Self Esteem By Carol Craig - 1090 Words

Self-Esteem can be harmful and make people very self centered, but others lack confidence and need a boost of self-esteem. Self-esteem is a very important factor in various reasons that happens in people’s daily life. With no type of thought people don’t think or take self-esteem with importance without realizing that self-esteem is a huge thing that us humans depend for our daily activities. Some shifts that have happened toward self- esteem over the past few decades were the fact that many people don’t really get an effect of having a boost of self-esteem in order for them to reach success. Therefore, self-esteem is not important in the success of individuals but it is important in their well being and psychological health. The history†¦show more content†¦He stated, â€Å"low self-esteem was the cause of crime, teenage pregnancy, drug abuse, and school underachievement† (par. 18). This shows that these are examples of the problems that low self-esteem causes. However, Professor Martin Seligman gave many arguments against the self-esteem movement going against David Hume and John Vasconcellos’ arguments, but supporting Roy Baumeister, the first outright critic of the self-esteem movement, and Nicholas Emler that supported Baumeister’s findings that low self-esteem was not a risk factor for educational problems. Seligman went against the idea that self-esteem could be extremely boosted. So, Craig’s purpose for writing this text is to show that the decreases and increases in self-esteem which are concurrent with failures and successes. In the video â€Å"Why thinking you’re ugly is bad for you† , by Meaghan Ramsey talks about how having a low self- esteem can affect young women more than gentlemen in academics and in daily activities. She states that â€Å"six out of ten girls are refusing to get involved in anything because they worry about how they look† (4:44) .Although, many young adults deny tha t they care about how they look or what people think of them deep down they do because they just want to â€Å"fit in†. In this video they do agree with the fact that self-esteem does affect a person s success because of they think more about their appearance than their academics.Show MoreRelatedSelf Esteem Essay718 Words   |  3 PagesCan self-esteem really engender success, or does it induce the well-being of individuals? By success, I mean academic achievement and a college degree. Self-esteem is crucial to the well-being and happiness of individuals. However, too much self-esteem makes people become narcissistic, which is destructive and superfluous to becoming successful. Therefore, self-esteem cannot engender success, which is corroborated with the self-esteem movement, but it can cause the well-being of individuals. 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Disability and Child Free Essays

string(65) " may be of a poor quality – suffering damp or be in disrepair\." CYP3. 7 Understand how to support positive outcomes for children and young people. 1. We will write a custom essay sample on Disability and Child or any similar topic only for you Order Now 1 Social factors †¢ Lack of social/friendship networks. Children need friendships to develop their interaction, emotional understanding, empathy and social skills. Children who lack these networks tend to feel isolated and therefore isolate themselves more. They may suffer insecurities about themselves and be withdrawn and shy. They may struggle to communicate, share and understand the needs and feelings of others. As they grow older the insecurities may lead to self-hatred and self-harm. They will lack people to confide in or go to for advice. They may find themselves drawn into ‘the wrong crowd’ because they seem welcoming, and as a result find themselves manipulated. †¢ Poor parental supervision/neglect. Without guidance children do not learn the correct ways to behave. This will cause them to come into conflict at school because they do not know or understand acceptable boundaries. They may be unaware of the dangers they can face in life. They may have a distorted view of their own abilities and may believe that they are allowed to do what they want because they are never prevented. They may believe they are unloved, unimportant and unvalued and as they grow older this could lead to depression and self-harm. The lack of boundaries could result in them becoming involved in crime and anti-social behaviour. Neglect could lead to health problems through malnutrition. They may struggle to form social relationships because of their lack of personal hygiene. Poor clothing could lead to bullying and teasing, causing them to withdraw and become isolated. †¢ Illness/disability If the child suffers from illness or disability they may find they frequently miss school, they may then miss large chunks of their education and struggle to achieve. It may cause them to miss out on activities such as sports, which could leave them feeling isolated. These feelings could develop into anger or resentment and may cause them to have behavioural problems. They may be misjudged as lacking intelligence and therefore not given challenges, leading to boredom and perceived disruptive behaviour. If the child is the carer of a parent suffering illness or disability this can lead to emotional difficulties. The child may struggle to understand the role reversal they are experiencing, viewing themselves as being on a par with adults and more mature than their peers, resulting in them struggling to form friendships. They may become resentful at missing out on their childhood and present challenging behaviour. They may suffer anxiety whilst away from home and worry about their parent, resulting in a failure to engage in their education. They may not fulfil their potential in life as much of it will be dedicated to being a carer. Having a parent with a long term illness or disability could also lead to financial hardship due to lack of employment. Criminal or anti –social behaviour Whether it is behaviour presented by the child, a sibling or parent it could result in the child being taken into care. A parent could be absent for a length of time, if imprisoned, causing emotional stress. The child may perceive the behaviour as normal or acceptable, especially if it is being carried out by the parents and copy it. It may result in a transient lifestyle, as they could be re-housed as a result of anti-social behaviour. This would result in the child suffering a disrupted education and struggling to form long term stable friendships. †¢ Addictions The impact of addictions on children can be various. They can suffer health problems, if their mother had a drug or alcohol problem during pregnancy. They may suffer poverty due to lack of employment, or if the addiction is gambling. They may suffer from neglect, abuse or/and violence. If they have younger siblings they may find themselves responsible for their care and therefore may suffer stress and feel isolated. They may feel scared and find it difficult to speak to people for fear of getting in trouble or going into care. They may ultimately find themselves in care if the addictions result in their parents being unable to care for them. They may become involved in crime to support their family. At school they may be disruptive or withdrawn, have mood swings and outbursts of violence. †¢ Parental separation This can leave a child feeling very insecure and frightened. They may become quiet and withdrawn. They may become very emotional, clingy and tearful or become violent and abusive. They may feel angry, let down and abandoned. Their work and concentration at school may suffer as a result of any stress and worry they may be feeling. They may suffer poverty as a result of a fall in the household income. They may suffer a dramatic change in lifestyle that leaves them confused. Economic and Environmental factors †¢ Poverty This can result from low income, unemployment, parental separation, illness or disability, addictions, or criminal activities. Children may suffer malnutrition or a poor diet as a result of their parents being unable to afford quality food. This could result in lack of concentration or poor performance at school. They could also suffer other health related issues. They may be the subject of bullying as a result of their clothing or because they do not have the latest ‘must have’ accessories. They will probably miss out on further education due to the costs involved, or as a result of the need to find employment to help support the family. †¢ Poor housing One of the side effects of poverty is poor housing. People on low income are often dependent on local authority housing. This may result in overcrowding, for example being housed in a bedsit or home with insufficient bedrooms. This means the child has no privacy, or personal space. They may struggle with homework and course work because of the lack of a quiet space in which to complete it. The housing