Nanjing China Assignment Example | Topics and Well Written Essays - 750 words

Nanjing China - Assignment Example The well-known Confucius Temple is not just a remembrance place for the Great Sage but has an encompassing territory clamoring with shops, eateries and a nibble road housed in customary engineering structures (Elle, 2011). The Zijinshan Observatory, Purple Mountain Observatory, toward the city's east focus was the first innovative observatory fabricated in China. Physical Geography Qinhuai River, in the city's southwest, runs one hundred kilometers. The waterway used to be the most prospering piece of the city in the days of yore. Nanjing is in one of the biggest monetary zones of China, the Yangtze River Delta, which is a piece of the downstream Yangtze River waste bowl. The Yangtze River streams past the west side of Nanjing City, while the Ningzheng Ridge encompasses the north, east and south side of the city. The city is 300 kilometers west of Shanghai, 1,200 kilometers south of Beijing, and 1,400 kilometers east of Chongqing. The city of Nanjing has lavish greenery falls over cl earing slopes and mountains. Conduits run through the city of steel and glass. The city of dreams and supreme aesthetics blooms like a lotus blossom skimming along a waterway careless in regards to the outside world. Nanjing came to fruition at the conjunction of the Yangtze and Qinhuaihe streams. Goujian, King of Yue State, had a city constructed by the Qinhuaihe and named it Yuecheng two and half hundreds of years back. Later the Chu State had a city called Jinling raised at the foot of Qingliangshan Hill.

PETA ( People for the Ethical Treatment of Animals) Research Paper

PETA ( People for the Ethical Treatment of Animals) - Research Paper Example PETA is often criticized for its radical and sometimes controversial approach towards social protest. Still even some of the avid detractors of PETA respect the validity and nobleness of its cause (Stevens, 2010). Introduction to People for the Ethical Treatment of Animals (PETA) People for the Ethical Treatment of Animals, popularly known as PETA, was founded in 1980, by the efforts and collaboration of two much experienced and dedicated animal rights activists, Ingrid Newkirk and Alex Pacheco. PETA is a not for profit organization with 300 salaried employees, backed by a committed pool of two million members and supporters, which includes some of the really famous celebrities and personalities (Stevens, 2010). PETA claims to be the biggest animal rights organization in the world. The motto of PETA is â€Å"animals are not ours to eat, wear, experiment, on or use for entertainment (PETA: Online). The core issues regarding the cruelty towards animals that PETA focuses on are, fighti ng against the exploitation of animals for entertainment (circuses, fishing, buying animals as pets from pet stores or companies, dog fighting, cock fighting, bull fighting, etc), using animals for carrying out scientific experiments and tests, fur farming and organized factory farming (Stevens, 2010, p. 6). Framing of the Animal Rights Issue by PETA The animal rights groups that existed before PETA were predominantly conservative, whose approach towards the issue was at the best, mild and reconciliatory. In 1981, just a couple of months after its conception, PETA brought the issue of animal rights to the forefront of American socio-political platform, by creating a controversy around the issue of cruelty inflicted on a group of macaque monkeys by the researchers at the Institute of Behavioral Research in Silver Spring, Maryland, leading to the first ever police raid on an animal laboratory in America, followed by an amendment in the Animal Welfare Act in 1985 (Macionis, 2010: Steve ns, 2010). PETA, right from the start was well aware of the fact that the issue of cruelty towards animals was considered something not so important as to attract public attention, unless it is presented and highlighted with ample glitz, media coverage, drama and attention grabbing and disturbing visual content projecting cruelty on animals (Pace, 2005, p. 37). Considering the deluge of human problems facing the society, animal rights were not something that commanded a top priority on the public and political agenda. Thus, any approach towards challenging the existing status quo must need to have a SHOCK appeal. Therefore, every activity of PETA be it political lobbying, protests, media campaigns, undercover investigations, has this quintessential X factor that is unexceptionally always successful in grabbing public attention and jolting the mass conscience. This accompanied by a parallel strategy aimed at reaching out to and educating the people, pursuing a hot and cold approach t owards the targeted corporations and pressurizing the corporate managements by becoming a stockholder (Tkac, 2006, p. 6). PETA is an animal rights group that has been both famous as well as notorious for its innovative, wacky, controversial, disturbing and nerdy approach towards framing, campaigning and protest. One big success of

