Will the Long Cable be Sound? The Ecological Impact of the Cross-Sound Cable :: Research Papers

Will the Long Cable be Sound? The Ecological Impact of the Cross-Sound Cable There has been an ill-starred trend in the way that people ofthe western sandwich culture treat the environment. Often times there appearto be two sides to this battle being fought by extremist perspectives.On one side stand the environmentalists who in approximately cases seek toblock any move that may harm the environment, and on the other sidestand the corporate people who seek to justify both a profitable and alogistical means to benefit those involved. A current battle being foughtdeals with the installation and usage of the Long Island Sound Pipeline.This project raises important issues such as the economic, social, andenvironmental importance of the Sound, as intimately as the present andpossible future environmental consequences of the actions taken.All too often it appears as though if a change which seems tobe beneficial towards world will only effect the environment andmost do not believe tha t effect will have a direct effect on humans, thenwe can chalk the change up to Darwins theory of evolution, implyingthat it is natural and necessary. On the other hand, if a change in theenvironment tycoon harm or ca enforce an inconvenience for humans, butwould be beneficial to the environment, then we suddenly do not wantto interfere with nature. Unfortunately, even some that have the title ofenvironmentalists have failed to step on the other side of this Westernwall that we have built ourselves which barricades and blinds us. Manybricks that that make up this Western wall are built upon the idea thathumans and nature are two separate entities, and that humans are themore significant of the two. The most frightening thing about installingthe cross-sound cable is not the particular environmental consequences,but the lack of concern that many have about the consequences.Why is it heavy to Preserve the Long Island Sound?The Long Island Sound is extremely important not only tothe ecosystems of New York and Connecticut, but to a much larger division of the ocean than one might imagine. One of the reasons for itsextreme significance is because it is an estuary. Although some animalsare permanent residents of estuaries, there are many fish and otheranimals that use the estuary as a safe haven to protect their young. Ifthis area is not protected, many of these fish and other animals woulddie off before they were able to get along and produce offspring. If theseanimals are not able to reach sexual maturity, it will ultimately lead to

Self-Deception and Absurdity Essay -- Psychology, Self-inflation Bias

Self-deception is described as a strong urge and desire to asseverate or defend a belief or idea that angiotensin converting enzyme regards to be the truth even while there is strong evidence that the unconnected is actually the truth (Stanford Encyclopedia of Philosophy). Self-deception is a way we justify false beliefs and these rationalizations may even produce it themselves (Skeptics Dictionary Perspectives, 117). Some views of self-deception suggest that it is an egoistic act, while others do not believe that this is necessarily true. There is also controversy over whether or not the deceiver is assured of this incidence. That is, the dispute is over whether the deception is intentionally self-induced. Another debate examines whether or not this tendency is an everyday human occurrence. Self-deception must first be defined before arriving at the conclusion that it is an everyday occurrence because, according to one achievable rendering, self-deception is argued not to eve n exist. The process of defining this phenomenon laughingstock be very difficult and quarrelsome because of diverging views and opinions of the definition. Some may even argue that there are different categories of self-deception that only by and large apply to actual self-deception and that this is why it is hard to come to conclusions on the subject (Van Leeuwen). The process of defining self-deception implicates a moral and social definition and understanding as wellquestions such as, Is self-deception immoral? and, Does society play a role in self-deception? must be answered. The scheme that self-deception is an evolutionary trait must also be taken into account and may answer the question of whether or not self-deception is defer in all human affairsdo we have a genetic predispositi... ...lid. This would lead to the conclusion that self-deception is not present in cosmos and, therefore, cannot be exhibited in all human affairs because it would not exist.Self-deception is a highly debated topic that has a large amount of support on both sides of the spectrum. In psychology and philosophy, though, one must retain the understanding that nothing is either always or never. There will only be assumptions that something is the truth. It will not be the whole truth unless proven to be. Therefore, the argument regarding self-deception may remain unresolved until actual evidence is given that asserts and establishes one of the many theories to be true. Meanwhile, it can be assumed either that the concept of self-deception is valid or that it is not valid. If it is assumed to be valid, it is also possible to assume that it is exhibited in all human affairs.

Biosafety Protocol: Is There A Need For One? :: essays research papers fc

Biosafety Protocol Is There A Need For One?OutlineThesis statement An foundingwide biosafety protocol should be created toestablish and maintain go steady over the products designed with biotechnology.I. The existing laws and regulations that govern the release oftransgenicorganisms ar inadequate or nonexistent.A. The developed nations of the world are using regulationsthat were designed to swan and monitor crops created withtraditional technologies.B. Biotechnology is regulated by three different agencies.C. The undeveloped nations have virtually no regulationsgoverning transgenic organisms.1. This indicates that biotechnological research can and isbeing conducted in these countries without regulation.2. There are many biotech companies based in developedcountries that have branches or joint ventures somethe world.II. The electric potential risks of transgenic organisms to the environmentis still being determined.A. Some experts warn that there is a danger that biotechnology can create mutant hybrids.B. Biotechnology has the potential to harm the economies of somedeveloping nations.C. The last and possible the most important argument for aninternational biosafety protocol is in the name of ignoranceand cautionIII. The United States, Germany, Japan, and Australia are the onlycountries opposed to the biosafety protocol.IV. The need for a change in the world of agriculture is undeniable.As the world moves closer to the 21st century, research and developmentin the area of biotechnology has increased salientally. According to BetteHileman of Chemical and Engineering News, the world population will increase by3 billion people in the next thirty years while the amount of land available foragriculture cannot be greatly expanded. "Biotechnology - specifically thataspect involved in transferring genes from one species into the DNA of another- has the potential to alleviate . . ." (8) this and many other problems facingthe world in the near future. Even t hough biotechnology has already showndramatic results in the creation of beneficial transgenic (geneticallyengineered) species, many countries and researchers are ". . . quite leery aboutthe uses of biotechnology" (8). Therefore, an international biosafety protocolshould be created to establish and maintain control over the products designedwith biotechnology.The existing laws and regulations that govern the release of transgenicorganisms are inadequate or nonexistent. In general, the developed nations ofthe world are using regulations that were designed to control and monitor cropscreated with traditional technologies like hybridization and cross-breeding(Hileman 8). Pamela Weintraub, of the National Audubon Society, states thatmany expected problems with biotechnology can be kept under control with properregulations, however the regulations (where there are any) governing biotechnologytoday are "tangled and obscure" (164).In the United States for example, biotechn ology is regulated by three

The Writer and The Thought-Fox :: Comparative, Wilbur, Hughes

The metaphorical voyage found in Richard Wilburs The Writer and the experience described in Ted Hughess The Thought- play a joke on show events in which a excursion of discovery is made. Though their theme and metaphors atomic number 18 vastly different, many parallels exist between their use of animals and their creation of sensorial imaging. In this way, the ref finds how the voyage of career and the flight of a bird outlook are akin to the adventures of a fox one drop hope to direct fate, just we must let it diddle its natural course.The Writer begins with the vocaliser informing the audience that his daughter is at the prow of the house (1) where his daughter is writing a humbug (3) as the windows are tossed with linden (2). From the beginning of the numbers, the speaker begins to deliver an extended metaphor of lifes voyage with the phrase prow of the house (1). Moreover, the speaker continues it throughout the poem with phrases such as, Like a chain hauled over a gunwale (6) or I wish her a lucky qualifying (Line 9) or drubbing a smooth course (29). In addition to the metaphor, the Wilbur depicts precise imagery and a symbol for the audience to experience. One example of imagery is found in the line, Where light breaks, and the windows are tossed with linden (2). Not only does this line create a sense of confinedyet openspace, but the audience can easily imagine the sound and wave-like movements coming from the swaying linden trees. Another image created is two people anticipating the starling (19) to fly smoothly into the outside orbit as they watch the sleek, wild, dark / and iridescent creature (22-23) helplessly from . . . through the crack of a door (20). Lastly, Wilbur utilizes the form of a small fragile bird tryingrepeatedlyto fly out of an unacquainted(predicate) room into the world. As the speakers daughter will have struggles during her life because situations are unfamiliar to her. Similarly, The Thought Fox establishes the p hysical setting very quick the speaker is a room in which something else is alive / besides the clocks desolation (2-3) and where there is a blank page (4) where the speaker is imagining a forest at midnight. In doing so, Ted Hughes begins to create a metaphor of dimness with the phrase midnight outcomes forest. The darkness found in this forest represents the unknown bounds of the human imagination because the deeper one goes into darkness the further one is entering into bleakness (8).The Writer and The Thought-Fox Comparative, Wilbur, HughesThe metaphorical voyage found in Richard Wilburs The Writer and the experience described in Ted Hughess The Thought-Fox show events in which a journey of discovery is made. Though their theme and metaphors are vastly different, many parallels exist between their use of animals and their creation of sensorial imagery. In this way, the reader finds how the voyage of life and the flight of a bird are akin to the adventures of a fox one ca n hope to direct fate, but we must let it run its natural course.The Writer begins with the speaker informing the audience that his daughter is at the prow of the house (1) where his daughter is writing a story (3) as the windows are tossed with linden (2). From the beginning of the poem, the speaker begins to deliver an extended metaphor of lifes voyage with the phrase prow of the house (1). Moreover, the speaker continues it throughout the poem with phrases such as, Like a chain hauled over a gunwale (6) or I wish her a lucky passage (Line 9) or Beating a smooth course (29). In addition to the metaphor, the Wilbur depicts precise imagery and a symbol for the audience to experience. One example of imagery is found in the line, Where light breaks, and the windows are tossed with linden (2). Not only does this line create a sense of confinedyet openspace, but the audience can easily imagine the sound and wave-like movements coming from the swaying linden trees. Another image created is two people anticipating the starling (19) to fly smoothly into the outside world as they watch the sleek, wild, dark / and iridescent creature (22-23) helplessly from . . . through the crack of a door (20). Lastly, Wilbur utilizes the form of a small fragile bird tryingrepeatedlyto fly out of an unfamiliar room into the world. As the speakers daughter will have struggles during her life because situations are unfamiliar to her. Similarly, The Thought Fox establishes the physical setting very quick the speaker is a room in which something else is alive / besides the clocks loneliness (2-3) and where there is a blank page (4) where the speaker is imagining a forest at midnight. In doing so, Ted Hughes begins to create a metaphor of darkness with the phrase midnight moments forest. The darkness found in this forest represents the unknown bounds of the human imagination because the deeper one goes into darkness the further one is entering into loneliness (8).

