or rocks and make them appear as something they really are not. Dr. Franz Boas, an anthropologist at Columbia University (Franz, n. d. ) witnessed a burning alive illusion in northwest Canada. A young Indian girl was nailed inside a large wooden box that was burned in the center of a spacious medicine hut. As the smell of burning flesh permeated the structure, she could be heard singing. Eventually box and girl were consumed, only bones remaining among the ashes of the fire. The keys to this mystery according to Dr. Boaz were a secret tunnel, a long speaking tube, and a dead seal. The girl slipped through a panel that could be lifted in the bottom of the box, crawled through the tunnel to the out side of the lodge, and began her song, which filtered back inside via the tube. Meanwhile, a helper pushed the carcass of a seal through the tunnel and into the box. The charred bones, of course, were those of the seal (Christopher, 1973, p. 77). Complicated advance arrangements and trained assistants were not needed for the oldest and most frequently performed American Indian mystery, the shaking tent. Shaking tent conjuring was always done after sunset with the conjuring lodge put up an hour or so earlier and was taken down before sunrise the next day. The lodge was a small, often conical structure made of hoops and branch poles sunk into the ground covered with animal skins, blankets or cut spruce boughs (Christopher, 1973, p. 77 80). Often times the shaman was bound tightly hand and foot and also gagged. Once the tent flap was let down strange things began to occur: the ropes that bound the conjurer were thrown out of the top of the lodge. The tent would shake violently and a succession of strange voices would be heard, supposedly those of animal spirits. Beavers and turtles were among the most common, conversing with the shaman and occasionally with the audience (Beyer, 2009). Many shamans produced the voice of only one animal; others boasted a wider repertoire. The more animals a conjurer had at his command, the more he was honored (Christopher, 1973 p. 80). All of the feats described in the shaking tent can be accounted for. Why was the performance always done after dark? For much the same reason modern magicians use a darkened stage and smoke, to conceal the secret means of accomplishing the miracle. Why was the conjuring lodge put up an hour or so before the performance and taken down before sunrise? The answer is quite obvious: so the general uninformed tribesmen could not inspect the structure and find the secret. As for escaping out of the ropes that bound the shaman, it was a common escape trick. A famous duo called the Davenport Brothers had an act around the same time where they were bound securely in a cabinet which resembled an old-fashioned wardrobe. Suddenly they produced music on guitars and bells and caused ethereal hands and strange shapes to appear. The Davenports were exposed many times, not only by magicians but by scientists and college students. The latter ignited matches in the dark. The flickering flames disclosed the brothers, with their arms free, waving the instruments which until then had seemed to be floating (Christopher, 1962, p. 99). The shamans needed to be in top physical condition (like Houdini) to carry out the first-class performances they presented. The tent is scarcely ever still and at the same time singing, talking and ventriloquism occur (Howell, 1971, p. 50 82). While all American Indian conjurers do certain standard things like shaking the tent which, under contemporary conditions, may become the subject of a limited amount of skepticism, some conjurers apparently invent or acquire new tricks. The Saulteaux readily admit that certain individuals have either shaken the conjuring tent, or tried to shake it, with their own hands (Howell, 1971, p. 70 80). As it happens, the enclosures used by the tent shakers were not actually as rigid as they seemed. The anthropologist Dr. A. Irving Hallowell emphasized in The Role of Conjuring in Saulteaux Society that â€Å"All I can say personally is that Berens River conjuring lodges were extremely easy to set in motion. They readily responded to the slightest pressure from without, as I can testify. †(Howell, 1971, p. 83) The American Indian conjurers, who reportedly created marvelous wonders, were never willing to travel themselves and exhibit their feats for theater audiences. However, the proprietors of medicine shows, who sold tribal cure-alls to small town audiences in the late nineteenth century, always claimed the man in the war bonnet who displayed the bottles was a celebrated Indian medicine man. Shungo-pavi was billed as a Moki medicine man that performed magic at the Cliff Dwellers exhibit at the Louisiana Purchase Exposition in St Louis, Missouri, in 1904 later played in vaudeville. He wore beaded buckskins, moccasins, and a feathered headdress, but the tricks he performed were not of Indian origin. A bottle and a glass changed places when covered by two tubes; a silk handkerchief vanished; only to reappear tied between two others. He waved an eagle feather instead of a wand when he pronounced his magic words. Occasionally one still hears of a traditional feat being shown at an Indian tribal ritual in the Southwest or a shaking tent in northern Michigan or Canada, but the day of a burned alive illusion in the dark night or of a shaman changing a snowball into a rock in the open air has long past (Christopher, 1973, p. 81). How to cite American Indian Conjuring, Papers

