Understanding Organisational Culture - 752 Words

Organisational culture became popular in the 1980’s after the publication of Peter and Waterman’s best-selling book â€Å"In search of excellence†. It was made evident that company success had a strong correlation with organisational culture, thus competitive advantage for business. The concept of organisational culture is vastly growing in management and a subject of various research. According to the â€Å"Business dictionary† Organisational culture is defined as â€Å"The values and behaviours that contribute to the unique social and psychological environment of an organisation.† Cultures initiate when and external or internal problem is created and therefore the companies response to these encounters. This includes both culture creation and culture management. Culture creation addresses: Founder values, industry demands and early values and goals. This is maintained by: leadership, reward systems, new employees and attraction-selection attrition. It is vital that a company not only constructs their culture but preserves this through encouraging positive behaviours. Culture is not easily observable, however we can observe through: rituals, stories and language, rules and policies, physical layout and a mission statement. Culture can be measured through open ended questions, stories and scenarios, customized surveys and pre-tests, to measure the thoughts and feeling of how people see and view the organisation. The management consulting firm Bain Company was surveyed in 2007, andShow MoreRelatedUnderstanding organisational culture1329 Words   |  6 Pagesï » ¿Assignment 1 – Understanding your Organisation Due Date: 21 October 2009 WHD Organisational Chart - Figure 1 According to Mclean and Marshall (1993) organisational culture is defined as the collection of traditions, values, policies, beliefs and attitudes that contribute a pervasive context for everything we do and think in an organisation. (ie) this means that these factors actually determine how we think as well as act and react not only to people fromRead More‘Organizational Culture Can Be One of the Most Important Means of Improving Organizational Performance.’ Debate and Discuss.1357 Words   |  6 Pages‘Organizational Culture can be one of the most important means of improving organizational performance.’ Debate and discuss. Every Organization has a culture that constitutes the expected, supported and accepted way of work and behaviour.  Ã‚  These influence everyone s perception of the business from the chief executive to the lowest rank. Organisational culture can be described as the shared values, principles, traditions and ways of doing things that influence the way organizational members actRead MoreOrganizational Behavior, Culture And Change Management Of An Industry991 Words   |  4 PagesIn this course work we gonna discuss about organisational behaviour ,culture and change management of an industry . And also discuss the change management and organisational behaviour of a large construction company SKANSKA. SKANSKA has a successful opretional record of over 100 years which built structures like 30 st mary axe, Heron tower ,Barts and Royal london hospitals and the QEII bridge going over a merger and acquisition of small norwaign company REC (Renewble energy ltd). the formerRead MoreOrganizational Culture : Business Practices1011 Words   |  5 Pages Does Organisational Culture Shape Ethical Business Practices? U5009333 Sarah Zuiderduin 14/10/2014 â€Æ' Introduction Organisation culture can be described as the beliefs, customs, value systems and behavioural norms and ways of doing business that are unique to each corporation. The impact of organisational culture on the ethical standards and moral practices of people in organisations has become increasingly common (Fisse Braithwaite, 1983). Managers within organisationsRead MoreConcept Of Personal Administration For Recruiting Management1697 Words   |  7 PagesIntroduction In the patch one, there is actually emphasis regarding understanding the actual culture ideals in every organization. The investigation papers highlights a few of the key points identified within their research because they have outlined culture approach change from organization in order to organization. Ramachandran, Macintosh Doherty have centered on Organization Culture like a local trend whereas, it s generally regarded as Global trend. The two research documents have strengthenedRead MoreThe Role Of Marketing And Human Resources1517 Words   |  7 PagesCulture is the indication of the attitudes and values that an individual holds to adapt to the organisational way of life, providing organisations with the different norms of behaviour into their working life. In the context of culture, strategy can be used to define the ways of acting among the cultural environment where strategic planning comes about to create value for an organisation. The central theme in an organisation sh ould be the framework of developing the most suitable cultural norms andRead MoreOrganizational Culture Essay1236 Words   |  5 PagesOrganizational culture Culture is something that encompasses all of us. It helps us to understand how things are created, acknowledged, developed and managed. In this context, culture helps to define and understand an organisation and how it works and manages. Organizational culture is a shared value system derived over time that guides members as they solve problems, adapts to the external environment, and manage relationship (Schein in Wooten and Crane 2003, Vol. 21(6), p.276). Organisational cultureRead MoreThe Construction Industry599 Words   |  3 Pageshas been suggested, that ‘softer’ factors such as organisational culture also have a significant impact on performance (Nicolini, 2002). The concept of organisation culture is a popular part of general management since early 1980s. But in construction industry with its project based environment, innovative procurement and business practices such as partnering, lean construction and internationalisation of procurement, potential impact of culture even more pronounced than in any other industry (HallRead MoreCritical Review of Globe Framework for Assessing National Cultures1620 Words   |  7 Pagespractically and theoretically use to lead in an overseas. Meanwhile, th e outcome from the GLOBE (Global Leadership and Organisational Behaviour Effectiveness) research project voice out reliable information for global leadership differences, using a hypothetical of American decision-makers that oversees the same kind of teams in Egypt, France, China, and Brazil to thrash out understanding and cultural implications for American decision makers. Overall countries involved in the study were five for in-depthRead MoreOrganisational Climate Essay1531 Words   |  7 Pagesï » ¿Organisational climate and job satisfaction are separate, but related constructs and both affect the understanding of the working environment and employee level of job satisfaction. Purpose of this essay is to explain the relationship between organisational climate and job satisfaction to determine the perception of the employees working environment influence whether their level of satisfaction. Organisational climate is a relatively enduring quality of the internal environment of an organization