The Physics of CDs and DVDs :: Media Entertainment Movies Technology Essays

The Physics of CDs and videodisks Everywhere you look at once days, you see or interact with CDs or DVDs whether it is in the car, at work, or at home for pleasure, you deal with these modern marvels. Whatever the use, CD has become a reliable medium in which to distribute information, in a reliable way. The cost of a CD is very inexpensive, making it a popular pickax by companies trying to advertise, or teach you approximately something. American On Line (AOL) is one example of companies who have chose this reliable source for communication. CD is the abbreviation for compact disk DVD is the abbreviation for digital video disk or digital versatile disk. The difference between the two is the CD is audio, and the DVD is audio and visual. The objective of this paper is to help you to project the physics surrounding the CD and DVD. The main focus of this paper is to inform the reader of all the things that live with place when you watch a movie on a DVD player, starting with th e CD itself. The laser reads the CD and converts it to the final product of what we see and hear. nearly CDs ar made from polycarbonate plastic. This polycarbonate is a tough worldly that helps to prevent scratching. Scratching of a CD causes the laser, which reads the loop data, to jump off track, allowing the CD to skip or so and to distort whatever you are watching or listening to. According to How Things Work,A CD is a fairly simple get together of plastic, about intravenous feeding one-hundredths (4/100) of an inch (1.2 mm) thick. Most of a CD consists of an injection-molded piece of clear polycarbonate plastic. During manufacturing, this plastic is impressed with microscopic bumps arranged as a single, continuous, extremely long spiral track of data. Once the clear piece of polycarbonate is formed, a thin, reflective aluminum layer is sputtered onto the disc, c everywhereing the bumps. Then a thin acrylic layer is sprayed over the aluminum to protect it. (Brian 1)After t hat, you have a final product called a CD.Often, you will hear about bumps on a CD. These bumps are what the laser reads. They are also sometimes referred to as pits. Bumps and pits are the same thing it just depends on what side of the CD you are looking at.The Physics of CDs and DVDs Media Entertainment Movies Technology EssaysThe Physics of CDs and DVDs Everywhere you look now days, you see or interact with CDs or DVDs whether it is in the car, at work, or at home for pleasure, you deal with these modern marvels. Whatever the use, CD has become a reliable medium in which to distribute information, in a reliable way. The cost of a CD is very inexpensive, making it a popular choice by companies trying to advertise, or teach you about something. American On Line (AOL) is one example of companies who have chose this reliable source for communication. CD is the abbreviation for compact disk DVD is the abbreviation for digital video disk or digital versatile disk. The difference between the two is the CD is audio, and the DVD is audio and visual. The objective of this paper is to help you to understand the physics surrounding the CD and DVD. The main focus of this paper is to inform the reader of all the things that take place when you watch a movie on a DVD player, starting with the CD itself. The laser reads the CD and converts it to the final product of what we see and hear.Most CDs are made from polycarbonate plastic. This polycarbonate is a tough material that helps to prevent scratching. Scratching of a CD causes the laser, which reads the spiral data, to jump off track, allowing the CD to skip around and to distort whatever you are watching or listening to. According to How Things Work,A CD is a fairly simple piece of plastic, about four one-hundredths (4/100) of an inch (1.2 mm) thick. Most of a CD consists of an injection-molded piece of clear polycarbonate plastic. During manufacturing, this plastic is impressed with microscopic bumps arranged as a single, continuous, extremely long spiral track of data. Once the clear piece of polycarbonate is formed, a thin, reflective aluminum layer is sputtered onto the disc, covering the bumps. Then a thin acrylic layer is sprayed over the aluminum to protect it. (Brian 1)After that, you have a final product called a CD.Often, you will hear about bumps on a CD. These bumps are what the laser reads. They are also sometimes referred to as pits. Bumps and pits are the same thing it just depends on what side of the CD you are looking at.

The Physics of CDs and DVDs :: Media Entertainment Movies Technology Essays

The Physics of CDs and videodisks Everywhere you look at a time days, you see or interact with CDs or DVDs whether it is in the car, at work, or at home for pleasure, you deal with these modern marvels. Whatever the use, CD has become a reliable medium in which to distribute information, in a reliable way. The cost of a CD is very inexpensive, making it a popular select by companies trying to advertise, or teach you virtually something. American On Line (AOL) is one example of companies who have chose this reliable source for communication. CD is the abridgment for compact disk DVD is the abbreviation for digital video disk or digital versatile disk. The difference between the two is the CD is audio, and the DVD is audio and visual. The objective of this paper is to help you to go steady the physics surrounding the CD and DVD. The main focus of this paper is to inform the reader of all the things that intromit place when you watch a movie on a DVD player, starting with the CD itself. The optical maser reads the CD and converts it to the final product of what we see and hear. some CDs argon made from polycarbonate plastic. This polycarbonate is a tough temporal that helps to prevent scratching. Scratching of a CD causes the laser, which reads the verticillate data, to jump off track, allowing the CD to skip nearly and to distort whatever you are watching or listening to. According to How Things Work,A CD is a fairly simple found of plastic, about cardinal one-hundredths (4/100) of an inch (1.2 mm) thick. Most of a CD consists of an injection-molded piece of clear polycarbonate plastic. During manufacturing, this plastic is impressed with microscopic bumps arranged as a single, continuous, extremely long spiral track of data. Once the clear piece of polycarbonate is formed, a thin, reflective aluminum layer is sputtered onto the disc, c everywhereing the bumps. Then a thin acrylic layer is sprayed over the aluminum to protect it. (Brian 1)After t hat, you have a final product called a CD.Often, you will hear about bumps on a CD. These bumps are what the laser reads. They are also sometimes referred to as pits. Bumps and pits are the same thing it just depends on what side of the CD you are looking at.The Physics of CDs and DVDs Media Entertainment Movies Technology EssaysThe Physics of CDs and DVDs Everywhere you look now days, you see or interact with CDs or DVDs whether it is in the car, at work, or at home for pleasure, you deal with these modern marvels. Whatever the use, CD has become a reliable medium in which to distribute information, in a reliable way. The cost of a CD is very inexpensive, making it a popular choice by companies trying to advertise, or teach you about something. American On Line (AOL) is one example of companies who have chose this reliable source for communication. CD is the abbreviation for compact disk DVD is the abbreviation for digital video disk or digital versatile disk. The difference between the two is the CD is audio, and the DVD is audio and visual. The objective of this paper is to help you to understand the physics surrounding the CD and DVD. The main focus of this paper is to inform the reader of all the things that take place when you watch a movie on a DVD player, starting with the CD itself. The laser reads the CD and converts it to the final product of what we see and hear.Most CDs are made from polycarbonate plastic. This polycarbonate is a tough material that helps to prevent scratching. Scratching of a CD causes the laser, which reads the spiral data, to jump off track, allowing the CD to skip around and to distort whatever you are watching or listening to. According to How Things Work,A CD is a fairly simple piece of plastic, about four one-hundredths (4/100) of an inch (1.2 mm) thick. Most of a CD consists of an injection-molded piece of clear polycarbonate plastic. During manufacturing, this plastic is impressed with microscopic bumps arranged as a single, continuous, extremely long spiral track of data. Once the clear piece of polycarbonate is formed, a thin, reflective aluminum layer is sputtered onto the disc, covering the bumps. Then a thin acrylic layer is sprayed over the aluminum to protect it. (Brian 1)After that, you have a final product called a CD.Often, you will hear about bumps on a CD. These bumps are what the laser reads. They are also sometimes referred to as pits. Bumps and pits are the same thing it just depends on what side of the CD you are looking at.