Red Robin Restaurant Evaluation Essay Example for Free

Red Robin Restaurant Evaluation Essay The theme for all Red Robin restaurants is â€Å"Red Robin†¦. Yum! † When thinking about this statement you really have to think about all that encompasses. What makes the food so good? Does the atmosphere make the yum factor even better? What about the staff how do they contribute to the yum factor of the food? For this evaluation I would like to explore this yum factor and truly understand what makes the Red Robin chain of restaurants stick with yum as a marketing tool to entice customers to come in. Firstly we will explore the atmosphere of the Red Robin restaurants and how the atmosphere adds to the yum factor. When you first walk into a Red Robin restaurant you are greeted by a friendly hostess who joyfully takes you and your party to your table. Once you are seated your server comes over to greet you and take your drink order. This is great for the yum factor because no one like to eat food in the mist of negativity, when you are in a place where the atmosphere is negative it just makes your whole entire experience bad. The one down side to this is that at times if you have children, you are still in the process of settling in; you are not quite ready for your server to come by and take your drink order because you have not even looked at the menu. Secondly we must discuss the staff and how they add to the yum factor for Red Robin restaurants. The staff at Red Robin is for about 95% of the time the friendliest and warm restaurant staff you will encounter. The staffs at Red Robin restaurants are very accommodating for anyone who needs to place a special order. They are also good about getting food to children first, especially if it is later in the evening and they are hungry. This ability to get what I desire to eat the way that I desire it without having to be reprimanded for substituting this for that or adding this or that, makes the yum factor so much better because it is truly what I want. However, the one con that I have seen of the Red Robin staff is that, they are not prepared for last minute large parties. There have been times when a group of friends have decided to just go and have a great time eating together, the staff takes about thirty minutes to get their selves together to be able to accommodate the crew. Lastly, we must discuss what makes the food so good and how it makes the yum factor. The food at Red Robin consists of burgers, French fries, select chicken products, salads and sandwich wraps. The burgers are considered gourmet because they have more than just your typical bacon, cheese, ketchup and mustard. The food theme for Red Robin is classic comfort with a twist of class to heighten your taste buds. On the other hand when it comes to the food some may find that the classiness of some of the items is too much for them. Some people just want a simple cheeseburger with no muss or fuss, and with all the gourmet burgers this may be a turnoff to those people. The uniqueness of the food is what gives Red Robin the yum factor, the food is comforting and the flavors are bold. In conclusion you can clearly understand how the staff, atmosphere and food at Red Robin restaurants live up you their motto â€Å"Red Robin†¦Yum! † When you have a great atmosphere, great staff, and food that delivers’ on the taste, you have a great recipe for the yum factor. When you are choosing a place to eat you want to choose a place where you have the full yum factor effect. Some restaurants may just have one or two elements of the yum factor, but if you are looking for a place with all three yum factors, then Red Robin is the restaurant for you.

