Management: Organizational Behavior Study Guide

MGT 341 Exam II Study Guide 1. Force (Article and Book) a. Which means of Power †â€Å"The capacity to impact different results: or The capacity to â€Å"make things happen† or â€Å"get things done† I. People/Groups are attempted to have power dependent on the accompanying variables: * Ability to adapt to Uncertainty * Substitutability †the lower the substitutability the more noteworthy the force. * Organizational Centrality †the more focal an individual/bunch is to an association; the more noteworthy the force. Job and Task Interdependence †if the exercises of an individual/bunch rely upon the exercises of someone else/gathering - > the last is considered to have more prominent control or force. b. Relationship of Power to Authority †Power and Authority are firmly identified with the idea of initiative. ii. Authority †Situations in which an individual/bunch has been officially conceded an administration position. iii. Real Power †once in the past endorsed by association (Contractual) or casually upheld by singular/gathering (Consensual). iv.Executive/Managerial Power †coordinated towards making and keeping up a functioning association †perfect of changing the association to it’s most noteworthy potential. c. Selected versus Developing Leaders (Formal versus Casual) d. Kinds of Power: Yellow = Position Power Red = Personal Power Positional Power †Organization * Appointed pioneers/formal force †**Most Common Form of Power** * Easily constrained by the association. * Attributed to the Position as opposed to the person. * Appointed from upper level administration. 1.Reward Power †The degree to which an individual controls compensates someone else values (Can give individuals things they need; fulfill needs). 2. Genuine Power †Power conceded by righteousness of one’s position. 3. Coercive Power †The degree to which an individual can rebuff or truly/mentally hurt a nother person (do awful things to an individual). Individual Power †Personal/Individual †Emergent (I. e. as the individual becomes accustomed to the earth they may â€Å"emerge† expertly or when there is a gathering that doesn't have a clear head figure, one will â€Å"emerge† normally. Credited to the Individual instead of the association. * Not effortlessly impacted by the association. * Influence is â€Å"earned† or increased subsequent to â€Å"proving ones self. † Expert Power †The degree to which an individual controls remunerates someone else values. (Can give individuals things they need; fulfill needs). 1. Referent Power †Exists when one individual needs to resemble another person r mimics another person. (in view of esteem and regard). e. Situational Variables that can give power. v. Capacity to adapt to vulnerability vi.Substitutability †The degree to which another person in the association can â€Å"Substitute† for another person. (The lower the substitutability the more noteworthy the force). vii. Authoritative Centrality †the more focal an individual is to the assignment or procedures of the association, the more prominent the force. viii. Job and Take Interdependence †If the exercises of an individual or gathering are subject to that of someone else/bunch > the last has the force. f. Initiative Motive Syndrome †The requirement for power must be more noteworthy than the requirement for affiliation.Must avoid being seen as Impulsive, Coercive, or Manipulative. g. Acknowledgment Theory †chief's position is gotten from subordinates' acknowledgment, rather than the various leveled power structure of the association h. Force Gap †Difference between formal positional force allowed and the genuine force required to achieve objectives. ix. The most effective method to â€Å"Fill the Gap† > * Acquiring Information and Ideas * Assess Who has Power * Good Relat ionships * Interpersonal Skills * Networks (power building apparatus) * Create Valued Agendas Image and Track Record 2. Administration: I. Quality Approaches: x. Concentrate â€Early moves toward concentrated on those individual qualities and characteristics physical, mental, and social. The exploration is regularly named the â€Å"Great Person† hypothesis of administration (it was accepted pioneers were not quite the same as normal individuals dependent on character and physical attributes) â€Å"leaders are conceived, not made†. 