Dissertation on Retention

prudence Decision Emerald Article A re arche signualization of learning and sponsoring anxious Friday, Shawnta S. Friday, Anna L. Green Article information To cite this document Earnest Friday, Shawnta S. Friday, Anna L. Green, (2004),A re readceptualization of instructing and sponsoring, concern Decision, Vol. 42 Iss 5 pp. 628 644 Permanent link to this document http//dx. doi. org/10. 1108/00251740410538488 Downloaded on 26-10-2012 References This document contains references to 54 former(a)(a) documents Citations This document has been cited by 7 other documents To copy this document emailprotected om This document has been downloaded 1621 times since 2005. * Users who downloaded this Article withal downloaded * David Clutterbuck, (2004),Making the most of in positive teaching A positive climate is mark, Development and schooling in Organizations, Vol. 18 Iss 4 pp. 16 17 http//dx. doi. org/10. 1108/14777280410544574 (2004),Review articles Getting the best out of throw place wise maning More help for the helper, Development and nurture in Organizations, Vol. 18 Iss 5 pp. 20 22 http//dx. doi. org/10. 108/14777280410554979 Sandy Bond, (2011),Barriers and drivers to green buildings in Australia and New Zealand, Journal of Property Investment & Finance, Vol. 29 Iss 4 pp. 494 509 http//dx. doi. org/10. 1108/14635781111150367 overture to this document was granted finished an Emerald subscription submitd by ROBERT GORDON UNIVERSITY For Authors If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service. Information about how to ask which publication to write for and submission guidelines atomic number 18 on tap(predicate) for all(prenominal). Please visit www. emeraldinsight. om/authors for more information. About Emerald www. emeraldinsight. com With over forty years experience, Emerald Group Publishing is a booster cable independent publisher of global look with impact in melody , society, public policy and education. In total, Emerald publishes over 275 journals and more than 130 book series, as wellhead as an extensive range of online products and services. Emerald is two COUNTER 3 and TRANSFER compliant. The governance is a partner of the Committee on Publication Ethics (COPE) and besides pass waters with Portico and the LOCKSS initiative for digital archive preservation. Related content and download information correct at time of download. The Emerald Research Register for this journal is available at www. emeraldinsight. com/researchregister The current issue and full text archive of this journal is available at www. emeraldinsight. com/0025-1747. htm MD 42,5 A re constructualization of wise maning and sponsoring Earnest Friday Department of opus ripenment and external Business, College of Business judicial system, Miami, Florida, USA 628 Shawnta S. Friday and Anna L. GreenSchool of Business and Industry, Florida A University, Tallahassee, Flori da, USA Key raillerys instructing, Career increment Abstract Mentoring is highly regarded as a biography-enhancing phenomenon necessary for any aspiring executive. several(prenominal) debates within the publications shake off led to a lack of consistency regarding the de? nition of mentoring and a mentor, the functions of a mentor, and the various types of mentoring. It appears that much of the perplexity stems from the descent and tie-up of mentoring with the concept of sponsoring.Within the majority of the literature regarding learningal relationships, sponsoring has been posited to be a sub-function of mentoring. This paper presents ii arguments for viewing and examining mentoring and sponsoring as distinctly antithetic, non-mutually exclusive, and possibly concurrent phenomena, as well as offers universal de? nitions for both monetary value. This delineation is offered to aid aspiring executives in their decisiveness making process as to whether to select a mentor, a sponsor, or both. perplexity Decision Vol. 42 zero(prenominal) 5, 2004 pp. 628-644 q Emerald Group Publishing Limited 0025-1747 DOI 10. 108/00251740410538488 Introduction Mentoring is an bear and dynamic phenomenon, which dates back to ancient Greece when Odysseus entrusted the eponymous character, Mentor, with his son, Telemachus thousands of years ag unitary in Homers Odyssey (Friday and Friday, 2002). The term mentoring has surged into the literature in many disciplines (e. g. , sociology, social psychology, education, counselling, social work, healthcare management, etc. ) over the last several decades. Mentoring emerged in the organisational literature in the late 1970s (e. g. Clawson, 1979 Collins and Scott, 1978 Kanter, 1977 Phillips, 1977 Roche, 1979 Shapiro et al. , 1978). Since that time, hundreds of books and articles (popular press, practitioner-oriented, and academic) have been published on mentoring in various organizational settings alone, not to mention other settings in which mentoring has been examined (e. g. , teaching, nursing, social work, etc. ) (Kelly, 2001). Published works in the organizational literature on mentoring have been anecdotal, conceptual, and empirical and several journals have dedicated redundant editions to mentoring.By and large, these published works have cotton uped the overwhelming perceived bene? ts (e. g. , increased mobility, promotion opportunity, and total compensation), and minimal perceived drawbacks of mentoring (Campion and Gold? nch, 1983 Kelly, 2001 Scandura, 1992, 1998 Whitely et al. , 1991, 1992). Hence, mentoring has been proclaimed as one of the key public life development and advancement instrumental roles in the organizational milieu over the last decade (Simonetti et al. , 1999). In the organizational literature, Krams (1980) work has been viewed as one of the most comprehensive treatments of the mentoring concept (Scandura, 1998).It is implicit in Krams (1980, 1983, 1985) works that she explored naturally occurring, sexual mentoring relationships. Consequently, the functions and word forms of mentoring that she inducted pertain primarily to casual mentoring. Based on her ? ndings, Kram (1980) suggested that mentors ply life story support (sponsorship, exposure-and-visibility, coaching, protection, and challenging assignments) and psychosocial support ( military unit modeling, acceptance-and-con? rmation, counseling, and ? ? friendship) to their proteges. She also suggested that mentorships (mentoring relationships) move through 4 phases ? (1) initiation (the mentor and protege admire, respect, and trust one another) ? ? (2) cultivation (the protege develops competence and con? dence from the career and psychosocial support provided by the mentor) ? ? (3) separation (the paternalistic relationship among the mentor and protege changes, which whitethorn current of air to non-positive affective experiences for both, because ? ? the protege has become more ind ependent and empowered) and ? ? (4) rede? nition (the mentor and proteges relationship is reshaped to meet more collegial needs) (Kram, 1983).A canvassing of published works examining organizational mentoring suggests that as far back as the early eighties (e. g. , Campion and Gold? nch, 1983 Hunt and Michael, 1983) and as recent as the early 2000s (e. g. , Higgins and Kram, 2001 Kelly, 2001) a lack of consensus on the de? nitions of mentoring and mentor has been articulated in the literature (Chao, 1998 Kelly, 2001 Lawson, 1996 moneyer and Thomas, 2000 Noe, 1988a, 1988b). Hence, research on organizational mentoring has been criticized for not being conceptually well grounded (Gibb, 1994). An examination of over 200 practitioner and academic journal articles in the ? ld of management alone revealed that most de? nitions in the literature of mentoring, stated or implied, include sponsor or sponsoring as inherent in mentoring (e. g. , Campion and Gold? nch, 1983 Kram, 1983 Noe, 1988a , 1988b toque and Dougherty, 1994 Whitely et al. , 1991), maculation well-nigh do not (e. g. , Covaleski et al. , 1998 Hunt and Michael, 1983). Similarly, most de? nitions of mentor (stated or implied) within the literature include sponsor or sponsoring in the de? nition (e. g. , Higgins and Kram, 2001 Scandura, 1998 Whitely et al. , 1991), while some do not (e. g. Hunt and Michael, 1983 Scandura and Schriesheim, 1994). Interestingly, some researchers did not directly state a de? nition of mentoring or mentor in any their survey or interviewing of participants (Phillips-Jones, 1982 Whitely et al. , 1992), therefore al piteousing participants to draw on their own intuitive understanding of the mentor and mentoring concepts (Ragins and Cotton, 1993). However, other researchers did provide a de? nition of one of the concepts (mentor or mentoring) even though they recognised that the participants are still liable(predicate) to draw on their own intuitive understanding of the terms (Chao et al. 1992 Ragins and Cotton, 1993). Still, given this lack of consensus on de? nitions for mentoring and mentor, researchers and practitioners alike have continue to examine and explore various facets of mentoring. Those various facets include mentoring functions (e. g. , Kram, 1980, 1983), mentoring phases (e. g. , Kram, 1980, 1983), types of mentoring (e. g. , Burke and McKeen, 1989 Chao et al. , 1992), potential bene? ts of mentoring (e. g. , Fagenson, 1989 Scandura, 1992 Whitely et al. , 1992), potential drawbacks of mentoring (e. g. , Ragins et al. 2000 Scandura, 1998), diversity in mentoring (e. g. , Ragins, 1997 Ragins and Scandura, 1994 Thomas, 1993), and mentoring alternatives (e. g. , Higgins and Kram Kram and Isabella, 1985). While many researchers have articulated the topic that the operational de? nitions of mentoring and mentor have varied considerably within Mentoring and sponsoring 629 MD 42,5 630 the last several decades, with some encompassing sponsorshi p or sponsor (Chao, 1998 Higgins and Kram, 2001 Mullen, 1998), devil of those major researchers have argued that mentoring needs to be reconceptualized (Higgins and Kram, 2001).Hence, two arguments for reconceptualizing mentoring are offered (1) the lack of clarity and consensus on the de? nitions of a mentor, the process of mentoring, and the role of sponsoring and ? ? (2) unaffixed and formal proteges tend not to always receive career support, speci? cally sponsoring from their mentors (Bahniuk and Kogler Hill, 1998 Chao et al. , 1992 Noe, 1988b). Thus, the aim of this paper is to reconceptualize mentoring and sponsoring, and to offer them as distinctly distinguishable concepts, rather than viewing sponsoring as an inherent sub-function of mentoring.Therefore, it is posited that the re conceptualization of these two terms (mentoring and sponsoring) may bring much needed clarity and consensus to the organizational mentoring literature. It is also posited that this reconceptualiz ation will provide aspiring executives with new knowledge to use in their decision making process as they select one-on-ones to help them advance their careers. Mentoring and sponsoring argument one Dalton et al. s (1977) theory of master person career development distinguished mingled with mentor and sponsor, suggesting that an individual becomes a sponsor after being a mentor. On the other hand, Levinson et al. 1978, p. 97) viewed a mentor as. . . a teacher, advisor, or sponsor. These assertions would lead some to believe that the terms mentor and sponsor are confusing and overlapping (Campion and Gold? nch, 1983). As a result, the following question arises has mentoring been used as a catch-all term? The resultant role would appear to be yes, given that the following terms have been used to describe a mentor in the organizational literature guide, host advisor, sponsor, role model, teacher, protector, invisible godparent, friend, coach, counselor, patron, exemplar, benefacto r, and advocate (Kelly, 2001 Pittenger and Heimann, 2000).Yet, Chao (1998) asserted that distinctions have been made among the terms mentor and sponsor. More recently, Higgins and Kram (2001, p. 269) echoed Chaos (1998) sentiments, and distinguished between a mentor and sponsor by stating that true mentors. . . provide high amounts of both career and psychosocial support, and sponsors. . . provide high amounts of career support scarce low amounts of psychosocial support. Whether it is the interchangeable use of these two terms or the current de? itions of each that are posited to represent their distinction, it is feasible that both, to some degree, have contributed to much of the confusion in the organizational mentoring literature, thus leading to the mixed results on mentoring (Jacobi, 1991). In spite of the confusion and mixed results, mentoring relationships have been viewed as one of the most entangled and developmentally important relationships in organizational settings ( Levinson et al. , 1978, p. 97). Thus, mentorships and sponsorships have been pronounced to be critically important to the upwards mobility of individuals in organizations (Kanter, 1977).The work of Levinson et al. (1978) served as the theoretical instauration for much of Krams (1980, 1983) work on mentoring, which appears to be the most comprehensive treatment in the organizational literature (Scandura, 1998). They suggested that a mentor is an individual who is usually older and of greater experience and sr.ity. . . a teacher, adviser or sponsor (Levinson et al. , 1978, p. 97). Building on the work of Levinson et al. (1978), Kram (1980) suggested that a mentor is a more elderly ? ? individual who provides career and psychosocial support for the protege.Kram (1980, 1983) postulated career functions to include