How to Make the Best Cookie Essays

How to Make the Best Cookie Essays How to Make the Best Cookie Essay How to Make the Best Cookie Essay How Do You Make the Best Cookie? Who doesn’t love a good cookie? The quest for that melt-in-your-mouth, gooey, and blissful tasting cookie is a never-ending battle. My science experiment will answer the age-old question: Is it possible to make the perfect cookie? My science experiment is identifying the best method for making the most delicious cookie. If I vary the amount of time I refrigerate the cookie dough, then the batch that was freshly baked will be moister and ultimately taste better because the wet ingredients will not have been absorbed yet. To perform this experiment I will need to use three medium sized mixing bowls, an electric mixer, measuring spoons and measuring cups to correspond to the recipe, plastic wrap to cover the refrigerated cookie dough, a refrigerator, a standard sized cookie sheet, an oven, two wire cooling racks, four large Glad brand tupperware, ten taste testers, ten questionnaires and pens, graph paper for recording the data. This experiment will require me to bake four different batches of cookies: two batches of chocolate chip cookies, and two batches of sugar cookies. I will not vary the ingredients of the batches, however I will vary the procedure in which I make the dough. For the sugar cookies, I will make one batch of dough (Sugar A) and refrigerate it for 48 hours. I will also make one batch of dough for the chocolate chip cookies (Chocolate A) and refrigerate it for 48 hours. After the 48-hour period is over, I will the make the remaining two batches (Sugar B and Chocolate B) and immediately bake them. After those two batches are finished I will bake batches Sugar A and Chocolate A. I will then store them in separate, labeled containers and conduct a blind taste test with ten people. I will have my subjects taste Sugar A and Sugar B first and have them record which cookie they prefer and why, then I will have them taste Chocolate A and Chocolate B and have them record which the prefer and why. Then, I will ask them which cookie was best overall. Next I will ask them if the difference in the chocolate chip cookies was more or less pronounced than the difference in the sugar cookies. I will then display the data in charts and graphs. Two things make this experiment possible. Wet and dry ingredients. Wet ingredients are the ingredients that are moist or contain water. For example, in a chocolate chip cookie recipe the wet ingredients would be things such a milk, eggs, or butter. But if a cookie recipe consisted of only wet ingredients, the dough would be soupy and no good for baking. This is where dry ingredients come in. Dry ingredients are the ingredients that contain hardly any water, if any. Examples of these ingredients would be flour, baking soda, and salt. Dry ingredients act as sponges absorbing the right amount of the wet ingredients to create a mixture that’s not too wet and not too dry. By refrigerating one batch of each flavor for 48 hours, it allows the dry ingredients to fully absorb the wet ingredients. The question is, does this enhance the flavor of the cookie? To find out, it is imperative to conduct a blind taste test. The blind taste test is very important because if the subjects consuming the cookies are aware of the difference between the cookies then their data will be biased against one cookie. Food safety is imperative in this experiment. The dough must remain at or below 4. 4Â °C (40Â °F) to keep from spoiling. If the dough were to be exposed to temperatures above 4. 4C for more than two hours it would be considered spoiled and unsafe to eat. Constantly keeping the dough at a safe temperature throughout the entire 48-hour period is necessary in ensuring that all of the subjects participating in the experiment are safe while consuming the cookies. If these safety measures were not to be taken, then the subjects would be at risk to foodborne illness. Foodborne illnesses are commonly caused by pathogens such as bacteria, parasites, and viruses. Foodborne illnesses can cause mild to severe sickness. It may take as much as a few days for the person infected to start feeling symptoms. This delay is called the incubation period. Most organisms take up temporary residencies in the intestines, while others produce toxins that can get into the blood stream; these are the most severe cases of foodborne illness. This is why food safety is imperative to this experiment. Everything must be at the proper temperature to be consumed. If it is not, then the outcome will not be good. I will take every measure possible to make sure that everything is correct. So why would these foods spoil if they weren’t refrigerated? Pathogenic bacteria grows rapidly in temperatures above 4. 4Â °C (40Â °F). This type of bacteria does not affect the smell, taste, or appearance of the food, making it difficult to determine whether or not the pathogens are present. By refrigerating foods at the correct temperature, you are eliminating the chances of these harmful pathogens growing in your food and contaminating them. For example, if you accidentally left a jug of milk on the counter overnight it would become warm and develop a rancid odor. If you were to drink it, the chances of you getting a foodborne illness would be high considering that the harmful pathogens had time to grow. Spoilage bacteria can also grow at low temperatures, however they cause foods to develop disgusting odors and appearances. Most people would not choose to eat these foods, but if they did they would most likely not become ill. If I were to leave the cookie dough sitting on the counter for 48 hours instead of refrigerating it, the harmful pathogens would grow and cause the dough to be very unsafe to eat or bake. This is why refrigeration is necessary to make sure that the dough is good to eat. To make sure that this experiment is accurate, many precautions must be taken to ensure that the dough comes out the same as the batch before it. All ingredients must be the same brand, and they must be measured accurately. Also, time is a very important component to this experiment. I will take extra care in making sure that the times are measured accurately, I will make sure that the dough is refrigerated for exactly 48 hours, I will making sure that one batch of cookies is not burnt, and that the cooling time remains constant throughout the different batches. The success of this project is based on how the dough changes after being refrigerated for 48 hours. If the dough being refrigerated is even the slightest bit different from the dough being freshly made, my results could be incorrect. While doing research I found out that when you initially mix cookie dough, the particles of the wet and dry ingredients sit side by side. By letting the dough sit in the refrigerator for 48 hours, the dry ingredients absorb the wet ingredients and then become one, instead of sitting side by side. This goes back to the essential question: Does this affect the flavor of the cookie? How about the texture? When water and any other wet ingredient is mixed with flour, it bonds together to make the cookies rise. If the flour and other wet ingredients are left to bond for 48 hours longer than they normally would, would the cookies be lighter or gooier? These are all questions that can be answered by my experiment. Using a microscope, I would be able to see the difference in the two doughs. Another question yet to be answered is whether or not there’s a difference between the sugar cookie dough and the chocolate chip dough. Could the fact that one of the doughs has chocolate chips in it affect how the wet and dry ingredients combine? How about the amount of sugar? Could that also change the flavor and or texture? This experiment begins with many unanswered questions, but will be finished with many answered ones. Many people would not think of baking as a science, when in reality, that’s exactly what it is. Baking requires precise measurements of time and quantity, it requires the ability to read and follow directions, and it has variables, controls, and dependent variables. In my experiment I can use the science of baking to determine whether or not refrigerating a batch of cookie dough for 48 hours affects the taste and or texture of the cookie. By conducting a blind taste test with ten participants I can make sure that I collect accurate, unbiased data. I will be able to answer many questions about how variations in dough and temperature affect the cookie. I will also be able to practice good food safety habits by making sure that everything remains at a healthy temperature. So is it possible to make the perfect, melt-in-your-mouth, gooey, blissful tasting cookie? I believe that it is well within our reach. Food Studies: The Science of Cookie Texture. Grist. N. p. , n. d. Web. 23 Sept. 2012. lt;http://grist. org/food/2011-10-06-food-studies-the-science-of-cookie-texture/gt;. How Do You Make the Best Cookie? How Do You Make the Best Cookie? N. p. , n. d. Web. 23 Sept. 012. lt; sciencebuddies. org/science-fair-projects/project_ideas/FoodSci_p014. shtmlgt;. Refrigeration and Food Safety. Http://www. fsis. usda. gov. N. p. , n. d. Web. 23 Sept. 2012. lt; fsis. usda. gov/FACTSheets/Refrigeration_gt;. Safe Food Handling Fact Sheets. Safe Food Handling Fact Sheets. N. p. , n. d. Web. 23 Sept. 2012. lt; fsis. usda. gov/fact_sheets/Safe_Food_Handling_Fact_Sheets/index. aspgt;. Smith, Terry L. Nutrition and Food Safety. New York: Chelsea House, 2011. Print.

