[System Attack] Essays - Carolyn Hugley, Marvin,

[System Attack] [Marvin Hugley] (Day/Day 0:00 - 0:00) [Sec 200 [Intro To Security Instructor: Q Miller 10/21/15 System Attack Security in this day in age is very important. Almost everyone is being attacked. There is the Target attack that affected millions of Americans. There is also the Tmobile attack that recently happened. It affected 15 million Americans. In this paper today I will be talking about the different Network Security Attacks that you might just face. According to nextgov.com The Pentagon gets 10 million attack attempts a day and The National Nuclear Security Administration, an arm of the Energy Department, also records 10 million hacks a day. Im going to tell you the top five network attacks. Number one DOS Denial Of Service Attack A denial of service (DOS) attack attempts to make a resource, such as a web server, unavailable to users. These attacks are the most common attacks out there. Our hands on with Java is a prime example of a Denial Service Attack. Andrew, Jeremy and Tom decided to attack me. My CPU usage spiked and I couldn't do anything on the internet. Such as check my email or l og into web class. Number two is a Brute Force Attack . A brute force attack is a trial-and-error method used to obtain information such as a user password or personal identification number (PIN). In a brute force attack, automated software is used to generate a large number of consecutive guesses as to the value of the desired data. You can think of a brute force attack as a key cracker. Number three is browser attacks . Browser-based attacks target end users who are browsing the internet. The attacks may encourage them to unwittingly download malware disguised as a fake software update or application. Internet Explorer use to be the number one browser to attack for a very long time. But now hackers are going after Safari. Number four is shellshock attacks. A shellshock attack is a security bug that is found in Linux. It is used in the bash prompt command line. Number five SSL attacks SSL Secure Socket Layer. A SSL attack will SSL attacks aim to intercept data that is sent over an encrypted connection. A successful attack enables access to the unencrypted information. There is a attack called Eavesdropping . Eavesdropping allows an attacker who has gained access to data paths in your network to "listen in" or interpret (read) the traffic. When an attacker is eavesdropping on your communications, it is referred to as sniffing or snooping. The ability of an eavesdropper to monitor the network is generally the biggest security problem that administrators face in an enterprise. Without strong encryption services that are based on cryptography, your data can be read by others as it traverses the network. You have sniffer attacks which is a application or device that can read, monitor, and capture network data exchanges and read network packets. If the packets are not encrypted, a sniffer provides a full view of the data inside the packet. Even encapsulated (tunneled) packets can be broken open and read unless they are encrypted and the attacker does not have access to the key. You have phishing attacks the Nigerians are really good at this. A phishing attack will look just like that site almost an exact replica but it's really not the site. I have been phished once on Craigslist. Phishing attack - this type of attack use social engineering techniques to steal confidential information - the most common purpose of such attack targets victim's banking account details and credentials. Phishing attacks tend to use schemes involving spoofed emails send to users that lead them to malware infected websites designed to appear as real on-line banking websites. Emails received by users in mo st cases will look authentic sent from sources known to the user (very often with appropriate company logo and localised information) - those emails will contain a direct request to verify some account information, credentials or credit card numbers by following the provided link and confirming the information on-line. The request will be accompanied by a threat that the account may become disabled or suspended if the mentioned details are not being verified by the

Unobtrusive Measures in Sociology Experiments

Unobtrusive Measures in Sociology Experiments In research, an unobtrusive measure is a method of making observations without the knowledge of those being observed. Unobtrusive measures are designed to minimize a major problem in social research, which is how a subject’s awareness of the research project affects behavior and distorts research results. The main drawback, however, is that there is a very limited range of information that can be gathered this way. One way to assess the effect of racial integration in schools is to compare the academic records of students educated in schools whose student populations vary in their degree of racial heterogeneity. Another way that one can determine the results of an experiment utilizing unobtrusive measures is to analyze data and behavior from a hidden camera or through a two-way mirror. In either case, privacy may come into play and a test subjects individual rights are in danger of being violated. Indirect Measures As opposed to obtrusive measures, indirect measures occur naturally during research and are available to researchers in pretty much limitless supply, depending on the researchers innovation and imagination. Indirect measures are naturally unobtrusive and are used to collect data without introducing any formal measurement procedure of which the subject is aware. Take for instance trying to measure foot traffic and item popularity in a fashion boutique. Although placing a person in the store to observe shoppers might give you great data on what people buy, it also has a chance of intruding on the study by letting the shopper know they were being watched. On the other hand, if a researcher installs hidden cameras and observes data collected from those to notice trend, the measure would be considered indirect or unobtrusive. Similarly, some cell phone apps now allow retailers to track the movement of cellular devices in the store if the customer is logged into a discount app for the store. This specific geolocation can measure exactly how long customers spend in different parts of stores, without being aware theyre being watched. This raw data is the closest one can get to understanding how a shopper spends his or her time in a store when he or she feels no one is watching.   Ethics and Surveillance Unobstructive measures come with their fair share of ethics concerns, primarily in terms of privacy and surveillance. For that reason, researchers should be careful with which methods they use and how they use them when conducting these types of sociological experiments.   By definition, indirect or unobtrusive measures collect data and observations without the experiment subjects knowledge, which could be cause for concern for this person being observed. Further, it could be a violation of the persons right to privacy by not using informed consent. In general, it is important to understand the laws governing privacy in the context of your experiment. Chances are, most will require consent from the participants, though this is not the case with certain public spaces such as museums or amusement parks, where buying a ticket acts as a contract for the patron which often times includes video surveillance and monitoring.

Post bureaucracy does not constitute an advance on bureaucratic forms Essay - 1

Post bureaucracy does not constitute an advance on bureaucratic forms of organisation. Do you agree with this statement Explain your answer using theory and examples - Essay Example Over time, there has emerged some post bureaucratic tendencies in organizational management. Although there have been a number of transformations in the management system in terms of bureaucratic wellbeing, post bureaucracy constitutes an advance on bureaucratic forms of organization. Weber (2002) derived the theory of rationality to help explain some aspects of human behavior in specific set ups (Weber 2000, p. 35). Being rational has to do with thinking through a decision before implementation. Weber came up with two types of rationality in his theory. The types of rationality coined by Weber were Substantive and instrumental rationalities. Substantive rationality is when the actions of an individual are in tandem with the predominant values inherent in a person (Weber 2000, p. 122). On the other hand, instrumental rationality is when a person decides to use the most appropriate means to achieve an objective. Substantive has all to do with the individual’s well being and no consideration is laid on the means through which satisfaction is derived. Substantive is where the decisions that a person makes are based on values and ethics. The means through which output is achieved in substantive rationality is not a matter of concern. Weber notes that in a bureaucratic system, the outcomes are more critical than any other thing. Substantive was replaced by the formal procedures in the sense that emphasis is laid on technical means through which outcomes are enhanced (Weber 2000, p. 122). Instrumental rationality has all to do with having the best outcomes without considering how it is done. Bureaucratic system demands that the end product must be of high quality without any considering how quality is achieved. It can lead to workers employing dirty tactics or going extra miles to achieve some ends (Weber 2000, p. 123). Max Weber (2000) is synonymous with coining the concept of bureaucracy to a large extent (Weber 2000, p. 13). What

Molecular Biology Essay Example | Topics and Well Written Essays - 2000 words

Molecular Biology - Essay Example For monoclonal antibody, mice are immunised with purified protein. Mouse splenocytes are collected after the immunisation process and fused with myeloma cells. To obtain monoclonal antibodies individual B cells are fused to myeloma cells and isolated by serial dilution resulting to a fusion product or hybridoma cell line of which can produce one specific antibody for extended periods of time by tissue culture. These hybridomas can be screened and best clones cultured in standard tissue culture facilities. The hybridoma cell line obtained for a given antibody was injected into the peritoneal cavity of mice where it grew and simultaneously produces the antibodies. Ascetic fluid containing the antibodies was harvested from the peritoneal cavity after a period of time. One fusion may produce 1000hybridomas therefore one must choose the most appropriate. This might be the highest infinity mAb but could be the most stable, the least cross reacting, the highest specificity depending on what is required. The advantage of using monoclonal antibodies is that they are monospecific, they tend to reduce cross reactivity and useful in diagnostics such as tissue typing. They are highly reproducible, can use relatively impure antigens to immunise animas, theoretically have limitless supply and can manufacture using recombinant DNA technology plus phage display libraries to produce fully human antibodies of any specificity. Labelling antibodies is useful as it enables detection of antibodies. Currently, the most commonly used are fluorescent labels, enzyme labels, chemiluminescent labels and radioactive labels. These are sometimes amplified using Avidin-Biotin Conjugate system. Some common fluorescent labels include, Fluorescein isothiocyanate, DAPI, Phycoerithrin and Texas red. When using enzyme labels, an enzyme is covalently attached to the

Healthy people 2020 -p r i m a r y prevention Essay

Healthy people 2020 -p r i m a r y prevention - Essay Example Therefore, vaccination is quite necessary primary prevention objective. The main aim of primary prevention is to keep people safe from disease or further injury. It is an initial level of healthcare that mainly maintains normal, healthy state of the population. Therefore, vaccination against infectious disease responds all criteria of primary prevention. (WHO, 2013) The World Health Organization (WHO) observed that the amount of deaths from chronic diseases is growing every year. Their assumption showed that percent of death caused by hypertension, cancer, cardiovascular diseases and diabetes would change to 17% from 35 million to 41 million by 2015. However, this data can be differ in the developed countries where primary prevention programs implicated. WHO developed Innovative Care for Chronic Condition Framework (ICCC) to widen information about these diseases among a population, to provide appropriate control to decrease prevalence of such chronic diseases and to promote healthy a way of life. Therefore, all primary prevention programs, mentioned before, help to prevent and control the occurrence of infectious and chronic diseases and to improve general quality of life and healthy state of the population. (Community Preventive Services Task Force,