5 individual qualities appeared to be identified with compelling authority: insight, predominance, fearlessness, elevated levels of vitality and movement, and errand significant information. I. Issues †Relationship between these attributes and proof of successful administration isn't especially solid. On account of every trademark, there have been huge examinations that have either not indicated any relationship with compelling authori ty or found a negative relationship. Consequently, gives an inadequate image of initiative xii. Reappearance of Interest †reappeared as a promising exploration territory, particularly as far as looking at explicit attributes identified with the viability/accomplishment in various authoritative settings.Studies from the 80’s and 90’s recommend there are various characteristics that do add to powerful administration: Drive, initiative inspiration, genuineness and trustworthiness, fearlessness, reverberation, subjective capacity and information on the business. Alone, these don't ensure initiative achievement, yet they can help for progress. xiii. Key Dimensions for â€Å"Magic† or Charismatic Leadership †3 key measurements are imagining, invigorating and empowering. â€Å"Natural Leaders†, empower motivate, imagining make and impart picture, empowering empower others * Linking to Results †Finding the right quality that gives you positive resu lts.The results ought to be adjusted, key, enduring, and sacrificial. This connection among qualities and results enhances our comprehension of the connection between pioneer attributes and initiative adequacy j. Social Approaches: Focused on the different personal conduct standards or styles utilized by various pioneers and the capacities satisfied by these people. xiv. Vote based †Leading through gathering information and dynamic. xv. Dictatorial †Leading by order xvi. Free enterprise Leading through negligible investment by the pioneer and recompense of absolute gathering opportunity xvii. College of Michigan Studies †Research into conduct parts of authority. Were worried about two diverse pioneer directions: one toward representatives and the other toward creation. The outcomes proposed that a solid direction to creation took after the absolutist initiative style, while a solid worker direction was characteristic of the equitable authority style. xviii. *Ohio Stat e Studies †Similar to Michigan examines. Two fundamental variables determined: starting structure and thought for others.See pages 214-215 xix. *Managerial Grid > Concern for individuals and creation, utilizes 5 areas on framework, need administrators to be a 9,9. Most well known Concern for People Concern for People Concern for Results (1,1) = LCP and LCR, (1,9) = HFP and LCR, (9,9) = HCP and HCR, (9,1) = HCR and LCP. 1,9| | 9,9| | 5,5| | 1,1| | 9,1| * Based on a â€Å"Concern for People† and â€Å" Concern for Production† * Includes Motivation xx. Likert’s Linking Pin and System 4 thoughts Likert found that the Traditional View of the executives (close oversight/high structure) just PARTLY clarified the jobs of supervisors. * Believed that administrators are individuals from (2) distinctive workgroups 1. Individual is liable FOR. > Subordinates 2. Individual is mindful TO (Traditional View of Supervision). > Leaders * Power originates from the ca pacity to portion power Upward and Lateral (Peer Managers) * (2) Elements must be taken a gander at: I. Undertaking Component ii. Human Component * Approach comprises of Integrated Workgroups. * Managers are individuals from various Workgroups. xi. Framework 4-(participative)- directors trust their subordinates and objective setting and dynamic are cooperative exercises. k. Possibility Approaches †This viewpoint recommends that there is no â€Å"one best way† to lead in all circumstances; rather, the best style of initiative is unexpected or subject to the circumstance. Possibility speculations consolidate the quality methodology and the social/practical hypotheses to propose the best chiefs are those people who can adjust their styles to the requests of a circumstance, gathering, or qualities xxii.Situational Leadership †(Life-Cycle Theory of Leadership) pg 225 xxiii. Way Goal Model †The pioneer influences subordinates’ execution by explaining the pract ices (ways) that will prompt wanted prizes (objectives). Sorts of pioneer practices: mandate, strong, participative, accomplishment arranged. Situational factor which impact how pioneer conduct identifies with subordinate fulfillment: individual qualities of the subordinates, attributes of condition. xxiv.Vroom-Yetton Leadership-Participation Model †pg 227 xxv. Official Coaching †Private gathering to talk about and deal with individual learning and improvement issues. Criticism instructing (advisor)- giving input and helping individual in building up an activity intend to address need or issues that are watched (360 input; 1-6 months, not very serious) top to bottom training (guide)- closer, personal connection, different appraisals and conversation widely used to create relational abilities, and so forth 6-12 months+) Content instructing (mentor)- give pioneer information and aptitudes for explicit zone (IT, acquisitions, globalization, and so on. ; time changes, however moderately short) l. 4. Substitutes for Leadership †Leadership substitutes: individual, task, and hierarchical qualities that will in general exceed the leader’s capacity to influence subordinates fulfillments and execution. Authority neutralizers: facto

Narrative (fiction) texts Essay

