Biography of Inventor Jacob Perkins

Jacob Perkins  was an American  inventor,  mechanical engineer, and  physicist. He was responsible for a variety of important inventions, and made significant developments in the field of anti-forgery currency. Jacob Perkins Early Years Perkins was born in Newburyport, Mass., on July 9, 1766, and died in London on July 30, 1849. He had a goldsmith  apprenticeship during his early years and soon made himself known with a variety of useful mechanical inventions. He  eventually had 21 American and 19 English  patents. He is known as the father of the refrigerator. Perkins  was elected a Fellow of the  American Academy of Arts and Sciences  in 1813.   Perkins Inventions In 1790, when Perkins was just 24, he developed machines for cutting and heading nails. Five years later, he earned a patent for his improved nail machines and started a nail manufacturing business in  Amesbury, Massachusetts. Perkins invented the bathometer (measures the depth of water)  and  the  pleometer  (measures the speed at which a vessel moves through the water). He also invented an early version of the refrigerator  (really an  ether  ice machine). Perkins  improved steam engines (radiator for use with hot water central heating - 1830) and made improvements to guns. Perkins also invented  a method of plating shoe-buckles. Perkins Engraving Technology Some of Perkins greatest developments involved engraving.  He started a printing business with an engraver named Gideon Fairman. They first engraved school books, and also made currency that was not being forged. In 1809, Perkins bought the stereotype technology (prevention of counterfeit bills) from Asa Spencer, and registered the patent, and then employed Spencer. Perkins made several important innovations in printing technology, including new steel engraving plates. Using these plates he made the first known steel engraved USA books. He then made currency for a Boston Bank, and later for the National Bank. In 1816 he set up a printing shop and bid on the printing of currency for the  Second National Bank  in Philadelphia. Perkins Work with Anti-ForgeryBank Currency His top-notch American bank currency received  attention from the  Royal Society  who were busy addressing the massive problem of forged  English bank notes. In 1819, Perkins and Fairman went to England to try to win the  £20,000 reward for notes that could not be forged. They pair showed sample notes to the  Royal Society  president Sir  Joseph Banks. They set up shop in England, and spent months on example currency, still on display today. Unfortunately for them, Banks thought that unforgeable also implied that the inventor should be English by birth. Printing English notes ultimately proved a success and was carried out by Perkins in partnership with the English engraver-publisher Charles Heath and his associate Fairman. Together they formed the partnership  Perkins, Fairman and Heath which was later renamed when his son-in-law, Joshua Butters Bacon, bought out Charles Heath and the company was then known as  Perkins, Bacon.  Perkins Bacon  provided banknotes for many banks and foreign countries with  postage stamps.  Stamp production started for the British government in 1840 with stamps that incorporated an anti-forgery measure. Perkins Other Projects Also concurrently, Jacobs brother ran the American printing business, and they made money on important fire safety patents. Charles Heath and Perkins worked together and independently on some concurrent projects.

Path Goal Theory Free Essays

Path Goal Theory In order to encourage, support and motivate their followers, Path Goal Theory requires a leader to take into account situational factors when adapting a leadership style. Successful integration of situational factors with a leadership style can lead to maximized satisfaction and effort from the follower. The Path Goal Theory states leaders must: †¢Forge a path for followers to obtain their goal through coaching and direction †¢Remove roadblocks and obstacles that are preventing followers from accomplishing goal †¢Increase rewards and incentives along the way 1. We will write a custom essay sample on Path Goal Theory or any similar topic only for you Order Now Subordinate Factors (Follower Characteristics) A. Ability: A follower’s self-efficacy and self perception of competence in performing tasks to achieve goals. B. Authoritarianism: is defined as the degree to which the followers seek structure and task clarity. C. Experience: Knowledge of or skill in achieving a goal. D. Locus of control: How one perceives how much they can control events that affect their goal achievement. Those with low internal locus of control seek to participate and engage in decision making. On the contrary, those with a strong external locus of control like to be directed and provided structure. Coach Lengyel has a diverse group of followers with a variety of contrasting personal characteristics. Due to their lack of experience, youth and general â€Å"rag-tag† composition, the players on the team lack confidence, ability, cohesion and self efficacy. Given these characteristics, these players have a high external locus of control and yearn for task clarity and guidance. In contrast, Coach Red Dawson and Interim President Donald Dedmon have more autonomy and have established themselves more in their respected roles. Lengyel adjust to the varying characteristics of these followers by engaging them more in the decision-making process and seeking their advice on certain issues that arise. 