Student Motivation And Academic Performance

Student Motivation And Academic Performance The motivation of students is one of the important issues in higher education, particularly owing to importance of academic performance in their professional life and also it focused on identifying the factors that will help educational thinkers to know students attitudes towards learning, what hinders and what facilitates learning in the process of learning. This will assist education community to predict student academic performance and identifying the students before their grades begin to fall (Kamauru, 2000). Lumsden (1994) has investigated which passion to learn seems to shrink as children grow. Learning sometimes becomes compulsion than happiness, thats why large number of students leaves education before graduation. Due to unpleasant attitude of students towards education very few are actually mentally present in the classroom. Student motivation is the element that leads students attitude towards learning process. Number of studies has been conducted to probe the role of student motivation toward academic performance and different definitions of students motivation have been used by various researches. Student motivation is often separated into two types: Intrinsic motivation and extrinsic motivation. Intrinsic motivation: A student is intrinsically motivated when he/she is motivated from surrounded by: Intrinsically motivated students enthusiastically engage themselves in learning out of peculiarity, attention, happiness or in order to achieve their own scholarly and personal aims. Therefore students with intrinsic motivation are more enthusiastic, self driven, challenging and feel pleasure in their studies and students with extrinsic motivation try to drag themselves with academic coursework, feel compelled to learn, and always put minimum efforts to attain maximum appreciations. Intrinsically motivated, students tend to use strategies that require more effort and that allow them to process information more strongly. In intrinsic and extrinsic motivation we have found the following sources of motivation which has also been confirmed by the students during data collection. And also each of these items has defined in following table which has been used in design a questionnaire for intrinsic and extrinsic factors. At this time, I am going to talk about research methodology: 2. Research Methodology: 2.1 Sample The sample involved of 342 university students of dissimilar programs in various universities of Islamabad and Lahore, Pakistan. The students were asked about how motivated they are about their university experience and what really motivated them to study. The questionnaire was distributed among both female and male students. It involved 82% male and 18% female students in the survey with an average age of 20 years. The following technical card contains the concise information regarding research methodology: à ¢Ã¢â€š ¬Ã‚ ¢ Purpose of study Exploration à ¢Ã¢â€š ¬Ã‚ ¢ Types of investigation Correlations à ¢Ã¢â€š ¬Ã‚ ¢ Extent of researchers interference Minimal à ¢Ã¢â€š ¬Ã‚ ¢ Study setting Non-contrived à ¢Ã¢â€š ¬Ã‚ ¢ Measurement Scaling à ¢Ã¢â€š ¬Ã‚ ¢ Unit of examination Individuals à ¢Ã¢â€š ¬Ã‚ ¢ Sampling design Simple random sampling à ¢Ã¢â€š ¬Ã‚ ¢ Sample size n = 250 à ¢Ã¢â€š ¬Ã‚ ¢ Time horizon one shot à ¢Ã¢â€š ¬Ã‚ ¢ Data collection method Questionnaire à ¢Ã¢â€š ¬Ã‚ ¢ Data analysis of Variance The above given self descriptive table describes different parts of research methodology in brief. For statistical purpose analysis of variance has been conducted using SPSS 17 version. 2.2 Instrumentation and Measurement: The above mentioned self-explanatory table contains the key of the items mentioned in the survey questionnaire. This shows that each source in given due consideration in the survey and items were mixed in the survey regarding the source of student motivation. 2.3 Procedure: The questionnaires were distributed randomly among the students of different programs of different semesters and their responses were collected. Data was analyzed using SPSS for Windows (version 17.0) for precise analysis and results. Analysis included regression analysis, and analysis of variance (ANOVA). 3. Result: The following report begins with the results of the respondents information on segments like languages and Gender. This study, conducted on the student motivation and its Impact on student performance, shown that 82.4% respondents are male while 17.6% female, who participated in this study. Female segment of the sample is reasonably insignificant in the study. This study reveals percentages of languages: of these, 34.5% respondents belong to Punjabi language, 8.6% respondents belong to Sindhi language, 10.8% respondents belong to Pashto language, 6.5% respondents belong to Saraiki language, 33.5% respondents belong to Urdu language, 0.7% respondents belong to Hindco language and 5.4% respondents belong to Baluchi language. Different languages are spoken in various parts of the country. However, in one university students come from different parts of the country and speak different languages. Four major provincial languages and three other languages, commonly spoken in some of the pro vinces, were also included in the study. Languages reflect cultural values of their own provinces. Now we have a clear picture of the respondents answers regarding student motivation and student performance. 4. Discussion: Rejection of alternative options, career and qualifications and social pressure instil the academic performance. In the same way, intrinsic motivation achieved through respect of altruism, and self-exploration. This study investigates student motivation and its impact on student academic performance. Student performance will increase between 23 percent and 34 percent due to extrinsic and intrinsic motivation. T-value of both tables shows relevant Importance of elements of extrinsic and intrinsic motivation for academic performance. On the whole, model is Significant. This study reveals R-square is 80 percent which show strong relationship of students motivation with their Performance. Academics performance will increase 34 percent due to extrinsic motivation where as academics Performance will increase 23 percent due to intrinsic motivation. Every student has diversified experience of knowledge, abilities, talents and aspirations and come from different Social, regional and political backgrounds that may affect their motivation to learn. Some student having great quantity of skill due to best schooling and other are vice versa. However, student motivation is a prerequisite of academic performance (Masitsa, 2008). Helpful learning in the classroom depends on the teachers capability that creates interest related to subject matter. Student performance depends upon the forces which are affecting during the studies (Erickson, 1978). There is no paranormal formula for accessing accurate level of students Motivation other then extrinsic motivation and intrinsic motivation questionnaire. 5. Conclusion and Recommendations: The study examined the influence of student motivation on academic performance. The study found positive and mutually causal relationship between students motivation and students academic performance. This relationship is mutual, meaning students who are more motivated do better and student who perform better become more motivated. In this study, R-square is 80 percent; this shows very strong relationship of students motivation with academics performance. T-value also shows relevant significance of students motivation toward the student academics performance. Extrinsic and intrinsic motivations increase their academic performance between ranges of 23 percent and 34 percent. When we checked on individual element of extrinsic motivation and intrinsic motivation, we found that Academics performance will increase 17 percent due to rejection alternative option. Academics performance will enhance 9 percent due to occupation qualification. Academics performance will put in to 7 percent because of social pleasure. Academics performance will increase 4 percent due to common pressure. Academics performance will increase 10 percent due to self exploration. Academics performance will increase 12 percent due to altruism. Blank (1997); Dev (1997); Kushman (2000) and Woods (1995) also associated high motivation and commitment in learning as consisted link to reduce dropout rates and increase levels of student performance. From these findings we conclude that students who are intrinsically motivated perform much better academically than students who are extrinsically motivated. Extrinsically motivated students might do a good job or perform well to achieve a certain reward, but it does not keep them motivated for long-term and overall performance does not change or is consistent. They might carry out very well in one semester or quiz to achieve a certain reward or goal and then next semester might show poor performance because the reward did not exist anymore. Their performance does not remain constant as a result. Students who are intrinsically motivated take up tasks or perform well academically for their own interest and for their own learning. These kinds of students are truly interested in learning and in achieving high goals. This shows in their overall consistent performance. From these results and Analysis, this study concludes that academic performance is positively influenced by intrinsic motivation and negatively affected by extrinsic motivation. Additional research is required to address the question that How students intrinsic motivation can be increased? Critique In regard to research methodology: At the first I guess its better to describe the motivation which it didnt indicate clearly and also designate different type of performance in this case academic learning and learn how to assess the motivation while it didnt indicate in original paper base of literature review: Motivation: It is incentive, enthusiasm, or interest that causes a specific action or certain behaviour. There are two main kinds of motivation: intrinsic and extrinsic. Intrinsic motivation is internal. It occurs when people are compelled to do something out of enjoyment, significance, or desire. Extrinsic motivation occurs when external factors compel the person to do something. A common place that we see the need to apply motivation is in the work place. In the work force, we can see motivation play a key role in leadership and management success. A person unable to grasp motivation and apply it will not become or stay a leader. It is crucial that anyone seeking to lead or motivate understand How let to Hierarchy of Work Motivators. What all process theories have in common is an emphasis on the cognitive processes in determining his or her level of motivation. Equity theory assumes that one important cognitive process involves people looking around and observing what effort other people are putting into their work and what rewards follow them. This social comparison process is driven by our concern for justice and equity. Research by Adams (1965) and others confirms equity theory as one of the most useful frameworks for understanding work motivation. The motivational force of a job can so be calculated if the expectancy, instrumentality and are known. The individuals abilities, characters, role perceptions and opportunities reduce the motivational force. In this project just focus is on motivation and wanted to know about the relationship between academic performance and motivation and just talk about Extrinsic and Intrinsic factor while the other mediator and moderator factor maybe totally devastate the relationship between the even those student although have a intrinsic motivation as in this paper in result part you see as a significant factor but due to such a factor it cant go well and dont change the performance as it was expected. I just want to review some of these articles about the other factors that can be helpful. In cognitive-motivational process model (Vollmeyer, R. Rheinberg, F. (1998). Motivationally Einflu ¨sse auf Erwerb and Anwendung von Wissen in einem computersimulierten System. [Motivational influences on the acquisition and application of knowledge in a simulated system.] Zeitschrift fu ¨r Pa ¨dagogische Psychologie, 12, 11-23.) Motivational factors imagine that have an effect on performance via mediators. Such a potential mediator is persistence. Also in this paper the researcher did research on fifty-one students learnt a complex dynamic system. They measured their initial motivation (mastery confidence, incompetence fear, interest and challenge), then a set of mediating variables during learning. Performance measures were knowledge acquisition and knowledge application. In this paper it was shown a path-analysis showed that initial motivation influenced persistence and it have direct effect on performance and should take in consideration that sometimes highly persistent learners did not have higher mean final performance, despite acquiring more knowledge over trials. So performance is one of the possible mediator that in (Regina Vollmeyer *, Falko Rheinberg (2000) this paper it has discussed. Also in another study we can see that (Bandura, 1991) combines motivation and cognition into a cognitive-motivational perspective. He defined motivation as a multidimensional phenomenon indexed in terms of selection of pursuits from competing alternatives, intensity of effort, and persistence of exertion (p. 158). For learning this means that motivation not only affects what people learn, but also the intensity and the duration of the learning activities. So as you can see in this study although motivation has considered as a multidimensional phenomenon, but the indexes is not according to this paper. In another study, (Rheinberg, 1997, p. 14) defined motivation as something that provides an impetus towards a goal for all current processes. In doing so, motivation influences the way people learn. Vollmeyer and Rheinberg (1998) proposed a cognitive-motivational process model. The interaction between motivation and cognition is described in more detail by Schiefele and Rheinberg (1997). They argued that motivation can affect three aspects of learning: (1) Persistence and frequency of learning activities. (2) Mode of performed learning activities. (3) Motivational and functional states of the learner during learning. These three aspects define the framework, within which we looked for variables that may mediate the effect initial motivation has on performance. Also different type of learning is one of the issues that didnt indicate in the main paper but in Schiefele and Rheinberg (1997) has completely indicated. In confirming the relationship between motivation and performance but in different type in work place we can see :The motivational model holds that more opportunities to participate in decision making provide subordinates with greater intrinsic rewards from work (Conger Kanungo, 1988; Thomas Velthouse, 1990) and higher levels of psychological empowerment (Spreitzer, 1995), which may result in improved work performance. In addition to, the other mediator factor between motivation and performance as a result of a meta-analysis conducted by Eby, Freeman, Rush, and Lance (1999) revealed that intrinsic motivation mediates the link between the participative management behaviour of supervisors and the organizational commitment of employees and their work performance. (XU HUANG1, ET al.2010) Furthermore there is some other papers that confirm the some other factors for increasing the motivation For instance Lumsden, (1994) analyzed students involvement towards education and sources of their motivation. Marshal (1987) viewed students motivation as a force beneficial to the learner. Ames (1990) stated that motivation to learning is dependent on long-term, quality attachment in learning and pledge to the process of learning. Most motivation philosopher believes that motivation is involved in the performance of all learned responses and leaned behaviour will not occur unless it is energized.Bomia et al. (1997) has suggested student motivation as student keenness, need, desire and obligation to participate and be booming in the learning process. Some other Critical Theory in Motivation and performance: Effect of content theories of motivation: There are some other theories in motivation and academic performance which is more related to organizational behaviour such as Maslow and ERG theory that in this part we want to elaborate more in terms of different needs of employee to get satisfy and increase their academic performance. Seeing that we can see in order to motivate student in case of maximize their academic performance to attain higher grading we need to meet their basic needs at first due to Maslow and Alderfer ERG theories which belong to content theories of motivation as it is illustrated above. Pygmalion effect on motivation and performance: It is worth mentioning that student performance increases only if we can motivate them. Also another factor should be highlighted in this regard and that is theory of fulfilling forecast. This theory talks about Pygmalion effect. The Pygmalion consequence enables student to excel in response to the parent and their lecturers message that they are capable of success and expected to succeed. The Pygmalion effect can also undermine student performance when the subtle communication from the manager tells them the converse. Supposing if a student is inexpert, he leaves scars on the careers, cuts deeply into their self-esteem and distorts their image of himself/herself as human being. But if he/she is expert and has high expectations of his/her subordinates, their self-assurance will grow, their capabilities will develop and their efficiency will be high. If the lecturer actually believes that every student has the ability to make a positive contribution at his/her studies, the telegraphing of that message, either consciously or automatically, will positively have an effect on academic performance. In regard to discussion part: While in the discussion part all the alternative except the intrinsic factors reject we review the literature about Motivational factors and academic learning: When a learner approaches a learning task, the literature suggests that several motivational factors are relevant and can be measured: (Regina Vollmeyer *, Falko Rheinberg, 2000). 1. Learners can vary in their certainty that they will succeed in understanding the task. This factor we will call mastery confidence (similar concepts have been proposed: e.g., subjective probability of success and self-efficacy (Bandura, 1977). 2. Learners can differ in their anxiety about failing in the task. This factor we will call incompetence fear (a similar concept is Atkinsons fear of failure, however, for him this concept is measured as a trait whereas we assess a persons actual state); (Regina Vollmeyer *, Falko Rheinberg, 2000). 3. Learners may vary in the degree to which they perceive this task as a challenge. Perceiving the task as a challenge requires a personal achievement standard for this task against which to test task performance. 4. The task may or may not evoke the learners interest. All these motivational factors are said to affect learning; however, it has not been clearly shown how. In accordance with our cognitive-motivational process model (Vollmeyer Rheinberg, 1998), we investigated the assumption that these four motivational factors influence learning via the following three mediators: The motivational state during learning, The systematicity of learners strategies The number of learning rounds the learners deliberately chooses to spend improving their knowledge (persistence). (Regina Vollmeyer *, Falko Rheinberg, 2000). In regard to conclusion and recommendation SUMMERY: The aim of this assignment was to review a peer reviewed journal article that is research based, and is representative of one of the research methodologies we discussed in class (distribute the questionnaire for assessing the just two concept motivation and academic performance. The format of the article has the appearance of a dissertation because it has many of the same components. It starts with an abstract that discusses the main points of the research and the results. After reading the article, I found that the abstract failed to mention the other reasons that affect the performance except motivation of student that the research was based on. The research methodology used in this study was surveys analyzed in a quantitative design. More particularly, only one survey instruments was introduced in the article, and only it was used. It was a questionnaire which was designed and developed by Neil (2004) measure students motivation and it was called The University Student Motivation and Satisfaction Questionnaire version 2 (TUSMSQ2).It was an instrument contains 30-items. The questions measure both Intrinsic and Extrinsic motivation of students and one the problem is that variable which was analysed in this paper just focus on internal and external feature of motivation.