Youngsters should have the option to recognize account writings from interpretive ones. For a youngster to be acquainted with each sort of content intends to have sound communicational, scientific, perusing, and composing aptitudes. DQ 14 It is important that youngsters can recognize explanatory writings from account works of composing. By and large, there are a few highlights which make account and explanatory writings unique in relation to one another. Story (fiction) writings are loaded up with various tactile subtleties. Individual experience is certifiably not an uncommon subject of fiction stories. Fiction scholarly works are normally told from a first person’s see. In numerous examples, the creator of a fiction story will allude to individual understanding of occasions and marvels by utilizing â€Å"I† or â€Å"we† pronouns. Informative (true to life) writings are essentially planned for advising, clarifying, or convincing the peruser. Explanatory writings are not hued with feelings, being composed from a non-individual (frequently impartially objective) perspective, and conveying no tactile subtleties. Explanatory writings are never written in the main individual (Vacca, 1999). Kids ought to have the option to separate interpretive writings from account artistic works. Kids need these aptitudes to peruse and decipher writings, to have the option to look and investigate the necessary data, to pick a right composing style as indicated by the particular composing needs and conditions (Vacca, 1999). The procedure of training requires utilizing either explanatory or account data as the wellspring of information on different educational program subjects. To comprehend the importance of a word, to speak with crowds, to procure new data, and to utilize this data to accomplish individual objectives, kids need to have sound information on what a fiction, and what a genuine book is. The five instances of fiction books: Louis Ehlert’s Red Leaf, Yellow Leaf; Mary Hoffman’s Amazing Grace; Jerry Stanley’s Children on the Dust Bowl; Harriette Gillem Robinet’s Children of the Fire; Marya Dasef’s Tales of a Texas Boy. The five instances of true to life books: DK Publishing’s Children’s History of the twentieth century; Delia Ray’s A Nation Torn: The Story of How the Civil War Began; Anne Millard’s Pyramids; Aliki’s Communication; Russell Freedman’s Children of the Wild West. References Vacca, R. T. (1999). Content territory perusing: Literacy and learning over the educational program. New York: Longman.

Literary Journal Concepts Youre Free To Steal And Make A Reality

Literary Journal Concepts Youre Free To Steal And Make A Reality In perhaps my most Guy In Your MFA opening line ever: Me and another guy in my MFA program have made a pastime of coming up with fake names and concepts for literary journals. Please feel free to make any of these ideas a reality, but do be so kind as to give me some type of honorary title on your masthead. A free copy would also be cool. Anyway, here are a few of the better ones: ZYZZYZA (or simply, ZA) Due to naming similarities, ZAs main competition would probably be ZYZZYVA. A journal of contemporary poetry, fiction, and creative nonfiction, each issue of ZA is delivered to readers printed in its entirety on a pizza box, with a fresh pie included. The inclusion of a one-topping za, plus tip and a delivery fee, would make this a more expensive investment for readers, but imagine scarfing down warm slices of pepperoni pizza in order to slowly reveal a short story by Joyce Carol Oates or a poem by Laura Kasischke. Airhead: A Journal of Poetry Option A: Every poem accepted by Airhead is printed on parchment paper, rolled up inside a biodegradable helium balloon, and released outside of the nearest window. Readership is subject to random gusts of wind and inclement weather. Option B: Each poem is printed on a biodegradable helium balloon and delivered to readers in a colorful bouquet. Imagine, poems could float about your apartment for days. Guy In Your MFA Quarterly A quarterly journal founded and edited by Guy In Your MFA. All poetry and prose included in each issue is written and edited by Guy In Your MFA. Unsolicited book reviews submissions are allowed, but must be positive, thought-provoking criticism on works written by Guy In Your MFA. Billboard Billboard exclusively publishes six-word stories. Each work accepted by Billboard is printed on a random billboard within the authors home state or province. Billboard Review A journal dedicated to publishing the best work that directly or tangentially examines billboards and billboard culture. Emerging and established writers alike are encouraged to submit work. MENU An food-menu-themed aggregator of the best poems, stories, essays, and other writing found online each week. Appetizers could shorter reads, such as flash fiction. Confetti An international journal dedicated to providing exposure for emerging writers at professional sporting events, concerts, New Years Eve bashes, and other major celebrations. Every piece of writing accepted by Confetti is printed thousands of times on recycled paper and promptly shredded, after which it is used as confetti at festivities across the globe. Paper Plane Prose A sister journal to Airhead.