Observation Report of Child Example

Observation Report of Child Example Ethical considerations checklist Has the whole team been informed about the portfolio requirements? Have you made clear that all members concerned in the observation will have access to the material? Have the nature of the observations (including aims, tools to be used) been  explained to the children/ young people (where applicable)? Have you considered the importance of respecting the child/ young persons privacy, dignity and possible emotional reactions? Have parents been informed- and has the study process been fully explained to  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   them? Have you confirmed that all details will remain confidential by ensuring all documents are anonymous? Date: 10 January 2017 Dear parents/guardian I am writing to ask for permission to observe your child as part of my university course. All information about your child would be kept as confidential. Thank you for your support. I †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. give permission to †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. to observe my child Sign†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Date†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Name of observer: Aamna. (nursery nurse) Name of child: child A Date of observation: 4/01/17 Starting time: 3:30pm Finishing time: 3:40pm No of adults involved: 1 No of children involved: 3 Area of observation: home corner, constructive area, quite area and mathematic area (indoors) Aim: to observe child A while playing Objective: to analyse how child A interacts with others This is a brief snap of child A interacting with adults and other individuals within the setting. Its a Wednesday afternoon just after teatime and child A begins to play with child B who is the same age as child A. Child A starts in the home corner and continues the day playing with other activities. Child A begins to play in the home corner area and pretends to be a policeman and says hands up to himself. Child A appears to be searching for something and pulls out a police uniform jacket and he proceeds to put the jacket on himself inside out, he then looks under the other uniform jackets. I interrupt child A and ask him what he is looking. He does not respond, he finds a briefcase with pretend injections, bandages and a stethoscope. He then takes the policeman jacket and places it back in the correct place. Child A picks the stethoscope and places it around his neck backwards. He looks down at a doctors shirt and grabs the shirt briskly with one hand and quickly clutches it close to his chest. Child A then attempts to put the shirt on, he starts by putting his right arm into the right sleeve and the left arm into the left sleeve. He then pulls it down from the back and closes the buttons starting from the bottom up to the top. Once he has completed closing the buttons he stops and sighs out loud with his hands on his waist. He then sits on the floor with his legs crossed and wiggles his bottom. Child A places the diaphragm on child Bs shoulder, child B then places the diaphragm part on left side of his chest demonstrating, as child B lets go of the stethoscope child A takes it off his chest and tries to put it on himself. Child A attempts then to put it on Child B again the same way child B demonstrated but still puts it the other way round with the diaphragm on child Bs shoulder again. Child A sighs and throws the stethoscope onto the floor with force, after throwing the stethoscope he crosses his arms and frowns at the ground with his eyes towards the floor. From the corner of his eye he slowly looks around, as he slowly looks up again he notices me looking at him. He begins to smile and takes the stethoscope from the floor and apologises to the stethoscope. He now looks up at child B walking towards the constructive area and walks after him. As he walk s towards the constructive area with his hands swinging from left to right and proceeds to sit on his knees and grabs onto a toy car with his left hand and says look I have a blue car, what colour do you have?. Child B responds by saying my car is green, I have this one at home and child A nods his head up and down. Child A suddenly jumps up and runs towards the quite area and begins spinning three times with his hands swinging up and down, he falls onto his knees whilst laughing and says wow Im dizzy.   He jumps right up with his hands in the air and continues spinning round. He catches his breath and places his hands onto his head whilst attempting to sit back on the floor and makes a woo woo sound.   He moves his head round repeatedly but this time in slow motion with his eyes closed. After two full minutes he stands up and   choses another table activity. Now Child A proceeds to the mathematic table which contains unifix cubes. Child A stands still with his right hand on t he side of his head and looks around the table and finds a seat and walks towards it, he pulls the seat and sits then, puts both of his legs under the table he then places both hands at the sides of the chair and tucks himself under the table. He reaches out for the cubes which are placed in the middle of the table. Child C snatches the unifix cubes from child As hands, child A looks directly at child C face and says sharing is caring with his hands on his waist with his left eyebrow raised. Child C gives the cubes back into child As hand Child A then starts to attach each unifix cube together. While picking up the cubes he says the colours of the cubes and the number of how many cubes there are in a low toned voice one is yellow, two is green and three is red, he continues up to ten then looks around to see if anyone is looking at him with his head down and rolls his eyes to the right corner of his eyes. With the unifix cubes he builds a long line and says this is the wall in my ga rden and its big, big, big. As he uses the word big he moves his right hand up on top of his head. After creates a oval shape and claims to say its a hippopotamus by saying Im a hippopotamus and you cant catch me in a deep voice with his hands by his side and rocks on his chair from left to right. Child A separates the cubes one by one and places the cube back into the middle of the table. He stands up and walks behind the chair and tries to tuck it under the table using both of his hands on the sides of the chair and crouches down. He now stands back up and runs towards the writing area and picks a colour pencil and a piece of paper for himself and for child B, then walks back