American high schools not up to par :: essays research papers

American High Schools Not Up To Par There are many factors that would lead someone to believe that high school is a waste of time. High school has too many distractions for kids to try to concentrate on learning. Since the Columbine tragedy police officers have moved into most high schools and created a distraction for most students. During the day students have study halls that are a huge waste of time, while this time could be utilized to have more instruction or tutoring for kids. Every student is different and has a different learning style. Yet schools don’t separate kids by their learning style to help maximize their curriculum intake. Students are also forced to take classes that they have no interest in and will not be used in their future. All these reasons show how school has too much wasted time and is not doing what it school is intended to do.   Ã‚  Ã‚  Ã‚  Ã‚  During the school day students are faced with many distractions that may keep them from doing their best. Since all of the school shootings in recent years schools have beefed up security across the country. Students are faced with metal detectors as they walk in the school doors. Dogs are used in the schools to conduct random searches and some students find this very controversial. Students are violent and are bringing weapons to school and making bomb threats. These can cause lockdowns that can take hours to search the whole school. This is all valuable time taken from the school day. Police officers are also a new presence in the school system that intimidates students. School is supposed to be a place of learning but now students have to worry if they are safe when they go to school. All these distractions have some students scared to go to school. Every one of these distractions creates an environment that is not conducive to learning.   Ã‚  Ã‚  Ã‚  Ã‚  Almost every student has had a study hall. Study halls are a huge waste of time because students end up just sitting around getting themselves into trouble. How is one to study when these are quiet study halls? Studying is much easier with a partner where each can quiz each other aloud. With block scheduling students can waste eighty minutes a day if they have a study hall. That’s an hour and twenty minutes where a class of importance could be put in.