Organizational Behavior Individual Analysis - 2600 Words

Individual Analysis Paper MGMT 320 Organizational Behavior Introduction I want to begin this paper by stating what my initial thought was once I reviewed and analyzed all of the results, I can sum it up into one word – WOW! These results couldn’t be more dead-on than they are; about ninety-five percent of the results hit the nail on the proverbial head. Yes, I disagree with about five percent of the analysis, but overall, it’s amazing how accurate these scores reflect individuals various behaviors and management types and as I took these assessments, I kept thinking, â€Å"quite a few of these questions are somewhat ambiguous.† Understanding your role as an individual within your organization, as well as the role of other individuals and†¦show more content†¦Being positive in these interactions allows for agreeableness, which is the next dimension. My agreeableness score was 78 and I’ll break it down specifically in a minute. One point I absolutely disagree with in this IPIP-NEO report states that â€Å"agreeableness is not useful in situations that require tough or absolute objective decisions.† (IPIP-NEO) I am the policy and procedures manager for our department and these policies and procedures are cut and dry, follow them or risk government penalties. These policies and procedures have to be enforced to the letter of our manual to ensure the safety of everyone involved both the customer and employee. My highest scores within this dimension were morality (97) and modesty (81). I am very candid and frank with everyone I deal with, whether it’s my direct reports, my boss, or the VP of our department. The lowest score within this dimension was sympathy (31). If this score is just relating to the work environment, then I agree with this score, people who get into trouble or don’t complete their work, bring this upon themselves; if not, I vehemently disagree with it. 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Different Strokes For Different Folks Parenting Styles...

Different Strokes for Different Folks? Parenting Styles and Child Outcome Monique Ocanas Governors State University Different Strokes for Different Folks? Parenting Styles and Child Outcome Much emphasis has been placed in the field of child development and the role that early providers possess when it comes to the needs of children at the early stages of life. Whether conceptualizing socialization and priming with Locke’s â€Å"tabula rosa/blank slate† or Rousseau’s â€Å"preassembled moral schema† approach to child development, this â€Å"window of opportunity† is both fleeting and permanent. Every interaction molds the individual into the person they are to become, and the bond that the dependent child forms with the caregiver is a precedent to the numerous relationships and attachments they will create as an adult. Granted that the provider/nurturer fulfills the needs of attachment and attentiveness for the offspring, this will determine the success of progressing through child developmental stages, and leads to a higher propensity of social adaptiveness. Inv ersely, if the aforementioned things are absent in a child’s early years, detrimental effects could occur, including stints in physical, social, and mental development. This is dependent upon the severity and duration of neglect, and has been seen in clinical cases that appears as psychological phenomena to both the general public, and researchers alike. Taking into account all of these factors, great interest hasShow MoreRelatedMarriage Guidance: Summary Notes19959 Words   |  80 Pagesdifferences even further → Conflict situations – woman self-soothe and males become more aroused and aggressive (testosterone) → When in a negative relationship, men withdraw and women become more demanding and complaining. Differences in communication styles and patterns of emotional expression → Woman – use more qualifiers, emotive, better at interpreting verbal and non-verbal behaviour , more attentive. → Men – more factual, less revealing, more competitive Page 2 of 57 Marriage Guidance – Summary Read Morepreschool Essay46149 Words   |  185 Pagesand Performing Arts Physical Development Health Publishing Information The California Preschool Learning Foundations (Volume 2) was developed by the Child Development Division, California Department of Education. This publication was edited by Faye Ong, working in cooperation with Laura Bridges and Desiree Soto, Consultants, Child Development Division. It was designed and prepared for printing by the staff of CDE Press, with the cover and interior design created by Cheryl McDonald. It

Forms of Government Free Essays