2. Environmental Factors: A. Task structure: A leader needs to analyze the elements and nature of a task a follower is responsible for and identify and remove any difficulties it could pose to the follower. B. Formal authority: is the power position of the leader which can affect the satisfaction of a follower. If directive leadership and a highly formal authority system are in place, the redundancy can cause follower dissatisfaction. C. Work group: Group dynamics and relationship among followers. In situations where team cohesiveness is low, followers need supportive leadership. Where a group is more established and talented, a directive or achievement oriented style is more optimal. The players face significant environmental challenges in both their task structure and work group dynamics. First, the vast majority of the team consists of freshmen or students who have never played organized football. Learning the complex play schemes and the intricacies of the competitive collegiate game in such a short period is certainly daunting. Moreover, positions players such as the punter do not fully comprehend everything their roles entail. Since almost all the players haven’t played with each other, the team lacks the camaraderie and cohesion of their competitors. The confluence of these factors and the physically demanding tolls of the game have created significant roadblock in accomplishing their goals. The fear of embarrassing the community and university with poor performance on the field and the stress of the tragedy compounds the challenges the team face and weighs on them greatly. As a result, the players are more sensitive and an overbearing and authoritarian leader will only exacerbate the situation. Similarly, the stress of the tragedy is also weighing significantly on both Coach Dawson and Interim President Dedmon. After losing colleagues and players he coached and recruited from the tragedy, Dawson has significant doubts about whether he can be around the game anymore. The drastic changes with Dawson’s workgroup and formal authority figure are daily reminders of the tragedy that occurred with the team. The tragedy wears on him and he has a significant effect on his confidence and motivation to fulfill and execute the tasks associated with the assistant coaching job. With Dedmon, the opposition by some in the community to rebuild the football program has made Interim President insecure and timid when approaching tasks with the job. Furthermore, Dedmon’s confidence erodes initially when numerous coaches around the country turn down the offer to coach the Marshall team due seemingly insurmountable challenges facing the program. Dedmon has to adjust o a changing environment surrounding the university and to Coach Lyngel’s energetic and enthusiastic style which contrasts greatly with his own. 3. Leader Behavior: A. Supportive leadership: Consider the needs of the follower, showing concern for their welfare, being approachable as a leader and creating a friendly working environment. This approach is best when the work is stressful, ambiguous and or hazardous. B. Directive l eadership: Telling and providing leaders with structure, task clarity while giving appropriate guidance along the way. The leader sets clear standards of performance in order to decrease role ambiguity. This form of leadership can be helpful when the follower is inexperienced. C. Participative leadership: Effective when followers are autonomous. This form involves consulting with followers and making them an integral part of the decision process. This approach is most effective with followers who are knowledgeable and skilled and have a high internal locus of control. D. Achievement-oriented leadership: Setting challenges goals, both in their work and in self-improvement. The leader establishes high standard of excellence and leader shows confidence in the capabilities of the follower to succeed. This approach is best when the task is complex. Lengyel has to question whether the famous sports tenet, â€Å"Winning isn’t everything; it’s the only thing† is applicable to the season Marshall is about to embark on. His predecessor, like a majority of other coaches led with predominately directive and achievement-oriented styles. Due to the nature of the sport and the intolerance of role ambiguity in the game, Coach Lengyel also exhibits a directive style of leadership in some scenarios. The players’ perceptions of their abilities are relatively low and Lengyel helps them by clarifying and directing them how to do their tasks. For instance, this directive style of leadership is evident when Lengyel instructs and clarifies the position players like the punter and offensive lineman how to do everything that their role entails. Given the players desire for task clarity and guidance, the directive style would most likely be the most effective leadership style with inexperienced players in most scenarios. The most important factor however that impacts the follower characteristics and environmental factors is the stress and pressure resulting from the tragedy. Realizing the enormity of the tragedy, Lengyel utilizes a supportive style that provides psychological support and concern to his followers by their acknowledging the pain and frustration. Knowing that Dawson is in a sensitive emotional and mental state, Lengyel isn’t too aggressive in his pursuit to have him on the coaching staff and always carefully listens and assesses Dawson’s objections and feelings. Lengyel’s pregame speech at the resting spot of six of the players from the Marshall team also exemplifies his exceptional ability to collectively assess both characteristics of his subordinates and the environmental factors when trying to motivate and instill confidence in his team. In the speech he addresses the tragedy of the past, the current team’s shortcomings and even mentions how the team they’re