ADHD: Effects and Management

The subject of Attention-Deficit Hyperactivity Disorder (ADHD) has undergone intense research in the past decade. Much of this is rooted in the fact that approximately 5% of children are affected with the disorder. Children with ADHD are identified as having increased behavioral difficulties because of excessive motor activities, poor self regulation and inattentiveness (Dulkan et al., 1997). It has been found that as many as 30% of children inflicted with ADHD have learning disabilities with academic underachievement becoming a common correlate. Since these children do not meet the expectations of society and their learning environment they are usually met with anger, punishment, and rejection. In turn these children develop a low-self esteem and low levels of motivation (Morgan, 1997). The etiology of ADHD is still a mystery to researchers. Within the field there are many correlates to biological (genetic) and social causes. The present paper seeks to explore current research through investigating the social and bio-genetic influence of ADHD on child intelligence. Testing and treatments of those with ADHD will also be discussed. In accordance with Dulcan et al. (1997) ADD, ADD-H, ADHD, although not identical, will be considered interchangeably due to similarity. Characteristics and Testing of ADHD Intelligence Even though ADHD occurs in people of every intelligence, a majority of children affected experience academic problems. These children may have specific learning disabilities, such as dyslexia, or may have multiple learning problems (Beiderman et al., 1993). In a study by MacLeod et al. (1996) comparing ADHD children with those unaffected, those with the disorder performed significantly worse than the others. Learning disabilities can be said to arise from attentional difficulties in the classroom setting. Many of these difficulties occur in tasks where listening and time is a factor. Reading disabilities have also been found as a result of ADHD (Millberger et al., 1991). Even though there is a higher prevalence of boys and those with low intelligence diagnosed, others with ADHD are impaired as well. Results have found that girls with this disorder face greater intellectual impairment, especially with picture vocabulary tasks, than boys or control girls (Seidman et al., 1997). There is also significant findings that the level of intelligence affects ADHD children in different ways. More specifically, those with both ADHD and normal to high intelligence are more prone to accidents, and have a smaller number of steady friends. Children who were identified with low intelligence and ADHD were found to have more behavioral and emotional problems in their adolescence. Long term studies have found that the outcome of these children was continued academic problems and school failures (Aman et al., 1996). However, there is suggestion ADHD children show greater artistic ability when writing or drawing slowly and precisely (Morgan, 1997). Testing the intelligence of ADHD involves a number of measures. Psychoeducational testing is used to assess intellectual ability and to search for learning disabilities. Tests such as the Wechler Intelligence Scale are used for intelligence testing, yet, much debate exists because of the need to change the test to meet the child's attention deficits (Braswell, 1991). A new intelligence test has been created by Naglieri (1997) called the Cognitive Assessment System to help diagnose and measure ADHD intelligence. This test is based on the premise that traditional tests don't measure processes such as planning and attention, which is essential in testing and detecting ADHD students. There is inconsistent data for the use of computerized tests of attention and vigilance for this purpose (Dulcan et al, 1997). In many cases the effects of ADHD on children†s intelligence is influenced by social factors. For instance studies show that symptoms become worse in situations which are unstructured, minimally supervised, boring, or require sustained attention or mental effort (Dulcan et al., 1997). A study by Greene et al. (1996) purports that learning disabilities are lead by difficulties in social functioning. There is an inverse deviation in IQ scores when related with increased social disability scores. The same study looked at teacher perceptions, which showed that the less likable and more aggressive the child was, the lower the performance. In researching verbal deficits in ADHD children, Faraone (1993) found many early intellectual problems linked with disruptive behavior such as hyperactivity and aggression. Data also shows that parental conflict, diminished family cohesion, and number of parents psychiatrically ill during the child's lifetime adversely affected intelligence scores (Greene et al., 1995). The researchers conclude that a significant correlation links IQ and social functioning. Another study by Biederman et al. (1995) shows similar results. Six factors were listed from the family environment which correlated with ADHD children's cognitive deficits. These include: severe marital discord, low social class, large family size, paternal criminal record, maternal mental disorder and foster home placement. This study asserts that children with ADHD have a more â€Å"malleable† IQ and are more adversely affected. The Greene et al. (1995) study, argues that family size is of no significance. Conversely, when investigating parental style and family influence on ADHD IQ levels, Naussbaum (1990) reports that little evidence exists. Poor school achievement for ADHD children is also associated with the need for immediate reinforcement. These children have been shown to perform as well as others in situations where consistent, immediate and positive reinforcement is in place. Rule governed behavior is additionally difficult for these students. Even when they understand the rules, they do not follow through with correct behavior, therefore the right social environment is necessary. Theories of Vygotsky†s such as â€Å"self talk† and social guidance were listed as possible influences (Braswell, 1990). Studies have found that lower intelligence in ADHD children is not socially mediated, but in fact rooted in genetics and human biology. In testing the families of these children, it has been shown that siblings show increased learning disabilities and higher rates of ADHD (Faraone, 1993). Family patterns show that approximately 20 to 30 percent of children with ADHD have a parent or sibling with similar problems. There is the suggestion that these children inherit a type of nervous system which makes them prone to learning disabilities (Nussbaum, 1990). Data from family risk, adoption, and twin research are supportive of this assertion (Braswell, 1991). However, recent research has indicated that ADHD and learning disabilities are transmitted independently in families and that their occurrence is due to non-random mating (Milberger et al., 1995). In looking at probands of parents, Biederman et al. (1993) also conclude ADHD and learning disabilities are independent, and rather due to random mating, therefore not etiologically dependent. Other researchers claim the intellectual deficit lies in physiological anomalies. More specifically, imbalance in the neurotransmitter systems of the brain, dysfunction in the reticular activating system, or a lag in brain development (Nussbaum, 1990). In determining if the neurocogonitive characteristic in individuals with resistance to thyroid hormone (RTH) are similar to those with ADHD, researchers have found that children with RTH have like deficient achievement levels as those with ADHD (Stein et al., 1995). There is also evidence that epinephrine (EPI) levels are lower in ADHD children. Urinary EPI levels are inversely related to fidgeting and aggression for second-grade ADHD students. During intelligence testing, results have shown that these EPI levels during a cognitive challenge is at least 40% lower than controls (Hanna et al., 1996). In a study which had subjects enhance beta activity and suppress theta in EEG activity during cognitive testing, those with ADHD improved in intelligence testing. Improvements were assumed to be a result of attention enhancement affected by EEG biofeedback (Linden et al., 1996). Improving Learning Disabilities in ADHD Children Investigating effectiveness of treatments of ADHD learning disabilities allows additional information on the social and bio-genetic causes of academic underacheivement related with this disorder. It has been stated that both instruction and contingency management is necessary to remedy academic deficits. Some techniques include; token economies, class rules, attention to positive behavior, as well as time out and response cost programs. Suggested to compliment and further increase probability of improvement is the alliance of parents, patient and school with the consideration of individual needs for the student and subsequently accommodating the environment to these needs. Scales such as the Academic Performance Rating Scale or daily report cards (due to necessity of immediate reinforcement) are useful in monitoring performance (Dulcan, 1997). Cognitive-behavioral interventions have also been shown to have a positive effect in academic achievement. Interventions such as self-instructional training, problem-solving training, attribution retraining and stress reduction procedure work as well. However well they work, these methods of interventions have not been widely implemented in treatment of ADHD children (Braswell, 1991). Many children are segregated into learning disability classes separate from other students. It is essential tutoring and resources be made for the child, however, many are able to learn at the same level with the other children. It has been found that many ADHD children are inappropriately placed in special education programs for the learning disabled. This is mainly because of social maladjustment, so extremes are not necessary. A percentage of ADHD students do exhibit normal intelligence but are socially inept. Therefore careful testing and diagnoses is imperative for the improvement of these youths. And by failing to provide interventions for their behavior problems, they may become restricted in their opportunities for academic success (Lopez et al., 1996). It is quite often found that the majority of ADHD children improve with psychopharmaceuticals, specifically stimulants such as Ritalin. Results reveal that medication related improvements include increased work output, improved accuracy and efficiency, and better learning acquisition (Dulkin et al., 1997). Learning and achievements in arithmetic, reading, and fine motor skills improve as well. There is a 70 to 90 percent response rate to stimulants (Gillberg et al., 1997). These results are quite dramatic in short term, but long term efficacy is still questioned (Braswell, 1991). There is much consensus in literature that a combination of treatment types is best to improve academic deficits. The cornerstones of treatment are support, education of parents, appropriate school placement, and psychopharmacology (Braswell et al., 1991; Dulcan et al., 1997; Gillberg et al., 1997; Nussbaum et al., 1990). In reviewing the current literature on how intelligence is affected by ADHD, it is easy to see that it is a subject yet to be firmly defined. Intelligence tests have been erroneously utilized in diagnosing and categorizing ADHD children and new tests must be developed in accordance to their disorder (Naglieri, 1997). The current increase in ADHD children seems somewhat suspicious. Is it an increase in the children, or a decrease in the deserved attention they are receiving from parents? The stimulant Ritalin is being overly diagnosed as a quick fix. There must be much more behavioral and parental/school attention intervention in order for this epidemic of hyper children to be curbed. It would be interesting to see this generation of Ritalin children grow. Intelligence and ADHD have been linked in twin and adoption studies to family, therefore these studies could still be testing quite different things. Other studies also have found links in hyperactivity and affect to genetic dispositions. In testing, it is hard to determine if it is genetic or environmental due to the fact that many with ADHD can also be without learning disorders (Beiderman et al., 1993). Therefore, if we are to label this as a disease a bio-social etiological approach is necessary in diagnosis, treatment and intelligence assessment.