Montesquieu holds that there are three types of governments: republican governments, which can take either democratic or aristocratic forms; monarchies; and despotisms. Unlike, for instance, Aristotle, Montesquieu does not distinguish forms of government on the basis of the virtue of the sovereign. The distinction between monarchy and despotism, for instance, depends not on the virtue of the monarch, but on whether or not he governs â€Å"by fixed and established laws† (SL 2. We will write a custom essay sample on Forms of Government or any similar topic only for you Order Now 1). Each form of government has a principle, a set of â€Å"human passions which set it in motion† (SL 3. 1); and each can be corrupted if its principle is undermined or destroyed. In a democracy, the people are sovereign. They may govern through ministers, or be advised by a senate, but they must have the power of choosing their ministers and senators for themselves. The principle of democracy is political virtue, by which Montesquieu means â€Å"the love of the laws and of our country† (SL 4. 5), including its democratic constitution. The form of a democratic government makes the laws governing suffrage and voting fundamental. The need to protect its principle, however, imposes far more extensive requirements. On Montesquieu’s view, the virtue required by a functioning democracy is not natural. It requires â€Å"a constant preference of public to private interest† (SL 4. 5); it â€Å"limits ambition to the sole desire, to the sole happiness, of doing greater services to our country than the rest of our fellow citizens† (SL 5. ); and it â€Å"is a self-renunciation, which is ever arduous and painful† (SL 4. 5). Montesquieu compares it to monks’ love for their order: â€Å"their rule debars them from all those things by which the ordinary passions are fed; there remains therefore only this passion for the very rule that torments them. †¦ the more it curbs their inclinations, the more force it gives to the only passion left them† (SL 5. 2). To produce this unnatural self -renunciation, â€Å"the whole power of education is required† (SL 4. ). A democracy must educate its citizens to identify their interests with the interests of their country, and should have censors to preserve its mores. It should seek to establish frugality by law, so as to prevent its citizens from being tempted to advance their own private interests at the expense of the public good; for the same reason, the laws by which property is transferred should aim to preserve an equal distribution of property among citizens. Its territory should be small, so hat it is easy for citizens to identify with it, and more difficult for extensive private interests to emerge. Democracies can be corrupted in two ways: by what Montesquieu calls â€Å"the spirit of inequality† and â€Å"the spirit of extreme equality† (SL 8. 2). The spirit of inequality arises when citizens no longer identify their interests with the interests of their country, and therefore seek both to advance their own private interests at the expense of their fellow citizens, and to ac quire political power over them. The spirit of extreme equality arises when the people are no longer content to be equal as citizens, but want to be equal in every respect. In a functioning democracy, the people choose magistrates to exercise executive power, and they respect and obey the magistrates they have chosen. If those magistrates forfeit their respect, they replace them. When the spirit of extreme equality takes root, however, the citizens neither respect nor obey any magistrate. They â€Å"want to manage everything themselves, to debate for the senate, to execute for the magistrate, and to decide for the judges† (SL 8. ). Eventually the government will cease to function, the last remnants of virtue will disappear, and democracy will be replaced by despotism. In an aristocracy, one part of the people governs the rest. The principle of an aristocratic government is moderation, the virtue which leads those who govern in an aristocracy to restrain themselves both from oppressing the people and from tryi ng to acquire excessive power over one another. In an aristocracy, the laws should be designed to instill and protect this spirit of moderation. To do so, they must do three things. First, the laws must prevent the nobility from abusing the people. The power of the nobility makes such abuse a standing temptation in an aristocracy; to avoid it, the laws should deny the nobility some powers, like the power to tax, which would make this temptation all but irresistible, and should try to foster responsible and moderate administration. Second, the laws should disguise as much as possible the difference between the nobility and the people, so that the people feel their lack of power as little as possible. Thus the nobility should have modest and simple manners, since if they do not attempt to distinguish themselves from the people â€Å"the people are apt to forget their subjection and weakness† (SL 5. 8). Finally, the laws should try to ensure equality among the nobles themselves, and among noble families. When they fail to do so, the nobility will lose its spirit of moderation, and the government will be corrupted. In a monarchy, one person governs â€Å"by fixed and established laws† (SL 2. 1). According to Montesquieu, these laws â€Å"necessarily suppose the intermediate channels through which (the monarch’s) power flows: for if there be only the momentary and capricious will of a single person to govern the state, nothing can be fixed, and, of course, there is no fundamental law† (SL 2. 