Descriptive Essay A Closer Look at Descriptive Essay Writing

Descriptive Essay A Closer Look at Descriptive Essay Writing A descriptive essay is one of the major types of essays, requiring the student to provide a description of an object, person, place, device, or just about any other type of thing that can be described verbally. How to Write a Descriptive Essay This article is an overview of descriptive writing that may be a  useful guide for college students in writing their descriptive essays. First, lets focus on what a descriptive writing is. What Is a Descriptive Essay? A descriptive essay is one of the major types of essays, requiring the student to provide a description of an object, person, place, device, or just about any other type of thing that can be described verbally. Very often writers of descriptive essays are likened to artists who need to paint their pictures using only words – and thats exactly what is happening in descriptive writing. If you feel unsure about how to write your descriptive essay, you can always  ask for professional assistance  from our essay writers. Feel free to contact us and we will come up with a top-notch product that exceeds your expectations. Once you are ready, feel free to request assistance via chat, phone or email. Descriptive Writing:  What Is Special about the Descriptive Essay? The two essay methods of narrative and descriptive writing take very different approaches. A narrative essay deals with facts, situations, and events, and aims to educate and inform using direct, clear language.By contrast, a description essay uses more sensory means. The writer describes the topic in terms of detailed descriptions and impressions, using simile and metaphor to strong effect. A descriptive essay works on a deeper emotional level, and if successful it describes objects and situations in such a way that the reader feels they almost have a shared experience of the essays topic. Its an often-used but nonetheless true phrase that description essay writing relies on showing and not telling. Rather than simply relating a fact, a writer should show the reader how the topic is experienced, by using sensory details that draw the reader in  and using their sense of empathy to construct powerful images that they can relate directly to. When you need to choose the descriptive essay topics, you may need an information on how to pick proper essay topics: How to Pick Proper Essay Topics Purpose of Descriptive Writing The purpose of descriptive writing is to involve the reader in a deeper way than the drier style of narrative writing. By painting more vivid pictures that appeal to all of the five senses it offers a more affecting view, communicated in a stronger way. Its a powerful technique that requires some forethought to produce effective results. The precise approach you take, and the choice of similes and other figurative devices, will depend on what youre trying to convey. For example, you could simply describe a man as being old, but a more descriptive approach is to use words such as careworn, wise, dignified, and so on to put across a more nuanced impression than the bare facts that a narrative description would provide. If you are looking for the descriptive essay examples, you may read one good example of a description essay written by our essay writer: Descriptive Essay Example about Pandas Descriptive Essay Outline and Structure Although descriptive techniques can be used to improve the quality of almost any piece of writing, there is also a recognized structure to be followed when writing academic examples of descriptive essays. This consists of three major parts: the introduction, the body, and the conclusion. The Introduction How to start a descriptive essay? The introductory paragraph of a descriptive essay should include a strong opening element to catch the readers attention, possibly using a quote or a particularly powerful image. It then goes on to outline the object, event, or situation that will be described  and the reason that the specific subject of the essay has been selected as the topic. The Body The body of the descriptive essay usually consists of three paragraphs. In the first, the object of the essay itself is described in detail, using as many points as necessary to paint a rich portrait. In the second paragraph, the context for the object is provided by describing the surroundings or background. Both these paragraphs should use strong imagery and imaginative comparisons throughout. The third paragraph appeals more directly to the readers senses and emotions, using the writers skill to describe the subject in ways that bring it to life and make the reader feel an empathetic connection. The Conclusion This is in many ways a repetition and reinforcement of the introduction and body sections, outlining again why the object or situation was chosen for the essay, and how the attributes described in the body paragraphs came to mean to the author in relation to the overall idea being expressed. Connective Words and Phrases in Descriptive Essay Writing An essay consisting of repetitions of the same sentence structures quickly becomes monotonous and difficult to read, lessening the gut-level descriptive effect. Connecting words and phrases help with this problem, providing natural ways to link the parts of the essay, and giving it greater flow and power. The possibilities for using connective words are almost unlimited, but a few examples of common linking situations and potential words to use in them include: Introducing another viewpoint, statement, or concept furthermore, whats more, additionally Showing the similarity between two points likewise, similarly, equally Showing contrasts however, nevertheless, on the other hand Proving or reinforcing a point evidently, therefore, particularly While the value of connective words and phrases is clear, sentences also lose the readers attention when they are too long. Even in descriptive essays brevity is a virtue. Connective words shouldnt be used excessively when succinct wording, shorter sentences, and a clearer separation of ideas could be more effective. A final point to bear in mind is that the first draft of a descriptive essay is rarely the most successful attempt. This is even truer than in other types of writing. Because of this, revision is an essential part of the process. Reviewing the essay with a fresh mind will help to reveal the true clarity or otherwise of the similes, metaphors, and other devices that have been used, and possible improvements will often make themselves surprisingly clear during the revision process. Descriptive Essay Writing Tips 1. Appeal to the readers imagination and senses. Describe how the thing looked, smelled, felt, sounded or even tasted, or even thought or imagined. Example:  We imagined they weren’t just mere dogs, but gigantic, slobbering wolves. 2. Use adjectives to describe things. They are probably the most important words that create a picture in your readers mind. Use a synonyms thesaurus if you feel youre running short of descriptors. Example:  The warm summer sun and the clear blue summer sky are such a marvelous experience. 3. Use literary devices. Things like simile and metaphor are the most basic ones. They will definitely add weight to your essay. Example:  His rough fingers that felt softer than silk when they brushed her skin (simile).  Aunt Kathies long fingers were thin gnarled branches (metaphor). 4. Use inversion (or inverse word order) for emphasis. Example:  These were the neighborhood people. These are the basic tips and techniques for writing a descriptive essay. Tools and literary devices should suffice for any of the college level writing. Remember to edit and proofread your essay once you are done with the draft of your paper. This will help to eliminate silly mistakes and is likely to prevent you from losing points.