Histogram Free Essays

Aim: To study histogram, its processing and thresholding using histogram Theory: The histogram of an image with intensity levels in the range O to L-1, where L-1 is the last intensity value in an image(e. g. 255 in gray scale image) is a discrete function h(rk)=nk where rk is the kth intensity value and nk is the number of pixels in the image with intensity rk. We will write a custom essay sample on Histogram or any similar topic only for you Order Now It is common practice to normalize a histogram by dividing each of its components by the total number of pixels in the image, denoted by the product MN, where M and N are the row and column dimensions of the image. Thus normalized histogram is given by p(rk)=nk/M*N, for . P(rk) is nothing but probability of occurrence of intensity level rk in the image. The sum of all components of a normalized histogram is equal to 1 . Histogram processing: Global Processing: Histogram Equalization: Image enhancement techniques are used to improve an image, where â€Å"improve† is sometimes defined objectively (e. g. , increase the signal-to-noise ratio), and sometimes subjectively (e. g. , make certain features easier to see by modifying the colors or intensities). Intensity adjustment is an image enhancement technique hat maps an image’s intensity values to a new range. You can adjust the intensity values in an image using the imadJust function, where you specify the range of intensity values in the output image. this code increases the contrast in a low- contrast grayscale image by remapping the data values to fill the entire intensity range [0255 in case of grayscale image]. The process of adjusting intensity values can be done automatically by the histeq function. histeq performs histogram equalization, which involves transforming the intensity values so that the histogram of the output image approximately matches a specified histogram. By default, histeq tries to match a flat histogram with 64 bins, but you can specify a different histogram instead. In, general if r is original variable and s is transformed variable, Let pr(r) and PS(s) denote PDFS of r and s and subscripts on p indictes that pr and ps are different functions in general. A fundamental result from basic probability theory is that if pr(r) and T(r) is known and T(r) is continuous and differential over the range of values of interest, then the PDF of the transformed variable s can be obtained using the simple formula Ps(s)=pr(r)mod(dr/ds). Local Processing: There are cases in which it is necessary to enhance details over small areas in an image. The solution is to devise transformation functions based on the intensity distributions in a neighborhood of every pixel in the image. The procedure is to define a neighborhood and move its center from pixel to pixel. At each location, the histogram of the points in the neighborhood is computed and either a histogram equalization or histogram specification transformation is obtained. This function is then used to map the intensity of the pixel centered in the neighborhood. The center ot the neighborh egion is procedure is repeated. Histogram Thresholding: then m to an ad Jacent pixel location and t Image segmentation can be done using histogram thresholding. It involves partitioning an image into regions that are similar according to a predefined criterion. Suppose that the gray-level histogram corresponds to an image, f(x,y), composed of dark objects in a light background, in such a way that object and background pixels have gray levels grouped into two dominant modes. One obvious way to extract the objects from the background is to select a threshold T that separates these modes. Then any point (x,y) for which ; T is called an object point, otherwise, the point is called a background point. If two dominant modes characterize the image histogram, it is called a bimodal histogram. Only one threshold is enough for partitioning the image. If an image is composed of two types of light objects on a dark background, three or more dominant modes characterize the image histogram. In such a case the histogram has to be partitioned by multiple thresholds. Multilevel thresholding classifies a point (x,y) as belonging to one object class and to the background if T and G2 consisting of pixels with values How to cite Histogram, Papers