provided may be of a poor quality – suffering damp or be in disrepair. You read "Disability and Child" in category "Essay examples" This could have a detrimental effect on the child’s health – causing asthma or frequent colds and coughs. It will probably be in a less desirable area or could be in an area with social disorder problems. This may result in the children becoming isolated, as their parents may be fearful of letting them out to play or they may themselves become involved in anti-social behaviour and criminal activities. †¢ Lack of academic achievement Children whose parents have had a poor education or lack numeracy and literacy skills can struggle at school. Their parents may show little or no interest in their education and as a result they may also lose interest. The parents may not attend school progress meetings so they will have little understanding of their child’s achievements and therefore the child will not receive praise and encouragement to continue. The parents will struggle to support the child in homework and coursework and the child will therefore struggle. This may cause them to get in trouble as a result of uncompleted assignments. They might ‘fail’ in their education, as a result, and struggle to get employment as an adult. Cultural factors †¢ Religious beliefs and customs Children may have to attend a school associated with their religion, and may therefore receive a less balanced education. They may struggle to understand other people’s religion or lifestyle choices, if it goes against what they are taught. This may leave them confused or feeling isolated and struggling to interact with the wider community. They may also experience or witness abuse on the grounds of their religious beliefs and customs, leaving them not only confused and isolated but fearful. †¢ Ethnic and cultural customs Children may have different forms of attire, causing them to be teased or bullied. Their culture may view interaction between men and women in a different way and the children will struggle to recognise what is acceptable at school as it differs to home. This could cause them to come into conflict with school rules or to be perceived as a trouble maker. †¢ Transient lifestyle The child and their family could move around frequently; for example they may come from Gypsy Roma Traveller community. This means their education will be inconsistent and interrupted. They will be unable to form close friendships and lack a support network outside their close family and community. Although dealt with separately, many of these factors are interconnected; unemployment or low income can lead to poor housing. Poor housing can lead to health problems, which can lead to frequent school absences. They will not only affect the child’s present lifestyle and health, but also their future, right through to adulthood. This pattern could then continue into the lives of their children. Without support and intervention, they and their families could find themselves trapped in a cycle of disadvantage. . 2 Poverty is on the agenda of the Every Child Matters framework, with one of the outcomes stating that every child should achieve wealth and economic well-being. This means it is important to ensure that children experiencing poverty have the same opportunities as their peers. Impact of poverty can be: Low income: This can mean that children may not have th e same advantages of there more wealthier peers. Poor housing: This could lead to ill health due to unacceptable standards within the home. Ill Health: Not having access to the correct food and warm clothing could affect health. Low academic achievement: This could come due to there not being such an emphasis on the importance to learn or support brackets within the home. Low Self-esteem: Children could have a low self-esteem due to the above factors. 1. 3 In accordance with Article 13 of the United Nations Convention on the Rights of a Child, the outcomes of the Governments Every Child Matters framework and the Early Years Foundation Stage, children should be provisioned for by ensuring that children are involved and engaged with, allowing them to be heard, to make decisions, contribute their experiences and be supported and safeguarded throughout their development. Even from an early age, children’s choices, even simple ones, can have an impact on their life chances and outcomes such as choosing which toys to play with at pre-school or which friends to play with, a child may develop a friendship with another child who is perhaps a bit louder and boisterous and may display unwanted behaviour, this choice of friend may have a negative impact on the child’s behaviour at home or in other settings they move onto. Whilst the child has the right to choose their friends, it is our responsibility to involve the child in setting expectations of their behaviour and help them to make a positive contribution, which is one of the outcomes of the ECM framework. Children and young people throughout their lives will make choices such as whether to eat healthily or unhealthily or start smoking or drinking, as any early years setting we ensure that we offer healthy snacks and meals, we involve the children in activities and discussions about the importance of healthy living but there will come a point where they can choose for themselves. If a child/young person chooses to eat unhealthily this will have a negative impact on their wellbeing, they could become overweight, develop diabetes and it could exclude them from taking part in activities, this could continue and have a negative knock on effect throughout their lives perhaps causing them to suffer low self-esteem and become withdrawn from social situations. A child may be raised in an environment where they are allowed to play violent computer games or have families who are in trouble with the police. These experiences could have a negative impact on the way the child/young person develops and integrates into society, they may choose to act the same way and get in trouble or they may not like what they have experienced and choose not to. 2. 1 All practitioners should be striving to achieve the 5 outcomes of the Every Child Matters framework: †¢ Be Healthy †¢ Stay Safe †¢ Enjoy and Achieve †¢ Make a Positive Contribution †¢ Achieve Economic Wellbeing By following the 4 EYFS themes we can see how they link into the ECM Framework. EYFS Theme Supporting Principles Every Child Matters Unique Child 1. 1 Child Development Make a positive contribution 1. 2 Inclusive Practice Make a positive contribution 1. 3 Keeping Safe Stay Safe 1. 4 Health and Well-being Be Healthy Positive Relationships 2. 1 Respecting Each Other Make a positive contribution 2. 2 Parents as Partners Make a positive contribution 2. 3 Supporting Learning Make a positive contribution 2. 4 Key Person Stay Safe Enabling Environments 3. 1 Observation, Assessment and Planning Enjoy and Achieve 3. 2 Supporting Every Child Enjoy and Achieve . 3 The Learning Environment Enjoy and Achieve 3. 4 The Wider Context Make a positive contribution Learning and Development 4. 1 Play and Exploration Enjoy and Achieve 4. 2 Active Learning Enjoy and Achieve 4. 3 Creativity and Critical Thinking Enjoy and Achieve 4. 4 Areas of Learning and Development Enjoy and Achieve Be Healthy – this also includes how our health is affected by our social, mental, emotional a nd physical well-being. The Government has a focus on healthy living for children. At my setting we provide healthy snacks for the children. We also promote healthy choices, talk about healthy hearts and activities that teach them an active lifestyle. Stay Safe – we ensure children in our care are safeguarded. We have a robust safeguarding policy. Children know they can talk to any member of staff if they do not feel safe and they know they will be listened to. Enjoy and Achieve – we observe children so we understand their needs and can then plan more accurately for individual children. Make a Positive Contribution – we are continually assessing and developing our policies to ensure we are always making positive contributions to children’s development. Achieve Economic Well-being – by ensuring we follow all the EYFS and Every Child Matters we are ensuring all children have the best start in life and can go on into adulthood and achieve economic well-being. 2. 2 Recognising that everyone is unique is a first step for seeing the importance. Each child and young person will have a differing set of needs, requirements and barriers that can prevent them accessing ways of achieving success. It is also important to design services around needs because it makes best use of the money available, it targets the services properly, so doesn’t waste time or resources. Putting the child at the centre means, rather than it being about adults and what they want, it is actually about what the child NEEDS. Key issues when designing services to meet children and young people’s needs are: Careful preparation Collaboration of different services Ensuring an up-to-date directory of services available Collaboration between services, children, young adults and parents Integrating information from different services Flexibility in working together Managing change effectively Communication and consultation Outreach – enabling access by visiting rural communities and making home visits Understanding the importance of networking between services. 