144 Genres and Subgenres for Fiction Writing

144 Genres and Subgenres for Fiction Writing From fantasy to westerns: Jonathan Strange Mr Norrell, Wild Cards I, His Majestys DragonChildrens StoryThis subgenre of fantasy often offers a child protagonist who faces a struggle or possesses some unique ability. There are often mythical/fantastical creatures who both help and hinder the young protagonist. In these stories, which are intended for an audience that is not yet classified as Young Adult (YA), the themes are often life lessons such as overcoming adversity, working with others, finding allies, learning from your elders, or facing ones fear. Examples: The Lion, the Witch and the Wardrobe, A Wrinkle in Time, The Phantom TollboothComedyThese stories are humorous and often set in fantasy worlds, and might include parodies of other more serious works. It is considered part of low fantasy (as opposed to high fantasy) but not all low fantasy is comedic in nature. Examples: The Princess Bride, Small Gods, The Tough Guide to FantasylandContemporaryThis subgenre of fantasy is a fantasy story in a moderns: American Gods, Hounded, The Raven BoysDark FantasyThis subgenre is the darker side of fantasy, with added elements of horror, mystery, and/or an overall feeling of dread or gloom. A common element is supernatural occurrences with a dark and brooding tone. It is often contemporary Fantasy, with the major difference being horror elements included. Examples: The Sandman: Book of Dreams, Gardens of the Moon, The Blade ItselfFairy TaleThis subgenre of fantasy is for stories told like fairy tales for adults or that are modern retellings of classic fairy tales. There is heavy use of motifs from fairy tale stories, particularly tropes from Grimms fairy tales. Examples: Uprooted, Cinder, Ella EnchantedFantasy of MannersThis subgenre contains stories that rely heavily on the Comedy of Manners, which focuses on social commentary. Often taking place in an urban setting, this type of story will contain very little magic or fantastical creatures. Rather, it will focus on morality and social structures, particularly for women, sacrificing an elaborate plot in some cases to do so. Examples: Shades of Milk and Honey, The Tropic of Serpents: A Memoir by Lady Trent, An Alchemy of Masques and MirrorsHeroicThis subgenre of fantasy contains heroic adventures in imaginary places. You will often find intricate plots and lineages in this subgenre, along with a protagonist who is often reluctant to be a champion and from humble beginnings. Examples: The Legend of Deathwalker, The Crimson Queen, The Wolf of the NorthHigh FantasyThis subgenre contains fantasy set in a fictional world, with a focus on epic characters or settings. The distinction between high fantasy and low fantasy involves the world in which it takes place (the real world with magical elements for low fantasy). Examples: The Fellowship of the Ring, A Game of Thrones, Crown of MidnightHistoricalFantasy set in a historical period, generally before the 20th century, with an added element of magic . Fantasy stories from legends focusing on Arthurian, Celtic, or Dark Ages historical timelines generally fall within this subgenre. Examples: On Stranger Tides, Grave Mercy, The Golem and the JinniLow FantasyA subgenre of fantasy depicting a realistic world, where magic is often present but not necessarily so. This is in contrast to High Fantasy, which occurs in a fictional world with magical elements present. The word low is in reference to the prominence of traditional fantasy elements within the work, rather than being a remark on the works quality. Examples: The Indian in the Cupboard, Lies Ripped Open, Tigers DreamMagical RealismThis subgenre presents a world in which the mundane and magical exist together without conflict. It refers to magic or the supernatural that is presented in an otherwise reals: One Hundred Years of Solitude, The House of the Spirits, The Night CircusMythicThis subgenre of fantasy draws heavily from myth to create a unique blend of fantasy and folklore. It often includes gods or goddesses as characters or could be a retelling of older myths set in a fantasy world or the real world. Mythic fantasy and urban fantasy often overlap, but Mythic fantasy includes many contemporary works in nons: The Lightning Thief, The Mists of Avalon, The Sacred BandSuperheroThis subgenre includes characters who have superhuman abilities. Characteristics tropes are secret identities and crime fighting. The protagonist often displays superhuman strength or special abilities, creating a juxtaposition between normal humans and those with superhuman traits. Examples: Steelheart, Renegades, VengefulSword and SorceryThis subgenre contains medievals: The Hour of the Dragon, Reign of Madness, The Disappearance of Winters DaughterUrbanThis subgenre of fantasy involves magical elements that take place in an urban setting. Books in the subgenre of Urban Fantasy are set primarily in the real world and contain aspects of fantasy, such as the discovery of earthbound mythological creatures, coexistence or conflict between humans and paranormal beings, and other changes to city life. Settings are not necessarily futuristics: Moon Called, City of Bones, Vampire AcademyYoung AdultIn this subgenre of fantasy, a teenager is often the protagonist. There is usually magic involved, as well as companions to help the protagonist defeat a magical foe. Common tropes are dramatic character growth, magic elements, and unexpected interactions between magical elements and the real world that influence the protagonist to become an adult. Examples: Harry Potter and the Sorcerers Stone, Six of Crows, The Wicked KingHorrorPhoto by oldskool photography on UnsplashBody HorrorThis subgenre of horror focuses on graphic, disturbing violations to the human body, including disfigurement and mutation. There are often themes of biological horror, organic horror or visceral horror in which there is unnatural graphic transformation, degeneration or destruction of the physica l body. Examples: Annihilation, The Girl With All the Gifts, The TroopComedyA subgenre that is a spoof or satire based on the typical conventions of horror. In such, it mixes horror/gore with dark humor. Comedy Horror is typically categorized into three types: black comedy, parody, and spoof. Examples: John Dies at the End, Bloodsucking Fiends, Pride and Prejudice and ZombiesCreepy KidsA subgenre where the children are often under the spell of evil or are born inherently evil, and turn against the adults in the story. They then become the antagonist of the story and often must be stopped by other children or adults in order for lives to be saved. Examples: The Other, The Sailor Who Fell from Grace with the Sea, Such Small HandsExtreme HorrorA subgenre showing extreme and bloody violence, while focusing on gore and death. Also known as hardcore horror or splatterpunk, this genre contains stories that are the most violent, goriest, scariest ones on the market. Gore is highly detailed and nothing is left to the imagination of the reader. Examples: The Angel of Vengeance: An Extreme Horror Novel, Teratologist, The Girl Next DoorGothicGothic horror is a subgenre involving mystery, castle ruins, the fall of the aristocracy, spirits/hauntings, and madness. The varying locations in the house tend to be symbolic of the mental and emotional facets of its occupants. It often combines horror, death, and romance in the same tale. Examples: Dracula, The Picture of Dorian Gray, Wuthering HeightsHauntingsA subgenre within horror in which ghosts or demons haunt a particular house or another setting, such as the woods or near an ancient burial ground. The focus is often on righting some wrong that was committed in order to set the spirits free. Examples: The Woman in Black, Ghost Story, The Haunting of Hill HouseHistoricalA story that takes place in a historical setting that includes elements of horror. These stories are often based on reals: Twelve, The Terror, The Edinburgh D eadLovecraftianA subgenre in which it is assumed aliens or otherworldly beings originally ruled our planet and will someday return to destroy all of humanity. It is fiction that emphasizes the cosmic horror of the unknown (or unknowable) more than gore or other elements of shock, and is named after American author H. P. Lovecraft (1890–1937), who was one of the first authors to explore the genre. Examples: A Study in Emerald, Sherlock Holmes and the Shadwell Shadows, The Rhesus ChartMans: Feed, The Shrinking Man, Swan SongMonstersA subgenre in which nons: The Mongrel, The Sorrows, Little Black SpotsMythicA subgenre in which ancient mythology and folklore play a large role in the story, particularly the darker, terrifying elements of it. One way in which mythic horror is distinguished from fantasy is that mythic horror often takes place in the human world as opposed to a fantastical realm. Examples: The Selkie, The Djinn, The Queen of the DamnedOccultA subgenre of horror invol ving witchcraft, wizardry, esoteric brotherhoods, and communication with spirits. Other common themes and tropes are spiritualism, psychic phenomena, Voodoo, and characters who have mysterious or secret knowledge and power supposedly attainable only through magical or supernatural means. Examples: A Discovery of Witches, The Mark, The Witches of New YorkPsychic AbilitiesA subgenre in which humans have psychic abilities. These could include reading minds, speaking with the dead, seeing the past or future, or being able to move objects telepathically. This subgenre is often referred to as paranormal horror and shares crossover tropes with science fiction. However, in science fiction, these psychic abilities are generally explored in ways that are good, while in psychic abilities horror, psychic powers are a source of terror. Examples: Carrie, A Stir of Echoes, HornsPsychologicalIn this subgenre, the characters mind becomes his or her own undoing, such as a serial killer. These stories often involve human fears, mental instability, and emotional insecurities. Psychological horror is often similar to supernatural and haunting subgenres, because the protagonist may be confusing the horrors plaguing their mind with something supernatural. You will often encounter an unreliable narrator in this genre. Examples: American Psycho, Haunted, Diary Of A MadmanQuiet HorrorThis subgenre of horror offers a subtler form of fear, rather than explicit gore or violence. Also known as soft horror, quiet horror most often contains a creeping sense of dread in which much of the violence is left to the readers imagination. Much of the horror presented is cerebral instead of gory. Examples: The Yellow Wallpaper, The Hour of the Oxrun Dead, The NamelessYoung AdultA subgenre that does not have excessive gore and usually has a teenager protagonist. It could involve monsters, violent deaths, disturbing creatures, or slight gore. There are often comings: Anna Dressed in Blood, Asylum, Rot RuinMysteryPhoto by Mari Lezhava on UnsplashAmateur SleuthThis subgenre usually involves a nons: A Willing Murder, Small Town Spin, Prose and ConsBumbling DetectiveA subgenre in which a character makes a lot of mistakes in solving a mystery, but manages to solve it anyway. There is usually a lot of comedy involved in the process and the protagonist misses important clues, making the process of solving the crime more difficult than it should be. Often, the plot is intricate. Examples: The Spellman Files: Document #1, The Sweetness at the Bottom of the Pie: A Flavia de Luce Mystery, Heat WaveCaperA subgenre in which the protagonist(s) perpetrate the crime(s). There is usually humor and cleverness involved, along with a sense of adventure. The typical caper story involves thefts, swindles, or kidnappings perpetrated by the main characters and seen by the reader. The police investigation attempting to prevent or solve the crimes may also be chronicled, but it is not the primary focus o f the story. Examples: The Lies of Locke Lamora, Heist Society, The Hot RockChild in PerilA subgenre of mystery in which a child is kidnapped or disappears. Often, it is the childs parents (or other guardians) who come to the childs rescue. There is often great focus on the parents anguish and loss as they play a role in finding their child. While there may be violence, it is rarely seen or very understated if toward the child. Examples: Home, The Couple Next Door, The Boy in the SuitcaseChildrens StoryA subgenre of mystery intended for a young audience who are not yet classified as young adult (typically 6 – 12 years old). There is usually a child protagonist who solves a mystery, often with the help of his/her friends. Violence is minimal if it exists at all, and there are often life lessons learned. Examples: Three Times Lucky, The Secret of the Old Clock: Nancy Drew #1, The Westing GameCozyA subgenre often containing a bloodless crime and a victim that the audience has no t developed empathy towards. The detective is almost always amateur, while sex and violence are downplayed. Often, the crime takes place in a small community where everyone knows each other. Examples: The Golden Tresses of the Dead, Crewel and Unusual, Death by CommitteeCulinaryA subgenre in which a professional chef is involved, usually as the protagonist. Murder and/or other elements of crime are often combined with food and recipes. Common settings or themes include bakery/dessert, barbeque, chef, coffee/tea, cooking class, farm/orchard, cheese, chocolate, food clubs/critics, organic food, pizza, restaurants, and wine/vineyards. Examples: Catering to Nobody, Chocolate Chip Cookie Murder, Prime CutDoctor DetectiveA subgenre of mystery in which a physician plays the role of a detective to solve a murder or crime. In these stories, physicians apply their own specialized scientific knowledge to solve crimes that cannot otherwise be solved by police officers or detectives. Examples: D iagnosis Murder: The Dead Letter, The Doctor Digs a Grave, Blood DancingFurry SleuthA subgenre in which a dog or cat investigates a crime. It is most often told from the animals point of view, depicting them as fully intelligent and able to communicate with each other. Most books that qualify as furry sleuth mysteries are subgenres of cozy mysteries in their tone. Examples: Tail Gait, Downton Tabby, The Bark Before ChristmasHandicappedA subgenre in which the detective has some handicap that helps him/her solve a crime. For example, he or she might be blind, deaf, or unable to walk, but the handicap helps the main character see things from a different perspective in order to solve the mystery. Examples: The Question of the Dead Mistress, For Whom the Minivan Rolls, The Question of the Felonious FriendHards: The Big Sleep, The Maltese Falcon, The Black DahliaHistoricalIn this subgenre, the detective is in a historical setting and must solve a crime there. Many authors of historical my steries focus on particular eras or periods, such as Elizabethan England or Ancient China. Examples: The Lost Girls of Paris, The Paragon Hotel, The Golden Tresses of the DeadHowdunitThis subgenre of mystery leaves no doubt who the perpetrator is. Rather, the story revolves around how the criminal is caught. These novels begin with the reader witnessing the murder, thus the plot revolves around how the perpetrator will be caught. Examples: The Demolished Man, The Crossing, A Kiss Before DyingLegalA subgenre of mystery in which the protagonist is usually an attorney who solves the case on his/her own, while the police are unable to do so or are corrupt. The protagonists life is often at peril, as is the lives of his significant others or family. This