to the mathematics area. As he gives the coloured pencil to child B he says here you go and passes on the pencil to child B. He then starts to draw lines with a red colour pencil onto a piece of paper, he grips the colour pencil by placing the all four fingers and his thumb sticking out towards him with his right hand and says look the cubes are like the cubes I made before to child B with a smile. Child B attempts to hold the coloured pencil, the pencil keeps falling out of his hands and ends up onto the floor. Child A looks at the floor to pick the pencil up for child B and helps child B on how to hold the pencil as he says this is how you hold it in your hand. Child A was included as the socially active child in this scenario of observation. The social, personal and emotional development can be noted through observing the behaviour, responses, and interaction with the other children within this setting. I would describe child A to be going through various stages of developmental experiences, and learning curves.   The theorist Jean Piaget   suggests four types of stages for cognitive development, in my observation it would specifically be looking at the preoperational stage (2-7 years). Within this stage Piaget speaks about the children of this age group that are able to analyse symbolically. In the first area of observation in the home corner, for when child A is experimenting with the police uniforms and the doctors briefcase child A seems to show a general awareness of the nature of a stethoscope and its connection to the doctors shirt which he wore prior to selecting the instrument this would symbolise that he might have a interest to work within healthcare for example. This kind of imaginative play could perhaps influence their occupation as they grow older. In this area Child A faces his first interaction with Child B who in this instance appears to be more advanced, he attempts to correct and teach Child A the correct way of placing the diaphragm through active learning. Jean Piaget   relates cognitive, moral, and emotional development. In his opinion, cognitive and emotional development show parallel,   courses of development, with cognition providing the structure and emotion the energy of development. Just as children go through stages of cognitive developme nt, they likewise display emotional development and understanding new   emotional expressions and experiences which are characteristics of different levels of development. Although my presence might have caused a bias in the childs natural behaviour I was able to see his response to his reaction as he threw the stethoscope aggressively in frustration and when he notices the presence of an adult he quickly says sorry to the stethoscope and smiled. Vygotsky suggested that social interaction within cognitive development would develop while socialising first. This means that most individuals would look to see how parents behaviour are towards things, watching the way they speak and then they would try to imitate them just as child A imitates conversational skills through discussing the toy cars they are playing with and identify the colours of the car. Play and playfulness is categorized into three key areas, imagination and creativity, playful exploration, problem solving and dizzy play. Dizzy play consists of rough play, tumbling humour and language play such as seen with Child A as he spins around saying woo and announcing wow im dizzy   expressing pure joy and a burst of physical energy release. On the mathematics table Child A is confronted by Child C, in this scenario Child C expresses a negative action by snatching from Child A in an aggressive manner. Child C handles this situation in a very emotionally respectful manner, he quotes sharing is caring which immediately diffuses a potential clash and encourages Child C to return the cubes. This was one of the most interesting parts of child to child interaction within this observation, as this showed an advanced development of empathy within Child A which usually begins to develop as toddlers where the concept of i and me begins. Child A shows the understanding of not only his own but the emotional needs of those around him Theorist such as Glassman, (2000) develops ideas for behaviourism and demonstrates ways of observing to   understand development. He also mentions a focus on learning. He suggests that learning means changes in behaviour which indicates experiences and interactions in an environment. This explains and demonstrates child A focusing on learning when Child B shows him how to use the stethoscope, which allows him to learn how to use it. As child A changes his choice of profession from being a policeman to a doctor, his behaviour also changes. The reason for the change was that he wasnt able to find the hat but found the briefcase without struggling. This is a result of child A experiencing and interacting within the environment. In this observation I mainly focused on what child A was able to do rather than what he couldnt do. Vygotsky includes in his theory about emphasis childrens capability and the partnership between the child and adult as the same between me and child A. Within this observation child A has demonstrated many skills as he becomes active to the use of his body movement whilst playing, he interacts with the environmental materials and people around him. Child A communicates as he shares his thoughts and information through playing with child B and other practitioners. He communicated verbally with some simple sentences. He shows excitement and having fun while playing with the different areas. Child A absorbed himself, concentrated and thought about what activities he involved himself with. Interacting was the main skill developed by child A as he formed this action a couple times during the observation. My observation was thorough and well, and through watching small emotional signs and reactions to different scenarios I was able to understand through a more practical approach about the emotional development of a child at play he interacts with children of different stages of development themselves. Reference list: Fromberg, D.P. (1990). Play issues in early childhood education. In Seedfeldt, C. (Ed.), Continuing issues in early childhood education, (pp. 223-243). Columbus, OH: Merrill. Frost, J.L. (1992). Play and playscapes. Albany, NY: Delmar. G Department for Education, 2012. Statutory Framework for the Early Years Foundation Stage. (EYFS). London: Early Education Palaiologou, I. (2012) Child observation. 2nd ed. London: Sage Publications Ltd.