2. 3 When it comes to children’s participation it is rare to see involvement of children below the age of 8 years. Yet, very young children have the same rights to participation as any other children and they should be equally involved in matters that affect them. Even a two year old child can be meaningfully involved in decision making. Take the example of a parent who prepares the clothes for her son to wear that day. It may well be that the boy says, ‘I don’t like this, I want to wear that! ‘ The mother could then look at what the boy would like to wear and decide whether the clothes will suit the weather conditions. When they do, she could say, ‘okay, fine, you can wear those clothes instead. ‘ When the weather does not permit to wear the clothes the boy has identified, the mother should explain to her son that the clothes are either too hot/or too thin to wear given the circumstances. She can explain what the implications will be when he would wear the clothes he wants – catching a cold for example. This is a clear and simple example of children’s involvement in decision making – in this case with a very young child. It typically happens within the family environment, it is not ‘a big thing’ but it may well be important for the child’s development. The boy has been given an opportunity to be involved in a decision that affects him, he has been given choices, he has received information that will help him understand the implications of his choice. It also shows how the best interest of the child may play a role in such decisions – i. e. he mother’s concern about her son’s health in his choice of clothes to wear. 2. 4 To support children/young people to make personal choices and experiences according to age, needs and abilities we as providers must allow them to express their own thoughts, views and opinions and most importantly listen to them. We must also offer constructive and fair advice appropriate to the age and stage of the child i. e. when a child reaches adolescent you would then think about some form of sex education where as you wouldn’t need to do this with children in the early years. To make advice fair you also need to put your own opinions and experiences to side and concentrate on delivering the facts in a positive way so that the child can then make positive decisions to do with the matter in hand. We can also aid them in completing activities that will allow them to make decisions and make choices and be there to support throughout process of decisions making and when things may go wrong. Also by providing the right environment we are enabling children to make choices that have a positive impact on their future lives. To provide the right environment we provide: Exploration Experimentation Problem solving Take risks safely Variety of activities Accessible resources Resources to meet individual interest and needs Language an interaction Welcome to families of all cultures and religions Places to rest and eat An outdoor learning environment that is challenging ad promotes learning. 3. 1 The potential impact of disability on outcomes and life chances of children and young people are that it can affect the person’s ability to perform normal day-to-day activities, but each child I affected differently by their impairment or condition. If a physical disability it may compromise the child’s healthy development and disrupt their educational experiences and if adults focus on what is ‘wrong’ with a child or young person and what they can’t do, rather than on what they can do and are already achieving, and their potential to develop, learn and progress, then the child’s emotional well-being may be affected by poor self-esteem. Children with learning difficulties or disabilities with emotional or social development may affect children’s all round progress. Families with a disabled child or young person often experience financial difficulties which may restrict children’s opportunities in life – not only that of the disabled child but of their siblings as well. This may result in relationships within families may be destabilised by the stresses of caring for a disabled child. 3. 2 It is important to have positive attitudes towards disability and specific requirements as it is possible to avoid or reduce the impact of their impairment so that the person can have opportunities to make choices, develop to their potential, become independent and play a full part in society. Also, if practitioners have positive attitudes about their capacity to provide for disabled children’s requirements, and are ready to learn new skills such as sign language or using the Makaton system (which we use already), then the children have greater opportunities for making developmental progress. 3. 3 Social model of disability – recognises that discrimination against disabled people is created by society, not by disabled people’s impairment’s. It looks at ways to address issues to enable people to achieve their potential, by looking at ways to adapt the environment so the child can feel included this is very important. The social model has been constructed by disabled people and by listening to what disabled people want and to remove any barriers, which may be in their way. By removing barriers and adapting the environment you are allowing children and young people chances to achieve and learn which promotes confidence and self-esteem. Medical model of disability – this treats the person as a sick patient and tends to focus on ‘How can we make this person more normal? By labelling a child because of their disability can prevent us from seeing the child as a whole person like their gender, culture and social background the medical models is a traditional view of disability and that through medical intervention the person can be cured where in fact in most cases there is no cure. They expect disabled people to change to fit into society. By adjusting our environment to suit the needs of the child and appropriate resources and facilities are provided it allows the child to be confident al so we focus on what the child can do and not on what they can’t do (social). We don’t think of children, as special needs we think of them as children with specific or additional needs. In my setting we aim to give all children the same opportunities and children are not singled out because they have different needs for example all though some children require 1:1 support we don’t remove them from their peers the child will still work in his or her group but they will get extra support. Low expectations about the potential of a disabled child or being over protective can limit what they achieve. It’s important that we have positive attitudes about what requirements we provide so children can have opportunities for making developmental progress (social). We have one child at our setting that suffers from multiple impairment’s. The child is registered blind but can see vaguely so we do have to make sure that walkways are clear and as she is of adolescent age we have had to purchase foldable tables for her height, for her to eat off (social). I don’t think that the medical model of disability impacts on our practice a great deal but I know the child does have medical care for her disability that will never be fully cured (medical). . 4 Different types of support available are * Speech and language therapy- they will usually work in partnership with parents, teachers and support staff and anyone else who has regular contact with the child and provide training and coaching sessions and provide them with ideas and strategies to put into place to help promote t he child’s speech. I myself have sat in on a session with a child in our setting when the speech therapist came to have a meeting with a child and she gave us advice sheets on how best to help the child with his speech including picture cards with words on. Support from health professionals’ additional learning support- a child who has a disability like Down syndrome may need extra support in a setting to help them learn. A child with epilepsy is likely to require regular monitoring from health professionals and medication, which needs to be adjusted appropriately. * Assistive technology- these would be anything which will help someone for example wheelchairs, hearing aids, walking frames and for a child who is blind you could use software which reads text from a screen. There are many different aids available for children and adults to help them with everyday tasks. Specialised services – There are many specialized services i. e. special educational needs coord inator, physio therapist, speech therapists, school nurse, social services. These services are available in order to provide the right care for the child. 