Georg Cantor Research Paper Example | Topics and Well Written Essays - 1250 words

Georg Cantor - Research Paper Example Georg had first been private tutored but later went to primary school in St Petersburg before they migrated to Germany. This was as a result of the Russian weather being very unfavourable. Cantor attended local schools and also made friends who would later on be of significance in making and creating theories that would change the world of mathematics. Cantor’s early interest and basis in mathematics formed a crucial step in helping him come up with credible mathematical theories. Cantor was a very good mathematician and was known for his exceptional skills in trigonometry. He entered the University of Zurich where he continued to do well. His study at the University of Zurich was cut short by the death of his father. After receiving a substantial amount of inheritance from his father, he was able to transfer to the University of Berlin where he attended lecturers by influential scholars. He later attended the University of Gottingen where he took mathematical research. In this research he was able to complete his dissertation on number theory. While in Berlin, he was elected the president of the Mathematical Society Berlin Chapter. He was also a member of several teams that met and discussed mathematics as well as how they could come up with Mathematical theories. In the same light Cantor taught at a local girl’s school. At the same time he worked on improving his theory of mathematics and presented his theory again. The Personal life of Georg Cantor was one that was adventurous as at a tender age he played the Violin and his family was very musical. He also came from a mixed family where his mother was of Russian descent and his father German. His Father was also a successful businessman who was involved in the setting up of the St Petersburg Stock Exchange. Cantor was also the first born child in a family of six. Cantor’s work was also heavily criticised and

Employee Retention Essay Example | Topics and Well Written Essays - 2000 words

Employee Retention - Essay Example ty of a company to entice their work force to maintain allegiance and exhibit superior performance delivery in order to satisfy the organization’s clientele. A compromise on the latter may be equated to increased staff turnover and decreased employee retention which can, thus, rescind the organization’s services and customer care (Mohr et al., 2008). Several studies and researches have aimed to analyze the marketing impacts, causes and financial aspects that govern employee retention in order to make an accurate prediction and overall formula to help organizations maximize their human resources capital, minimize the negative feedback from the consumers of their goods or services and continually improve the quality of service that a company offers. However, despite these efforts, there may be no universal policy that can accurately predict employee turnover. In most cases, it is affected by the individual characteristics, nature and environment unique to a particular field of work and the labor environment it is subject to. Nonetheless, these researches have served as a basis for designing developing programs that can aid any human resources group to come up with a suitable plan to fit their diverse objectives and eventually execute a pioneering human resources program that benefits workers without endangering incomes (Etchings, 2005). This paper aims to consolidate the recent results of these studies and, eventually, come up with a general theme that can assess employee retention in work places. One of the major concerns of a company that elicits these kinds of researches on job retention and turnover is the balance in the expenditures incurred while maintaining new and old personnel. The reason being that low employee retention results in increased costs to the company due to the increasing costs of separation pay, job announcements, staff rehiring and employee training and upgrading. Estimated values show that these costs may be in the range $3000 to

Investigation of temperature on catalase activity Essay Example for Free

Investigation of temperature on catalase activity Essay The aim of this experiment is to find out the effect of temperature on catalase or hydrogen peroxide. This will enable us to tell at what temperature hydrogen peroxide is most efficient. This (degradation) reaction will help us determine some of the catalases different attributes. HYPOTHESIS In this experiment it would be safe to hypothesise that no activity would take place at 1 to 20 degrees. It would be probable that a little activity would take place around 40 degrees. When the water gets to around 60+ the oxygen bubbles start to froth. It is almost certain that this will happen due to the behaviour of the atom. This means that the hotter the water gets the more active the water molecules become. Thus the colder the water gets the less active the water becomes. Another theory is that different things adapt according to their habitat. Therefore, catalase would be most active at around 37 degrees body temperature. This means that in this experiment catalase would be most active in the water bath that is at 40 degrees Celsius. METHOD Before the experiment could be started the following apparatus needed to be obtained: Cork Borer Water Baths at 3,20,40 and 60 degrees Celsius Potato Ruler Stopwatch Detergent Hydrogen Peroxide Now that all this apparatus has been obtained, it is possible to start the experiment. Eight test tubes will be required because the experiment is being done twice in each water bath. Use a marker pen to mark the specific temperature on the test tubes so as to make sure that there are no possible errors. Now place these test tubes in a test tube rack. Take the cork borer no. 4, and take a cylinder of potato using the cork borer. Do this until you have eight cylinders. If there are any cylinders that are uneven in size, then take the cylinder again using the cork borer. Now that you have good cylinders, cut them to equal length equal to 1.5cms. cubed. Once this has been done, put each potato cylinder in a test tube. Now it is almost time to start the experiment, so have a stop- watch at the ready. Pour 5cms cubed of hydrogen peroxide (H2O2) into each test tube. Now go to the first water bath that is 3 degrees Celsius and take a pipette and pour 10 drops of detergent into the first 2 test tubes (the test tubes that are labelled 3 degrees Celsius). Once you have done this, immediately start the stopwatch and simultaneously put the 2 tubes into the water bath. Repeat this process for the next 3 water baths. Although only 1 stopwatch has been used, the time will be fairly accurate since a delay has been created. When 5 minutes is up go to the first water bath with a ruler and measure the amount of froth on each test tube. RESULTS Experiment No.Temperature (oC)Height of Froth (cm)Average Height of Froth (cm) 133.33.15 2333.15 1203.43.5 2203.63.5 1406.56.0 2405.56.0 16032.95 2602.92.95 CONCLUSION In conclusion to this experiment, it is evident that catalase is most active at 40 degrees Celsius. There is a trend in a graph that shows the froth increases up towards 40 degrees Celsius and dips when reaching 60 degrees Celsius. It is not just a case of the Enzymes activity decreasing it becomes denatured shortly after it reaches its optimum level of activity. EVALUATION In this evaluation, the flaws and the limitations of this experiment will be outlined. The procedures in this experiment were very effective. Unlike many other experiments the control of the variables was without fault, because a machine was controlling them, i.e. the water bath. There were not many limitations of equipment, and the only way the equipment could have been improved would have been to have the experiment monitored by computer. All the sources of error in this experiment were with the non-variables. Firstly, there was no way of being sure that each potato was the exact same length or mass. A way of improving this would be using a guillotine-type device, meaning that the potatoes were at least the exact same length since  they were cut at equal angles all together. Another flaw is the amount of H2O2 poured into each separate test tube. This is cannot be improved upon unless done by machine. Other sources of error that could only have been improved upon by machine are height of froth, and amount of detergent. A major defect that could have affected the results is the timing. This is because of the delay system used. The only way that the delay system could have worked like clockwork is if it took the exact same time to measure froth as to pour detergent. There are two ways of improving this. The first is to make the experiment last longer. This would mean that it would not matter if there were a few seconds difference in the times, because no more froth could have been produced. The second is that if the experiment was timed separately for each bath.