subgenre also includes courtroom dramas. Examples: The Runaway Jury, The Lincoln Lawyer, The Gods of GuiltLocked RoomAlso known as puzzle mysteries, this is a subgenre of mystery in which a crime is committed in a location that seems imp ossible to enter/exit without being noticed. The protagonist must use careful observation and extraordinary logic to solve the mystery. Edgar Allen Poe is considered to be the first writer in this subgenre with his 1841 short story The Murders in the Rue Morgue. Examples: And Then There Were None, The Sign of Four, The Mystery of the Yellow RoomParanormalOften overlapping with fantasy, these stories contain traditional mystery tropes, with a strange crime or murder. However, a ghost or otherwise supernatural being is responsible for a crime. They are often part of the cozy mystery subgenre, without extensive gore or violence. Examples: Final Shadows, Secondhand Spirits: A Witchcraft Mystery, Better Read Than DeadPolice ProceduralA subgenre of mystery in which police detectives (or a detective and team of technicians) catch a criminal. The point of view in this type of subgenre often switches back and forth between that of the detective(s) and that of the criminal(s). Serial killer m ysteries are often included in this subgenre, as are forensic mysteries. Examples: The Black Echo, Rules of Prey, Faceless KillersPrivate DetectiveA subgenre in which a private investigators: Career of Evil, G Is for Gumshoe, Maisie DobbsThird WorldWhile typically heavy on characterization, this subgenre of mystery shows a unique, foreign culture with culturally diverse characters. These stories can range from cozy to hards: Murder in Mesopotamia: A Hercule Poirot Mystery, The Perfect Murder, The Gigolo MurderWhodunitA subgenre in which the perpetrator of the crime or murder is discovered at the end to be one of the least likely characters. These stories are often complex and plot driven, allowing the audience the opportunity to engage in the same process of deduction as the protagonist throughout the investigation of a crime. Examples: The Sentence is Death, Dead Girl Running, The CabinWoman in PerilA subgenre of mystery in which a woman is kidnapped (or in some other kind of troub le) and needs to be saved. A newer, feminist, and more modern take on this subgenre is a story that involves a woman being kidnapped (or becoming the victim of a crime) and saving herself through her own wit and action. Examples: The Shining Girls, Kiss the Girls, RoomYoung AdultA subgenre in which a teenager is the protagonist and solves a crime or murder. Adults in these stories are generally unable to be of much help, corrupt, or ignore the help offered by the protagonist. There are often coming of age themes and violence is sometimes downplayed. Examples: One of Us Is Lying, Pretty Little Liars, A Study in CharlotteRomancePhoto by freestocks.org on UnsplashBillionairesSteadily growing in popularity, this is a subgenre of romance focusing on a relationship with a wealthy and/or powerful lover. There is often an aspect of being a Cinderella story, and the woman is often of a lower socioeconomic class than the man. Examples: Fifty Shades of Grey, The Marriage Bargain, Bared to YouC omedyA subgenre of romance in which laughter and fun helps the couple overcome all emotional obstacles to finding love. There is often the theme of strangers who are perfect for each other finding love, or childhood sweethearts coming back together after heartbreak and loss. Examples: Wallbanger, Can You Keep a Secret?, PerfectionContemporaryIn this subgenre, the story takes place in the present (post 1950) and is focused on complex plots and realistic situations of the time. For example, women in the contemporary romances written prior to 1970 usually quit working when they married or had children, while the female protagonists of contemporary novels written after 1970 usually maintain their career after marriage and children. Examples: We Shouldnt, Unmarriageable, Faking ItFantasy RomanceA subgenre in which the relationship between lovers occurs in a fantasy world that contains magic (and/or magic creatures). There is often adventure that occurs and common tropes such as time trav el or superhuman abilities. Examples: Sin Magic, White Stag, NightchaserGothicA subgenre of romance set in an old house or castle that is haunted, with some light horror/mystery elements present. Common tropes are family secrets, insanity, incest, and secrets hidden within the home. There is also often a woman in peril theme that is prevalent in this subgenre. Examples: House of Shadows, Nocturne for a Widow, Mist of MidnightHistoricalA subgenre set before 1950 with realistic situations occurring between lovers (based on the time period). Many stories in this subgenre are set amongst real historical events, offering a parallel viewpoint to famous historical characters from the past. Common tropes are relationships across socioeconomic statuses and within feuding families. This subgenre has also been known as bodice rippers, famed for the female protagonists wearing corsets. Examples: The Parisians, Duchess By Deception, Tempt Me with DiamondsHolidaysA subgenre of romance in which l overs meet or unite during the Christmas or Hanukkah season. Common tropes are family, restoring past heartache, and returning to holiday tradition, as it was experienced in childhood. Examples: Christmas Eve at Friday Harbor, Unwrapping Her Perfect Match: A London Legends Christmas Romance, Baby, Its Cold OutsideInspirationalA subgenre of romance in which a religious or spiritual connection is an important part of a relationship. In these novels, there is a spiritual journey that the characters take that is an inherent part of their connection and romance. They can be set in any context or belief system. Examples: What the Wind Knows, LASS: A Friends to Lovers Standalone Romance, Down a Country RoadMilitaryA subgenre of romance featuring military personnel. These novels usually include some action and/or suspense, and the hero or heroine (or both) are active duty or former military personnel. The subgenre also includes stories that are set on military bases or vessels. Examples: Th e Darkest Hour, The Unsung Hero, Whispers in the DarkParanormalIn this subgenre of romance, there is often a relationship with a supernatural being, such as a vampire, werewolf, demon, shapeshifter, angel, ghost, witch or other entity. This subgenre can also include settings that are science fiction or fantasy, or any world with extraordinary elements that are magical. Examples: Summoned to Thirteenth Grave, Vengeance Road, Alphas Secret: A Bear Shifter MMA RomanceRegencyA subgenre set during the period of the British Regency (1811–1820) or early 19th century. They have their own unique plot and stylistic conventions, such as much intelligent, fasts: Not the Dukes Darling, Beauty and the Baron: A Regency Fairy Tale Retelling, Ten Kisses to ScandalRomantic SuspenseA subgenre involving suspense or mystery elements that add to the romantic plot. While the focus of these stories is on the romance itself, they contain common tropes to mystery novels such as stalkers, crimes to be solved, kidnapping, or even murder. Examples: A Merciful Fate, Moonlight Scandals: A de Vincent Novel, You Will SufferScience Fiction RomanceA subgenre that is set in the future and often involves aliens. In many cases, there is a romantic relationship between humans and aliens. There are also common tropes that are shared with science fiction, such as technological innovation, space exploration, and living on other planets/worlds. Examples: Nightchaser, Angies Gladiator: A SciFi Alien Romance, Rising From the DepthsSportsA subgenre of romance in which one or both of the lovers is involved with sports, such as a football player or race car driver. Much of the romantic interaction takes place during practicing or performing this sport, and there are often elements of action combined with romance. Examples: Ruthless King, Overnight Sensation, Fired UpTime TravelA subgenre of romance in which a character travels through time to encounter his or her love interest. A recurring theme in t his subgenre is the conflict of falling in love and making the decision to stay in the alternate time or return to the time the protagonist came from. Some time travel romance settings are set in present day, and the character travels to the past. In others, the character travels to the future. Examples: Outlander, The Time Travelers Wife, A Knight in Shining ArmorWestern RomanceA subgenre of romance set in the Wild West (or West, if contemporary) and often with a cowboy/cowgirl as a main character. This subgenre contains both historical western romance and contemporary western romance novels. Historical western romance contains common tropes such as a wagon train journey, a bank robbery, a land war, a cattle drive, a saloon brawl, or a gunfight. Contemporary western romance novels are generally set near small towns with ranches, ranges, rodeos, and honkys: The Texans Wager, Comanche Moon, Texas GloryYoung AdultA subgenre focusing on young adult or adolescent love interests. A commo n theme is the exploration of sexuality and the obstacles of young love, such as family/socioeconomic class pressure, academic pursuits, and/or competition. There is also a broad spectrum of relationship types in these novels, such as LGBTQ relationships. Examples: King of Scars, Be The Girl, Even if I FallScience FictionPhoto by Filip Casey Horner on UnsplashAliensA subgenre of science fiction in which extraterrestrial beings are encountered by humans. These encounters can range from romantic to traumatic, and common themes are communication, fear of the other, intergalactic war, and a greater sense of ones place in the universe. Examples: Galactic Pots: The Man in the High Castle, 11/22/63, The Red GardenAlternate/Parallel UniverseA subgenre in which there is another reality cos: Zero World, The Gods Themselves, The Long EarthApocalyptic/Posts: Wool, CyberStorm, The RoadBiopunkA subgenre of science fiction in which there is use of biotechnology, genetic manipulation, and/or eugeni cs that occur in the near future. The subgenre stems from cyberpunk but focuses on the implications of biotechnology rather than information technology. Common themes are bios: Unwind, The Dervish House, LeviathanChildrens StoryA subgenre of science fiction written for younger audiences, with protagonists who are early adolescents or younger. Coming of age scenarios are often present. Science fiction themes such as aliens, advanced technology, and dystopian societies are often common, but violence and other adult themes are downplayed. Examples: The Wonderful Flight to the Mushroom Planet, Aliens for Breakfast: A Stepping Stone Book, Whales on Stilts!ColonizationA subgenre in which humans (or other lifeforms) move to a distant area or world and create a new settlement. Humans may start a colony for various reasons such as the Earths overpopulation, an uninhabitable Earth, the discovery of other worlds, acquisition of resources, or threat of human extinction. Examples: Last and First Men: A Story of the near and far future, The Word for World is Forest, The Moon is a Harsh MistressComedyThis subgenre contains a lot of humor and satirization of science fiction tropes, with a tendency toward a pessimistic view of humanity. There is often mockery of social conventions. This is a rather small subgenre of science fiction that is more common in short stories than novels and frequently seen in movies. Examples: Stainless Steel Rat Omnibus, The Hitchhikers Guide to the Galaxy, Finders Keepers: The Definitive EditionCyberpunkA subgenre of science fiction in which man and machine are combined, either literally or metaphorically, and there are multiple forms of virtual reality. The Earth is typically the setting for cyberpunk stories, but it is immersed in a cyber world. Common themes are the exploration of the relationship between humans and computers, often in a dark and bleak world, as well as cybernetics, prosthetics, cyborgs, and the internet. Examples: Neuromancer, Snow Crash, SoftwareDying EarthA subgenre in which the Earth is dying. Stories in this subgenre often take place at the end of the Earths existence, thus occurring in the future. Common themes are fatality, reflection, lost innocence, idealism, entropy, exhaustion of resources, and hope. Settings in these stories are often barren and sterile, with a fading sun. There is overlap with this subgenre and apocalyptic fiction. Examples: The Time Machine, Zothique, Tales of the Dying EarthDystopiaA subgenre of science fiction in which the world has become the opposite of a utopia and the protagonist must liberate himself/herself (or an entire community) from it. Common themes are a police state, overwhelming poverty, government control, and lack of personal freedom. Stories in this subgenre often include deep social control and exploration of what we fear will happen in the future of humanity. Examples: Fahrenheit 451, Do Androids Dream of Electric Sheep?, A Clockwork OrangeGalactic Empire In this subgenre, there is an empire that spans galaxies. The story usually takes place in the capital of the empire and often includes elements of dystopian science fiction. The protagonist is often a member of the empires military forces. Examples: Constitution: Book 1 of The Legacy Fleet Series, Bloodline: Star Wars, Darkest Hour: Liberation War Book 1Generation ShipA subgenre of science fiction in which there is a prolonged voyage on a spaceship and the original occupants have passed away, leaving their descendants to remain or find another place to live. As the ship journeys across the universe, generations have lived and died onboard, and social change often occurs. There is often an advanced ecosystem onboard and usually, the ship will have a destination, such as a distant planet to colonize. Examples: Orphans of the Sky, Captive Universe, Promised LandHard Science FictionA subgenre in which there is extreme scientific details, and less focus on characters or settings. This i s a subgenre that concentrates on relating stories from a correct scientific perspective with great attention to technological detail. These stories often include details from hard sciences, with some speculative technology incorporated. Examples: Ringworld, The Martian, Dragons EggImmortalityA subgenre in which there are beings who have lived (and continue to live) infinitely. The focus of this subgenre is eternal life, either as a blessing that is full of limitless opportunity, or the end of change that is full of boredom and stagnation. Examples: After Many a Summer Dies the Swan, The Boat of a Million Years, Methuselahs ChildrenLost WorldsA subgenre of science fiction in which there is a voyage to unknown or isolated places such as islands, continents, jungles, or worlds, resulting in a discovery of some wonder or ancient technology. These stories usually contain elements of adventure, and the worlds visited are usually isolated from our own world, containing their own history a nd unique geography. Examples: Journey to the Center of the Earth, A Princess of Mars, Lost HorizonMilitaryA subgenre in which there is interstellar or interplanetary armed conflict. Military values such as bravery, sacrifice, duty, and camaraderie are common themes, and the protagonist is typically a soldier. Military science fiction often features futuristic technology and weapons, with the setting being outer space or on a different planet. Examples: Enders Game, Starship Troopers, Old Mans WarMind TransferA subgenre of science fiction in which a human consciousness is downloaded into