Issues Essay Example For Students

Issues Essay An enterprise-wide technical architecture (EWTA) is an operational statement of the current technologies utilized and supported by the central computing organization as well as a statement of contemplated changes with projected dates. It does not provide explanations nor rationales for any of the standards or tools listed. Computing and Media Services, however, will gladly provide that information to any member of the campus community who inquires. Computing and Media Services will maintain an EWTA on its web site as a guide for our clients and computing professionals across the campus. The architecture is intended to be complete and current. It will be updated three times each year: January, April and August or as required to support the business needs of Syracuse University. We appreciate any comments on the structure, contents, suggested new categories, or anything that you feel would make the EWTA more useful. Please send comments to Gary McGinnis, Director, Client Services, at e mailprotected The elements of the EWTA are: Desktop Client Platforms Desktop Applications Email/GroupWare Servers Network and Communications Protocols Network and System Management Tool Frameworks Operational Software Database, Data Interfaces Security Enterprise Resource Planning Middleware Application Development Tools Data Warehouse Mobile/Remote Platforms Academic-Instructional Platforms Voice Communication New Trends and Directions If you prefer to look at or print the document as a whole, it is available in pdf format: EWTA document in pdf format An enterprise-wide technical architecture (EWTA) is an operational statement of the current technologies utilized and supported by the central computing organization as well as a statement of contemplated changes with projected dates. It does not provide explanations nor rationales for any of the standards or tools listed. Computing and Media Services, however, will gladly provide that information to any member of the campus community who inquires. Computing and Media Services will maintain an EWTA on its web site as a guide for our clients and computing professionals across the campus. The architecture is intended to be complete and current. It will be updated three times each year: January, April and August or as required to support the business needs of Syracuse University. We appreciate any comments on the structure, contents, suggested new categories, or anything that you feel would make the EWTA more useful. Please send comments to Gary McGinnis, Director, Client Services, at emailprotected The elements of the EWTA are: Desktop Client Platforms Desktop Applications Email/GroupWare Servers Network and Communications Protocols Network and System Management Tool Frameworks Operational Software Database, Data Interfaces Security Enterprise Resource Planning Middleware Application Development Tools Data Warehouse Mobile/Remote Platforms Academic-Instructional Platforms Voice Communication New Trends and Directi ons If you prefer to look at or print the document as a whole, it is available in pdf format: EWTA document in pdf format An enterprise-wide technical architecture (EWTA) is an operational statement of the current technologies utilized and supported by the central computing organization as well as a statement of contemplated changes with projected dates. It does not provide explanations nor rationales for any of the standards or tools listed. Computing and Media Services, however, will gladly provide that information to any member of the campus community who inquires. Computing and Media Services will maintain an EWTA on its web site as a guide for our clients and computing professionals across the campus. The architecture is intended to be complete and current. It will be updated three times each year: January, April and August or as required to support the business needs of Syracuse University. We appreciate any comments on the structure, contents, suggested new categories, or any thing that you feel would make the EWTA more useful. Please send comments to Gary McGinnis, Director, Client Services, at emailprotected The elements of the EWTA are: Desktop Client Platforms Desktop Applications Email/GroupWare Servers Network and Communications Protocols Network and System Management Tool Frameworks Operational Software Database, Data Interfaces Security Enterprise Resource Planning Middleware Application Development Tools Data Warehouse Mobile/Remote Platforms Academic-Instructional Platforms Voice Communication New Trends and Directions If you prefer to look at or print the document as a whole, it is available in pdf format: EWTA document in pdf format .ub05f4be05a4ca31e5821a267ca113e3b , .ub05f4be05a4ca31e5821a267ca113e3b .postImageUrl , .ub05f4be05a4ca31e5821a267ca113e3b .centered-text-area { min-height: 80px; position: relative; } .ub05f4be05a4ca31e5821a267ca113e3b , .ub05f4be05a4ca31e5821a267ca113e3b:hover , .ub05f4be05a4ca31e5821a267ca113e3b:visited , .ub05f4be05a4ca31e5821a267ca113e3b:active { border:0!important; } .ub05f4be05a4ca31e5821a267ca113e3b .clearfix:after { content: ""; display: table; clear: both; } .ub05f4be05a4ca31e5821a267ca113e3b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub05f4be05a4ca31e5821a267ca113e3b:active , .ub05f4be05a4ca31e5821a267ca113e3b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub05f4be05a4ca31e5821a267ca113e3b .centered-text-area { width: 100%; position: relative ; } .ub05f4be05a4ca31e5821a267ca113e3b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub05f4be05a4ca31e5821a267ca113e3b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub05f4be05a4ca31e5821a267ca113e3b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub05f4be05a4ca31e5821a267ca113e3b:hover .ctaButton { background-color: #34495E!important; } .ub05f4be05a4ca31e5821a267ca113e3b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub05f4be05a4ca31e5821a267ca113e3b .ub05f4be05a4ca31e5821a267ca113e3b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub05f4be05a4ca31e5821a267ca113e3b:after { content: ""; display: block; clear: both; } READ: Computerized Enrollment System Sample Essay