Thomas Plantes Do the Right Thing Essay examples -- Personal Reflecti

This is paper is a personal reflection on the views reflected by Thomas Plante the author of Do the Right Thing. Living ethically in an unethical world. Thomas Plante interprets principled and ethical understanding into realistic life approaches. By use of his five moral mechanisms for making tough Life decisions Plante steers readers all the way through a step-by-step process for generating a individual fair foundation based on truthfulness, capability, individual responsibility, admiration, and consciousness of the interests of others. Readers are then coached on ways to apply this self-designed scheme and systems to hard-hitting life situation. For instance, it deals with intricate professional environments or situations, family and relationship choices and even private economic decisions. As a personal reflection this paper will give personal opinions, examples and day to day examples of the application of these ethical views. It will use examples of the different dilemma situati ons. Medical ethics is a system of well placed guidelines, rules and principles to guide the conduct and judgments of medical practitioners or personnel in their endeavor to practice medicine. In this case, there is a dilemma in a supposed unborn baby who apparently has a damaged brain. The dilemma involves whether to terminate or rather abort the baby or let him live and donate the organs to other deformed children. The family decides to let the baby live however the hospital has advances by declaring the baby’s brain dead and they need the body parts as part of the requirements for a required transplant. This is the dilemma behind this healthcare issue (Beauchamp & Childress, 2008). It is however important to note that brain damage is the actual de... ... We Really Want to Produce Good People? Journal of Moral Education, 16(3), 177-188. Noddings, N. (1988). An Ethnic of Caring and Its Implications for Instructional Arrangements. An American Journal of Education, (962), 215-230. Oman, D., & Thoresen, C. E. (2007). How does one learn to be spiritual? Westport, CT: Praeger/Greenwood. Peters, R. S. (1970) Ethics and Education. London. Allen & Unwin Pollack, J. (2007). Ethics in criminal justice: Dilemmas and decisions (6th ed.). Belmont: Thomson and Wadsworth. Walker, S., & Katz, C. M. (2008). The police in America: An introduction (6th ed.). New York: McGraw-Hill. Purpel , D. & Ryan, K. (1976). Moral Education. It Comes With Territory. Berkeley: McCutchman. Straughan , R .(1988). Can We Teach Children Good? Milton Keynes: Open University Press. Tom, A. (1984). Teaching as a Moral Craft. New York: Longman. . Thomas Plante's Do the Right Thing Essay examples -- Personal Reflecti This is paper is a personal reflection on the views reflected by Thomas Plante the author of Do the Right Thing. Living ethically in an unethical world. Thomas Plante interprets principled and ethical understanding into realistic life approaches. By use of his five moral mechanisms for making tough Life decisions Plante steers readers all the way through a step-by-step process for generating a individual fair foundation based on truthfulness, capability, individual responsibility, admiration, and consciousness of the interests of others. Readers are then coached on ways to apply this self-designed scheme and systems to hard-hitting life situation. For instance, it deals with intricate professional environments or situations, family and relationship choices and even private economic decisions. As a personal reflection this paper will give personal opinions, examples and day to day examples of the application of these ethical views. It will use examples of the different dilemma situati ons. Medical ethics is a system of well placed guidelines, rules and principles to guide the conduct and judgments of medical practitioners or personnel in their endeavor to practice medicine. In this case, there is a dilemma in a supposed unborn baby who apparently has a damaged brain. The dilemma involves whether to terminate or rather abort the baby or let him live and donate the organs to other deformed children. The family decides to let the baby live however the hospital has advances by declaring the baby’s brain dead and they need the body parts as part of the requirements for a required transplant. This is the dilemma behind this healthcare issue (Beauchamp & Childress, 2008). It is however important to note that brain damage is the actual de... ... We Really Want to Produce Good People? Journal of Moral Education, 16(3), 177-188. Noddings, N. (1988). An Ethnic of Caring and Its Implications for Instructional Arrangements. An American Journal of Education, (962), 215-230. Oman, D., & Thoresen, C. E. (2007). How does one learn to be spiritual? Westport, CT: Praeger/Greenwood. Peters, R. S. (1970) Ethics and Education. London. Allen & Unwin Pollack, J. (2007). Ethics in criminal justice: Dilemmas and decisions (6th ed.). Belmont: Thomson and Wadsworth. Walker, S., & Katz, C. M. (2008). The police in America: An introduction (6th ed.). New York: McGraw-Hill. Purpel , D. & Ryan, K. (1976). Moral Education. It Comes With Territory. Berkeley: McCutchman. Straughan , R .(1988). Can We Teach Children Good? Milton Keynes: Open University Press. Tom, A. (1984). Teaching as a Moral Craft. New York: Longman. .