The Reason to Motivation Others in Society

Introduction Motivation is one of the most important character traits. Motivation is used in various contexts both formal and informal in order to facilitate the achievement of certain ends. But, what is the meaning of definition? This question has been answered differently by different people depending on varied perception of what it constitutes.Advertising We will write a custom critical writing sample on The Reason to Motivation Others in Society specifically for you for only $16.05 $11/page Learn More However, the rationale for motivation has remained relatively the same universally. Psychologically, motivation has been defined as the psychosomatic feature that provokes a certain organism to work towards the achievements of desired goals and objectives. Motivation can be said to be the energy or power within that pushes an individual towards performing certain actions and achievement (Wiseman, 2008, p.43). Motivation actually has a lot to do with yea rning and ambition; this implies that in the absence of both desire and ambition, there cannot be motivation. In most cases, individuals nurse the desire and ambition to have something achieved in line with personally set goals and objectives, whether for personal or group gains. In this case, when an individual does not have the push, the willingness and initiative to act, then it means such an individual lacks the necessary motivation coupled with the inner drive to succeed with the desire (Hawkins, 2009, p.144). Motivation gives strengths to ambition, offers direction and increases one’s initiative and energizes one to work even harder; besides, it encourages and gives an individual the persistence to work towards achieving one’s set goals and desires. Motivation as a trait is one of the most significant success indicators. When an individual or group of individuals lacks motivation, no result is achievable; however, in the case where results are achieved, they are highly likely not to be desirable and may be mediocre results or outcomes. Meanwhile, wherever there is motivation and drive within each individual, great and high quality results are achievable and success is inevitable for both an individual and groups of individuals (Booth, 1977, p.72). Motivation is not always positive in terms of outcomes. There are individuals who may be to perpetually commit crime. For instance, those who commit burglary have their own personal motivators; even those who commit suicide or murder are motivated by certain things. For the purposes of this paper, motivation is considered on its ability to spur positive change and help an individual or groups of individuals to purse their goals and objectives to the end.Advertising Looking for critical writing on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Motivating others It is important to note that being able to motivate others is a great asset in itself . Motivation comes from within. However, there are individuals who lack motivation from within and hence need motivation from others (Hagger Chatzisarantis, 2007, p.256). This is where motivational individuals come to fill in the gap. Motivation is a personal skill and it can come from rational people irrespective of age, occupation or social or economic status. Nonetheless, it is good to point out that motivation can take place in the context of socially approved context and in a context that is anti-social. It therefore implies that not everybody can give motivation to others, especially those whose self-images are not good within the public domain. For one to be able to successfully motivate others, one needs to have reputation, be respected by those he or she intends to motivate; he or she should understand the socio-economic and cultural background of those intended for motivation and respect their viewpoints. Motivation can also take place at corporate level (Hagger Chatzisa rantis, 2007, p.289). It can take place in a business context where corporate leaders get to motivate employees and businessmen and businesswomen. Again, to be a successful motivator, it is crucial to understand motivational factors and the appropriate scenarios to offer motivation. De-motivation is necessitated by lack of motivation in an individual or groups of individuals. There are several literatures that have discussed motivation from various perspectives. Some of these literatures have discussed how to tell that individual or groups of people lack motivation; they have also examined what might make people to be de-motivated. According to available information, the indicators of lack of motivation amongst employees in an organization or company include increased sicknesses some of which are feigned to escape responsibilities, increased employee absenteeism, lateness during arrival at the work place, employees leave the office either before closing time or immediately the time reaches, lack of communication, poor attitude at work place expression of frustration.Advertising We will write a custom critical writing sample on The Reason to Motivation Others in Society specifically for you for only $16.05 $11/page Learn More A question may be asked, â€Å"Why do individual feel or get frustrated?