a computer or transferred to another human brain. This can occur in several ways: via computer, some kind of psychic power, alien technology, physical brain transplantation, etc., and the transfer can be temporary or permanent. Often, the process destroys the original or copies are made. Examples: The World of Nulls: Interzone, Schismatrix Plus, The Beast With Nine Billion FeetMythicA subgenre of sc ience fiction in which the story is inspired by, or closely imitates, myth and folklore. The story may be a complete retelling of a popular myth or could just draw from tropes and themes that are common in mythology. There is a variable level of real science, since myth has fantastical elements. Examples: Rendezvous with Rama, The Queen of Air and Darkness, PerelandraNanopunkA subgenre similar to cyberpunk in which the use of nanotechnology is explored, along with its effects on human lives. The nanopunk world is one in which the theoretical premise of nanotech is a reality, and it is well integrated with our world and human existence. Examples: Tech Heaven, The Diamond Age: Or, a Young Ladys Illustrated Primer, PreyRobots/A.I.A subgenre in which there are robotics and AI. This subgenre is generally focused on one of three mentalities: pros: Tiks: A Game of Universe, The Family Tree, The Dragonriders of PernScience HorrorA subgenre of science fiction in which there are also elements of horror. Often, these stories include themes such as medical research resulting in new diseases, aliens attempting to kill humans, artificial intelligence that revolts against its maker(s), or atomic bombs and technology that results in human destruction. Examples: Infected, The Hunger, The SandmanSlipstreamA subgenre with elements of the surreal and postmodern themes. It crosses the genres of literary fiction and speculative fiction, including science fiction, fantasy or both. Slipstream is often defined as fantastical, illogical, surreal, and jarring. Examples: The Bridge, Breakfast of Champions, White NoiseSoft Science FictionA subgenre with less focus on science and more focus on characters. These stories usually deal with the soft sciences and social sciences, and are more concerned with human activity and affairs than scientific detail. Examples: Babels: Constitution: Book 1 of the Legacy Fleet Trilogy, Titanborn, Rift: The Resistance Book OneSpace OperaA subgenre of scienc e fiction in which there is swashbuckling action and epic, panoramic settings. These stories often contain overs: The Foundation Series, Hyperion, The Ender QuartetSpyFiA subgenre of science fiction in which there is espionage, highs: The Baroness: Sonic Slave, Crown of Slaves, Call for the Dead: A George Smiley NovelSteampunkA subgenre of that is generally set in Victorian times, with the use of steam power as advanced technology. There is minimal scientific detail and the gadgets are often best described as retros: The Anubis Gates, Homunculus: The Adventures of Langdon St Ives, The Difference EngineTime TravelIn this subgenre of science fiction, the main characters travel through time. Sometimes, this can mean the character(s) move to a point in time that is in the future; sometimes, they can travel to a point in time that is the past. There is also a trend in these novels for characters to move to travel to parallel or alternate universes in an unknown time. Examples: A Sound of Thunder, Guardians of Time, The Time MachineUtopiaA subgenre in which humanity lives in a utopia and technology has removed societys problems. In many of these stories, war and sickness have been done away with, often through advanced technology. There is often much discussion of social implications and exploration of social sciences, approaching topics such as: What does a Utopia look like? Is one persons Utopia the same as anothers? Examples: The Giver, The Dispossessed, Childhoods EndYoung AdultA subgenre of science fiction created for an adolescent or young adult audience in which the protagonist is of the same age range. There is often budding romance within a dystopian society, and the protagonist faces comings: Dragon Pearl, The Similars, The DisastersThriller and SuspensePhoto by Sammie Vasquez on UnsplashActionA subgenre in which there is much physical action, and the protagonist must fight for his or her survival or to save the victim of a crime or kidnapping. In many cas es, the protagonist is a current or former member of the armed forces, special forces, or other government agency. Villains are often internationally located and the hunt for them often occurs across borders. Examples: The Killer Collective, The Cleaner, Freedom RoadComedyA subgenre of thriller suspense in which there is dark humor surrounding espionage and organize crime. Protagonists often having biting wit while being involved in adventurous activities related to solving a crime or thwarting the evil plans of secret societies. Examples: The Rook, Horrorstà ¶r, Crocodile on the SandbankConspiracyA subgenre of thriller suspense in which a protagonist must face (and defeat) a large, powerful organization or entity to stop a killer or halt a destructive plot. These stories often have protagonists who are scholars, journalists or amateur investigators who play a role in toppling secret societies or conspiracies. Common themes are rumors, lies, propaganda, secret histories, and coun ters: Betrayal, Mosaic: Breakthrough, The Atlantis Gene: A ThrillerCrimeIn this subgenre, the protagonist confronts a major crime plot, such as a murder, kidnapping, or theft. These stories often begin with a protagonist, who is going about his or her daily life, before becoming involved in a crime (either as a victim or helping the victim). He or she then uses wit and specialty knowledge to help solve the crime, with or without the help of authorities. Examples: Connections in Death: An Eve Dallas Novel, The Wedding Guest: An Alex Delaware Novel, A Merciful FateDisasterA subgenre of thriller suspense in which the protagonist is up against a major natural disaster that he or she must escape or stop. Disasters could include natural disasters, such as earthquakes, meteor strikes or tsunamis; or mans: The Virus, The Last Tribe, QuakeEspionageA subgenre in which there are secret agents. These stories are often set during war time. Often, the agent goes rogue to uncover corruption among his or her peers. Common themes include rivalries and intrigues between the major powers, corruption within modern intelligence agencies, rogue states, international criminal organizations, global terrorist networks, maritime piracy and technological sabotage. Examples: The Killer Collective, Betrayal, The CleanerForensicA subgenre in which forensic scientists play a major role in solving a crime. Common themes include finding evidence at a crime scene, blood splatter, DNA, bones, fingerprints, or other forensic details. There is usually a race against the clock to catch the perpetrator before someone else dies or another major crime is committed. Examples: Scarpetta, Body of Evidence, Break No BonesHistoricalA subgenre of thriller suspense set in a historical time period that includes details about the era. Real historical figures are often included in the plot, or encountered through a fictional characters point of view. These stories often concern real historical mysteries, doc uments, or conspiracies but offer an alternate reality connected to them. Some novels in this genre go back and forth between presents: A Discovery of Witches, Crucible: A Thriller, The Road Beyond RuinLegalIn this subgenre, the plot centers on legal dilemmas or courtroom dramas. The protagonist is usually an attorney who encounters danger and solves the crime, while the police are unable to do so or are corrupt. The protagonists life is often at peril, as is the lives of his significant others or family. Examples: An Innocent Client, The Rule of Law, In Good FaithMedicalA subgenre of thriller suspense in which the protagonist is in the medical field (or closely tied to it) and must use his or her knowledge of medicine to solve a mystery, cure a virus, halt or pandemic, or catch the perpetrator of a medicals: Blow Fly: A Scarpetta Novel, A Case of Need: A Suspense Thriller, Phantom LimbMilitaryA subgenre in which the protagonist is in the military (or former military) and must use his or her training to solve a mystery or crime. The subgenre also includes stories that are set on military bases or vessels. Common themes are brotherhood, avenging wrongs, protecting family members of servicemembers or former servicemembers, cartel interaction, and rogue militias. Examples: The Trident Deception, The Karma Booth, PersuaderMystery ThrillerA subgenre of thriller suspense and mystery, in which there is a ticking clock or mystery that the protagonist must solve before time runs out. This subgenre is different than a regular mystery in that it is fasts: An Anonymous Girl, Two Can Keep a Secret, The Au PairPoliticalA subgenre in which the protagonist is connected with the government (usually lows: Justice Redeemed, Duty and Honor, Target: Alex CrossPsychologicalA subgenre of thriller suspense in which the protagonist becomes involved in a situation that threatens his/her sanity or mental state. These stories often emphasize the unstable or delusional psychological st ates of its characters, and is told through the viewpoint of psychologically stressed characters. There is a combination of tropes from mystery, drama, and action. Examples: The Girl on the Train, Gone Girl, Behind Closed DoorsReligiousA subgenre of thriller suspense in which a religious artifact or sects: The Da Vinci Code, The Blood Gospel: The Order of the Sanguines Series, SanctusParanormalA subgenre of thriller suspense in which there are elements of the paranormal and some characters display supernatural abilities. Otherworldly elements that are introduced are usually as an antagonistic force, but the plot line and feel are distinctly that of a thriller. Examples: Daughters of the Lake, The Rise of Magicks: Chronicles of The One, The ShiningTechnothrillerA subgenre in which there is cuttings: Jurassic Park, Daemon, The MartianYoung AdultA subgenre of thriller suspense in which the protagonist is a young adult or adolescent. There are often coming of age lessons to be learne d, such as loneliness, romantic interactions, and survival without adults. Friends, companions, and/or romantic interests often help the protagonist solve the problem or escape the villain, and adventurous, nails: One of Us is Lying, Theres Someone Inside Your House, I Hunt KillersWesternPhoto by Eric Welch on UnsplashBounty HuntersA subgenre of western in which there is a morally ambiguous protagonist who hunts criminals to receive a bounty. Common themes include the construction of a railroad or a telegraph line on the wild frontier, ranchers protecting their family ranch from rustlers or large landowners or who build a ranch empire, revenge stories, and outlaw gang plots. Examples: The Bounty Hunters: A Classic Tale of Frontier Law, Bounty Hunter, Broadway BountyCattle DriveA subgenre in which there a long journey the protagonist must make to move a herd of cattle. There are often life lessons learned along the way and friendships formed, as well as potential for romance. Example s: The Chuckwagon Trail, The Daybreakers: The Sacketts, The Last Cattle DriveChildrens StoryA subgenre created for children that contains western tropes. The typical audience of these stories are children, ages 7 through 12, and western tropes are present but presented in an acceptable form for younger children to read. Common themes are friendships, autonomy, adventure, and relationships with wildlife and nature. Examples: Leroy Ninker Saddles Up: Tales from Deckawoo Drive, By The Great Horn Spoon!, Old YellerComedyA subgenre of western in which there is humor, satire, or parody of traditional Western tropes. Common themes include cowboys or sharpshooters who dont know how to shoot or ride a horse, or drunken cowboys whose antics are entertaining to their compatriots. Examples: Anything For Billy, Hey, Cowboy, Wanna Get Lucky?, How the West Was LostGold RushA subgenre in which the protagonist is on a quest for riches, usually in the form of found gold. These protagonists and plotli nes were immortalized in the 1860s by authors Bret Harte and Mark Twain, while the California gold rush was in full swing. Examples: Calico Palace, Daughter of Fortune, Walk On Earth a StrangerGunfightersA subgenre of western in which the protagonist must go up against an antagonist in gun battle. The protagonist and antagonist are often experts in pistols, and each tends to own a special weapon whose reputation precedes it. The climax of these stories is a final gun battle with specific sportsman rules, usually taking place in an agreeds: Shane, The Autumn of the Gun, The Dawn of FuryLand RushA subgenre of western in which settlers must travel to and claim land that is available for homesteading, usually in Oklahoma or surrounding states. Common themes are survival within harsh elements, wild animals, benevolent and unfriendly natives, competing/feuding families or gangs, and making the land hospitable to growing food and sustaining life. Examples: Jolines Redemption, Gabriels Aton ement, Sarahs SurrenderLawmenA subgenre of western in which the protagonist is a lawman who must help bring order to a town on the frontier. The protagonist is often escaping a violent or tragic past and has often lost family or loved ones to frontier violence. Common themes are saloon brawls, gambling, outsiders, outlaws, and romance with a local resident. Examples: Lonesome Dove, Deadmans Fury, BowdrieMountain MenA subgenre in which the stalwart, lonely protagonist roams the mountain ranges of the West. Common themes are survival against harsh elements of nature, loneliness, civilization vs. the wilderness, and feuding families. Examples: Power of the Mountain Man, The Last Mountain Man, Revenge of the Mountain ManOutlawsA subgenre of western in which there are colorful villains. It usually involves train robberies, bank robberies, or some other form of criminal activity taking place in the West. There is a certain moral ambiguity to protagonists, making them loveable bad guys or villains with a heart. There is generally a romantic interest who is in a likewise unsavory career, such as a prostitute or barmaid. Examples: Blood Meridian: Or the Evening Redness in the West, Threes: Prarie Justice, Prairie Crossing: A Novel of the West, West Winds of WyomingRevengeA subgenre of western in which a protagonist endures and survives a massacre or some other horrible event, and must find those who are responsible for it to achieve justice. In many cases, the protagonist is seeking justice for loved ones or family members who have been murdered. There is a sense of righteous anger and common themes are retribution, justice, personal peace, and loyalty. Examples: Cades Revenge, Montana Revenge, The Revenant: A Novel of RevengeWagon TrainA subgenre of western in which there is a journey taken by pioneers from the East looking to settle in the West. These tales are of an epic nature and often include drama such as budding romance and feuds between travelers. Examples: Ra veled Ends of Sky: Women of the West Novels, A Long Way to Go, SawbonesYoung AdultA subgenre in which the protagonist is an adolescent or young adult, and comes of age as the story progresses. These stories are intended for an adolescent or young adult audience and contain themes such as friendship, young love, escape from adult or responsible influence, and rebellion. Examples: Vengeance Road, Under a Painted Sky, Gunslinger Girl