4). These ‘intermediate channels’ are such subordinate institutions as the nobility and an independent judiciary; and the laws of a monarchy should therefore be designed to preserve their power. The principle of monarchical government is honor. Unlike the virtue required by republican governments, the desire to win honor and distinction comes naturally to us. For this reason education has a less difficult task in a monarchy than in a republic: it need only heighten our ambitions and our sense of our own worth, provide us with an ideal of honor worth aspiring to, and cultivate in us the politeness needed to live with others whose sense of their worth matches our own. The chief task of the laws in a monarchy is to protect the subordinate institutions that distinguish monarchy from despotism. To this end, they should make it easy to preserve large estates undivided, protect the rights and privileges of the nobility, and promote the rule of law. They should also encourage the proliferation of distinctions and of rewards for honorable conduct, including luxuries. A monarchy is corrupted when the monarch either destroys the subordinate institutions that constrain his will, or decides to rule arbitrarily, without regard to the basic laws of his country, or debases the honors at which his citizens might aim, so that â€Å"men are capable of being loaded at the very same time with infamy and with dignities† (SL 8. ). The first two forms of corruption destroy the checks on the sovereign’s will that separate monarchy from despotism; the third severs the connection between honorable conduct and its proper rewards. In a functioning monarchy, personal ambition and a sense of honor work together. This is monarchy’s great strength and the source of its extraordina ry stability: whether its citizens act from genuine virtue, a sense of their own worth, a desire to serve their king, or personal ambition, they will be led to act in ways that serve their country. A monarch who rules arbitrarily, or who rewards servility and ignoble conduct instead of genuine honor, severs this connection and corrupts his government. In despotic states â€Å"a single person directs everything by his own will and caprice† (SL 2. 1). Without laws to check him, and with no need to attend to anyone who does not agree with him, a despot can do whatever he likes, however ill-advised or reprehensible. His subjects are no better than slaves, and he can dispose of them as he sees fit. The principle of despotism is fear. This fear is easily maintained, since the situation of a despot’s subjects is genuinely terrifying. Education is unnecessary in a despotism; if it exists at all, it should be designed to debase the mind and break the spirit. Such ideas as honor and virtue should not occur to a despot’s subjects, since â€Å"persons capable of setting a value on themselves would be likely to create disturbances. Fear must therefore depress their spirits, and extinguish even the least sense of ambition† (SL 3. ). Their â€Å"portion here, like that of beasts, is instinct, compliance, and punishment† (SL 3. 10), and any higher aspirations should be brutally discouraged. Montesquieu writes that â€Å"the principle of despotic government is subject to a continual corruption, because it is even in its nature corrupt† (SL 8. 10). This is true in several senses. First, despotic governments undermine themselves. Because property is not sec ure in a despotic state, commerce will not flourish, and the state will be poor. The people must be kept in a state of fear by the threat of punishment; however, over time the punishments needed to keep them in line will tend to become more and more severe, until further threats lose their force. Most importantly, however, the despot’s character is likely to prevent him from ruling effectively. Since a despot’s every whim is granted, he â€Å"has no occasion to deliberate, to doubt, to reason; he has only to will† (SL 4. 3). For this reason he is never forced to develop anything like intelligence, character, or resolution. Instead, he is â€Å"naturally lazy, voluptuous, and ignorant† (SL 2. 5), and has no interest in actually governing his people. He will therefore choose a vizier to govern for him, and retire to his seraglio to pursue pleasure. In his absence, however, intrigues against him will multiply, especially since his rule is necessarily odious to his subjects, and since they have so little to lose if their plots against him fail. He cannot rely on his army to protect him, since the more power they have, the greater the likelihood that his generals will themselves try to seize power. For this reason the ruler in a despotic state has no more security than his people. Second, monarchical and republican governments involve specific governmental structures, and require that their citizens have specific sorts of motivation. When these structures crumble, or these motivations fail, monarchical and republican governments are corrupted, and the result of their corruption is that they fall into despotism. But when a particular despotic government falls, it is not generally replaced by a monarchy or a republic. The creation of a stable monarchy or republic is extremely difficult: â€Å"a masterpiece of legislation, rarely produced by hazard, and seldom attained by prudence† (SL 5. 14). It is particularly difficult when those who would have both to frame the laws of such a government and to live by them have previously been brutalized and degraded by despotism. Producing a despotic government, by contrast, is relatively straightforward. A despotism requires no powers to be carefully balanced against one another, no institutions to be created and maintained in existence, no complicated motivations to be fostered, and no restraints on power to be kept in place. One need only terrify one’s fellow citizens enough to allow one to impose one’s will on them; and this, Montesquieu claims, â€Å"is what every capacity may reach† (SL 5. 14). For these reasons despotism necessarily stands in a different relation to corruption than other forms of government: while they are liable to corruption, despotism is its embodiment. How to cite Forms of Government, Papers