† there are many reasons or factors that may make an individual to get frustrated and hence lack motivation. Some of these factors include lack of motivation either from within or others around, boredom with what one is pursuing either on personal grounds or as a duty at work place, when one is not getting the attention of others in terms of listening, lack of encouragement, lack of or poor training, absence of work delegation, being criticized instead of being helped to overcome or correct mistakes and being given too much wok. These are just but few amongst the major causes of frustration leading to lack of motivation. It is impor tant to know what makes particular individuals to feel the lack of motivation before attempting to come up with ways and strategies to motivate them. This may involve listening to them as they explain what makes them feel frustrated and lack the willpower to undertake tasks. The information acquired from them can be used to design appropriate ways to motivate them. Different literatures have come up with ways through which one can motivate others; motivation comes in different forms. For instance, as a parent one may want to encourage children to achieve their best both at home and in school. In most of such cases where one is faced with the responsibility of motivating others, inspiration by example is one of the best options to get people motivated. According to the available literature, motivating others has several implications. First, it is important to recognize that motivation is the only reason individuals engage in achieving certain ends. With respect to this, it is good to note that some individuals derive motivation intrinsically while others get it extrinsically. People who are intrinsically motivated derive their motivation from deep within themselves and may not require the motivation of others; meanwhile, those who derive motivation extrinsically derive their motivation from others and may not achieve desired results if not motivated. Available literature also indicates that the first step in motivating others is having a sense of purpose. The motivator must make the people he or she is motivating to understand the work or goals they are pursuing are of great purpose. When they lose hope and no longer see the need to pursue the goals or task, showing them the purpose of such may offer them the necessary motivation to continue to the end; this implies that while one may not actually be aware of how significant the task is performing is, making him or her to realize the purpose may lead to a very successful outcome.Advertising Looking for critical writing on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Other ways of motivating others include assuring them of how they are likely to benefit, offering the necessarily needed support and encouragement in performing a given task and creating a sense of importance in an individuals or groups of people; people always want to feel important and regarding them as search could be a great motivation to them. Theoretical perspectives of motivation There are a number of theories that relate to the subject of motivation. One amongst the main theories that relate to the subject is the Maslow’s Hierarchy needs. The theory recognizes that individuals have certain needs that they want fulfilled. A need is something we need either personally or as a group; however, the Maslow’s theory tends to be biased towards individual needs. These needs give the desire and drives which motivate individuals get ways of satisfying such needs. In this case, being able to satisfy these needs is the main goal. Maslow’s theory of motivation is refe rred to as the â€Å"hierarchy of needs.† According to Maslsow, individuals have five major needs ranked according to their importance starting from the most important to least. The first in the hierarchy is the physiological needs in which an individual has the need to eat, drink, work, sleep and reproduce. The second is the safety needs which entails the needs for shelter and feel secure. The third need is the belonging needs whereby a person desires to feel part of a group and be accepted. Fourth is self esteem need; here an individual need the good feelings about themselves and be recognized by others for their achievements. The last but not least amongst the hierarchical needs is the need to self-realization; in this hierarchy of needs individuals need to achieve personal fulfillment and grow and develop themselves. Maslow believes that individuals would only move down the list in order to be motivated by the next set of needs only after they have satisfied their previou s needs (Maslow, 1943, pp.369-397). Moreover, there is another theory by Alderfer which is related to Maslow’s hierarchical theory. Alderfer’s theory put the needs into three categories which include existence needs, relatedness needs and growth needs. This theory applies mostly to work environment where managers and or