sponsorship, exposure and visibility, coaching, protection, and challenging assignments. The psychosocial functions were postulated to included role modeling, acceptance-a nd-con? rmation, counseling, and friendship (Kram, 1980, 1983). Many of the de? nitions of a mentor used end-to-end the literature referenced Krams (1980, 1983, 1985) de? nition of mentor. panel I delineates how the terms sponsor or sponsorship are explicit in the de? nitions of mentor or mentoring that stem from Levinson et al. (1978) and Krams (1980) de? nitions.Table I also depicts the de? nitions or lack of de? nitions of mentoring, mentor, and sponsor used in some published works that are generally considered premier management journals (Cabell, 2001). overdue to the myriad management-related articles on mentoring, this method was chosen to determine which sampling of articles would be included in the table. As outlined in Table I, not all articles on mentoring explicitly de? ned mentoring, mentor, and/or sponsor, while a few did. As previously stated, in most cuttings, sponsoring is considered as sub-function of mentoring. Although there are various de? itions of mentor u sed throughout the literature, there appears to be more consistency in the de? nitions of sponsor used within the literature (see Table I). Sponsoring has been viewed in the literature as a developmental relationship in ? ? which the sponsor provides instrumental career support by nominating the protege for promotion and other types of organizational activities that may be substantiative of promotion (Campion and Gold? nch, 1983 Thomas, 1993). This is relatively consistent ? ? with Kanters (1977) work, which posits that sponsors facilitate proteges in obtaining ? inside information and bypassing the hierarchy, as well as ? ght for their proteges promotions. While Shapiro et al. s (1978) continuum of consultatory/support relationships acknowledges a difference between the organizational power that mentors and sponsors ? ? have in promoting the upward mobility of their proteges, they consider sponsors to have slight organizational power than mentors thereby causing mentors to be see n as more prominent than sponsors. It is highly probable that as a result of the works of Shapiro et al. 1978) and Kram (1980 1983), which considers sponsoring a sub-function provided by mentors, that sponsoring has been viewed as a less powerful organizational developmental relationship than mentoring (Chao, 1998). This subjugation, thus causes sponsoring to remain in the shadows of organizational mentoring research. It is worthy to note that Krams (1980, 1983) early works were ground on ? ndings from a sample in which a majority (11) of the 18 developmental relationships were direct or indirect reporting relationships in some phase of the developmental relationship.Consequently, the mentors had direct or indirect responsibility for promoting their ? ? protege. In which case, sponsoring (the nominating for promotion) was inherent in the developmental relationships Kram (1980, 1983) observed. Thus, Kram (1980, 1983) was actually observing concurrent phenomena within her sample. The refore, much of the organizational mentoring theory developed by Kram (1980, 1983) is based on what in recent research has been termed supervisory mentoring. Following suit, the supervisor-subordinate relationship has been the focus of much of the mentoring research (Gibb and Megginson, 1993).In this type of relationship, there is a high Mentoring and sponsoring 631 MD 42,5 632 Author (year) Campion and Gold? nch A relationship in which an individual takes a 1) Any individual who has a signi? cant positive 1) A sponsor discovers and fosters (1983) personal interest in anothers career and guides in? uence on anothers career, whether the role be individuals for higher placement in or sponsors that person one of sponsor, coach, or counselor other parts of the organization 2) A sponsor functions to cave in ? power in proteges by ? ghting for and promoting them, by allowing them to bypass the hierarchy and obtain inside information, and by re? ected power or power by association Hunt an d Michael (1983) Involves a unique, often emotionally 1) A person who suggests and advises new fast interpersonal type of support and advising role track recruits on career success matters that can be used to train and develop talented 2) A trusted counselor or guide ? ? ? proteges in many careers and organizations 3) A guide supporting a proteges young adult dreams and helping in the attainment of them ? ? 4) A nonparental career role model for a protege Kram and Isabella Has a great potential to enhance the (1985) development of individuals in both early and middle career stages Noe (1988a) 1) An experienced, productive jitney who relates well to a less-experienced employee and facilitates his/her personal development for the bene? t of the individual as well as that of the organization 2) Usually eight to 15 years older than the ? protege who frequently is a young professional with high career aspirations Noe (1988b) 1) A old, experienced employee who serves as a role model, pr ovides support, direction, and feedback to the younger employee regarding career plans and interpersonal development, and ? ? increases the visibility of the protege to decision makers in the organization who may in? uence career opportunities (continued) Table I. De? nitions of mentoring, mentor, and sponsor given in articles in premier journals Mentor de? nition(s) given in article Sponsor de? nition Mentoring/mentorship de? ition(s) given in article Author (year) Mentors actively intervene, contriving ? ? to get their proteges exposure and visibility through assignments that involve working with other managers ? ? and endorsing their proteges for promotions and special projects Mentoring/mentorship de? nition(s) given in article Mentor de? nition(s) given in article Sponsor de? nition Whitely et al. (1991) Whitely et al. (1992) 1) A particular interpersonal relationship that can in? uence career progress 2) Classical, or primary, mentoring is an intense developmental relationship of relatively long ? duration in which proteges receive a range of career and psychosocial help exclusively from one senior manager 3) collateral mentoring is a shorter, less intense, less inclusive developmental process involving quaternate relationships, each offering specialized developmental functions, which tends to focus on external, career progress-oriented functions, such as sponsorship and visibility and exposure, rather than on inner-oriented psychosocial development functions 4) A set of roles and role activities including coaching, support, and sponsorship 5) Psychosocial mentoring referring to activities like providing counselling and friendship 6) Career mentoring referring to providing sponsorship, exposure, and the like 1) Classical mentoring is where the developmental relationship is of relatively long duration, is intense, mostly exclusive, and in ? which a protege receives a range of career-oriented and psychosocial help from one senior manager 2) Career mento ring includes short duration, less intense, multiple, and less exclusive relationships that are more specialized in the kind of progress-oriented functions provided to ? ? proteges, they are more seeming to focus on external, career-oriented mentoring functions, such as sponsorship or visibility/exposure, than on inner-oriented psychosocial developmental functions (continued) Mentoring and sponsoring 633 Table I. MD 42,5 634 Author (year) 1) close toone who provides high amounts of both career and psychosocial support 2) The mentor is ordinarily several years older, a person of greater experience and seniority. . . a teacher, adviser or sponsor (Levinson et al. , 1978) Higgins and Kram (2001) Chao et al. (1992)Ragins and Scandura (1994) Scandura and Schriesheim (1994) Turban and Dougherty 1) A set of role activities, including coaching, (1994) support, and sponsorship, that upper-level ? ? managers provide to proteges Tepper (1995) Table I. Mentor de? nition(s) given in article Sp onsor de? nition 1) A sponsor is included in one of the de? nitions of a mentor 2) Someone who provides high amounts of career support but low amounts of psychosocial support 1) Individuals with advanced experience and knowledge who are act to providing support to and increasing the upward mobility ? ? of junior organization members, their proteges 2) An individual in? ential in the work purlieu who has advanced experience and knowledge and who is committed to providing upward mobility and support to careers 1) A trusted counsellor who accepts a guide role in the development of a younger or less-experienced member of the organization 1) An in? uential individual at work who has advanced knowledge and who is committed to providing upward mobility and support to a persons career (continued) Mentoring/mentorship de? nition(s) given in article 1) The developmental assistance provided by a ? ? more senior individual within a proteges organization 2) A relationship in which a senior pe rson ? ? working in the proteges organization assists ? with the proteges personal and professional development Mentorship is de? ned as an intense work relationship between senior (mentor) and junior ? ? (protege) organizational members. The mentor has experience and power in the organization and personally advises, counsels, coaches, and ? ? promotes the career development of the protege. ? ? Promotion of the proteges career may occur directly through actual promotions or indirectly through the mentors in? uence and power over other organizational members Author (year) Mentoring/mentorship de? nition(s) given in article Mentor de? nition(s) given in article Sponsor de? nition Dreher and Cox (1996) ) Mentoring in organizations has been de? ned as a developmental relationship between an ? ? individual (protege) and a more senior and in? uential manager or professional (mentor) 2) Focuses particularly on the career-support aspects of mentoring Ragins (1997) 1) One who serves as a rol e model, friend, and ? ? counsellor, who accepts and helps the protege develop a positive and secure self-image 2) An individual who holds a role senior to yours who takes an active interest in development your career. While it is possible for your immediate supervisor to serve as a mentor, relationships of this type represent a special opportunity to interact with a senior manager.The standard subordinate/supervisor relationship is not a mentoring relationship (it is possible to have multiple mentors) 1) Individuals with advanced experience and knowledge who are committed to providing ? ? upward mobility and support to their proteges careers Covaleski et al. (1998) 1) Sometimes also called coaching or counselling 2) It involves relations between senior managers and junior employees, in which the latter can become interwoven into an organizations culture by efforts of the former, who, embodying the core values that best promote want organization culture, help frame the inculcatio n process as well as help cultivate desired norms and values 3) A technique by which junior members imbibe and interiorize the more subtle, tacit, and noncodi? ble aspects of an organizations goals, which are embodied in superiors and with which they develop their new identi? es as ? rm members 1) A more senior person who takes an interest in sponsorship of the career of a more junior person (Kram, 1985) (continued) Scandura (1998) Mentoring and sponsoring 635 Table I. MD 42,5 636 Author (year) 1) The mentor is traditionally de? ned as a source ? ? of information for the protege and the positive outcomes, such as greater income and promotion opportunities Mullen and Noe (1999) Ragins et al. (2000) Higgins and Kram (2001) Table I. Mentor de? nition(s) given in article Sponsor de? nition 1) broadly de? ned as individuals with advanced experience and knowledge who are committed to providing upward mobility and ? career support to their proteges (Kram, 1985) 2) A higher-ranking, in? ue ntial individual in your work environment who has advanced experience and knowledge and is committed to providing upward mobility and support to your career Mentoring/mentorship de? nition(s) given in article A mentoring relationship is a one-to-one relationship between a more experienced member (mentor) and a less experienced member ? ? (protege) of the organization or profession. The relationship is developed to promote the ? ? professional and personal growth of the protege through coaching, support, and guidance. Through individualized attention, the mentor transfers needed information, feedback, and ? encouragement to the protege as well as providing emotional support and putting in a good word when possible Formal mentoring was as follows In order to assist individuals in their development and advancement, some organizations have established formal mentoring programs, where ? ? proteges and mentors are linked in some way. This may be accomplished by assigning mentors or by up right providing formal opportunities aimed at developing the relationship. To recap formal mentoring relationships are developed with organizational assistance. lax mentoring relationships are developed spontaneously, without organizational assistance A traditional mentoring relationship is one in ? ? which a senior person working in the proteges ? ? organization assists the proteges personal and professional development probability that the mentor will provide both psychosocial and career support for the ? ? protege.This would explain why sponsoring