The Leader of the Future

Running Head: Morgan – The Leader of the Future Becoming the Leader of the Future Andreica L. Morgan Post University Bus508. 91: The Future of Leadership and Management Carolyn Shiffman PhD Saturday, August 21, 2010 ABSTRACT3 Assignment Synopsis & Thesis Specification5 Discussion5 Lessons Learned from Past and Current Leadership5 The Essential Leadership Qualities Going Forward6 New and Distinctive Challenges for Leaders of the 21st Century and Beyond7 The Focus Will Be On Skills – Both Hard and Soft9 Hard knowledge will still be essential9The increasing importance of soft skills10 Interaction and communication skills10 Coaching11 Giving and Receiving Feedback11 The Strategic Process for Obtaining These Skills12 Summary & thesis opinion12 References:13 ABSTRACT I will be defining leadership as it was in the past, creating a personal definition of leadership for the future, and forging a strategy for obtaining the skills and experiences that will improve my ability to re ach that definition of leadership.There are many different levels of leadership within a company, but I will use the term â€Å"SEE-Level leadership† as the level I will be focusing on based on this definition: â€Å"†¦SEE-Level leaders hold a variety of titles: supervisor, team leader, project manager, foreman, unit manager, and the like. Working daily on the front lines, these people see problems, opportunities, and challenges. † (Wellins & Weaver, 2003, pg 60). Traditionally, these leaders dealt in a top-down management style, with leanings towards team building in order to complete a limited number of specific company objectives. Herman, 2000, pg 76). A frequent initial choice of SEE-Level leadership style will be participative leadership but a transition to facilitative leadership should be expected by any current leader as something they should learn. Their new roles will include assuring an understanding of objectives, providing resources, coaching, teachin g, encouraging, measuring, and giving objective feedback. Independent telecommuters, 9-to-5’rs, and multinational teams working on solutions for global companies will have diverse leadership needs.Leaders, therefore, have to expand their leadership styles, coaching methods, and types of interactions to accommodate those needs. Future SEE-Level leaders need proficiencies of which their predecessors had no knowledge. The leaders of the future are going to be a main resource for information, strategies, and support for their direct- and indirect-reports, coworkers, and leaders. Being a good leader means developing soft skills as well as business skills.SEE-Level leaders must have extensive training in interpersonal as well as handling the managerial issues in order to succeed. â€Å"Like most things worth doing well, leadership isn't born of knowledge alone. It takes practice, feedback, and careful application of the right skills over a period of years to develop into an except ional leader. † (Wellins & Weaver, 2003, pg 62). Following that note, involvement in an internship as well as soft skills classes will be essential to my success as a SEE-Level leader. Assignment Synopsis & Thesis SpecificationThis assignment is a summation of the history, the theories, and the potential applications of the leadership concepts I have learned in this class. I have to not only understand what has happened, but also how it happened so that I can be an effective leader in any company I may chose to work for, or when I get brave enough to go forging out on my own. This is important so that I can either tweak the successes to make them meaningful for myself, or learn from the mistakes that have been made so as not to repeat them.Here, I will be defining leadership as it was in the past, creating a personal definition of leadership for the future, and forging a strategy for obtaining the skills and experiences that will improve my ability to reach that definition of leadership. Discussion Lessons Learned from Past and Current Leadership There are many different levels of leadership within a company, but those that †¦really make or break a company, and who offer the greatest return on a development investment, operate at what we call the SEE-level. SEE-level leaders hold a variety of titles: supervisor, team leader, project manager, foreman, unit manager, and the like. Working daily on the front lines, these people see problems, opportunities, and challenges. They are the most visible level of leadership to employees and customers. They bear the brunt of the responsibility for engaging workers, building morale, and retaining key players. (Wellins & Weaver, 2003, pg 60). These SEE-level employees are usually the connector between the policies created at the head office and the adherence to those policies in the field.Traditionally, these leaders dealt in a top-down management style, with leanings towards team building in order to complete a limited number of specific company objectives. However, â€Å"By 2010 directive leadership will be practically obsolete†. (Herman, 2000, pg 76). While Herman is off his mark by a few years, his words are on the right track. With a transition from industrial jobs filled with those who needed direction to complete their life-threatening tasks, to a more independent and information driven world, the ability to give edicts with a â€Å"there is only one way to lead – my way† indset is going the way of the dinosaur. Being a paternalistic leader, giving directions and requiring frequent status checks is now considered micromanagement and employees soon leave companies that continue to use this style of leadership. I will continue using SEE-Level leadership, as this is the level of leadership to which I currently aim. The Essential Leadership Qualities Going Forward The labor force will be more self-directed than they were previously and many will desire leaders of dif ferent styles than present leaders are used to.Employees of the future want leaders that will assist them with reaching their goals of self-fulfillment as well as providing a living. Based on that assumption, leaders will have to learn new styles of leading that focus on inspiring and coaching their followers to increase their productivity and expanding their familiarity with new technologies and advances to facilitate that increase. During this time, management will be redefined to nonhuman resources – such as product lines, procedures, equipment, etc.Anything people-related would be called either â€Å"leadership, support, or facilitation, more accurately reflecting the actual work associated with the role†. (Herman, 2000, pg 76). A frequent initial choice of SEE-level leadership style will be participative leadership but a transition to facilitative leadership should be expected by any current leader as something they should learn. â€Å"Participative leadership, w ith leaders making decisions after increasingly strong involvement from workers, will continue until about 2020, responding to the needs of older workers who still want, and hence need, some direction.Note that the design will be participative leadership, rather than the earlier style of participative management. † (Herman, 2000, pg 74). Facilitative leaders will be those that clear obstacles then let the followers shine – Facilitative leaders will concentrate on making possible the high performance of each of their direct reports. Roles will include assuring an understanding of objectives, providing resources, coaching, teaching, encouraging, measuring, and giving objective feedback. †¦ While receiving this coaching, the individuals will choose to form their own internally otivated teams to collaborate for results. The job of the leader will be to prepare people to perform independently, then help them to grow and achieve, capitalizing on their individual strength s. (Herman, 2000, p75-76). Because their roles will be changed to that of more of a support system than a management system, SEE-level leaders will have to view their upcoming challenges in a different light than their predecessors did. New and Distinctive Challenges for Leaders of the 21st Century and BeyondOver the next few years, there will be several urgent challenges that SEE-level managers will have to face. The most pressing will be the impending retirement of a significant portion of the experienced work force which will affect not only productivity but stem the flow if experiential information as well as extensive knowledge to the next generation. With less than 10% of companies having a formal process to pass along information, â€Å"U. S. employers have only begun to take steps to ensure that their retiring employees are sharing their knowledge with the organization†. Wellins & Weaver, 2003, pg 61; Kinicki & Kreitner, 2009, pg 105). In an effort to prevent this dea rth of knowledge, leaders will have to put into place mentorship programs that link experienced workers to younger, less experienced, or more technologically savvy workers to create a knowledge sharing base. This allows the older workers to share their experience, techniques, and insights with the younger workers, and the younger workers to educate the older workers in the new advances in technology and innovative procedures to expand their horizons as well.Another challenge because of the decrease in number of mid-level managers is that each manager has increased responsibilities, many times spanning many groups. Independent telecommuters, 9-to-5’rs, and multinational teams working on solutions for global companies will have diverse leadership needs. Leaders, therefore, have to expand their leadership styles, coaching methods, and types of interactions to accommodate those needs. This requires time for further training and development than normally available due to extended work responsibilities.Managing a virtual workplace is going to be more common – potential for less face to face daily interaction with followers or coworkers so the shift in focus will be to results versus following