4. 1 Equality – each individual in society experiences opportunities to achieve and flourish which are as good as the opportunities experienced by other people. Diversity – the differences between individuals and groups in society arising from gender, ethnic origins, social, cultural or religious background, family structure, disabilities, sexuality and appearance. Inclusion – a process of identifying, understanding and breaking down barriers to participation and belonging. The meaning of these in the context of the positive outcomes for children and young people: Being healthy – Equality – each child should have the same opportunity to lead a healthy lifestyle. Diversity – individuals in the society may have different methods of being healthy, i. e. exercise regimes, and dietary requirements. Inclusion – accepting the child’s and families view on how they stay healthy and helping any child to maintain a healthy lifestyle. Stay safe – Equality – each child should feel safe in their surroundings. Diversity – people may of different views on the level of safety. Inclusion – understanding what makes the child feel safe and maintaining that feeling for the child. Enjoying and achieving – Equality – each child should have the same opportunities to enjoy and achieve as others. Diversity – parents or carers may have different views on what they want their children to achieve and/or what they should be enjoying, i. e. stereotyping –boys do boys things and girls do girls things. Inclusion – each child should have the opportunity to enjoy and achieve no matter their stage of development, making sure children who need more guidance and support get it. Make a positive contribution – Equality – every child should have the opportunity to make a positive contribution no matter what type of contribution and how big or small. Diversity – every child’s input will be different. Inclusion – children’s input, no matter how varied should be acknowledged. Achieve economic well-being – Equality – treating each child equal no matter what economic status they come from. Diversity – each child lives a different life, whether it be economic status, health and disabilities, family background, religion etc. Inclusion – no matter what diverse factors affect the child’s life each child should have the opportunity to achieve economic well-being in their own life. 4. 2 Social services – social workers that work with children aim to support children in need of protection as a result of any form of abuse or neglect. Also for children who need additional services in order to reach a reasonable standard of health and development (for example children with disabilities) and for children who need to be provided with care because they cannot live with their own parents. Speech therapists – Speech and Language Therapists ( SLT) work with parents/carers and others to assess if a child has speech and/or language difficulties, communication or eating and drinking difficulties. The therapist will consider the difficulties the child has and the impact these will have on his/her life. If appropriate the therapist will decide how the child can be helped to reach their full communication potential. OFSTED – Ofsted is the Office for Standards in Education, Children’s Services and Skills. They report directly to Parliament and are independent and impartial. OFTSED inspect and regulate services which care for children and young people, and those providing education and skills for learners of all ages. OFSTED ensure that we as providers follow the EYFS AND ECM to ensure that children are provided for and are able to develop at a healthy rate. Respite Care – Respite care is the provision of short-term, temporary relief to those who are caring for family members who might otherwise require permanent placement in a facility outside the home. Respite programs provide planned short-term and time-limited breaks for families and other unpaid care givers of children with a developmental delay and adults with an intellectual disability in order to support and maintain the primary care giving relationship. Respite also provides a positive experience for the person receiving care. How to cite Disability and Child, Essay examples

Managerial Cognitive Capabilities and Microfoundations

Question: Discuss about the Managerial Cognitive Capabilities and Microfoundations. Answer: Introduction: The article in the Harvard Business Review portrays the fact that most of the companies fail to appoint right talent in the right designation. It is the reason of lower productivity of the different teams working in different organizations across the world. Most of the companies do not have good managers so that they cannot make higher profit in the market. The reason behind this is faults in the process of recruitment and selection. It is seen that most of the companies fails to recruit right people as they are unable to find the right talent most of the times in the vacancies available for it. Research report has illustrated the fact that companies do not recruit people 82% of the times (Epstein Buhovac, 2014). The main argument of the article states the fact that good managers are responsible for increased profitability whether bad managers can cause losses in huge amount for many companies. Each year, due to bad managers companies spend billions of dollars but they did not get any return out of it. The article states that only 30% of the managers are really engaged in their proper work. Surprisingly when the percentage counts to worldwide, then it reduces to 13%. The main motive of the article lies in the fact that good managers across the world are hard to find whereas bad managers are prevalent everywhere scattered in different parts of the world in different multinational and small medium enterprises. It can be also pointed out as the line of reasoning (Brown, Colville Pye, 2015). Assumptions and limitations While reading the article, the reader must have to understand what message the article is conveying about and what are the assumptions and limitations behind it. By reading the article, it can be clearly understood that it the article is all about research and the researcher has focused on the abilities of a good manager in the organization. However, the article is informative as it gives data regarding various attributes of good and bad managers. But it is based on some assumptions and limitations. The data is collected by conducting research on different organizations that contains few assumptions and limitations (Jansen et al., 2013). The researcher i.e. Gallup in the article has conducted primary researches. The data are provided are based on the views of the respondents i.e. the managers of different multinational companies. The reader has to believe that their views and the data interpretation of Gallup are correct and they provide real life scenarios about the working cultures of the organizations. The limitation of the research in the article is the security of the respondents while conducting the research. Apart from that, the limitation can also be applied to the data sets. It is a possibility that if Gallup has been conducted the research to different organizations, then the results may be different (Hill, Jones Schilling, 2014). Research methodology and research methods The research methodology that is used in the article while collecting the data from the managers is primary research methodology. Primary research methodology is used because it will provide the real life scenarios regarding the duties and responsibilities of managers. It is also helpful in collecting the data regarding the percentage of good managers and bad managers in the organizations. Instead of secondary data, the researcher in the article has chosen to conduct the methodology of primary research in terms of using the methods of interviews and surveys (Too Weaver, 2014). The process of interviews and surveys are though time consuming and cost incurring, but this method has been chosen in order to collect the real time data from the managers whether they are successful in their duties and responsibilities in the organization. Apart from that, it can be said that the quantitative methods of data methodology are used while calculating the data collected from using primary research methodologies. It is mentioned in the article that while conducting the research regarding the managers roles and responsibilities, it can be said that more than 27 million employees over twelve years in more than 2.5 million working units (Mishra, Boynton Mishra, 2014). The article illustrates the fact that the good managers are responsible for generating more revenues from the market as well as the reputation of the company in the market. The report has highlighted the fact that the most of the