Proteins Made From Ribosomes Attached To The Rough Endoplasmic Reticul

Proteins made from ribosomes attached to the rough endoplasmic reticulum enter the lumen of the ER and move to the smooth endoplasmic reticulum. A small vacuole (vesicle) pinches off the smooth ER and carries the protein to the Golgi apparatus, where it is further processed. ------------------------------------------------------------- Mitochondria are bounded by a double membrane. The inner membrane is folded to form little shelves, called cristae, which project into the matrix, an inner space filled with a gel-like fluid. -------------------------------------------------------------- A vacuole is a large membrane-enclosed sac that usually functions as a storage area. Plant vacuoles contain not only water, sugars, and salts but also pigments and toxic substances. The pigments are responsible for many of the red, blue, or purple colors of flowers and some leaves. ------------------------------------------------------------ The green pigment chlorophyll, found within the grana, makes chloroplasts and leaves green. Chlorophyll absorbs solar energy, and chloroplasts convert this energy into ATP molecules. ----------------------------------------------------------- Chloroplasts carry on the process of photosynthesis, in which light energy is used to produce food molecules, such as glucose. Chloroplasts take in carbon dioxide, water, and solar energy in order to produce glucose and oxygen. ------------------------------------------------------------ The energy-related organelles, chloroplasts and mitochondria, convert one form of energy into another. While chloroplasts are unique to plant cells, mitochondria are found in both plant and animal cells. ------------------------------------------------------------- Chloroplasts carry on photosynthesis, during which light energy (photo) is used to produce food molecules, like glucose (synthesis). Chloroplasts take in carbon dioxide, water, and solar energy in order to produce glucose and give off oxygen. ----------------- ------------------------------------------- Mitochondria are often called the powerhouses of the cell: just as a powerhouse burns fuel to produce electricity, the mitochondria convert the chemical energy of glucose products into the chemical energy of ATP molecules. -------------------------------------------------------------- Chromatin, a threadlike material, contains DNA and is found within the nucleus. At the time of cell division, chromatin condenses into rodlike structures called chromosomes. ---------------------------------------------------------- The middle lamellae, a region between cell walls, contains a sticky substance, usually pectin. Lignin is a substance found in secondary cell walls that makes them even stronger than primary cell walls. ------------------------------------------------------------ Autodigestion is important during development. For example, when a tadpole becomes a frog, the enzymes within lysosomes digest the cells of the tail, and the fingers of a human embryo are at first webbed, but they are freed from one another by lysosomal action. ------------------------------------------------------------- Lysosomes, vesicles formed by the Golgi apparatus, contain hydrolytic enzymes that can digest macromolecules. Macromolecules are sometimes brought into a cell in vesicles formed at the cell membrane. A lysosome can fuse with such a vesicle and digest its contents into simpler molecules, which then enter the cytoplasm. ------------------------------------------------------------- Special vacuoles (membrane-enclosed sacs) called peroxisomes are often attached to smooth ER, and these contain enzymes capable of detoxifying drugs. ------------------------------------------------------- A chloroplast is bounded by a double membrane. Inside the structure, there is even more membrane organized into flattened sacs called thylakoids. The thylakoids are piled up like stacks of coins, and each stack is called a granum. There are membranous conn ections between the grana called lamellae. The fluid-filled space about the grana is called the stroma. ------------------------------------------------------------- Inside the chloroplast, there is membrane organized into flattened sacs called thylakoids. The thylakoids are piled up like stacks of coins, and each stack is called a granum. The fluid-filled space about the grana is called the stroma. ------------------------------------------------------------- The nucleus is a large organelle that has a nuclear envelope, chromatin and nucleoli. The nuclear envelope is a double membrane that keeps the contents of the nucleus separate from the cell's cytoplasm. Pores in the nuclear envelope allow large molecules to pass into and out of the nucleoplasm, the fluid interior of the nucleus. ------------------------------------------------------------- Ribosomes are the site of protein synthesis in the cytoplasm. They can be attached to the endoplasmic reticulum or lie free within the cyto plasm. When several ribosomes are making the same protein, they are arranged in a functional group called a polysome. ------------------------------------------------------------ Both plant and animal cells have cell membranes, nuclear membranes, mitochondria, and vacuoles. Chloroplasts are found in plant cells but not in animal cells. ---------------------------------------------------------- All plants have a cell wall, located outside the cell membrane. The primary cell wall Proteins