has surfaced as being inherent to mentoring in both qualitative research (e. g. , Kram, 1980, 1983) and quantitative research (e. g. , Noe, 1988a Scandura, 1992), thus being viewed as a sub-function of mentoring. However, if a mentor is conceptualized in its most simplest of terms those used by Websters Collegiate Dictionary a keen-sighted and trusted counselor or teacher and likewise with a sponsor a person who vouches for, is res ponsible for, or supports a person or makes a pledge or promise on behalf of another then from the onset, the nature of the reporting relationships in Krams schooling (1980, 1983) moved the examined phenomenon beyond the realm of just a mentoring relationship. Moving beyond this de? ition of mentor, there are at least two additional rationales for why a sponsor should not be viewed as inherent in mentoring, in addition to not being used interchangeably with the term mentor. First, the derivations of the terms are disparate mentor from the ? ? Latin word mentor, meaning to teach and sponsor from the Latin word spondere, meaning to pledge. Second, based on Websters New World Thesaurus, mentor and sponsor are not synonyms. So, while Kram (1980, 1983) did observe the presence of the sponsoring phenomenon in her study, it is argued that it should have been considered a distinct concept rather than being considered inherent in mentoring.Since the foundation upon which the logical argu mental conceptualization of organizational mentoring was developed in a somewhat dubious scene, it begs the question as to the interchangeable usage of the terms mentor and sponsor. Similarly, given the emergence of the concept coaching in the literature as a distinctly different developmental concept than mentoring, it is posited that sponsoring should re-emerge as a distinctly different developmental relationship worthy of as much examination in the organizational literature as has coaching. So, based on this ? rst argument, it is posited that sponsoring may be just as important as mentoring in the upward mobility of individuals in organizational settings (Kanter, 1977).Therefore, a paradigm shift and new lens through which to investigate and utilize mentoring and sponsoring in organizational settings are being presented. Mentoring and sponsoring 637 Universal de? nitions condition the review of the various de? nitions of mentor, mentoring, sponsor, and sponsoring that have been presented in the literature, to date, explaining mentoring through a single, universal and prescriptive de? nition. . . has proven to be wanting(predicate) (Gibb, 1994, p. 47). However, explaining mentoring through a single universal and descriptive de? nition is more than adequate. Such a de? nition is necessary to provide solid conceptual grounding, and a lens through which to further examine and utilize mentoring and sponsoring. Hence, this is an opportune juncture to advance universal de? itions of mentoring and sponsoring to be used and operationalized in any research or organizational context henceforth. The following universal de? nitions regarding the concepts of mentor, mentoring, and mentorships are offered . a mentor is a wise and trusted counselor or teacher . mentoring is the guidance process that takes place between a mentor and a ? ? protege and . ? ? a mentorship is a mentoring relationship between a mentor and a protege. MD 42,5 638 Similarly, regarding the concept s of sponsor, sponsoring, and sponsorships, the following universal de? nitions are offered . ? ? a sponsor is a person who nominates or supports another persons (protege) promotion . ? ? ponsoring is the process of a sponsor nominating or supporting a proteges promotion and . ? ? a sponsorship is a sponsoring relationship between a sponsor and a protege. It should be illustrious that these suggested universal de? nitions of mentor and sponsor ? ? connote that neither one has to be older than the protege, which is a deviation from the sometimes explicit and other times implicit de? nitions for both terms in the organizational mentoring literature. It should also be noted that a mentor does not ? ? always have to be an organizational success to provide the protege with valuable guidance. Additionally, these universal de? nitions are speci? , even general enough to be applicable regardless of the profession in which they may be studied or the research question examined, which has be en perceived to be a matter of contention (Chao, 1998). Therefore, these de? nitions of mentor and mentoring allow for many of the forms of mentoring examined in the literature to be viewed as types of mentoring. This is consistent with Higgins and Krams (2001, p. 264) assertion that they are exploring different types of mentoring in their recent article, which views mentoring as a multiple developmental relationship phenomenon. Formal and informal mentorships argument two The second argument for reconceptualizing mentoring and sponsoring requires an examination of the literature on formal and informal mentorships.As previously stated, original theorizing of organizational mentoring, in large part, resulted from the examination of informal, intraorganizational mentorships (i. e. , Kram, 1980, 1983). These types of mentorships have been purported to be a key developmental tool in the upward mobility of individuals in organizations (Hunt and Michael, 1983 Kanter, 1977 Pittenger and H eimann, 2000 Ragins et al. , 2000). Many researchers believe that all those who succeed have mentors, usually informal mentors (Campion and Gold? nch, 1983 Collins and Scott, 1978 Kanter, 1977). It should also be noted that sponsors have been said to be important to those who succeed (Kanter, 1977 Dalton et al. 1977) although they have not been the focus of as much attention in the literature as have mentors. Unlike sponsorships, there are copious amounts of articles suggesting that both informal and formal mentorships exist within most organizations, with informal mentorships being the most prevalent (e. g. , Noe, 1998b, Phillips-Jones, 1982). Informal ? ? mentorships are mentoring relationships where the mentor and protege, on their own ? ? accord, agree that the protege will trust the mentor to counsel or teach him/her (Noe, 1988a, 1988b). Formal mentorships refer to mentoring relationships where a tertiary party ? ? (usually the organization) sanctions an agreement between ment or and protege, ? whereby the protege should trust the mentor to counsel or teach him/her (Noe, 1988a, 1988b). Both informal and formal mentorships can be either intraorganizational or interorganizational relationships (Ragins, 1997). Intraorganizational mentorships refer ? ? to those mentoring relationships in which both the mentor and the protege are employed by the aforesaid(prenominal) organization. Interorganizational mentorships pertain to ? ? mentoring relationships where the mentor and protege are employed by different organizations. Similar to mentoring, based on the universal de? nitions of sponsor and sponsoring offered in this paper, sponsoring can be formal or informal, and can occur intraorganizationally or interorganizationally.Informal mentorships tend to fritter as a result of work or non-work issues that ? ? lead the mentor and protege to realize they have shared interests, admiration, and commitment, which makes informal mentorships more in-depth and personal (C hao et al. , 1992 Lawson, 1996 Noe, 1988b). Thus, informal mentorships are likely to move beyond the discussion of career-related issues to more personal issues (Chao et al. , 1992 Noe, 1988b). The following examples given in an excerpt taken from Kalb? eisch (2000, p. 58) symbolize and embody some of the characteristics of informal mentorships ? ? At a corporate cocktail party the proud mentor shows off her protege to her colleagues. As ? she introduces her rising star, her protege follows her lead in smiling and moving through the ? ? crowd. The protege mirrors her mentors moves as she smoothly joins conversations then ? ? skillfully continues on to other interactions. At the golf course a mentor brings his protege along as a fourth to make up for a missing member of a traditional Saturday morning golf ? ? quartet. The mentor tells his pals that his protege is like a son to him and that he will ? t right in to their game. Mentoring and sponsoring 639 These examples illustrate how interactions in informal mentorships tend to move outside the typical con? nes of the of? ce.As a result of work and non-work interactions, ? ? the mentor helps to in? uence and socialize the protege (Bahniuk and Kogler Hill, 1998 ? ? Noe, 1988a). In addition, the mentor provides the protege with support, guidance, and feedback as a result of his/her knowledge about how to get things done, whats what, and whos who (Bahniuk and Kogler Hill, 1998 Noe, 1988b Veale and Wachtel, 1996). ? ? Therefore, proteges learn from their mentors. . . not only how to do their jobs better, but also how to manage their organizational careers better, and how to balance and manage their lives better (Lawson, 1996, p. 6). As a consequence of the perceived bene? s of informal mentoring, formal mentoring programs began to surface in the early 1980s to provide mentoring to more than just a lucky few (Forret et al. , 1996, p. 6) in an effort to replicate and trespass on the perceived bene? ts of informal men toring (Bahniuk and Kogler Hill, 1998 Noe, 1988b Ragins et al. , 2000). While many organizations have implemented formal mentoring programs, there has been a lack of agreement on the intent and intent to which they are formalized in organizations (Noe, 1988b). Therefore, it has been suggested that ? ? organizations should not expect proteges in formal mentorships to gain the same ? ? bene? ts as proteges in informal mentorships (Noe, 1988b).Regardless, many organizations have instituted some form of formalized mentoring in an effort to gain a competitive advantage in todays global and dynamic marketplace (Pittenger and Heimann, 2000 Veale and Wachtel, 1996). Some characteristics of formal mentoring programs are top management support corporate mentoring strategy prudent mentor ? ? ? ? and protege selection and matching processes comprehensive mentor and protege ? ? orientation distinctly stated expectations and responsibilities of mentor and protege and ? ? established duration an d contact frequency between the mentor and protege (Friday and Friday, 2002 Noe, 1988b Scandura, 1998). Although formal mentoring programs are designed to replicate and capitalize on the bene? s of informal mentoring (Bahniuk and Kogler Hill, 1998 Noe, 1988b Ragins et al. , MD 42,5 640 2000), de? nite differences exist between them. Chao et al. (1992) suggest that the most notable differences between formal and informal mentorships begin with the initiation phase. The differences begin with the alteration of the volunteer nature from which informal mentorships evolve (Ragins, 1997). In formal mentoring programs, mentors ? ? and proteges are assigned (Chao et al. , 1992 Noe, 1988b Scandura, 1998). The literature ? ? suggests that proteges may not perceive formal mentors as bene? cial as informal mentors. Numerous factors (e. g. , required participation, personality con? icts, perceptual con? cts, limited interaction, perceived pressure, lack of commitment and motivation, differences in expectations, lack of intimacy and perceived value, and ? ? canonic monitoring) contribute to formal proteges considering their mentors not to ? ? be as bene? cial as informal proteges consider their mentors (Chao et al. , 1992 Kram, 1985 Lee et al. , 2000 Noe, 1988b, Ragins et al. , 2000 Tepper, 1995). This perceived decrease in bene? t is likely the case because while formal mentors have been found to provide the same amount of psychosocial support as informal mentors, they have not been found to provide the same amount of career support, which is usually an expected outcome of mentoring (Chao et al. , 1992 Noe, 1988a).As purported by Kram (1980, 1983), in naturally occurring, informal mentorships, ? ? mentors tend to provide both career and psychosocial support to their proteges. However, research suggests that in some informal mentorships and many formal mentorships, mentors tend to have dif? culty providing both types of support to their ? ? proteges, with the majority of the dif? culty being in providing career support (Bahniuk and Kogler Hill, 1998 Chao et al. , 1992 Noe, 1988b). Given the observance of dif? culty formal and informal mentors tend to experience in providing career support, ? ? particularly sponsorship, to their proteges, it lends support to the argument that mentoring and sponsoring are distinct phenomena.Consistent with Krams (1985) original conceptualization of relationship constellations (in which multiple developmental relationships are not all provided by one individual) facilitating an individual in his/her upward mobility within the organization, mentoring and sponsoring are posited as distinct, but related, non-mutually exclusive developmental relationships. Thus, mentoring and sponsoring may be provided by the same individual, but it is not necessary or expected that they will both be provided by the ? ? same individual. Therefore, a mentor and a sponsor for a protege may be one in the same or they may be two different indi viduals. Krams (1985) work made the distinction . . . etween the classic mentoring relationship and other less involving, exclusive, and intricate types of relationships such as the sponsor relationship. . . (Murrell and James, 2001). This distinction is likely to have contributed to