leaders require comprehending the theory if they are to motivate their employees. This theory argues that managers and organizational leaders to realize that some people simply come to earn money and will only be concerned with existence needs and hence will not bother about getting on with other; which is related to relatedness needs. Also, others come to work in order to meet others and have a personal challenge and some sense of achievements; this is related to growth needs. But, for the rest, they may be driven by all the desires. According to Alderfer, motivating people with existence needs requires that they are paid enough, given a safe and good work place, offered incentives; set reasonable targets and that people should be treated as individuals (Zepeda, 2007, p.214). Furthermore, Alderfer’s theory argues that motivating people with relatedness needs include showing them respect, giving responsibilities, offering recognition for good performance, communicating with them appropriately, involving them in decision making processes, encouraging them to freely give their ideas, praising them whenever they achieve goals and objectives of the organization, offering chance for team building and some days out of office and celebrating success with them. Motivating people with growth needs requires that individuals are offered with necessary support in order to complete their tasks; staff members are given challenges at the work place, work is made to be as interesting as it can be, people are encouraged to be innovative and think for themselves, individuals are kept informed on the necessary activities going on within an or ganization, people are stretched with new work and appropriate and necessary trainings are offered to the people (Borkowski, 2009, p.122). Another prominent supposition is Vroom’s theory, which is based on the credence that effort by a worker yields performance, alternately, performance leads to rewards (which may turn out to be either positive or negative). The theory posits that the motivation and rewards goes hand in hand. Equally, the more the negative rewards, the less motivated the employee becomes. In other words, Vroom came up with the proposition that for an individual to feel motivated there must be an established link amongst effort, performance and the motivation itself. To account for such a scenario, he proposes three distinctive variables: Valence, Expectancy and Instrumentality. He explains that Expectancy represents the credence that increased level of effort leads to rise in the level of performance. Of course, he posits that the success of this is dependent on the availability of right resources, possessing the right skills to perform on the job and getting the essential support that will ensure the job is accomplished. According Vroom, instrumentality is the principle that if one has a good performance on the job, he for she will receive a valued outcome; that is, there is something for the performer in every good job done; and this is influenced by such factors as comprehensible understanding of the link between the desired outcome and the performance, trust in the individual who is to ‘make the decision of the who should get a given outcome and transparency in the process of deciding how individuals should share in the outcome (Vroom, 1964, pp.128-137). In his last variable, Valence, Vroom argues that individuals place some level of importance on a given outcome. The perception of the individuals on whether or not increased effort will increase performance, increased performance will increase rewards for individuals and rewar ds on offer is of value determines whether the individuals are motivated or not. This implies that achievements within an organization are not necessarily the causes for individuals’ motivation; it starts from their perceptions as they perform their duties as employees of the organization (Vroom, 1964, pp.140-168). Improving skill proficiency in motivation There is one most important means through which skills on motivation can be improved for its effectiveness. This can be done through learning and attending seminars on motivations. There are several individuals whose career profession is motivational speaking. Through attending such seminars and listening to motivational speakers a manager is most likely to learn new ways of doing motivation. There are also varied literature materials that discuss various techniques of doing motivations. It therefore means that as much as one might not have been naturally born a motivator, he or she can still gain sufficient knowledge on ho w to help a team or individuals to achieve high successes through motivations (Ojewale, 2008, p. 201). There are many other ways through which an individual can improve his or her motivation skills. Most of them are through experience which involves knowing what has worked in the past and what have not in the motivation process. One of the ways through which one can improve on motivation skills is by knowing how to communicate consequences to the people being motivated. What this means is that the motivator is aware of what can hurt the emotions of the individuals; it is important the motivator communicates the consequences of not undertaking