a proscribed process. â€Å"By the year 2005, we expect at least 20 percent of the working population to be home-based†¦ and perhaps even 40 percent by the year 2020. † (Herman, 2000, pg 77). With changes in the way people interact to get work done, SEE-level leaders will have to find ways to build connections between the different stakeholders that they are responsible for in order to have a cohesive unit.Finally, today’s organizations need committed workforces, yet not many have them. Fostering high personnel dedication has become a formidable task, so much that it will become the primary job of SEE-level leaders in their efforts to engage the hearts, minds, and loyalties of those that work for them. Pressure for performance — with fewe r resources — has escalated. Values and attitudes about work have become shifted across generations. In addition, employees, seeing how little loyalty organizations have shown their people over the past few decades, have begun to return the favor. Herman, 2000, pg 75; Wellins & Weaver, 2003, pg 62) The Focus Will Be On Skills – Both Hard and Soft Future SEE-level leaders need proficiencies of which their predecessors had no knowledge. Besides being adept business people, the leaders also need to be able to deal with changing demographic issues, come up with or facilitate implementation of creative ideas, and have excellent people skills. To be able to meet all these new requirements, the new business leaders need continuous training and support. Hard knowledge will still be essentialThe leaders of the future are going to be a main resource for information, strategies, and support for their direct- and indirect-reports, coworkers, and leaders. As such, expert power will be essential in substantiating their leadership status. According to Nahavandi (2009, pg 164), â€Å"people may influence others because of special expertise, knowledge, information, or skills that others need. People listen to the experts, follow their advice, and accept their recommendations. † As a new SEE-level leader, having the formal training for a position is a good start, however actual experience makes for a better teacher. Like most things worth doing well, leadership isn't born of knowledge alone. It takes practice, feedback, and careful application of the right skills over a period of years to develop into an exceptional leader. † (Wellins & Weaver, 2003, pg 62). With this in mind, many companies need to either implement or strengthen mentoring, internship, and apprenticeship programs within their companies in order to foster an environment of inclusion versus exclusion as well as provide necessary job experience, which is key to attracting and retaining t op talent, building employee commitment, and encouraging creativity and innovation.Nahavandi indicates that the ability to either volunteer for or be assigned to â€Å"challenging and high-visibility projects† (2009, pg 165), as well as building a wide-ranging network of relationships and using information and building expertise will help build credibility during the early stages of a â€Å"young† leader’s career. However, knowing the business backwards and forwards will do no good if I am not able to translate that knowledge into useful communication to those following me in a way they can understand. Knowing soft-skills comes into play at this point.The increasing importance of soft skills Being a good leader means developing soft skills as well as business skills. SEE-level leaders must have extensive training in interpersonal as well as handling the managerial issues in order to succeed. During the 2009 study â€Å"Leadership Developmental Needs–A Sy stem for Identifying Them†, Takala, Winegar, and Kuusela determined that developmental areas that current and future leaders needed to enhance and expand their proficiencies in were related to Interaction, Coaching, and Giving and Receiving FeedbackInteraction and communication skills When communicating w/your coworkers or subordinates, the ability to share information and interact are key factors in being successful. Learning to share information effectively is a two part mission, first to understand and then to be understood. The goal is to improve mutual understanding (Runion, 2009b), so a good communicator will become a reflective listener by listening for meaning and checking with the speaker to see that a statement has been correctly heard and understood before communicating further.There are classes and books available that teach communication skills, but no matter how it is done, â€Å"communication skill training is never complete without analyzing communication styl es and learning how to communicate effectively with different personality tendencies† (Runion, 2009a). Coaching The area of coaching involves enhancing skills that inspire, energize, and develop subordinates, coworkers, and the leader themselves. Callan (2007) suggests that two key traits are common in good coaches that can be learned and developed.One element is the willingness to create an environment where staff feels inspired and empowered to try new things, even to the point of failure, and using these opportunities to give advice, coaching or mentoring to help expand expertise. The other is that good coaches actively seek out, encourage, reward, and develop talent by identifying and implementing programs and activities that either build on current skills or give development where skills are lacking.Giving and Receiving Feedback The area of coaching leads to the area of giving feedback, either in regards to the coaching provided or in general, sometimes to non-performers or in response to conflict management. Per Callan (2007), one of the traits needed to provide good feed back is the ability to deal effectively with under performers by delivering appropriate forms of feedback based on the individual’s communication and learning styles and needs.Providing numbers in regards to dollars lost by doing something incorrectly to a person who cares about the human factor would be inappropriate and ineffective, but providing information on how action or inaction will affect others in regards to frustration and time spent correcting the mistakes will usually spur the desired response. By doing this, it promotes a trusting relationship that makes staff feel valued and more receptive to coaching and feedback because their needs are taken into account.In addition, when providing feedback, the ability to make a point of acknowledging good performance as well as pointing out poor performance promotes the understanding that management is not always looking for the problems, but the solutions and good things as well. With a trusting atmosphere, staff is encouraged to learn more or produce more innovative products, technologies, and systems. The Strategic Process for Obtaining These Skills By knowing the different areas that I must focus on, I can utilize all of the resources available to obtain the skills I see as being necessary to become a SEE-level leader.My current company has several leadership training courses in order to do things â€Å"The APAC Way†, and they have created new positions called â€Å"Advisors† as a mentorship/job shadowing option in preparation for internal career advancement for many different positions. Outside of the those options sponsored by my company, I will have to continue seeking opportunities to read books, journals, and pamphlets as well as attend seminars and classes on communication skills, providing feedback, and other aspects of leadership in order to stay abreast of changing trends. Summary & thesis opinionBy giving a brief summation of the history, the theories, and the potential applications of the leadership concepts I have learned in this class, I have recognized and understand what changes have happened in leadership. I have also examined what competencies I have to achieve so that I can be an effective leader in any company I may chose to work for, or when I get brave enough to go forging out on my own. My definition of leadership has been one of facilitating the growth of followers versus one of patriarchal order giving has led me to determine what training I will need to provide that leadership to my followers.Using this definition, I have forged a strategy for obtaining the skills and experiences that will improve my ability to reach that definition of leadership using resources available through my current company and sought out by my own initiative. I hope it all works. References: Callan, V; Mitchell, J; Clayton, B; Smith, L & National Centre for V ocational Education Research. (2007). A Set of Resources and Tools for Identifying, Building, and Sustaining the Learning and Development Needs of Managers and Leaders. Support Document. National Centre for Vocational Education Research (NCVER).Retrieved from ERIC database. Herman, R. E. (2000). A leadership evolution. Employment Relations Today, 73-82. Retrieved August 15, 2010, from ABI/INFORM Global. Nahavandi, A. (2009). The Art and Science of Leadership (Fifth Ed. ). Upper Saddle River, NJ: Pearson Prentice Hall. Runion, M. (2009a). A Question of Communication Style: Seven Strategies to Bridge the Communication Style Gap. Speak Strong Inc. http://www. speakstrong. com/articles/communication-styles/stylebridge. html Runion, M. (2009b). How to Use Reflective Listening Scripts: The Top Ten Dos, Don'ts, and PowerPhrases to Promote Understanding.Speak Strong Inc. http://www. speakstrong. com/inventory Takala, M; Winegar, D; Kuusela, J (2009). Leadership Developmental Needs–A System for Identifying Them. Australian Journal of Adult Learning, 49(1), 126-147. Retrieved from ERIC database. Takeuchi Cullen, L. (2007, April 26). Employee Diversity Training Doesn't Work. Time. Retrieved August 8, 2010, from http://www. time. com/time/magazine/article/0,9171,1615183,00. html Wellins, R. S. , & Weaver, Jr. , P. S. (2003, September). From C-Level to See-Level Leadership. T+D, 57-65. Retrieved August 13, 2010, from Education Research Complete.