The Minimum Wage And Why We Should Leave It Essays -

The Minimum Wage and Why we Should Leave It The Minimum Wage and Why we Should Leave It When was the last time a "value" meal from McDonald, let alone any other fast food chain, did not cost five dollars or more? When was the last time premium gas was under a dollar a gallon? It's hard to remember, isn't it? Wouldn't it be great if everything cost a nickel, like back in the good ol' days? According to the laws of economics, it's not logical for things to have gotten more expensive competition should drive prices down. Then why have prices continued to rise over the years? The continuing demand of more money for less work has forced Uncle Sam to raise the minimum wage innumerable times in the last half century, which results in higher prices for the rest of us. Another raise in the minimum wage would, as all the others before it, raise prices for consumers, which would again result in another demand for a raise in the minimum wage. It's a viscous cycle that must be stopped before it loses control. Not only does a raise in minimum wage result in a raise in the cost of living, it also causes the dismissal of hardworking people who are happy with their current income. When the firing axe starts to fall, seniority often determines who goes and who stays. The more a single employee costs a business an hour, the fewer employees the business can afford to employee an hour. This results in the dismissal of employees to compensate for a raise in labor costs, which creates a smaller staff, which results in slipshod service. Although most reasonable people would rather pay more for better service, the plain fact of the matter is that the service hasn't really gotten any better. The service is better than it was when there weren't enough employees so people assume the service itself has gotten better, while the truth is that the service is just as haphazard as before. The laborers are simply replaced because of a need for more employees, more often than not by people who have never worked in those positions before. By having a staff that is constantly fluctuating, the business hurts itself the service is hurt because the new employees are in need of training, and in the end it is us, the consumers, who feel the real pain The pain we experience is that of rising costs in the market it's that sharp pain we feel every time we reach for our wallet, but it is in no way as painful as the fact that we give bonuses for no reason in the form of raises in the minimum wage. The argument that minimum wage should be raised says people need more money to make a living in a world of ever rising costs. The truth is that they, the people who demand more money, are the ones raising the cost of living. Some would say that the high cost of living is brought about by the devaluation of the dollar and the effects of inflation. Truth be told, inflation is also caused by the flooding of the market with bills printed to pay the high costs of laborers in the market. Laborers who are comprised primarily of teens and the elderly, both of which usually have an alternate form of income either in the form of parents or social security. I offer an alternative to the minimum wage. If people would respect their money and understand the value of the dollar then they would have to learn skills that would promote them in the job market. The minimum wage could be kept for the handicapped and the disabled, people who for the most part aren't able to advance themselves in the working world. The most positive thing about the current minimum wage is that it is substantial enough to make teens respect their money, but also low enough to force them to save. It's been said that if we do not know our history, we will be doomed to repeat it. The argument over the minimum wage makes it abhorrently obvious that this statement is true. The time for action is now, before we are forced to start this cycle again.

The Happy Prince Essay Example

The Happy Prince Essay Example The Happy Prince Paper The Happy Prince Paper Essay Topic: The Prince The Happy Prince is apparently an imaginative fairy-tale. It tells about unbelievable and supernatural incidents. It is an old form of writing stories which is not appreciated now-a-days. Yet the author has combined modern theme with an ancient form. Oscar Wild was a sensible writer conscious of present values and conditions of the Victorian age. The Happy Prince Is the story of a typical ruler who lived a life of luxury and happiness. He was completely detached from common people and knew nothing about their arrows and misfortunes. After his death his statue was fixed high on a tower. He was decorated with gold and Jewels and looked very beautiful. Looking at the city he could see the poor, the needy and the handicapped suffering from disease and poverty. When he saw their miserable plight, his heart was moved and he decided to help them. So, he requested the little swallow to take his gold and Jewels to them. The story tells us in detail how the poor live in dark and narrow houses. They do not even get enough to make their both ends meet. We also come to know that Jews are fond of money and gold. The decision of the mayor of the city to melt the statue of the Happy Prince and make his own indicates Jealousy and craze for fame and popularity in that society. Although the story is unreal, yet the situations given in it apply perfectly to the conditions prevailing in that society. So, it has been rightly commented that these stories were written to mirror modern life in a form remote from reality. However, the story teaches a good moral lesson to the readers.

Synonymous vs. Nonsynonymous Mutations - Definitions

Synonymous vs. Nonsynonymous Mutations - Definitions Deoxyribonucleic acid (DNA) is the carrier of all the genetic information in a living thing. DNA is like a blueprint for what genes an individual has and the characteristics the individual shows (the genotype and phenotype, respectively). The processes by which DNA is translated using Ribonucleic acid (RNA) into a protein is called transcription and translation. DNAs message is copied by messenger RNA during transcription and then that message is decoded during translation to make amino acids. Strings of amino acids are then put together in the right order to make proteins that express the right genes. This is an intricate process that happens quickly, so there are bound to be mistakes, most of which are caught before they are made into proteins, but some slip through the cracks. Some of these mutations are minor and do not change anything. These DNA mutations are called synonymous mutations. Others can change the gene that is expressed and the phenotype of the individual. Mutations that do change the amino acid, and usually the protein, are called nonsynonymous mutations. Synonymous Mutations Synonymous mutations are point mutations, meaning they are just a miscopied DNA nucleotide that only changes one base pair in the RNA copy of the DNA. A codon in RNA is a set of three nucleotides that encode a specific amino acid. Most amino acids have several RNA codons that translate into that particular amino acid. Most of the time, if the third nucleotide is the one with the mutation, it will result in coding for the same amino acid. This is called a synonymous mutation because, like a synonym in grammar, the mutated codon has the same meaning as the original codon and therefore does not change the amino acid. If the amino acid does not change, then the protein is also unaffected. Synonymous mutations do not change anything and no changes are made. That means they have no real role in the evolution of species since the gene or protein is not changed in any way. Synonymous mutations are actually fairly common, but since they have no effect, then they are not noticed. Nonsynonymous Mutations Nonsynonymous mutations have a much greater effect on an individual than a synonymous mutation. In a nonsynonymous mutation, there is usually an insertion or deletion of a single nucleotide in the sequence during transcription when the messenger RNA is copying the DNA. This single missing or added nucleotide causes a frameshift mutation which throws off the entire reading frame of the amino acid sequence and mixes up the codons. This usually does affect the amino acids that are coded for and change the resulting protein that is expressed. The severity of this kind of mutation depends on how early in the amino acid sequence it happens. If it happens near the beginning and the entire protein is changed, this could become a lethal mutation. Another way a nonsynonymous mutation can occur is if the point mutation changes the single nucleotide into a codon that does not translate into the same amino acid. A lot of times, the single amino acid change does not affect the protein very much and is still viable. If it happens early in the sequence and the codon is changed to translate into a stop signal, then the protein will not be made and it could cause serious consequences. Sometimes nonsynonymous mutations are actually positive changes. Natural selection may favor this new expression of the gene and the individual may have developed a favorable adaptation from the mutation. If that mutation occurs in the gametes, this adaptation will be passed down to the next generation of offspring. Nonsynonymous mutations increase the diversity in the gene pool for natural selection to work on and drive evolution on a microevolutionary level.