a particular task or achieving a particular goal in such a way that is not likely to sound or appear as a threat to the subjects. People being motivated should be told of the possible consequences; to successfully achieve this, the motivator must be armed with extra skills that will enable him or her to communicate effectively without harming t he feelings of those being motivated. Otherwise, the people may turn against the motivators and hence lose his or her influence (Ojewale, 208, p. 207). Again, it is important to note that people like doing what gives them pleasure. It is imperative that the motivator is able to determine what makes the people feel pleasure. It may not be necessary that the motivator only provide jobs, tasks or set goals that only give pleasure, but great skills are required to make the people find pleasure in what they are already doing. Moreover, being able to give detailed instruction one of the best motivation skill a motivator can ever posses. Some times poor instructions may make individuals not to be confident and therefore not motivated in performing a given task. Therefore, the motivator needs to be enlightened on how the people take in instructions and how they follow those instructions. During the implementation process, the motivator should set the subjects free to express their thoughts and what they believe the instructions should have been in order to perform as they are required (Ojewale, 2008, p.157). Meeting long term goals may not be motivating as there are possibilities that the employees of individuals behind their achievements may lose motivation in the process. The managers require having techniques of keeping them focused until the goals are achieved as desired. Available literature indicates that in order to keep the employees motivated to the end, the managers should adopt the strategies of setting short-term goals that are monitored throughout the process; after achievement of every short term goal, they workers should be appreciated for great work done before getting into the pursuit of the succeeding short-term goals. Besides, it is also stated that in order to keep people motivated, the motivators or the managers should keep in mind that the individual workers have concerns for their personal stakes in the tasks being performed. In this case, the m anagers should be aware of what the workers of the stakeholders need in the undertaking process (Ojewale, 2008, p.157). According to other writers, motivating people does not really mean setting goals and instructing them on how to go about it throughout. It is crucial that the managers trust the ability of those working on the desired tasks or goals and set them free to successfully achieve the goals. In the process of performing tasks, those involved may make some mistakes and therefore may need to be criticized or corrected. While doing the criticism, the supervisors and or managers should do it constructively. This will serve to help them solve the mistake and still remain motivated; otherwise, motivation coupled with destructive criticism may lower the morale of individuals thereby making them to lack the necessary motivation to successful accomplish the task ahead. In the long run, the managers may not achieve desired organizational performance. In a working environment, emplo yees are always worried about the security of their jobs and professional careers. Hence, it is prudent that the employers use such a situation as a motivation point; the employees should be assured of their job security so that they should not in be in fear that they would lose their jobs should their performance go below the required level, especially where retrenchment is considered as one of the available alternatives to cutting the cost of operations. This will give the employees the morale to work hard towards achieving their goals and objectives. One important thing to note is that motivational issues at the work place are as a result of the employees’ faults. It is argued that some of the factors contributing to motivational issue; these factors may include personality conflict, lack of the knowledge on how a given behavioral traits affects others, pressure in the families and personal problems amongst others. All these factors, amongst others, may cause employees to lack motivation. So, when something is realized to have gone wrong, and the employees are no longer motivated to work in the organization, the employers or responsible individual should not just look at the symptoms of the outcome. He or she should go beyond that and look for the likely causes, come up with alternative solutions and course of actions and implement instead of witch hunting which may cause further deterioration in the morale of already demoralized employees. According professionals, the worst thing a given leader can ever do is to have the facts wrong; such a leader cannot positively impact on employees by giving motivations (Ojewale, 2008, p.276). Besides, finding out what makes an employee to lack motivation should start by first collecting the information on what the employees should be doing and whether they are doing them or not. In the process of monitoring the employees as they perform their tasks, it