Impact of AIDS/ HIV

These days, the AIDS/ HIV epidemic is one of the most lethal health crises. As yet, there were 22 million people died, 42 million of people are infected by AIDS. Although professionals nowadays have discovered vaccine for AIDS/ HIV, but there still will be over 40 million people would die because of HIV. In many countries especially Africa, AIDS epidemic is spreading seriously bringing illness, death, suffer and poverty. The epidemic has obligated a heavy burden on families, communities and economies. The misery and devastation already caused by HIV/AIDS is enormous, but it is likely that the future impact will be even greater, as the list of significantly affected countries continues to grow. It is difficult to predict with certainty the future course of the epidemic. There are several impacts on HIV epidemic, such as demographic impact, households and families, firms, health systems, education and economic growth. The epidemic has caused destructing demographic impact especially Africa. People have lost their life and significant lost of population. According to United Nation population’s investigation, there will be more people lost their life cause of the epidemic coming decades. Although impacts of the HIV epidemic in countries other than Africa are relatively average and infection rate is lower, but the population losses are still enormous. Professionals expected HIV epidemic might cause 31 million people died from India and even 18 million people died from China by year 2025. Besides, the epidemic also affects households and families. Households and families bear the most burdens, because they play important roles dealing with the disease and its consequences. Households who rely on patients as breadwinner will face financial difficulties due to loss of income and huge amount of medical expenses. As infection of HIV is most common among young adults, thus the family structure also will change rapidly. In several affected countries, the percentage of female headed households or even households headed by young orphan increases. When a family member dies due to HIV, the family may be disintegrated; children might have to be sent to the orphanage or even forced to fend for themselves. Until year 2001, there were 14 million of children who were under 15 years old died due to HIV or have lost their parents because of HIV. 11 million out of 14 million children live in sub-Saharan Africa. In year 2010, expert predicted the figure of children died due to HIV or have lost their parents might increase. Furthermore, HIV epidemic also caused country’s economic difficulties especially weak economic countries which are prevalent with the epidemic. Studies have been attempted to model the impact of the epidemic on epidemic growth in several highly affected countries. Estimates of the impact of AIDS on economic performance re usually not considered as â€Å"social capital† loss or damage to long-term accumulation of human capital, because HIV have affected education, nutrition and health in a direct and indirect way. Well beyond the time frame of most economic analyses, the effects of lowered investment in the human capital of the younger generation will affect economic performance for decades to come.

Frozen Essays - Frozen, Cloud, The Kid, It!, Free Essays

Frozen Essays - Frozen, Cloud, The Kid, It!, Free Essays Frozen Deep inside I was glad I was the chosen one Outwardly cool, yet within I was frozen, It was sudden death match and I have to be bold But a teammate did not do as he was told, My teammate made the kid squeal like rat I watched the opposing kid get pinned in the mat, The crowd cheered, the team jumped for joy Everyone surrounded the heroic young boy, I too cheered so no one would see, What I really felt was, It should have been me! Disappointment, anger, looking to blame Did I miss my dream chance at fame? Nature's tears, the pounding rain Cruelly mimic my resounding pain. Opaque clouds conceal her soul But mine is open, a bottomless hole. That never heals, can never be cured Love dies inside, so rest assured, I shall no longer flood the land With endless droplets wiped by hand. Wait! Suddenly the horizon brightens Hope and fear in my heart heightens. The myth of the clouds with the silver lining Breaks the spell that was once confining. For now I feel my spirits rise As nature herself answers my cries. No longer shall I mope and mourn For he has mended my heart that was torn.