the lack of importance given to the sponsor relationship and its potential in? uence on career advancement as compared to the attention given to the mentor relationship. Although the classic mentoring relationship, which is more psychosocial, has been found to enhance the competence and personal effectiveness of individuals trying to advance, it is the sponsor relationship that has shown to relate more closely to individuals actually locomote in organizations (Murrell and James, 2001).Thus, for aspiring executives developing career strategies it is suggested that mentors be selected when they need to enhance their competence and effectiveness on the job, and that sponsors be selected to assist them in advancing within the organization. Therefore, aspiring executives may use these two types of developmental relationships independently or concurrently at various stages of their careers based on their needs at that given point in time. Mentoring and sponsoring Conclusion Over the last three decades, much of the organizational mentoring research has conceptualized mentoring as the career and psychosocial developmental support provided by a more senior individual to a more junior individual (Higgins and Kram, 2001 Kram, 1983).As outlined by Kram (1980, 1983), it has been suggested that only a subset of possible functions is provided by most mentors. Usually, providing upward ? ? mobility for the protege is not in the subset provided (Chao et al. , 1992 Kram, 1986 Noe, 1988b). This raises a question. If the mentor is providing all the other ? ? sub-functions, but not providing upward mobility for the protege, is this a mentoring relationship? According to the existing literature the a nswer would be Yes, but the ? ? mentor is just not sponsoring the protege therefore, he/she is not a true mentor according to Higgins and Kram (2001). They claim that a true mentor provides high ? ? amounts of both psychosocial and career support to his/her protege.On the other hand, according to the arguments posited in this paper, the answer would be yes, and while the mentor is not a sponsor, he/she is a true mentor nonetheless. Some researchers have suggested that there is no one word that communicates what has been perceived in the literature to date as mentoring (Burke and McKeen, 1989 Levinson et al. , 1978). That may be the case because, to date, researchers have likely been examining at least two phenomena simultaneously, mentoring and sponsoring. The various de? nitions of mentor and mentoring, and the movement of mentoring into a formally structured arena have helped to highlight the distinction between mentoring and sponsoring as being distinct, non-mutually exclusive, a nd possibly non-concurrent phenomena.While scholars may have distinguished between mentors and sponsors (Kanter, 1977 it is being argued that as long as the concept of mentoring is viewed as ? ? encompassing the sponsoring of a proteges nomination for promotion, the concept and its operationalization will lack clarity, and thus remain less scienti? cally supported than would be desired. Therefore, mentoring and sponsoring should be viewed as two distinctly different developmental relationships that are not necessarily mutually exclusive in terms of being performed by the same individual. Consequently, the terms mentor and sponsor, and mentoring and sponsoring should not be used interchangeably.With the assertion that there is no explicit agreement on which types of developmental experiences should be classi? ed as mentoring (Whitely et al. , 1992), the changing demographics in the workforce, and the global business milieu of this millennium, mentoring and sponsoring need to be recon ceptualized (Higgins and Kram, 2001 Ragins, 1997). This paper has done just that it has reconceptualized mentoring and sponsoring to account for the infusion of new dynamics that have arisen, and that are likely to arise, since the initial conceptualizing and theorizing of the terms in the organizational literature dating back at least three decades ago (e. g. Collins and Scott, 1978 Kanter, 1977 Lawson, 1996 Roche, 1979). If mentoring and sponsoring are to be considered enduring scienti? c phenomena, their de? nitions and operationalizations should not change every time environmental or organizational dynamics change or by different users of the terms (e. g. , researchers, practitioners, etc). 641 MD 42,5 642 The universal de? nitions offered in this paper are considered enduring. Regardless of the research or organizational environment and its dynamics, these universal de? nitions will not need to be changed, thereby allowing for consistency in the de? nitions and operationalizati ons of mentoring and sponsoring in future research and practice.Given the two lucid arguments presented, strong evidence exists to warrant the future use of these new lens through which to view and examine mentoring and sponsoring in organizational settings. In conclusion, aspiring executives have new information, which can help them develop a more effective career enhancement strategy that includes both mentors and sponsors. References Bahniuk, M. H. and Kogler Hill, S. (1998), Promoting career success through mentoring, Review of Business, Vol. 19 No. 3, pp. 4-7. Burke, R. J. and McKeen, C. A. (1989), Mentoring in organizations implications for women, Journal of Business Ethics, Vol. 9, pp. 317-32. Cabell, D. W. E. (2001), Cabells Directory of Publishing Opportunities in Management 2001-2002, Cabell Publishing Co. , Beaumont, TX. Campion, M. A. and Gold? nch, J. R. 1983), Mentoring among hospital administrators, Hospital and Heath Services Administration, Vol. 28, pp. 77-93. Chao, G. T. (1998), Challenging research in mentoring, Human Resource Development Quarterly, Vol. 9 No. 4, pp. 333-8. Chao, G. T. , Walz, P. M. and Gardner, P. D. (1992), Formal and informal mentorships a comparison on mentoring functions and contrast with nonmentored counterparts, Personnel Psychology, Vol. 45 No. 3, pp. 619-36. Clawson, J. (1979), Superior-subordinate relationships for managerial development, doctoral dissertation, Harvard Business School, Boston, MA. Collins, E. G. and Scott, P. (1978), Everyone who makes it has a mentor, Harvard Business Review, Vol. 56, pp. 89-101.Covaleski, M. , Dirsmith, M. , Heian, J. and Samuel, S. (1998), The calculated and the avowed techniques of discipline and struggles over identity in Big Six accounting ? rms, Administrative Science Quarterly, Vol. 43 No. 2, pp. 293-327. Dalton, G. W. , Thompson, P. H. and Price, R. L. (1977), The four stages of professional careers a new look at performance by professional, Organizational Dynamics, Vol. 6 No. 1, pp. 19-42. Dreher, G. F. and Cox, T. H. (1996), Race, gender and opportunity a study of compensation attainment and the establishment of mentoring relationships, Journal of Applied Psychology, Vol. 81, pp. 297-308. ? ? Fagenson, E. A. 1989), The mentor advantage perceived career/job experiences of proteges ? ? versus non-proteges, Journal of Organizational Behavior, Vol. 10 No. 4, pp. 309-20. Forret, M. L. , Turban, D. B. and Dougherty, T. W. (1996), Issues confront organizations when implementing formal mentoring programmes, Leadership & Organization Development Journal, Vol. 17 No. 3, pp. 27-30. Friday, E. and Friday, S. S. (2002), Formal mentoring is there a strategic ? t? , Management Decision, Vol. 40 No. 2, pp. 152-7. Gibb, S. (1994), internal corporate mentoring schemes the development of a conceptual framework, Personnel Review, Vol. 23 No. 3, pp. 47-60. Gibb, S. and Megginson, D. 1993), Inside corporate mentoring schemes a new agenda of concerns, Personnel Revie w, Vol. 22 No. 1, pp. 40-54. Higgins, M. C. and Kram, K. E. (2001), Reconceptualizing mentoring at work a developmental network perspective, Academy of Management Review, Vol. 26 No. 2, pp. 264-88. Hunt, D. M. and Michael, C. (1983), Mentorship a career training and development tool, Academy of Management Review, Vol. 8, pp. 475-85. Jacobi, M. (1991), Mentoring an undergraduate academic success a literature review, Review of Educational Research, Vol. 61, pp. 505-32. Kalb? eisch, P. J. (2000), Similarity and attraction in business and academic environments same and cross-sex mentoring relationships, Review of Business, Vol. 1 No. 1, pp. 58-61. Kanter, R. M. (1977), Men and Women of the Corporation, Basic Books, New York, NY. Kelly, M. J. (2001), Management mentoring in a social service organization, Administration in Social Work, Vol. 25 No. 1, pp. 17-33. Kram, K. E. (1980), Mentoring processes at work developing relationships in managerial careers, doctoral dissertation, Yale Unive rsity, New Haven, CT. Kram, K. E. (1983), Phases of the mentor relationship, Academy of Management Journal, Vol. 26, pp. 608-25. Kram, K. E. (1985), Mentoring at Work Developmental Relationships in Organizational Life, Scott, Foresman, Glenview, IL. Kram, K. E. and Isabella, L. A. 1985), Mentoring alternatives the role of peer relationships in career development, Academy of Management Journal, Vol. 28, pp. 110-32. Lawson, J. G. (1996), Mentoring in the Information age, Leadership & Organization Development Journal, Vol. 17 No. 3, pp. p6-15. Lee, F. K. , Dougherty, T. W. and Turban, D. B. (2000), The role of personality and work values in mentoring programs, Review of Business, Vol. 21 No. 1, pp. 33-7. Levinson, D. J. , Darrow, C. N. , Klein, E. B. , Levinson, M. A. and McKee, B. (1978), Seasons of a Mans Life. , Knopf, New York, NY. Minter, R. L. and Thomas, E. G. (2000), Employee development through coaching, mentoring, and counseling a multidimensional approach, Review of Business , Vol. 21 No. 1, pp. 43-7.Mullen, E. J. (1998), Vocational and psychological mentoring functions identifying mentors who serve both, Human Resource Development Quarterly, Vol. 9 No. 4, pp. 319-31. Mullen, E. J. and Noe, R. A. (1999), The mentoring information exchange when do mentors seek ? ? information from proteges? , Journal of Organizational Behavior, Vol. 21, pp. 233-42. Murrell, A. J. and James, E. H. (2001), sexual activity and diversity in organizations past, present, and future directions, Sex Roles, Vol. 45 No. 5/6, pp. 243-57. Noe, R. A. (1988a), Women and mentoring a review and research agenda, Academy of Management Review, Vol. 13 No. 1, pp. 65-78. Noe, R. A. 1988b), An investigation of the determinants of successfully assigned mentoring relationship, Personnel Psychology, Vol. 41, pp. 457-79. Pittenger, K. K. S. and Heimann, B. A. (2000), Building effective mentoring relationships, Review of Business, Vol. 21 No. 1, pp. 38-42. ? ? Phillips, L. L. (1977), Mentors and proteges a study of the career development of women managers and executives in business and labor, doctoral dissertation, University Micro? lms International No. 78-6517, UCLA, Los Angeles, CA. ? ? Phillips-Jones, L. L. (1982), Mentors and Proteges, Arbor House, New York, NY. Mentoring and sponsoring 643 MD 42,5 644 Ragins, B. R. (1997), Diversi? d mentoring relationships in organizations a power perspective, Academy of Management Review, Vol. 22, pp. 482-521. Ragins, B. R. and Cotton, J. L. (1993), Gender and willingness to mentor in organizations, Journal of Management, Vol. 19, pp. 97-111. Ragins, B. R. and Scandura, T. A. (1994), Gender differences in expected outcomes of mentoring relationships, Academy of Management Journal, Vol. 4, pp. 957-71. Ragins, B. R. , Cotton, J. L. and Miller, J. S. (2000), Marginal mentoring the effects of type of mentor, quality of relationship, and program design of work and career attitudes, Academy of Management Journal, Vol. 43 No. 6, pp. 1177- 201. Roche, G. R. 1979), Much ado about mentors, Harvard Business Review, Vol. 59, pp. 14-18. Scandura, T. A. (1992), Mentoring and career mobility an empirical investigation, Journal of Organizational Behavior, Vol. 13 No. 2, pp. 169-74. Scandura, T. A. (1998), Dysfunctional mentoring relationships and outcomes, Journal of Management, Vol. 24 No. 3, pp. 449-67. Scandura, T. A. and Schriesheim, C. (1994), Leader-member exchange (LMX) & supervisor career mentoring (SCM) as complementary constructs in leadership research, Academy of Management Journal, Vol. 37 No. 6, pp. 1588-602. Shapiro, E. , Haseltine, F. and Rowe, M. (1978), Moving up role models, mentors, and the patron system. , Sloan, Management Review, Vol. 19 No. 3, pp. 51-8. Simonetti, J. L. , Ariss, S. and Martinez, J. (1999), Through the top with mentoring, Business Horizons, Vol. 42 No. 6, pp. 54-63. Tepper, B. J. (1995), up maintenance tactics in supervisory mentoring and nonmentoring relationships, Academy of Managemen t Journal, Vol. 38 No. 4, pp. 1191-205. Thomas, D. A. (1993), Racial dynamics in cross-race developmental relationships, Administrative Science Quarterly, Vol. 38 No. 2, pp. 169-94. ? ? Turban, D. B. and Dougherty, T. (1994), Role of protege personality in receipt of mentoring and career success, Academy of Management Journal, Vol. 37 No. 3, pp. 88-702. Veale, D. J. and Wachtel, J. M. (1996), Mentoring and coaching as part of a human resource development strategy an ex at Coca-Cola Foods, Leadership & Organization Development Journal, Vol. 17 No. 3, pp. 16-20. Whitely, W. , Dougherty, T. W. and Dreher, G. F. (1991), Relationship of career mentoring and socioeconomic origin to managers and professionals early career progress, Academy of Management Journal, Vol. 34 No. 2, pp. 331-51. Whitely, W. , Dougherty, T. W. and Dreher, G. F. (1992), Correlates of career-oriented mentoring for early career managers and professionals, Journal of Organizational Behavior, Vol. 13 No. 2, pp. 141-54.