Made From Ribosomes Attached To The Rough Endoplasmic Reticul Proteins made from ribosomes attached to the rough endoplasmic reticulum enter the lumen of the ER and move to the smooth endoplasmic reticulum. A small vacuole (vesicle) pinches off the smooth ER and carries the protein to the Golgi apparatus, where it is further processed. ------------------------------------------------------------- Mitochondria are bounded by a double membrane. The inner membrane is folded to form little shelves, called cristae, which project into the matrix, an inner space filled with a gel-like fluid. -------------------------------------------------------------- A vacuole is a large membrane-enclosed sac that usually functions as a storage area. Plant vacuoles contain not only water, sugars, and salts but also pigments and toxic substances. The pigments are responsible for many of the red, blue, or purple colors of flowers and some leaves. ------------------------------------------------------------ The green pigment chlorophyll, found within the grana, makes chloroplasts and leaves green. Chlorophyll absorbs solar energy, and chloroplasts convert this energy into ATP molecules. ----------------------------------------------------------- Chloroplasts carry on the process of photosynthesis, in which light energy is used to produce food molecules, such as glucose. Chloroplasts take in carbon dioxide, water, and solar energy in order to produce glucose and oxygen. ------------------------------------------------------------ The energy-related organelles, chloroplasts and mitochondria, convert one form of energy into another. While chloroplasts are unique to plant cells, mitochondria are found in both plant and animal cells. ------------------------------------------------------------- Chloroplasts carry on photosynthesis, during which light energy (photo) is used to produce food molecules, like glucose (synthesis). Chloroplasts take in carbon dioxide, water, and solar energy in order to produce glucose and give off oxygen. ----------------- ------------------------------------------- Mitochondria are often called the powerhouses of the cell: just as a powerhouse burns fuel to produce electricity, the mitochondria convert the chemical energy of glucose products into the chemical energy of ATP molecules. -------------------------------------------------------------- Chromatin, a threadlike material, contains DNA and is found within the nucleus. At the time of cell division, chromatin condenses into rodlike structures called chromosomes. ---------------------------------------------------------- The middle lamellae, a region between cell walls, contains a sticky substance, usually pectin. Lignin is a substance found in secondary cell walls that makes them even stronger than primary cell walls. ------------------------------------------------------------ Autodigestion is important during development. For example, when a tadpole becomes a frog, the enzymes within lysosomes digest the cells of the tail, and the fingers of a human embryo are at first webbed, but they are freed from one another by lysosomal action. ------------------------------------------------------------- Lysosomes, vesicles formed by the Golgi apparatus, contain hydrolytic enzymes that can digest macromolecules. Macromolecules are sometimes brought into a cell in vesicles formed at the cell membrane. A lysosome can fuse with such a vesicle and digest its contents into simpler molecules, which then enter the cytoplasm. ------------------------------------------------------------- Special vacuoles (membrane-enclosed sacs) called peroxisomes are often attached to smooth ER, and these contain enzymes capable of detoxifying drugs. ------------------------------------------------------- A chloroplast is bounded by a double membrane. Inside the structure, there is even more membrane organized into flattened sacs called thylakoids. The thylakoids are piled up like stacks of coins, and each stack is called a granum. There are membranous conn ections between the grana called lamellae. The fluid-filled space about the grana is called the stroma. ------------------------------------------------------------- Inside the chloroplast, there is membrane organized into flattened sacs called thylakoids. The thylakoids are piled up like stacks of coins, and each stack is called a granum. The fluid-filled space about the grana is called the stroma. ------------------------------------------------------------- The nucleus is a large organelle that has a nuclear envelope, chromatin and nucleoli. The nuclear envelope is a double membrane that keeps the contents of the nucleus separate from the cell's cytoplasm. Pores in the nuclear envelope allow large molecules to pass into and out of the nucleoplasm, the fluid interior of the nucleus. ------------------------------------------------------------- Ribosomes are the site of protein synthesis in the cytoplasm. They can be attached to the endoplasmic reticulum or lie free within the cyto plasm. When several ribosomes are making the same protein, they are arranged in a functional group called a polysome. ------------------------------------------------------------ Both plant and animal cells have cell membranes, nuclear membranes, mitochondria, and vacuoles. Chloroplasts are found in plant cells but not in animal cells. ---------------------------------------------------------- All plants have a cell wall, located outside the cell membrane. The primary cell wall