The Politics of Turkish National Identity Essay -- Political Turkey Es

The Politics of Turkish National Identity ?Modern Turkish National identity has been shaped by events that have taken place in the region throughout its history. The formation of the national identity can be attributed to two dichotomies of political thought and culture. Some people want to keep in line with Turkey?s modern history as a secular westernized country looking to join the European Union; while others hearken back to the days of the Ottoman Empire and wish to make Turkey a divided Islamic state. Conflict between those who consider themselves Turks and the Kurdish separatist party, a militant rebel force, has long shaped the changing Turkish national Identity. Today, Turkey in many ways has had ?to depart from a strict observance of the guiding principals of [Turkey?s modern history] and the kind of self-perception and views it aimed to instill in the population? (Kushner 232). Although the most westernized of all Middle-East countries, Turkey still must deal with Islamic fundamentalism prominent in the area. In recent history, Turkey has done a poor job balancing the differing desires of the members of its society: some would like to homogenize and westernize society while others want to be recognized as a deeply religious and individual sector of the Turkish population. MODERN HISTORY? The country of Turkey, as we know it, has only come about in the last 80 years or so. Before this time, the land of present day Turkey was referred to as Anatolia. Anatolia is considered the bridge that connects the Middle East to Europe. Despite years of occupation by differing nations, the area of present day Turkey has held some consistency and continuity. This continuity is possible because even though many count... ... The Kurdish Experience. Jul.-Aug. 1994. PP 12-15. Mutlu, Servet. ?Ethnic Kurds in Turkey: A Demographic Study? International Journal of ? Middle East Studies. Vol. 28, No. 4. Nov. 1996. PP 517-541. World of Information Business Intelligence Report: Turkey. Walden Publishing Ltd. ? 2000. [i] Often considered as state socialism. In Turkish use, it involves state control of some industries and public services. [ii] A follower of the larger of the two primary denominations of Islam. [iii] A member of the smaller of the two great divisions of Islam. The Shia originated in a dispute over who should be the legitimate successor to the Prophet; a majority of early Muslims accepted the tradition of community consensus to choose the leader, but a minority supported the claim of Ali, the Prophet's cousin, to inherit the mantle of leadership (A Country Study).