Turner Construction Company Essay Example | Topics and Well Written Essays - 4000 words

Turner Construction Company - Essay Example Turner Construction It was founded in the year 1902 by Henry Chandlee Turner with a start-up capital of $25,000 in New York City and one of its first jobs was to build a concrete vault for the Thrift bank in Brooklyn, value of which was only $600. From those humble beginnings, it started carrying out large scale projects both in the private and government sector throughout America, only pausing during the World Wars, when it diverted its focus in the construction of military camps and other government buildings. Tuner and his family members as well as representatives managed the company for close to 90 years, until 1999, when it was acquired by the German construction company HOCHTIEF Germany for $370 million. With the takeover by Hochtief AG, Turner Construction Company got access to majority of Hochtief’s operations in geographical territories like United Kingdom, Australia, etc., as well as to the clients in the heavy construction field. Thus, it is operating as the subsidiary of HOCHTIEF in o ver 40 countries, employing around â€Å"6,000 internal employees and tens of thousands of subcontractors working on up to 1,500 job sites at any given time in 30 states and multiple countries.† (Whitney 2007).... That is, according to some experts, construction industry comes under the manufacturing sector. As Valence (2010) states, as the construction industry provides services like management, coordination and other finances related activities, it has to be classified as a service industry. However, he (2010) further adds that as it also develops and delivers products like buildings and structures, it can be constituted under the manufacturing sector. Langford and Male (2008) validates this confusion by stating that although it is commonly known as a service industry, it is a misnomer to classify so because it comes up physical products in the form of constructions. However at the same time Langford and Male (2008) provides a balanced stance by stating that given the nature and diversity of activities carried out in the construction industry, it can be classified both as a service as well as manufacturing industry. When the service and manufacturing aspect of Turner is focused, it seems tha t Turner Constructions views itself as the service industry. Because, it is stated to offer â€Å"a broad range of construction services, including general contracting, construction management, project management, design-build, multiple building programs, maintenance services, planning and preconstruction and feasibility studies.† (morgan.experience.com). Although, it offers all the above services to clients in all sectors, however, starting from the recessionary period in 2008, it has restricted itself to focusing on certain sectors. That is, the Turner Construction â€Å"learned a tough lesson in diversification during the late 1980s and 1990s, when commercial contractors suffered from the overbuilding in that sector.† (Wood 2011). So, in

Customer Inserts Essay Example | Topics and Well Written Essays - 500 words - 3

Customer Inserts - Essay Example Problems (including company’s capital analysis, the return on investment, the gross margin percentage, the break-even point,) should be manipulated by manual labor, through use of paper and pencil and desk calculators, or by electronic computers (Navarro, 2005). Math skills also make feasible the construction and conducting of experiments. Able to handle large amounts of data rapidly, they save researchers days or weeks in the search for information. They permit the compression of many years of marketing experience into a brief period. Without the ability to identify main indexes and accounting coalitions, the MBA degree can be used in a limited number of business spheres. Through this approach can be subjected to manipulations in a manner that would be impractical or impossible in an actual business. For example, changing prices abruptly, altering products, or introducing different delivery or service policies could drastically affect a company. If such departures could be simulated and the operations on the model could be studied, then their consequences in the actual business situation might be inferred, without interrupting operations and incurring possible rebuff. Preferably, information should be gained and problems should be solved analytically if these can be done readily (Navarro, 2005). Often math skills become necessary where alternative policies that affect growth, profitability, and market position are being evaluated. Actual marketing situations are frequently too complex to be handled by available ma thematical models or mathematical analysis. Essentially they are training devices that add new dimensions and greater emotional involvement on the part of participants; hence, they are good motivational devices and teaching tools (Navarro, 2005).