organizations have failed to recruit people with proper talents in the managerial designation. It is the result of the lower productivity of the team as well as to the organizations across different parts of the world. The percentages of profit collected by the companies having more good managers are much higher than the companies having less good managers (Schnackenberg Tomlinson, 2016). However, it can be said that there is a strong link between the vital performance indicators and employee engagement at the strategic business units of the organizations. The vital performance indicators of the companies include less shrinkage, less absenteeism, lower turnover, higher quality, higher productivity, and higher profitability. It can be pointed that the companies which have higher employee engagement levels are found to be get results better in terms of employee relations, productivity and team performances and overall profitability of the company in the market. These things are happened in a company that has more good managers in it (Bromiley et al., 2015). Relevancy of the findings with the theoretical concepts It can be said that the relating to the capabilities of the managers there are many traits and attributes related to the managers. An ideal manager must have the attitude of leading a team with proper leadership and decision making where the team members must follow the decision taken by the team leader. Apart from that, the team members must have clarity with the team leaders in order to share various issues. The theoretical frameworks used by the managers in this context are normative decision making theory and participative leadership in their fields of practice (Helfat Peteraf, 2015). Normative theory of decision making is known as the theory of choice which represents that advices are provided to the managers while taking best decisions in their workplaces. Normative theory is also known as prescriptive decision making theory that is concerned with the identifying the best decision. It usually portrays the role model of the team who is known for the ideal decision maker due to his fully rationality and perfect accuracy. These people will seek technologies and person who will help them in making a rational and fair decision making process (Hill, Jones Schilling, 2014). Participative leadership on the other hand is a popular leadership theory that can be used by the managers to lead a team which requires involvement of the team members in order to make a proper decision of the team. Involvement of different executives is responsible for the effective decision making process of the company with better new ideas (Jansen et al., 2013). Practical applications of the ideas to real life managers Real life managers must have the behavior and traits that a leader must possess. They have the knowledge of implementation of various theoretical models and frameworks that are related with leadership, decision making and team management. Proper customization of the models is necessary while pointing out the flaws and weaknesses of the team members. Apart from that, they have the knowledge of sense making regarding implementation of various models of leadership to influence the team members in their respective field of work (Collier, 2015). The theoretical frameworks that are identified earlier in the study are not only responsible for the improved decision making of the managers but also these frameworks will help in the identification of problem in the management of the organization as well as problems in the team. The two aspects i.e. normative decision making theory and participative leadership are interrelated with each other. Both these aspects are related with the decision making process of the organization with the involvement of team members of the organization (Brown Trevio, 2014). The team members will also feel a sense of commitment towards their field of work while giving improved productivity of the company. If the team members have a clear communication between the team leaders then the problems of the team regarding lesser productivity of the team along with individual productivity are to be identified. The identification of the problem will help in the formulation of the developmental training in the m ultinational organizations (Yinan, Tang Zhang, 2014). Recommendations to managers The article regarding the competency level of managers suggests many things that managers of organizations can focus in order to maintain their team performance. According to Gallup the managers must have the following talents such as: The managers must motivate each and every employee of the organization while taking action and engaging themselves in the organizational objectives that compels the vision and mission. The managers of the organization must possess assertiveness that will drive the outcomes of the project while having the ability in overcoming resistance and adversity (Brown, Colville Pye, 2015). The managers of the organization must create a culture that will helps in maintaining accountability. The managers are responsible in building relationships that are responsible for creating open dialogue, trust and full transparency. Managers are responsible for making rational decision that are based on the productivity and not on the politics. There are many traits and behavior that a manager must possess to manage the team while improving the individual productivity of the team members (Epstein Buhovac, 2014). Quotations from peer reviewed journals In this section, two quotations are to be cited from two peer reviewed journals that will encompass the role of managers in the decision making process of the organization. The two quotations will be the paraphrased version of the two lines mentioned in the journals. Exploring on the organizational effectiveness introduces in the development of innovation while achieving a long term sustainable processes that will exploit the operational efficiencies for a short term performance in the existing products. However, it can be said that, the study of ambidexterity helps in investigation of the ways that organizations are adopting in order to exploit and explore them simultaneously (Smith, 2014). If the managers adapt changing and complex environments in the modern business world, then it will help them in exploring novel knowledge in various domains that will simultaneously exploit the existing knowledge (Laureiro?Martnez et al., 2015). References Bromiley, P., McShane, M., Nair, A., Rustambekov, E. (2015). Enterprise risk management: Review, critique, and research directions.Long range planning,48(4), 265-276. Brown, A. D., Colville, I., Pye, A. (2015). Making sense of sensemaking in organization studies.Organization Studies,36(2), 265-277. Brown, M. E., Trevio, L. K. (2014). Do role models matter? An investigation of role modeling as an antecedent of perceived ethical leadership.Journal of Business Ethics,122(4), 587-598. Collier, P. M. (2015).Accounting for managers: Interpreting accounting information for decision making. John Wiley Sons. Epstein, M. J., Buhovac, A. R. (2014).Making sustainability work: Best practices in managing and measuring corporate social, environmental, and economic impacts. Berrett-Koehler Publishers. Helfat, C. E., Peteraf, M. A. (2015). Managerial cognitive capabilities and the microfoundations of dynamic capabilities.Strategic Management Journal,36(6), 831-850. Hill, C. W., Jones, G. R., Schilling, M. A. (2014).Strategic management: theory: an integrated approach. Cengage Learning. Jansen, R. J., Cur?eu, P. L., Vermeulen, P. A., Geurts, J. L., Gibcus, P. (2013). Information processing and strategic decision-making in small and medium-sized enterprises: The role of human and social capital in attaining decision effectiveness.International small business journal,31(2), 192-216. Laureiro?Martnez, D., Brusoni, S., Canessa, N., Zollo, M. (2015). Understanding the explorationexploitation dilemma: An fMRI study of attention control and decision?making performance.Strategic Management Journal,36(3), 319-338. Mishra, K., Boynton, L., Mishra, A. (2014). Driving employee engagement: The expanded role of internal communications.International Journal of Business Communication,51(2), 183-202. Schnackenberg, A. K., Tomlinson, E. C. (2016). Organizational transparency: A new perspective on managing trust in organization-stakeholder relationships.Journal of Management,42(7), 1784-1810. Smith, W. K. (2014). Dynamic decision making: A model of senior leaders managing strategic paradoxes.Academy of Management Journal,57(6), 1592-1623. Too, E. G., Weaver, P. (2014). The management of project management: A conceptual framework for project governance.International Journal of Project Management,32(8), 1382-1394. Yinan, Q., Tang, M., Zhang, M. (2014). Mass customization in flat organization: The mediating role of supply chain planning and corporation coordination.Journal of Applied Research and Technology,12(2), 171-181.