Media :: essays research papers

The media has a profound influence on the decisions I make. Whether it is what movie I see or what I plan on doing according to the weather, I look to the media and television news, in particular, for the answers. I also listen to the radio for updates on world events. The media help shape our world and the decisions we make by keeping leaders accountable. The media has a role in the decisions I make about politics, opinions on world issues, and how I conduct myself from day to day.   Ã‚  Ã‚  Ã‚  Ã‚  In the 2005 Presidential election, both candidates had mass exposure to the media. They used their resources to get their issues and views heard. But, the incumbent, President Bush, had an advantage. He always had the media at his disposal. He already had name and face recognition. They have been with him since he was elected in 2000. For this reason, I think he had adequate coverage and time to get his agenda heard and get voters interested in voting for him.   Ã‚  Ã‚  Ã‚  Ã‚  I also depend on the many outlets the media has to keep me informed on world event and other breaking news. From the recent death of the Holy Father- Pope John Paul II, to the day's traffic I need to know what is effecting me so I can make an informed decision on where I stand. They help to keep the pressing issues in perspective from both sides.   Ã‚  Ã‚  Ã‚  Ã‚  I also need the local media to help get me through the day. From traffic to weather, the local media is the closest contact to what is happening all around my. The media is good about coving all the issues from the world to the cities and every where in between. The media helps me make a decision on movies, games, and a multitude of other consumer products.