Use Office Equipment Essay Example for Free

Use Office Equipment Essay Gives you a home screen that gives you short cuts and easier access to systems and files on the computer. Franking machine- Gives you the option to select the type of letter and the class you want to send it. 1.3 Explain why different types of equipment are chosen for task. Different types of equipment are chosen for different tasks because each piece of equipment is specific to each task that is being done. For example the scanner if specific to filing documents on to the system where as the printer to be specific to printing any documents that are needed in paper form. Understanding the purpose of following instructions and health and safety procedures. 2.1 Explain the purpose of following manufacturer’s instructions when using equipment. To ensure your using the equipment properly and prevent the equipment from breaking sooner than expected. They are also important because they tell the user what to do to be able to operate the equipment correctly. Also they tell the user what to do and the precise steps to take if the equipment breaks down. 2.2 explain the purpose of following organisational instructions when using equipment Organisational instructions are specific to your company and will usually set out the company’s rules for operating various pieces of equipment. For example,  organisational instruction will state: Who is allowed to operate certain types of equipment Whether any authorisation is needed. Who must be informed of any equipment breakdowns. Who is allowed to undertake technical repairs to equipment. 2.3 Identify health and safety procedures for using different types of equipment. When using the computer you must make sure that the cables are not trailing across the floor where someone might trip over them, also when using the computer you must have a chair that suit yours needs. It’s important that the chair adjust to your height and also the backrest must be able to adjust also to prevent cramp and avoid backache. Another example would be when using the shredder machine you must make sure your fingers don’t go near the mouth of the shredder. Also if there was a jam in the shredder make sure to turn the machine off and UN plug the machine. Another example would be when using the laminator machine make sure you supervise the machine as it gets very hot and can be dangerous and could set on fire. Also make sure you turn the machine of properly after you have used it otherwise it may break and catch fire and create serious damage to the practice. 2.4 Explain the purpose of following health and safety procedures when using equipment. The purpose of following health and safety procedures is to prevent any injuries from occurring. If these procedures are not followed it could lead to both short term and long term health issues. Health and safety procedures are there to protect you at work. They are designed to make sure that you do not suffer injuries while carrying out your work. 2.5 Explain the purpose of keeping equipment clean and hygienic. When using equipment, it is important to keep it clean and hygienic which means free from dirt, germs and bacteria. For example, food and drink should be kept well away from any equipment in anything gets knocked over and causes damage. Also by keeping equipment clean makes it last longer and stays in better condition. By keeping equipment hygienic is important especially if another colleague is going to use the same equipment therefore stops the spread of infection. Understand how to use equipment in a way that minimises waste 3.1 give  examples of waste when using equipment An example of waste when using equipment would be printing more than you need or not printing double sided. Another example of waste when using equipment would be leaving equipment (such as computers) switched on overnight or when not in use. 3.2 Give examples of ways to reduce waste Print double sided when printing to save paper. Use scrap paper to make notes instead of unused paper. Recycle e.g. cardboard boxes, paper, plastics etc. Print preview/ spell check before printing so save having to reprint documents. 3.3 Explain the purpose of minimising waste The purpose of minimising waste is to reduce our carbon footprint and to help global warming and also by minimising waste you save money. We are currently producing too much waste and need to take urgent steps to reduce this, either by cutting down on what we use or recycling whatever we can. Know about the different types of problems that may occur when using equipment and how to deal with them 4.1 Give examples of equipment problems (problems) The toner cartridge runs out. Paper jam in the printer. The computer may crash and you have unsaved work. The computer will not connect to the internet. The computer may start running very slow. 4.3 Give examples of how to deal with problems (solution) Replace the toner cartridge. Use the organisational instructions to tell you step by step how to UN jam the printer. Save your work every 10-15 minutes to ensure that if the computer crashes again most of your work or all of your work will be saved onto the computer. Your computer may need to be reconnected to the internet. Your computer can run slow for a number of different reason for example to may have too much going on at once therefore contact a IT technician of an IT specialist as you don’t want to risk breaking the computer. Understand the purpose of meeting work standards and deadlines when using  equipment 5.1 Explain the purpose of meeting work standards and deadlines when using equipment Standards- It is important that you produce your work to the best possible standard in order to meet the requirements of the person who set you the task. This shows that you are responsible and trustworthy and that you can be relied upon to get things done. The purpose of meeting deadlines when using equipment is so you save time and money. Deadlines are important to all staff as they tell them when things need to be completed in order that the business can meet its targets. Understand the purpose of leaving equipment and the work area ready for the next user 6.1 Explain the purpose of leaving equipment and the work area ready for the next user Whenever you finish using office equipment it is important that you leave the work area exactly as you found it, for example, Not leaving any mess lying around. Not leaving the work area in such a way that someone else has to clear up after you before they can begin using the equipment.