William James free essay sample

The influence of pragmatism declined during the first two thirds of the twentieth century, but it has undergone a revival since the 1 sass with philosophers being increasingly willing to use the writings and ideas of the classical pragmatists, and also a number of thinkers, such as Richard Rotor, Hilary Putnam and Robert Brandon developing philosophical views that present later stages of the pragmatist tradition. The core of pragmatism was the pragmatist maxim, a rule for clarifying the contents of hypotheses by tracing their practical consequences.In the work of Price and James, the most influential application of the pragmatist maxim was to the concept of truth. But the pragmatists have also tended to share a distinctive epistemological outlook, a fallibility anti-Cartesian approach to the norms that govern inquiry. *Philosophical tradition that interprets truth in terms of the practical effects of what is believed and, in particular, the usefulness of these effects. We will write a custom essay sample on William James or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The philosophy that the truth of an idea is dependent on its workability; ideas or principles is true so far as they work. A practical, matter- of-fact way of approaching or assessing situations or of solving problems. Using, experimenting, and/or acting on a given idea in certain circumstances; whatever these results are, these are to be considered the whole of what one knows of that idea Charles Sanders Price (1839-1914) He is the founder of pragmatism He formulated a method of looking at reality; discerning what is true and what is false. What he needed was a theory of MEANING. William James (1842-1910), He further advanced Pierces Theory of Truth The world came to know pragmatism in a systematic way because of him.Dewey one of the primary figures associated with philosophy pragmatism and is considered one of the founders of functional psychology. His article, The development of American pragmatism, who gives one of the most lucid and thorough accounts of its historical founding as well to some of its core principles (Dewey, 1925/1984). Examples The creation of the US Constitution; King John signing t he Magna Cart at his barons sword-point; Rome granting citizenship to the cities of Italy; generalGrant trading casualties he could afford with Lee, who could not; the treaty ending the Mexican War; Lincoln whole term Of office; Indian rulers who sided with the British raja; Imperial Chinese recruitment of the latest batch out of Mongolia to fight the next batch coming out; Bismarck of Prussia creating a social welfare program to steal the issue from the Left; William of Orange accepting the British crown with parliamentary conditions; Fidel Castro turning to the Soviets to protect him from the US; Horopito of Japan deciding surrender wasnt such a bad idea after all; the Brats giving Canada independence rather than see the US eventually take it; Truman firing MacArthur rather than risk expansion of the Korean war; the French and British deciding not to fight at Fashion; most of the Indians backing the French against the British and then the British against the American colonists. *Philosophical tradition that interprets truth in terms of the practical effects of what is believed and, in particular, the usefulness of these effects.The philosophy that the truth of an idea is dependent on its workability; ideas or principles is true so far as they work. A practical, matter-of-fact way of approaching or assessing situations or of solving problems. Using, experimenting, and/or acting on a given idea in certain circumstances; Charles Sanders Price (1839-1914) He is the founder of Pragmatism He and thorough accounts of its historical founding as well to some Of its core ending the Mexican War; Lincoln whole term of office; Indian rulers who approaching or assessing situations or of solving problems. Using, world came to know pragmatism in a systematic Way because of him. Of what is believed and, in particular, the usefulness Of these effects.The social welfare program to steal the Issue from the Left; William of Orange ruining to the Soviets to protect him from the LOS; Horopito Of Japan deciding ragtime First published Sat Gauge 16, 2008 Sanders Price (1839-1914), William James (1842-1910) and John Dewey philosophers being increasingly willing to use the writings and ideas Of the represent later stages of the pragmatist trade action. The core of pragmatism govern inquiry. Pragmatism is a philosophical movement that includes those who claim that an ideology or proposition is true if it works satisfactorily, that the meaning of a proposition is to be found in the practical consequences of accepting It, and that unpractical ideas are to be rejected. A reasonable and logical way of doing things or of the inking about problems that is based on dealing with specific situations instead of on ideas and theories n American movement in philosophy founded by C. S.Price and William James and marked by the doctrines that the meaning of conceptions is to be sought in their practical bearings, that the function of thought is to guide action, and that truth is preeminently to be tested by the practical consequences of belief Pragmatism emerged from mid-nineteenth-century American philosophy. The lassie proponents of pragmatism were Charles Sanders Price (1839-1914), William James (1842-1910), John Dewey (1859-1952), and George Herbert Mead (1863-1931), and it is Dewey, in his article, The development of American pragmatism, who gives one of the most lucid and thorough accounts Of its historical founding as well to some Of its core principles (Dewey, 1925/1984). William James free essay sample A study of the life and works of William James, the founder of what we call psychology today. This paper introduces James and explores his early personal life. It proceeds to examine his early researches and studies and shows how these are used today as the basis of psychology and philosophy studies. It looks at some of his disciples who grew to be the biggest names in these fields Sigmund Freud and Karl Jung amongst others. Several of James writings are studied. William James was a prominent psychologist and philosopher in the early 20th century. Presently, James work is outdated, but only in the sense that Galileos or Darwins work is outdated. Both Darwin and Galileo were originators in their respective fields. Their work served as a basis for many incredible discoveries and innovations in the modern world. The work of James, too, serves as a foundation for modern science. We will write a custom essay sample on William James or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He is one of the founders of what we currently call psychology and philosophy today (Significance and Influence, 2002).

A Few Words About How to Write a Sample Essay

A Few Words About How to Write a Sample EssayThe process of producing a sample essay is not difficult at all and will help you understand how this process is done and how it can be followed. So, this is an essential part of learning about how to write an essay.The main purpose of your sample essay is to show students how you create a single paper in its entirety. After reading the sample essay you will get an idea about how you can create a single essay that you can use for your class. This is a major step of the process because the students will also follow the same approach and you will learn a lot from it. Your student who will be taking the course will like the course structure and the processes so you can motivate them to make the same moves as well.When you are creating the sample essay you should consider the writing skills that you have and the kind of writer you are. These factors play an important role in the process. Once you are done with writing the essay, it is not hard to understand the entire process and the steps taken to create a paper. You can do the same thing in a college to finish the course and this is a good option that will give you the option to study at your own pace. Students who want to continue their studies in a college will appreciate the essay structure because this process is the one that will show the students how to finish a course after finishing it for the first time.Whenever you are looking for essay templates you should know the key events that happen in your own life that affected your ability to write essays. You can add the events that help you to understand the structure better.In writing your essay you should always keep the main idea in mind. The theme of the essay should be similar to the topic of the class. In case of an academic subject, this means that the topic should be related to the field of study. During the process of writing you should create the topic that will highlight the topic of the course. In order to give an overview on the topics of the course, you can do the same thing in a college. In this way you will learn about the importance of the topic when you are creating the paper. As a result of that you will be able to see that the topics are very important so you will be more motivated and productive when it comes to your assignments.By the time you finish the process of writing the essay you will know what will be the main point of the topic and the main aspect of the topic. At this point you will be ready to create a paper that you can include in your final exams.