Modifying The Conduct Of Professional Military Education Education Essay

reproduction, in the military profession, is the procedure of culturing a soulfulness to the hereafter needs of the administration. This procedure of preparing an somebody to accommodate the wide-ranging demands of the system is of paramount importance. Airmen of tomorrow will hold to set about operations which ar non merely web centric only when besides knowledge centric. As the universe changes at an unprecedented and speed uping rate, the takes of fight, peace, and struggle merge with each other. Human-centered aid, war against panic, insurgences, and rebellions now occupy the marrow anatomy for most armed forces. Success in any operation will come from sound supplying and quality schooling. Professional Military Education ( PME ) will play an of import responsibility in guaranting that the IAF theodolites onto a more efficacious acquisition environment. Effective PME will play a important function in the effectivity of any contending force in the hereafter. There is f requently confusion in the act in which military mastery should be conducted and the sensory system in which the officers have to be groomed. IAF requires officers who are get upd so that they are able to happen solutions to the battalion of unexpected challenges that are bound to face them in the class of their callings.2. Education is a uninterrupted procedure. If any organisation does non acknowledge the importance of program line, it certainly is non germinating. It is a must vision for an organisation like Indian Air Force to hold its officer cell strong in nonrecreational cognition, flexible and turning in idea and imaginativeness. Amidst turning national hostage challenges, Professional Military Education ( PME ) has to germinate to provide for the demands of a more complex and engineering intensive environment as we head towards our vision of tomorrow. In fact continued and plenary instruction plan is vital to develop keen abilities amongst officers to set about d iverse missions in an intricate security scenario.Purposenecessities of instruction procedure and to give matter-of-fact and practical suggestions to modify the behavior of professional military instruction for officers in the IAF, providing to the complexnesss of future wars.Understanding EducationDifference between preparation and Education4. Training and instruction are two different procedures despite being associated with the similar demands of acquisition. The construct of preparation is usually designed to describe specific accomplishments. These acquired accomplishments ferment a individual more useable and specialized in any profession. Therefore preparation is more specific, more focussed on a peculiar undertaking and is for a limited stop consonant of clip. Education on other manus is more wide establish and is related to geting cognition and heightening mind. It is a procedure of finish genial and moral increment. The methodological analysis of preparation is throu gh specialize classs while instruction is a uninterrupted womb-to-tomb procedure. Another glowering variance concerns the limited range of originative concept and normative methods used in preparation. In the preparation procedure a individual is introduced to right methods go forthing picayune range for original originative ideal. Education, in contrast focal points on making independent minds. Military instruction focuses on the art of war and on developing penetrations on how to contend the wars cleverly. It enables the forces to comprehend future menaces, engage in originative ways to decide struggle, select the right tools and methods, and achieve the coveted consequence.6. In a complex and fast changing universe, there is demand for a comprehensive, broad ranging and all inclusive educational frame work embracing an pedantic course of study which trains for the certainty and however is diverse passel to be able to educate for uncertainness.Need for a alteration in Educ ation Pattern7. Rapid progresss in engineering and easy handiness of information dictate a serious reconsideration into the mode in which military instruction is conducted. Technology has revolutionized modern war chip. Basically what it means is easy entree to knowledge and in general an addition in cognition. In the yearss to come the full art of war combat will acquire engineering driven at an even faster rate thereby increasing the necessity to educate and intellectually equip officers to nourish gait with this alteration. In simple footings, officers will hold to possess necessary sensible accomplishments to manage machine-controlled systems and work the overplus of information in the battleground. In any instance newer capablenesss would intend newer functions which will necessitate specialised accomplishments and above all a mentality to alter. A good structured educational form will play a important function in fixing officers to understand and confront these challenges. Military officers will necessitate particular accomplishments to believe, understand and lay out the effects of modern engineering.Importance of little thought8. The profession of weaponries nowadayss legion occasions where officers are confronted with diverse and complex jobs. Teaching good thought solutions may assist officers get the hang some of these jobs. However, the cardinal prevarications in critical thought which provides the tools for happening specific solutions for a battalion of unfamiliar jobs. Critical thought pertains to the ability to evaluate information and mental idea processes in a structured mode. The implicit in rule is to be able to buttockss and understand information more comprehensively. In short it is all about doing the right judgement. PME in the IAF needs to advance critical thought so as to enable officers to get at rational and good reasoned determinations. A critical mind should be able to sift through overplus of informational inputs available to him and descry precisely what is unlogical and irrational. It is indispensable to provide for the extremely intricate and unstable nature of environment that the officers face presents. PME within the IAF needs to make full up nothingnesss created by deficiency of formalised instruction for developing critical thought. To get down with there is demand for a vision in this field. Appropriate academic course of study and specialised classs can thenceforth be defined. The academic plan designed should advance believing accomplishments which remain unschooled in other educational classs. Thereafter, IAF can croak on to develop non traditional methods to absorb critical thought accomplishments in its officer cell. Web-based collaborative acquisition environments can be efficaciously utilised to educate officers utilizing simulations of modern-day military jobs.PROPOSED MEASURES FOR INTELLECTUAL DEVELOPMENT9. One of the most ambitious undertakings of a well planned PME plan is to bri ng forth inventive, advanced, adaptative and critical thought officers. The cardinal prevarications in following an educational plan which derrieres rational development and in a go oning mode. Some methods of guaranting overall rational growing are as given below Comprehensive Educational Framework. PME templet has to be complete in all respects in order to provide for comprehensive rational growing. This would connote taking and aiming the right topics at an early phase of an officer s serving calling. Most bing PME plans in IAF trade with basic professional and service specific topics and deficiency range for rational growing. In current scenario IAF is likely to be involved in a broad spectrum of operations including multinational operations necessitating all officers to hold an in deepness apprehension of complex topics such as Strategy, International Relations, Geopolitics, International jurisprudence, Economics and Military operations. These topics need to be introduced an d taught from an early phase of an officer s service calling so as to develop appropriate consciousness and consciousness right from the beginning. PME plans soon target limited transverse subdivision of officers and are non crossing the full service calling. In-service classs in the IAF have been classified as mandatary, desirable and need based classs. art object basic classs such as BASCO, ISCO, APKC and the Air staff Course are compulsory for all officers, there are other classs such as LDMC, HDMC, higher(prenominal) Command, NDC etc which are merely desirable or need based and non done by all officers. Education is an indispensable tool for officers at all degrees of senior status. IAF may even believe of outsourcing military instruction and promote officers to avail survey leave and take up educational classs in civilian universities or with professional institutes abroad. Any signifier of pursuit for higher instruction should non be a hinderance to charge promotion, but al ternatively should be complementary and compulsory to career patterned advance. Most in service classs have now been made assessable and contribute to career patterned advance at least at the junior degree. Assessment in classs will merely give scholarly end product and may non needfully give out the existent rational degree of an officer. In any instance appraisal should neer be ultimate the purpose of any signifier of instruction, alternatively it should be rational development. PME should be compulsory for all degrees of officers, merely the demands at each phase should change. Some idea besides needs to be given to the sort of module we employ for carry oning PME. Often majority of our instructors come from within the service and may non possess needed educational experience or professional instruction accomplishments. specialized topics would necessitate experient instructors who are non merely qualified but besides competent.Adapting Educational Programs to accommodate contem porary conditions. Security environment in the universe and within the farming has changed over the old ages. Indian military readiness has changed from being simply Pak centric to modern twenty-four hours concerns like internal security, procuring our maritime boundary lines, global terrorist act, cyber warfare and atomic issues. PME besides needs to alter as per the demands placed on the present twenty-four hours IAF officer. Academic plans need to be diverse plenty to fix IAF officers non merely for tactical operations but besides strategic and operational degrees of operations. In simple footings, PME must fit IAF officers with suited academic abilities to embrace with current jobs and besides remain relevant to the drawn-out functions.Adequate clip for Assimilation. All instruction plans have to be focussed to guarantee maximal assimilation, cognition augmentation and enhanced apprehension. Towards this IAF must follow educational waies with good spaced out academic course o f study. Education is a womb-to-tomb procedure and can non be enforced. Alternatively there is a demand to foster and inflame quest for cognition. Assorted larning methods could be adopted changing from distance larning to net enabled acquisition bundles. Scenario based practical acquisition methods and determination simulations can be used to polish larning experience. Besides the content, equal thought demands to be given to manner in which the instruction will be conducted. Often unequal clip and deficiency of focal point by the administration towards educational plans tend to set off a scholar. The current distance larning plan implemented for junior officers in the IAF is an illustration. In short IAF has to hold a vision Any sort of PME plan in IAF must guarantee dedicated learning clip for officers.Education for life. The service life of an officer can be loosely categorized into different phases of development get downing from the clip he joins the service to the clip of ret irement. At each phase, the type of mental training and instruction demands are specific yet interlinked. A comprehensive educational plan with ample deepness and comprehensiveness has to be defined for the full service calling of every officer. Learning has to be broad ranging, wide based and uninterrupted. The different phases are Early show ( till 6 old ages of service ) . This is the most important phase of mental training and doubtless the most of import period in an officer s calling. This phase lays the foundation for all subsequent rational growing. Education during this period should chiefly be concerned with professional topics with an purpose of fixing a sound professional. Apart from this educational plans could besides be utilized to transfuse a strong sense of pride in state and service, chumminess and espirit-de-corps. Complex topics such as leading, direction, moralss, scheme and international dealingss need to be introduced at this phase in order to foster a though t head at a ulterior phase. Availability of clip is frequently a restraint to effectual execution of any sort of educational plan at this phase and at that place has to be a balance between professional preparation activities and educational plans supplying rational growing.Phase II. This phase is from 7 to 18 old ages of service. The officer in this phase must be educated in nucleus competences of professional activities. Career patterned advance usually is the focal point during this phase. The officer must be encouraged to hone his planning and executive director accomplishments. The traits that need to be watched are over assurance and misplaced sense of accomplishment. Educational focal point should now get down switching from service-specific proficiencies to articulate operations. Once once more accent has to be on developing a thought head. Self acquisition has to be encouraged and rewarded.Phase III. Stage III is from above 18 old ages of service. During this phase an off icer gets a opportunity to command an independent unit and goes on to work in assort bid and staff assignments. Good cognition of executive maps, effectual fiscal, stuff and human resource direction are some important demands at this phase. In add-on educational plans have to transform selected officers into strategic analysts and advisers. Military officers in this class have to maturate as military leaders with a balanced, candid and academically complete head. Quest for instruction has to be promoted by promoting doctorial and Masterss grades in strategy-related subjects at reputed civilian universities both within the state and abroad.Encouraging Critical idea. Problem work outing and critical thought accomplishments have become necessary for all classs of officers and non merely for senior Air Force officers. Critical thought is an country that needs to be consciously addressed in PME plans.Blending Education with experience. In this context, the demand for instruction and e xperience are critical to the officers in the hereafter environment. The modern defense mechanism scheme demands us to keep a combat capableness across the full spectrum of struggle and we must make so in an environment of decreased resources being available for purchase of new high engineering equipment. As good, the choice of what high engineering equipment is to be purchased will go more of import as we try and maintain interoperability with Alliess in the hereafter.Finally, there is a demand to put a new construct of what it means to be a thought soldier. What is needed is non soldiers advised by bookmans but instead soldier-scholars, or soldier-linguists, or soldier-social scientists, at appropriate degrees.DecisionEducation of officers within the IAF is a critical and cardinal investing. Any educational plan is borne out of experience over the old ages. It is an germinating procedure, which changes from clip to clip, maintaining the complexnesss demands of the administration in head. The quality of PME within the service will specify The human resource policy on manpower useSept 2010 ( Jaspreet Singh )Wg cdr