Frankenstein Versus Frankenscience Essay -- Mary Shelley Frankenstein

Frankenstein Versus Frankenscience The story of Frankenstein. A story that I, myself, have been familiar with for a good part of my life. It is most popular among horror film fanatics and becomes one of the most desired stories to be told around Halloween. Some see it as a well-told story of a man and his monstrous creation. But is there something deeper? Mary Shelley, the author of Frankenstein, gives light to many truths about the era of modern science. She is using Victor Frankenstein and the monster to play out the roles in a drama that can become all too real. In this paper I would like to focus specifically on the story of Frankenstein and the three integral parts; knowledge, power and the notion of a god-complex; that can be related to the modern era of science. As the story begins (in the excerpt that is to be focused on in this paper) Victor Frankenstein is telling his story. Victor is a young man who, with great determination, spends two years of his life working to create a being in the likeness of man. He decides that the nature of the being should be tall and large in stature and then, in the pursuit of ultimate success, collects the necessary items to begin his project. With these "fibers muscles and veins," he begins his work (Shelley 231). Victor is determined to create "animation upon lifelessness."(Shelley 232) And yet, he doubts. He doubts himself as being capable enough to take on such a gargantuan task. Yet, he presses on. As the years pass, Victor becomes confined to his work space. Seasons pass and family and friends are left by the wayside. His determination keeps him from giving up in a multitude of failures. It is not until one November night that Victor to life. The thought of renewing l... ...l and scary thing. It has the potential to save lives, cure diseases and, now, create new lives through the act of cloning. Humans are the ones who make these advances possible. They are the creators of science. Therefore, it is relevant to take a closer look the qualities that force humans to act a certain way. Knowledge, power and the notion of a god-complex are three qualities that can posses humans to a capacity that can be both healthy and deadly. Victor Frankenstein provided us with a scenario that can only serve to make us think about our own knowledge about science, the power we hold, and the way in which we let those qualities rule our lives. Works Cited Shelley, Mary. "Frankenstein." The Presence of Others: Voices and Images That Call for Response. Eds. Andrea A. Lunsford and John J. Ruszkiewicz. Boston, MA: Bedford/St. Martin's, 2000. 231-235.

Interracial Sexuality

The film The Birth of A Nation, produced in 1915, is well known for both its new and inventive ways of filming and its extremely racist views. One of the many topics covered by the movie was the idea of interracial sexuality. Interracial sexuality was not spoken of much in the time period of the movie, so it was considered to be particularly risque. The movie itself portrayed the subject as the cause of downfall for many a white man, and also the result of overly sexual black men attempting to rape â€Å"innocent† white women (Griffith 1915).The movie portrayed a fantasy about interracial sexuality in the scenes involving Flora, a young white woman, and Gus, a black Captain in the US Army (Griffith 1915). Gus is looking for a wife, and he assumes that Flora will want to marry him despite their different races (Griffith 1915). It turns into only a fantasy for him, because she will not think of marrying him. She runs up a steep cliff to get away from him, only to fall to her dea th (Griffith 1915).One may presume that she thought he would rape her, and so she fell, or perhaps jumped, to avoid the shame of an interracial sexual encounter. Anxiety over interracial sexuality appears when another young white woman, Elsie, is almost forced into an interracial marriage by Silas Lynch, a mulatto man (Griffith 1915). He is determined to marry a white woman, and Elsie is the one that he wants (Griffith 1915). His kidnapping and near marriage to her demonstrates the fears that white people had about sexual black men coming to take their women away.In general, The Birth of A Nation fed off of the feelings of the United States at the time of its release. It was released only fifty years after the Civil War, and tensions were extraordinarily high between white people and the freed black people. Interracial sexuality was a great fear for those who wanted the races to stay separate and unequal, and that is why the topic played a large part in The Birth of A Nation. Works Cited Griffith, D. W. The Birth of A Nation. 1915.