facing has more ability and talent. He declares if they give maximum effort they will not lose and will reach their goals of honoring the memory of the teammates killed in the plane crash and making the community proud. Lengyel realizes that due to the circumstances, that leading with the directive and achievement oriented styles isn’t the most conducive approach. To motivate the players on the team, Lengyel has to utilize a Supportive style that taps into and emphasizes with the emotions of the players and tries to alleviate the stress and pressure of the situational factors. While some other leaders and his peers ultimately fail in certain circumstances for their stubbornness, Lengyel’s biggest leadership strength in contrast is his flexibility. As mentioned, with the players on the team Lengyel’s demonstrates mostly directive and supportive styles. In regards to followers with contrasting characteristics of the players, Lengyel is able to successfully adapt his leadership approach to engage and accommodate them. After assessing that the players on the team do not have the ability to execute relatively complex offensive schemes and tasks, Lengyel realizes they need to simplify their playbook. In this instance, because the assistants have established themselves in their respected roles, Lengyel engages them in the decision-making process. Utilizing the Participative leadership style results in Coach Dawson coming up with the idea to use the simplified Veer Offense. In addition to building trust and satisfaction from the assistant coaches, the players also benefit as it reduces a significant roadblock for them 4. Outcome: A. Performance: Helps followers reach their peak performance. B. Satisfaction: Makes working to obtain goal more satisfying. By successfully adapting to both the characteristics of his subordinates and of the environment, Lengyel helps his followers exert maximum effort and gain satisfaction from obtaining their goals. Coach Lengyel was able to forge a path for his followers by taking into account the different strengths and weaknesses of his followers. As articulated in his speech the team’s main goal of honoring the memory of the team was to â€Å"lay it on the line† and provide maximum effort. Whether it was the players on the players on the field or even Interim President Dedmond aggressively petitioning the NCAA to let their freshmen play, Lengyel’s followers were clearly motivated by his leadership How to cite Path Goal Theory, Papers

Reflective Writing for Sustaining Human Rights - MyAssignmenthelp

Question: Discuss about theReflective Writing for Sustaining Human Rights. Answer: The phrase, human rights might have a broad definition, but when it is narrowed down to women rights, it takes a more specific direction. This reflective paper will dwell on the women rights. Let us first begin by understanding what women rights are. Women rights are those rights claimed by women, which aim to establish equality between men and women (George, 2015). Focusing on New Zealand, the efforts to fight for these rights are now evident. However, perfect situations are rare, the same case gender equality cannot be completely achieved at work places. Let's now reflect on how the women rights on employment have affected the society. In the earlier days, women used to face a lot of discrimination in the workplace, especially in matters related to opportunities and wages. hanks to New Zealand, the government on its gender equality policies as well as women who have tirelessly fought for women rights at the workplace the rate of gender inequality has greatly been reduced (Bonner, 2012). Moreover, gender discrimination is in itself unproductive at the workplace. Apart from undermining the female gender and paying them low wages, it makes the women lose touch with their work and hence the productivity of the organization is lowered since women are hampered from taking leadership roles in organizations. Therefore, they are not able to contribute their knowledge and skills (George, 2015). The most common types of gender discrimination that were previously being exercised included, wage gaps, sexual harassment, unequal opportunities and lack of involvement in decision-making. Despite the efforts and policies that aim to curb gender discrimination, there are still cases of gender discrimination that goes unnoticed. The main reason that such cases fail to be noticed is due to the reason that men are viewed superior to women (Hurley, 2012). However, there are occupations that men do not prefer to engage in, yet they are suitable for women. Such opportunities include caregivers. However, the society as a whole has viewed these preferences in occupations as being sexist. Another sector that has seen women get many employment opportunities is the hospitality industry. Moreover, the hospitality industry seems to acknowledge women rights as the employment of both genders seem to be equal as well as equal opportunities than any other industries in New Zealand (Kabasakal Arat, 2011). On the other hand, women should not complain too much as they also get some advantages that men do not, for instance, women are likely to get help or assistance on a particular issue as opposed to men. This can be viewed as a way of compensating for the inequalities in other areas of the work. Also, the ministry of social development has shown a kind gesture towards realizing the need for gender equality as it gives equal benefits most of which the bigger percentage that receives the benefit are women. Also, women are hardworking and likely to dominate areas that are male dominated due to their hard work (Kabasakal Arat, 2011). In New Zealand when we look at the unemployment rate, it