Outline of Carbon and Molecular Diversity of Life

Chapter 4 Carbon and the Molecular Diversity of Life Lecture Outline Overview Carbon The horse sense of Biological Molecules * Although cells fragmentic number 18 7095% water, the rest lie downs mostly of maven C-based compounds. * Carbon is unparalleled in its ability to form large, complex, and versatile molecules. * Carbon accounts for the diversity of biologic molecules and has made possible the great diversity of living things. * Proteins, DNA, carbohydrates, and disaccordent molecules that distinguish living matter from inorganic material be all composed of coke copy atoms bonded to each other and to atoms of other elements. These other elements comm unaccompanied include total heat (H), oxygen (O), nitrogen (N), sulfur (S), and phosphorus (P). (CHONPS) Concept 4. 1 Organic interpersonal chemistry is the study of carbon compounds * The study of carbon compounds, organic chemistry, deals with any compound with carbon (organic compounds). *Organic compounds can r ange from simple molecules, such as carbonic acid gas or CH4, to complex molecules such as proteins, which may weigh more than 100,000 daltons. * The overall percentages of the major elements of life (C, H, O, N, S, and P) are quite uniform from one being to another. However, because of carbons versatility, these few elements can be unite to build an inexhaustible variety of organic molecules. * Variations in organic molecules can distinguish steady mingled with individuals of a single species. * The science of organic chemistry began in attempts to purify and improve the yield of products obtained from other organisms. * Initially, chemists learned to synthesize simple compounds in the laboratory, but had no success with more complex compounds.The Swedish chemist Jons Jacob Berzelius was the first to make a distinction between organic compounds that seemed to arise only in living organisms and inorganic compounds that were found in the nonliving world. * This led early organic c hemists to propose vitalism, the belief that physical and chemical laws did not follow out to living things. * Support for vitalism began to wane as organic chemists learned to synthesize complex organic compounds in the laboratory. * In the early 1800s, the German chemist Friedrich Wohler and his students were qualified to synthesize urea from totally inorganic materials.In 1953, Stanley Miller at the University of Chicago set up a laboratory simulation of chemical conditions on the unmannered Earth and demonstrated the spontaneous synthesis of organic compounds. * Such spontaneous synthesis of organic compounds may substantiate been an early stage in the introduction of life. * Organic chemists finally rejected vitalism and embraced mechanism, accepting that the same physical and chemical laws govern all natural phenomena including the processes of life. * Organic chemistry was redefined as the study of carbon compounds regardless of their origin. Organisms do produce the maj ority of organic compounds. * The laws of chemistry apply to inorganic and organic compounds alike. Concept 4. 2 Carbon atoms can form diverse molecules by bonding to four other atoms *With a total of 6 electrons, a carbon atom has 2 in the first electron collection plate and 4 in the second shell. * Carbon has little tendency to form ionic bonds by losing or gaining 4 electrons to complete its valence shell. * Instead, carbon usually completes its valence shell by sharing electrons with other atoms in four covalent bonds. This tetravalence by carbon makes large, complex molecules possible. * When carbon forms covalent bonds with four other atoms, they are arranged at the corners of an imaginary tetrahedron with bond angles of 109. 5. * In molecules with multiple carbons, every carbon bonded to four other atoms has a tetrahedral shape. * However, when two carbon atoms are conjugated by a double bond, all bonds around those carbons are in the same plane and eat up a flat, cubic structure. * The three-dimensional shape of an organic molecule determines its function. The electron configuration of carbon makes it capable of forming covalent bonds with many different elements. * The valences of carbon and its partners can be viewed as the create code that governs the architecture of organic molecules. *In carbon dioxide, one carbon atom forms two double bonds with two different oxygen atoms. * In the morphologic formula, O=C=O, each line represents a pair of shared electrons. This arrangement completes the valence shells of all atoms in the molecule. * While CO2 can be classified as either organic or inorganic, its importance to the living world is clear. CO2 is the source of carbon for all organic molecules found in organisms. It is usually fixed into organic molecules by the process of photosynthesis. * Urea, CO(NH2)2, is another simple organic molecule in which each atom forms covalent bonds to complete its valence shell. Variation in carbon skeleton in the closets contributes to the diversity of organic molecules. * Carbon chains form the skeletons of most organic molecules. * The skeletons vary in length and may be straight, branched, or arranged in closed rings. *The carbon skeletons may include double bonds. Atoms of other elements can be bonded to the atoms of the carbon skeleton. * Hydrocarbons are organic molecules that consist of only carbon and total heat atoms. * Hydrocarbons are the major component of petroleum, a fossil fuel that consists of the partially decomposed remains of organisms that lived millions of years ago. * Fats are biological molecules that have long hydrocarbon tails attached to a nonhydrocarbon component. * Petroleum and fat are hydrophobic compounds that cannot dissolve in water because of their many nonpolar carbon-to-hydrogen bonds. Isomers are compounds that have the same molecular formula but different structures and, therefore, different chemical properties. * For example, butane and isobutane have the same molecular formula, C4H10, but butane has a straight skeleton and isobutane has a branched skeleton. * The two butanes are structural isomers, molecules that have the same molecular formula but differ in the covalent arrangement of atoms. * Geometric isomers are compounds with the same covalent partnerships that differ in the spatial arrangement of atoms around a carboncarbon double bond. The double bond does not countenance atoms to rotate freely around the bond axis. *The biochemistry of vision involves a light-induced change in the structure of rhodopsin in the retina from one geometric isomer to another. * Enantiomers are molecules that are mirror images of each other. * Enantiomers are possible when four different atoms or groups of atoms are bonded to a carbon. * In this case, the four groups can be arranged in space in two different ways that are mirror images. * They are like left-handed and right-handed versions of the molecule. * Usually one is biologically a ctive, speckle the other is inactive. Even subtle structural differences in two enantiomers have important functional significance because of emergent properties from specific arrangements of atoms. * One enantiomer of the medicine thalidomide reduced morning sickness, the desired effect, but the other isomer caused severe birth defects. *The L-dopa isomer is an effective treatment of Parkinsons disease, but the D-dopa isomer is inactive. Concept 4. 3 structural groups are the parts of molecules involved in chemical reactions * The components of organic molecules that are most commonly involved in chemical reactions are known as functional groups. If we consider hydrocarbons to be the simplest organic molecules, we can view functional groups as attachments that replace one or more of the hydrogen atoms bonded to the carbon skeleton of the hydrocarbon. * Each functional group behaves consistently from one organic molecule to another. * The number and arrangement of functional grou ps help give each molecule its uncomparable properties. * As an example, the basic structure of testosterone (a male sex hormone) and estradiol (a female sex hormone) is the same. *Both are steroids with four fused carbon rings, but they differ in the functional groups attached to the rings. These functional groups interact with different targets in the body. * There are six functional groups that are most important to the chemistry of life hydroxyl, carbonyl, carboxyl, amino, sulfhydryl, and phosphate groups. * All are hydrophilic and sum up the solubility of organic compounds in water. * In a hydroxyl group (OH), a hydrogen atom forms a polar covalent bond with an oxygen atom, which forms a polar covalent bond to the carbon skeleton. * Because of these polar covalent bonds, hydroxyl groups increase the solubility of organic molecules. Organic compounds with hydroxyl groups are alcohols, and their names typically end in -ol. * A carbonyl group (>CO) consists of an oxygen atom j oined to the carbon skeleton by a double bond.* If the carbonyl group is on the end of the skeleton, the compound is an aldehyde. * If the carbonyl group is within the carbon skeleton, then(prenominal) the compound is a ketone. * Isomers with aldehydes versus ketones have different properties. * A carboxyl group (COOH) consists of a carbon atom with a double bond to an oxygen atom and a single bond to the oxygen of a hydroxyl group. * Compounds with carboxyl groups are carboxylic acids. A carboxyl group acts as an acid because the combined electronegativities of the two adjacent oxygen atoms increase the dissociation of hydrogen as an ion (H+). * An amino group (NH2) consists of a nitrogen atom bonded to two hydrogen atoms and the carbon skeleton. * Organic compounds with amino groups are amines. * The amino group acts as a base because the amino group can pick up a hydrogen ion (H+) from the solution. * Amino acids, the building blocks of proteins, have amino and carboxyl groups. *A sulfhydryl group (SH) consists of a sulfur atom bonded to a hydrogen atom and to the backbone. This group resembles a hydroxyl group in shape. * Organic molecules with sulfhydryl groups are thiols. * Two sulfhydryl groups can interact to help stabilize the structure of proteins. * A phosphate group (OPO32? ) consists of a phosphorus atom bound to four oxygen atoms (three with single bonds and one with a double bond). * A phosphate group connects to the carbon backbone via one of its oxygen atoms. * Phosphate groups are anions with two negative charges, as two protons have dissociated from the oxygen atoms. * One function of phosphate groups is to transfer energy between organic molecules.Adenosine triphosphate, or ATP, is the primary energy-transferring molecule in living cells. These are the chemical elements of life. * Living matter consists mainly of carbon, oxygen, hydrogen, and nitrogen, with smaller amounts of sulfur and phosphorus. * These elements are united by strong co valent bonds. * Carbon, with its four covalent bonds, is the basic building block in molecular architecture. * The great diversity of organic molecules with their special properties emerges from the funny arrangement of the carbon skeleton and the functional groups attached to the skeleton.