How to Demonstrate Leadership Experience

How to Demonstrate Leadership Experience If you plan on applying to a graduate-level business program, youre going to need to be able to demonstrate that you have leadership capabilities, or at a minimum, leadership potential. Many business schools, especially schools with top MBA programs, are focused on churning out leaders, so they look for MBA candidates who fit that mold. Being able to demonstrate leadership experience is also important if you want to get a job in the business world after graduation. In this article, well take a look at a few examples of leadership experience and explore self-assessment questions that will help you determine ways in which you have been a leader so that you can demonstrate your leadership experience in an effective way. What Is Leadership Experience? Leadership experience is a general term used to describe your exposure to leading other people in various settings. If you have ever supervised other people as part of your job, you have leadership experience. It is important to note that management and leadership are two different things. You dont have to be a manager to be a leader. You may have led other people on a work project or a team-based endeavor. Leadership can also occur outside of work- maybe you helped to organize a food drive or another community-based project, or perhaps youve served as the captain of a sports team or academic group. These are all examples of valuable leadership experience and are worth mentioning. Leadership Experience and Business School Applications Before accepting you into their program, most business schools will want to know about your leadership experience. This is especially true if you are applying to something like an Executive Master of Business Administration (EMBA) program, which is typically filled with mid-career professionals and executives.   So, how do you demonstrate the fact that youre a leader who is ready for the challenges of business school? Well, the concept of leadership experience can come up in different ways during the business school application process. Lets take a look at a few examples. Resume: Many graduate programs ask you to submit a resume with your application. Your resume is a great place to highlight your leadership skills and experience.Essay: Some business schools ask you to write an application essay as part of the admissions process. In some cases, you will be given an essay prompt related to leadership experience. Other times, you are allowed to choose your own essay topic. Discussing your leadership experience in an essay is a good way to show that you have leadership potential and the ability to bring something to class that may benefit your peers.  Interview: Not every business school requires candidates to take part in an admissions interview, but some do. If you are asked to participate in an interview during the application process, you should expect at least one question about your leadership experience or leadership potential.   10 Questions to Ask Yourself About Leadership Experience Before you begin talking about your leadership experience you should ask yourself a few questions to make sure you are telling the best stories. Here are ten questions to get you started: How have I motivated others?Have I ever improved the performance of others?Have I been able to make use of other peoples talents and skills?How have I addressed or helped other people to address their mistakes?Have I ever marshaled resources to overcome a problem I discovered?In what way have I built on an organizations success?Have I ever helped a team to articulate a vision?How have I helped other people adapt to a new situation?What methods have I used to boost morale within an organization?How have I helped others overcome challenges in their personal or professional life? Remember, leadership experience isnt always necessarily about what you have done- its about what you have helped other people do.