7 Time Management Tips During College Finals

7 Time Management Tips During College Finals Time is often one of the most precious commodities a college student has during their years in school. While funds and sleep may be in short supply, many if not most college students are also nearly always short on time. During college finals, having good time management skills becomes even more important. But just what steps can you take to make sure youre managing your time well during the chaos of finals week? Step One: Get some sleep. When things get rough, sleep often gets cut out of your schedule. That paper and lab report have to be done by tomorrow morning, so ... no sleep tonight, right? Wrong. Not getting enough sleep in college can actually cost you more time in the long run. Your brain will run slower, youll be more likely to get sick, youll be less able to handle stress, and oh yeah youll be super tired all the time. So even if it seems counter-intuitive, invest some time in getting some quality zzzzs. Theres always a few ways to get a little more sleep in school, no matter how hectic your schedule might seem. Step Two: Prioritize often. Keep a running list in your head, on your laptop, on your phone, in the cloud of the major projects and tasks that youre managing during finals week. Adjust it as often as necessary and refer to it when youre feeling stressed about all the things you have to do. If you feel overwhelmed, just focus on the top 1 or 2 items. You can only do so many things at once, so focusing on the most important can help you feel like youre accomplishing something instead of worrying about everything else you should be doing. Additionally, one of the best ways to manage your time is to avoid procrastinating. If you have a final paper due Tuesday, schedule time into work on it over the weekend instead of planning to be up all night Monday night cramming to get it done. Planning to procrastinate isnt time management; its just plain silly and, ironically, a big waste of time. Step Three: Leave extra time, just in case. As hard and as much as you might try to plan every detail of your college life, sometimes things just happen. You get sick; your laptop crashes; your roommate loses your keys; your car breaks down. Leave as much time as you can each day during finals week for flex time. That way, you wont have to stress when the inevitable happens, since youll know you already have a little time to deal with the unexpected. And if nothing happens and you find yourself with some free time, you can reprioritize and refocus as needed. Step Four: Schedule time to relax. Finals can be incredibly, surprisingly stressful, and you may not realize just how much its taking a toll on you until its over. The mental stress, workload, lack of sleep, and importance of everything you have to do can sometimes feel overwhelming. Fortunately, one of the best things you can do to clear your mind is to just let it relax. Scheduling some down time can actually save you time since youll be mentally recharged and more efficient afterward. Take 20 minutes to read a gossip magazine in the campus coffee shop; get some exercise while listening to music instead of trying to read; go play a pick-up game with some friends. Let your brain take a break so it can go back to being a workhorse instead of just an exhausted lump of mush. Step Five: Dont depend on quick fixes. Caffeine, energy drinks and other stimulants can be tempting to use when you can feel that youre burned out. Unfortunately, short-term fixes can end up costing you more time than they save you, which can be especially dangerous during finals week. Instead of slamming an energy shot, take the few extra minutes it takes to eat some protein and veggies. Itll taste better, youll feel better, and you wont find yourself in a jam in a little while. And while coffee can be a great pick-me-up in the morning or afternoon, it shouldnt be your main food group during finals week. Step Six: Ask for help when you need it. Asking for help is pretty much par for the course during a college students life. Its a rare student who can make it through four (or more) years of college-level work without needing a little help now and then. Consequently, dont be afraid to ask for some assistance when you need it especially if its during a time as critical as finals week. There are lots of places to ask for help and many of them have extra resources to deal with the increased need for assistance during the end of a semester. Step Seven: Avoid unproductive time wasters. Can spending a few minutes on YouTube be a good break? Definitely. But spending two hours there can be a major problem when youre in the middle of finals. Your brain may need a break, but just remember to be smart about how youre using your time. If you really want to do something mindless, use your time wisely and try to multitask when and if you can. If YouTube is calling your name, for example, do your laundry at the same time so you can feel (and actually be!) productive when you get back to your more important tasks.

The Moussaoui Trial Case Study Example | Topics and Well Written Essays - 1250 words

The Moussaoui Trial - Case Study Example The prosecution, and public opinion, pursued the charges on the basis of the emotional tidal wave in the wake of 9/11. By legal standards, the trial was questionable, though technically correct. By moral and ethical standards, Moussaoui did not have an opportunity for a fair trial under the intent of the law and was convicted as an example as the only living perpetrator loosely connected to Al Queda's 9/11 action. The Federal Bureau of Investigation had lost credibility with their under handling of the Moussaoui situation in late August 2001. After extensive questioning of Moussaoui the FBI was convinced that he has some connection to a terrorist network. According to testimony by FBI agent Harry Samit, there were multiple signs of a possible terrorist link. Samit testified, I was aware that frequently terrorists to mask suspicious travel or frequent travel, that couldn't be explained by their job or by their nationality, would regularly destroy passports accidentally or report them stolen in order to mask that travel, so they weren't carrying incriminating entry and exit stamps ("Testimony", 888). Clearly Moussaoui fit all these criteria for suspicion. However, the most the FBI could legally charge Moussaoui with was a Visa violation. He was arrested on August 17, but posted bond and was released on August 20, 2001 ("Testimony", 898). Moussaoui's arrest and quick release was the result of disinterested attitudes by FBI administrators as well as policies that were legally hampered by bureaucracy. In the retrospect of 9/11, the FBI had an image to protect. As a map to the road the trial was to take, we need to look no farther than the opening statement of U.S. attorney Robert Spencer. Though there was never any evidence that Moussaoui had any detailed knowledge of 9/11 prior to the action, the prosecution painted a different picture. In his opening remarks, Spencer declares, "One of the people in that plan, one of the conspirators is among us still, right here in this courtroom today. That man is the defendant, Zacarias Moussaoui" ("Opening Statement", 22). The government's case rested to a large degree on the fact that Moussaoui had lied to Federal agents in August 2001. But were the lies responsible for 9/11' Did Moussaoui have detailed or even cursory information of the imminent attack' Spencer contends that he did when he states in the opening statement, "And with that lie, his part, he caused the deaths of nearly 3,000 people, the destruction of the Trade Towers in New York, part of the Pentagon in Arlington, Virginia, and four co mmercial aircraft" ("Opening Statement", 24). The FBI's assertion and Spencer's opening remarks are refuted by the written testimony given by Sheikh Kahlid Mohammed. Sheikh Mohammed contends that, "[...] Missaoui did not know Atta and there was never any contact between the two of them" ("Substitution", 3). Missaoui may have had intentions of carrying out a future attack, but evidence does not show that he had any involvement in 9/11. Mohammed further explains Missaoui's role and claims that he was to participate in a second wave of attacks that had not yet been planned and had not even been formulated to the point of deciding the type of attack ("Substitution", 39). Though Mohammmed