Aman Thakar Essay Example

Aman Thakar Essay Example Aman Thakar Essay Aman Thakar Essay being a tree swayed by the wind. He has fallen to a much lower level then the natural occupants of the land leading a depraved, purely hedonistic life, he is truly a savage and compared to him the natives are civilized. Particularly when we compare this to Marlow fascination with the restraint that the cannibals show that are on the boat. He is shocked in the way that these people can compose themselves and have such great self control in the face of a demon which shatter the resolution of a European. He says No fear can stand up to hunger, no patience can wear it out, disgust simply does not exist where hunger is, but this is on show in front of him despite him thinking I would just as soon have expected restraint from a hyena prowling amongst the corpses on a battlefield. Such comparisons with hyenas may be what pushed Achebe to call Conrad a bloody racist, but Marlow expresses great admiration for these people. There is more to this novella though, as Cedric Watts says, it holds a remarkably wide range of reference to problems of politics and psychology, morality and religion, social order and evolution. This novella is preoccupied by an exploration of the depravity of man and the darkness within us all. Central to this issue is the perception of the identity or the self. Marlow manifests a vigilant humanity , as Watts puts it. Kurtz is the complete opposite to this acquiring deity status. Marlow has get in touch with his own humanity in the face of this half-human, almost soulless creature. In pursuit of this Marlow is compelled to make a voyage of self-discovery up the river into the heart of darkness eventually discovering how while Kurtz had made the last stride I had been permitted to draw back my hesitating foot. He has to go to the brink and return in order to truly discover what he is truly made of. One believes he would not be able to live with himself if he did not test himself The darkness is something that is omnipresent. Even London was one of the dark places of the earth, and is still present, ironically emerging as within all when countries reach a pinnacle and attempt to expand. This ideal brought through prosperity eventually leads back to the darkness. This is at the center of the novella and is explored through the fight for oneself in the face of such vice, the ability to truly be able to have restraint and control ones overcoming temptation. It is something the cannibals are able to do, they refrain from the darkness and are civilized due to their self-restraint even though Its really easier to face bereavement, dishonor and the perdition of ones soul than this kind of hunger. The aboriginal in this way are more civilized then these barbarian invaders who struggle to control themselves. Another theme is that of mystery and enigma. Marlow embodies this with his stories described as one of those misty halos that sometimes are made visible by the spectral illumination of moonshine. He has a Buddha like quality which always gives him the appearance of having real substance, containing east and west. He is captivated by mystery demonstrated the book containing apparent cipher, he describes this as an extravagant mystery. He becomes entranced finding this reminder of civilization within the wilderness. Initially drawn to that blank space of delightful mystery, on the map looking at the river and proclaiming The snake had charmed me. The darkness is the main mystery within the novella; this darkness is the unknown of abomination and malignancy within the hearts of wild men. It seduces Kurtz and establishes a link to Marlows roots which, despite himself, he is forced to acknowledge the faintest trace of response. The mystery takes on a physical form through the fog leaving them enveloped in mysterious stillness, here it feels almost unnatural. With the incessant drum beat his curiosity over the natives way of life grows with his incessant questioning of things like the piece of white worsted around the mans neck in the grove of death and the meaning of the drum beat. This is coupled with his recollection of hunger in the face of admiration of the cannibals self. Mystery is constantly alluded to throughout from things as simple as the account of Fresleven, Marlow needs to know the power of the darkness which can drive a man to such actions. The mystery is also something that is two way with the natives seeing the white man as an enigma. They see Fresleven as a deity thus afraid to venture near his body and are confused when branded criminals the outraged law, like the bursting shells, had come to them, an insoluble mystery form the sea. Kurtz takes advantage of the naivete. Metaphors are used as a crux to what is going on within the book, the central one is the oil painting of the blind women carrying the torch. This one metaphor really ties together everything within the book. It represents the apparent advance of civilization into an Africa without vision and still within darkness. The mystery is within the torch itself though, despite apparently showing colonialists as bearers of a spark from the sacred fire, the fire could also be incendiary rather than illuminate. Waiting for the Barbarians is an incriminating condemnation of colonialism. Being of South African origin, Coetzee would be fully aware of the damaging effects of colonialism which spilled out in the form of segregation and the disparity this caused between various ethnic groups. Despite his Afrikaner roots Coetzee resisted inertia holding many liberal principles to heart. Given the climate during the writing of this book it would be difficult for it not to have a significant impact upon Coetzee. The Magistrate embodies the spirit of resistance against an irrational and oppressive government. This drive for change is fuelled by the guilt within him. Due to the Magistrates personality he is not able to lie back and allow things to slide, such complicity, or even being part of a system which represents dangerous ideals such as Pain is truth, is something he cannot allow himself to do. The Magistrate has a self-lacerating personality with which he is able to find fault with almost every thing he does even in acts of kindness. When he is helping the boy who has been taken prisoner by Jol with his father, the thought crosses his mind It has not escaped me that an interrogator can wear two masks, speak with two voices, one harsh, one seductive. And this is driven by guilt, similar to the guilt that besets Marlow for his part within the company. Like Marlow with the biscuit in the grove of death, he is reduced to offering futile gestures in the face of such wrongdoing. The Magistrate like much of the white community within South Africa has allowed himself to fall into a state of inertia. But this allows the system to fall into decay and for a colonial power such as the Third Bureau wanting to keep a tight grip on power this is where its problem lies. In order to maintain its grip it is forced to squeeze that much harder, forcing its hand into more extreme measures. This is most vivid when the barbarians are lined up and A simple loop of wire runs through the flesh of each mans hands and through holes pierced in his cheeks. Power is falling to the police and they have the law behind them forcing people into conformity for the service of protecting them from a non-existent threat. Through this it seems Coetzee is sending a message, a warning of the dangers of imperialism, captured in the way the Magistrate reacts to the extending of barracks and prison cells, time for the black flower of civilization to bloom. The Magistrate does now allow himself to be shackled by idleness, he fights against what is wrong. This guilt the Magistrate feels is similar to that which Coetzee himself feels due to his Afrikaner heritage, it is something inescapable. In dealing with his feelings against the empire he takes