is found that women are highly unemployed. The main reason behind this is the fact that men tend to get high qualifications in education thus having many opportunity openings than women. Another reason for the unemployment rate is that women mostly have other duties to take care such as house chores of which forces them to take part-time jobs (Lewis, 2015). Moreover, women have encircled themselves in a belief that they are only supposed to stay at home and worry about house chores while men go to work. This further jeopardizes the fight against gender discrimination. The fight for women rights to vote was spearheaded by Kate Shepherded in 1892. This saw New Zealand becoming the first country to grant women a right to vote. According to George, (2015), the New Zealand parliament policies and regulations did not give women the right to stand for parliament. This remained so until the first female, Elizabeth McCombs became the first female member of parliament in New Zealand (Paul, 2012). This also saw the rise in the number of women in parliament up to nine percent by 1981. Up until now, the New Zealand parliaments consist of thirty one percent women. During the colonial period, women in New Zealand did not have protection rights or privileges to work. Women served only as housewives and could only stay at home in most cases looking after the children and preparing food for their working husbands. Equal pay right was enacted in 1972, which stipulated that men and women who work at the same job level should as well be paid equally (Silliman, 2014). Another milestone that further promoted the rights for women is the 1985 act that granted parental leave to women who are in their final stages of pregnancy which is to extend until the child is three to six months old. This closely followed by paid parental leave in 2002, which allows mothers to earn while away from work looking after the child. Moreover, the law also considered men, in that, men could also ask for parental leave to go and look after the child for the remaining period, in the case that the mother had to go back to work (Sweetman, 2015). The New Zealand legislation on ge nder equality is now making women successful as they have allowed them to work as opposed to the previous law. Equal rights have been one of the most top priority of New Zealand government. Numerous improvements have been made to ensure women are given equal rights as men in the workplace. Equal pay for equal work, this approach advocates that regardless of which gender has accomplished the task, the value attributed to the task should be equally compensated whether it is a man or a woman did the job (Tinker, 2016). Executing equal pay for work of equal value principles is one of the interventions that have seen a reduction in undervaluation of women in male dominated work. The standard practice in New Zealand, consist of addressing the gender pay gap foe employees in relation to the median hourly rate. The New Zealand Government has advocated that women be provided with paid parental leave (PPL) after the birth of a child (Wollstonecraft, Williams, 2013). However, there is still a lack of consensus on the criteria to determine the duration of leave as well as the level of pay. Regardless of all that has been achieved there is still need for robust mechanisms, such as legislation, which are required to further drive the gender equity agenda so as to realize employment equity. This calls for commitment from the political broad as well as public consensus. This is to be accompanied by adjustments in providing the early-childhood education funding and ensure its availability in the rural areas where it is scarce. This is because parents in the rural areas are unable to access it as they work on non-standard hours hence no time to access this services. (Lewis, 2015). Conclusion Women rights has been an endless struggle in an effort to equality at work places as well as in the society. However gender equality has not yet been established. I have realized that in the modern society, women has gradually advanced to handle roles that were previously designated for men. This has also contributed to the economic development in a big way. The theme on women rights is important to me, as I come from the Chinese community where women are viewed as inferior to men. However, civilization that is taking place in my society, is slowly getting to realize that both genders are equal and as such they should be treated equally. References Bonner, M. (2012).Sustaining human rights(1st ed.). University Park, Pa.: Pennsylvania State Univ. Press. George, B. (2015).In pursuit of equal rights(1st ed.). [Washington]: The League. Hurley, J. (2012).Women's rights(1st ed.). San Diego, Calif.: Greenhaven Press. Kabasakal Arat, Z. (2011). Womens rights as human rights.UN Chronicle,45(3), 9-13. https://dx.doi.org/10.18356/d16204cd-en Lewis, H. (2015). Human Rights of Women: National and International Perspectives, and: Reconceiving Reality: Women and International Law (review).Human Rights Quarterly,17(3), 576-582. https://dx.doi.org/10.1353/hrq.1995.0025 Paul, K. (2012). Women in the Front Line: Human Rights Violations against Women, an Amnesty International Report.Human Rights Quarterly,13(3), 432. https://dx.doi.org/10.2307/762632 Silliman, J. (2014).Undivided rights(1st ed.). Cambridge, Mass.: South End Press. Sweetman, C. (2015).Women and rights(1st ed.). Oxford, UK: Oxfam. Tinker, C. (2016). Human Rights for Women: The U. N. Convention on the Elimination of All Forms of Discrimination against Women.Human Rights Quarterly,3(2), 32. https://dx.doi.org/10.2307/761855 Wollstonecraft, M., Williams, Z. (2013).A vindication of the rights of woman(1st ed.).