Quiz: Emotion and Job Satisfaction

Quiz one Part I Multiple choices [email  protected] 1. What are the three primary determinants of behavior that organizational behavior focuses upon? a. profit structure, organizational complexity, job satisfaction b. individuals, profit structure, and job satisfaction c. individuals, groups, and job satisfaction d. groups, structure, and profit structure e. individuals, groups, and structure 2. Which of the following is an example of being an efficient company? a. operating at the lowest possible cost while yielding a higher output b. reating the highest customer satisfaction ratings c. meeting the production schedule d. obtaining the highest market share e. maximizing diversity at high cost 3. _____ is discretionary behavior that is not part of an employee’s formal job requirement, but that promotes the effective functioning of the organization. a. Productivity b. Motivation c. Organizational citizenship d. Organizational behavior e. Corporate strategy 4. Jan is a security officer. Jan believes that it is important to know exactly who is in the office at any given time.She notices that some employees do not sign out of the office when they take lunch, which makes it impossible to keep track of who is actually in the office. Jan becomes frustrated with those employees. She makes note of them and reports them to their supervisors. In the above scenario, what is the behavioral component of Jan’s attitude to the employees who did not sign out of the office? a. Jan believes that it is important that she know exactly who is in the office at any given time. b. Jan notices that some employees do not sign out of the office when they take lunch. . Jan finds it impossible to keep track of who is actually in the office. d. Jan becomes frustrated with those employees who do not sign out of the office. e. Jan notes which employees leave the office without signing out, and reports them to their supervisors. 5. The belief that â€Å"violence is wrong† is an evaluative statement. Such an opinion constitutes the _____ component of an attitude. a. cognitive b. affective c. reflective d. behavioral e. reactive 6. Festinger argued that cognitive dissonance is _____. a. monotonous b. confounding c. physically painful . exhausting e. unpleasant 7. The following are possible actions that an individual may take if they behave in a way that is inconsistent with an attitude that they hold: I: change the behavior II: change the attitude III: rationalize the behavior IV: ignore the inconstancy Which of these actions are the most likely to be taken? a. Either I, or II b. Either III or IV c. One of I, II or III d. One of I, III or IV e. One of II, III or IV 8. Which of the following is not a moderating variable of the A-B relationship? a. direct experience b. consistency c.Correspondence to behavior d. accessibility e. importance 9. The attitude-behavior relationship is likely to be much stronger if the attitude_____. a. refers to something tha t the individual has direct personal experience with b. must be defended against the attitudes of society at large c. is perceived to be of little importance d. is related to organizational structure e. is not regularly discussed and examined 10. Job satisfaction is best described as _____. a. a result b. a value c. an attitude d. causing high performance e. a valued discipline Read also Quiz Week 411.The degree to which a person identifies with his or her job, actively participates in it, and considers his or her performance as being important to self-worth is _____. a. job satisfaction b. job involvement c. job stability d. organizational commitment e. social embeddedness 12. Which of the following statements would have been most likely made by an employee with a high degree of job involvement? a. â€Å"My skills make me exceptionally valuable to the company. † b. â€Å"I’m a harder worker than most of my colleagues, even to the degree I am carrying some of the lazier ones. c. â€Å"It felt great to get promoted; I guess the guys upstairs really did appreciate the way I had been running things. † d. â€Å"I love my job. It is engaging, pays well, and is low pressure, enough that I don’t have to be always worrying about it in my time off. † e. â€Å"I enjoy working with my hands, so much so that on the days when my job requires me to actually physically build something time flies by without me even noticing it. † 13. Attending union meetings as a response to dissatisfaction would be what type of response? a. exit b. voice c. loyalty d. eglect e. reification 14. Compared to people who have a negative core self-evaluation, people who have a positive core self evaluation ________. a. are less satisfied with their jobs b. see their work as less challenging c. see their work as less fulfilling d. are less likely to gravitate toward challenging jobs e. are less likely to give up when confronting difficulties 15. Which of the following statements is not true? a. Satisfied employees increase customer satisfaction and loyalty. b. Dissatisfied customers can increase an employee’s job dissatisfaction. c.In service organizations, customer retention and defection are highly dependent on how front-line employees deal with customers. d. Satisfied employees are likely to be more productive. e. The mo st effective way to improve job satisfaction is a raise in pay. 16. Which of the following statements is true? a. Affect is a type of emotion. b. Affect is a type of mood. c. Affect can be experienced as a mood or an emotion. d. Affect is the result of conscious thought and action. e. Affect is the result of a mood or an emotion. 17. Which of the following is not one of the six universal emotions, as agreed upon by most contemporary researchers? . anger b. fear c. hate d. sadness e. happiness 18. Ben is very prone to experiencing emotions in a much stronger manner than most other people. Things that wouldn’t provoke any significant emotional response in the average person often send him into fits of happiness, anger, or depression. Ben has a high level of which of the following? a. introversion b. negative affect c. extraversion d. positive affect e. affect intensity 19. If an employee expresses organizationally desired emotions during interpersonal transactions, which of the following is being expressed? a. motional labor b. negative synergy c. dissonance d. emotional intelligence e. deviance 20. Julie smiles and acts politely towards a customer at her checkout, even though she really deeply dislikes this customer. What is the likely result of the disparity between the emotion Julie displays and the emotions she is actually experiencing? a. felt emotions b. emotional dissonance c. conditional emotional response d. emotional distance e. emotional exposure 21. What do you call the practice of modifying one’s true inner feelings based on display rules? a. surface acting b. deep acting c. motional subterfuge d. affective camouflage e. repressed affection 22. For jobs that are cognitively demanding, increasing emotional demands lead to _____ pay. For jobs that are not cognitively demanding, increasing emotional demands lead to _____ pay. a. higher; higher b. lower; lower c. higher; lower d. lower; higher e. There is no relationship between pay and em otional demands. 23. What is the name of the theory that has demonstrated that employees react emotionally to things that happen to them at work and that this reaction influences their job performance and satisfaction? . psychoanalytic theory b. the actor/observer bias c. the theory of planned behavior d. cognitive dissonance theory e. affective events theory 24. Tests of affective events theory have not shown which of the following to be true? a. Both current and past emotions influence job satisfaction at any given time. b. An emotional episode contains elements of both emotions and mood cycles. c. Moods and emotions fluctuate over time so their effect on performance also fluctuates. d. Positive emotions have a strong positive influence on job performance. . Emotion-driven behaviors are typically short in duration and of high variability. 25. Which of the following is a person’s ability to be self-aware, detect emotions in others, and manage emotional cues and information? a. emotional intelligence b. affective events theory c. emotional external constraints d. affective emotions e. cognition Part II short answers 12. [email  protected] 1What is the difference between felt emotions and displayed emotions? 2. List and explain the four ways employees can express job dissatisfaction.