on indirect approaches such as taking in the Barbarian girl and delivering her to her people. Through the bathing rituals he attempts to express his feelings against what he is a part of hoping to find in her movements a hint of an old free state. But this is essentially empty and he does not gain anything from it. It is not until he adopts total resistance against the empire pushing to the extreme, hitting rock bottom, is he able to alleviate some of the terrible feelings he is afflicted with. In their fighting Marlow and the Magistrate distinguish themselves from those hollow men, such as Jol and Marlows Manager. The Magistrate is able to display a great deal of courage standing up in front of a blood thirsty mob saying No! to the use of a hammer saying You would not use a hammer on a beast. Coetzee also pursues other ideas and ideals within this novel though. Despite the political climate of the time, Coetzee doesnt allow this to overshadow what he is pursuing in his novel. This is perhaps why the location of this colony is kept deliberately ambiguous unlike in Heart of Darkness so that the novel can act almost as a fable and be universalized, best illustrated in the way that the narrator is known to us as The Magistrate. This novel is also a journey of self-discovery, something which is brought out through the Magistrates battle against colonialism. The Magistrate, because of the guilt within him is always highly critical of his actions and more than to other people, he needs to justify what he does to himself. This leads to a great crisis of conscience, and this is just as big an issue as colonialism within this novel captured in the line I cannot save the prisoners, therefor let me save myself. This is why the Magistrate goes to great lengths in an effort to purify h imself and it is the driving force behind him shaking him out of his languor. This is made even more striking when he is compared to a man like Joll, who is essentially empty and hollow within, using his sunglasses to cover up his eyes to hide the blackness that is Colonel Joll, just as Marlow is in the face of the company Manager or Kurtz. There is an insatiable desire within the Magistrate for knowledge captivated by any mystery not being able to truly rest until it is solved. He feels this with the scars on the barbarian girl saying until the marks on this girls body are deciphered and understood I cannot let go of her. He looks into his dreams as if they have some greater meaning, this plays a great deal upon his mind. He has difficulty comprehending that perhaps there is no great meaning behind his dreams and they are simply empty images. He has to pursue things not letting any detail go, this can be seen in the way that he is constantly trying to remember the barbarian girl in the court yard when she was first brought in, without her blemishes, despite its insignificance, it is something he cannot let go saying I must believe she was unmarked as I must believe she was once a child. We see this portrayed in his pass times with his scrolls in some ancient language he cannot decode, in the way the Magistrate is sim ilar to Marlow who shares this passion as seen in the book he finds in the hut with the markings in cipher. At the end of the novel we see the emergence of this road that may lead nowhere. This encompasses what the Magistrate does with mystery, pursuing it despite it not having any real meaning. The way he says the children do not acknowledge him leaves a feeling of alienation, but despite the road leading nowhere, it is still one he must follow and in this his journey is unfinished. There is some resemblance with the end of Heart of Darkness. Marlow is compelled to follow a path that seemed to lead into the heart of immense darkness. Marlows journey feels unfinished with his path going the way of the waterway and to inescapable darkness. Both men are condemned to continue this inescapable journey. These two novels clearly have other central concerns than that of colonialism. For me though in Waiting for the Barbarians, it is the Magistrates personality which inclines him to resist the way he does. Because of his guilt, he has to fight against the imperialists and Coetzee sets up his character for that purpose. Saying this Coetzee, despite the climate doesnt tackle the issue head on as is seen in the constant ambiguity in the novel, it seems his central concern is more producing a great novel rather than producing a condemnatory work. In Heart of Darkness though, as much as being a critique of colonialism, it is also a real exploration into the base and tribal nature of man and his corruptibility. It is Conrad trying to portray what he himself discovered while in Africa as much as it is a critique of colonialism. Both characters clearly embody the spirit of resistance against this injustice, but despite such an imposing backdrop it does not overshadow any other concerns, allowi ng them to be illustrated with some even overtaking colonialism in prevalence.

50 Synonyms for Villain

50 Synonyms for Villain 50 Synonyms for â€Å"Villain† 50 Synonyms for â€Å"Villain† By Mark Nichol The store of synonyms for villain is so well stocked that it seems, well, villainous to employ that relatively colorless word in favor of many worthy substitutes especially in humorous contexts. Here’s a roster of appropriate alternatives. 1. Baddie: a bad person, especially a villain or a villain’s underling in a novel, a film, or a television program (usually lighthearted) 2. Beast: a reprehensible person, especially one with coarse, violent habits 3. Black sheep: an amoral, dishonorable person 3. Blackguard: a reprehensible person 4. Brute: a violent person 5. Bully: a violent person, especially one who intimidates or hurts weaker people 6. Cad: a thoughtless, uncaring man 7. Caitiff: a coward or a reprehensible person 8. Cutthroat: a vicious person 9. Dastard: a coward, or a deceitful or treacherous person 10. Desperado: a criminal, especially in the Old West 11. Devil: an evil person 12. Evildoer: a person who commits evil acts 13. Fiend: a malicious or wicked person; alternatively, an addict, a fanatic, or a person extraordinary talented at something 14. Fink: a reprehensible person (lighthearted) 15. Goon: a man who intimidates, injures, or kills in the service of another 16. Heavy: see baddie (more serious in connotation than its close synonym) 17. Heel: a reprehensible person 18. Henchman: a subordinate to a villain; alternatively, a right-hand man 19. Hoodlum: see bully 20. Hooligan: see bully 21. Hound: a reprehensible person; alternatively, an avid collector or searcher 22. Knave: a deceitful person 23. Malefactor: one who treats another person poorly or commits a crime 24. Meanie: an unkind person (lighthearted) 25. Miscreant: a criminal or a violent person; alternatively, a heretic 26. Monster: an extremely wicked person; alternatively, a cruel or deformed person 27. Ne’er-do-well: a worthless person 28. Outlaw: a fugitive from justice 29. Rapscallion: a dishonest or mean-spirited person; also, a mischievous person (often lighthearted, as are most of its close synonyms) 30. Rascal: see rapscallion 31. Reprobate: a depraved person 32. Rogue: a dishonest or reprehensible person; also, a mischievous person, or a vagrant 33. Rough: a violent person 34. Rowdy: see rough 35. Ruffian: see bully 36. Savage: see brute 37. Scalawag: see rapscallion 38. Scamp: see rapscallion 39. Scapegrace: see rapscallion 40. Scofflaw: a person who flouts laws 41. Scoundrel: see rapscallion 42. Serpent: a treacherous person 43. Shark: a devious person 44. Snake: see serpent 45. Thug: a violent person, often in the employ of another 46. Tough: see rough 47. Varlet: see knave 48. Villainness: a female villain 49. Viper: see serpent 50. Wretch: a reprehensible person; alternatively, a miserable person Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:25 Subordinating Conjunctions26 Feel-Good WordsHow to Write a Proposal