is also important that there past performance records should be examined and compared to the current performance. This way, the employer or supervisor is able to find out what really frustrates the employees or individuals being observed; it will also help in the process of finding appropriate means of motivation. This should involve working together with the employees. The whole process will help the managers to learn the various things that make employees to lack motivation to perform as they may be required. The implication of conducting a thorough study of the causes of the problems is to establish ways in which the individuals can be motivated, especially when current motivational techniques are no longer effective or are counterproductive when used with the people. Conclusion Motivation is a psychosomatic process that gives an individual’s behavioral traits a purpose. It is a predisposition to perform in a purposive way in order to achieve a certain end; the end constitutes a set of desired needs that an individual seeks to sati sfy (Burrows, et al 1980, p. 326). For one to be motivated, he or she must have the will to act towards satisfying the desired needs. Motivation is, in other words, the drive within an individual that makes him or her to accomplish personal and or organizational goals and objectives. It is important to note that motivate employees will always work hard to sustain an organization and help it achieve its goals as may be outlined in strategic plans; the employees are more productive when they feel motivated. In order to be effective, it is imperative that the managers should deeply understand what are likely to lower the morale of the employees and what motivates them to give their best at work taking into account the context within the employees perform their tasks. It is acknowledged that motivating employees and other individuals is one of the most complex tasks performed by managers and other leaders; this is due to the fact that motivating factors vary and change with time. Severa l theories have been advanced to explain the concept of motivation and how they different impact of the performance of employees and any other individual in an organization. These theories are the Maslow’s theory of motivation which ranks and individual’s needs in five ranks starting from the most important to the least: physiological, safety, belonging, self esteem, and self-realization needs. According to Maslow, an individual must satisfy lower needs must be met first before the next level of motivation is sort by the individuals. Another prominent supposition is Vroom’s theory, which is based on the credence that effort by a worker yields performance. In this case rewards may either be positive or negative. The theory argues that the more positive the reward the more the individuals will increase their commitment and performance and the more the rewards are negative the less the employees will perform. There is also the Alderfer’s theory on motivation which is a revision of Maslow’s theory. Instead of Maslow’s five levels of needs, Alderfer’s theory reduced them to just three. The fist one is existence in which an individual is more concerned with the fundamental existence of material motivational factors. The second one is Relatedness; here an individual derives motivation by maintaining interpersonal relationship with others. The last one is Growth which refers the inherent desire by an individual to achieve some level of personal growth. It is important to note that in order to motivate others, an individual must be motivated first. It will be practically impossible to motivate others when one cannot realize the willpower that lies deep within him or her. Moreover, motivating others requires deeper understanding of what makes others feel frustrated and things and situations in which an individual may feel motivated. With such an understanding, the motivator will be able to know varied ways of motivating o thers, especially in a working environment. References List Booth, K 1977, Navies and foreign policy, New York, Taylor Francis. Borkowski, N 2009, Organizational Behavior in Health Care, New Jersey, Jones Bartlett Learning. Brown, R 2003, Social Psychology, 2nd Edition, New York, Simon Schuster. Burrows, DG, et al 1980, Handbook of hypnosis and psychosomatic medicine, Elsevier/North-Holland Biomedical Press, Holland. Hagger, M Chatzisarantis, N 2007, Intrinsic motivation and self-determination in exercise and sport, New York, Human Kinetics. Hawkins, M 2009, Activating Your Ambition: A Guide to Coaching the Best Out of Yourself and Others, New York, Mike Hawkins. Maslow, AH 1943, A theory of human motivation. Psychological Review, July 1943, U.S. Ojewale, O 2008, Success Motivation and Life Skills, New York, Civility Press. Vroom, VH 1964, Work and motivation. New York, Wiley. Wiseman, D 2008, Best Practice in Motivation and Management in the Classroom, New York, Charles C Thoma s Publisher. Zepeda, S 2007, Instructional supervision: applying tools and concepts, Eye on Education, U.S. This critical writing on The Reason to Motivation Others in Society was written and submitted by user GwenStacy to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.