Literature of Oppression and Freedom: Vaclav Havel and Natan Sharansky Essay

Often times throughout world history, and particularly the history of freedom movements, the cliche that life imitates art, and that art imitates life shows its face strongly. Two of the leaders of the dissent movement in the Soviet Union and its bloc countries/satellites just as easily could be merely characters in a play as well as characters within the world. The ironic thing is that their power derives from the same source: literary hero. Icons are created and understood things whether their figure is symbolic, archetypal or actual. In the cases of Vaclav Havel and Natan Sharansky their work was accomplished through these literary means. Their books, their histories, and their experiences are shared ones, perhaps only overshadowed by their joint successes. Vaclav Havel began his personal movement through a certain default. His history found itself at a crossroads when his educational pursuits were thwarted at the end of compulsory levels. His family’s identification with intellectuals was more than enough for the Soviet machine to attempt to discourage, by force of rule, further attempts at intelligentsia pursuit. Havel thus was placed into the position of many young idealists: when denied something, the object becomes much more desirable. This method of subjugation tends to be the downfall of many systems. It is seen often in Western countries that many talented individuals left to their own devices fail to achieve their full potential. My understanding is that if they were forcibly detained from their talents, they would begin to fight by human nature, and unlock more than they were ever able to, or motivated to, accomplish. With Havel, as with others, his power was unleashed subconsciously from his earliest days. Military service to the country, again a rigid compulsory reality, and allowance into an Economics program did not manage to reign in the young Czech. He discarded these and pursued quickly his passion – one shared by his family. Humanitarian values and improvement seemed to run strongly in the Havel household, and Vaclav was no different and no stranger to this. Following work as a stagehand, he managed to land himself in studies of Drama at Faculty of Theatre of the Academy of Musical Arts, completing his academics there by correspondence. The failure of the Czech government to discover and end Havel’s studies would ultimately undermine their authority over the playwright, and over those who followed his later writing. By 1966, Havel had his first international successes, and brought himself his first attention on the world political stage . It was during this period that one of his most influential works was written and produced: 1963’s The Garden Party. Havel was not hiding his civic tendencies and participated in what he hoped was a revival of the cultures of his home country. He took parts and positions in various movements, chief among them the Club of Independent Writers and the Club of Engaged Non Partisans. This did not cause him overwhelming trouble yet, even when he took a job with the non Marxist monthly paper Tvar in 1965. But the rulers did begin to take notice. In 1968, he, and many others of similar mind would pay for their ‘treason’ in the cultural revolution and its subsequent Prague Spring. Only 7 years later Havel began his transition from cultural icon to political figure by sending a series of open letters to the political bureaus. One of his most important early ones was a missive to then President Husak, a demonstration of his growing awareness of the plight of Czechoslovakian society. This writing directly resulted in the 1977 Charter, which for the first time openly criticized the standards of life in the state. As spokesman, he began the voice of referendum, and it was his previous popularity as author that provided the groundwork for his ability to draw followers. Unfortunately for him, chief among his followers were the censors and police. But his political life was well underway. Anatoly ‘Natan’ Sharansky, born in Ukraine of the Soviet Union followed a different path to his political life. It is amazing and worthwhile, however, to explore the similarities of life in yet a separate Soviet bloc land. For all intents and purposes, the two could have grown up together. This common bond, as it would turn out, would provide a common ‘enemy’ of sorts for them – an enemy of freedom and expression. Also ironic is the apparent ‘lapse’ of judgment on the part of the government that allowed Sharansky’s influence to foment, and then to spread. When dissident Andrei Sakharov was held under state control, it was Sharansky that was allowed to be his English interpreter. Such close work with the alleged revolutionary inspired the already impressionable Anatoly to develop his own ideas regarding the freedom of man behind the iron curtain. This time period saw him help found, and then act as spokesman for the Moscow Helsinki Watch Group. As with Havel in Czechoslovakia, 1977 would be the time of divergence from active young man to active international freedom fighter, in a cultural way. At the same time that the Charter was criticizing life under communism, Sharansky was first arrested for treason to the state of the Soviet Union. This initial interrogation and incarceration was based upon his supposed spying activities for the United States, charges that were later proven false, as was the case for many others. Upon conviction, Sharansky was sent to the gulags of Eastern Russia, where he would remain until 1986. When he was finally released, one of the first political prisoners to be, he finally realized one of his personal dreams: emigration to Israel where he could recover his Jewish heritage. When he arrived and was greeted with a hero’s welcome, he exchanged his Soviet name ‘Anatoly’ for the Hebrew ‘Natan’, by which he has since been known . Havel, too, would have to escape from behind bars, figuratively speaking. After the 1977 charter, he would find himself unable to publish any of his works which were gaining attention and influence. He was now a de facto politician and had to be stopped. The Czech government attempted to do so by imprisoning him three separate times, placing him behind bars for over 5 years. At the time of his incarceration, he had become the co-founder of the Committee for the Defence of the Unjustly Prosecuted, a committee that he could not have foreseen he would need the personal care of. By the second half of the 1980s, as with Sharansky, Havel would finally begin to realize freedoms. Dialogue with the communist governments and the Soviet Union was finally beginning to open up, and Havel took the opportunity to coauthor a petition of â€Å"A Few Sentences†. This would eventually be signed by 10,000 Czechoslovaks. Despite a setback in 1989 in which a freedom movement was crushed, Havel came to his political pinnacle by gaining the presidency of the new Czechoslovakia. Havel and Sharansky have both been immortalized through their writings. We have their collected works and also now their important histories and memoirs and can study their dissent to compare their achievements and experiences. Theirs is the story of many others, and shows the power of literature, composition and political texts to connect oppressed peoples. Havel’s plays, and especially The Garden Party, and Sharansky’s memoir Fear No Evil are powerful representations of this ideal. The Garden Party could not have been better for uniting and informing the masses. As such, it is quite surprising that the play did not simply ‘go away’, so to speak; that it got into the hands of the public was a serious misstep on the part of the communist government. The play is absolutely a stunning satirical work. It uses humor to attack its target in a sideways fashion, which ultimately is a more successful frontal attack than pure rhetoric, anyway. Its characters are simple and believable, if not highly stereotypical, and work their wonders in different ways. If no other character is remembered after reading The Garden Party for the first time, it is Hugo that sticks in the mind. All at once he is quaint, separated from outer consciousness, and independent. Where he begins as an inner focused chess player in the home – so inner focused that he plays both sides – he grows into his own brutal oppressor. This is great work. We wonder at his childlike manner in playing against himself at the game, only to be shocked when he plays against himself through bureaucratic oppression later on. Most amazing of all is the ease with which he takes both sides in both undertakings. It is a comment at once on deception, and also of childlike qualities of leadership as opposed to mature development. Unfortunately, government cannot be run in this manner with its failure to police itself. Beyond its characters, The Garden Party relies upon dramatic tools to get its message across. These tools help connect the play to its audience, which must be remembered were the oppressed citizens of the Eastern Empire. In particular the writing in of a theme – paranoia – underscores the feelings of the time. It becomes obvious that even supporters of the system are discomfited by their work. Even as they work for the bureaucracy, they are always aware that they are being watched for their loyalty. They do not know who their enemies may be at any time. By way of example, Huge becomes his own enemy – a position that he never becomes truly aware of. Life becomes for him the prevention of danger to his position, the ultimate revelation of paranoia. His ongoing chess metaphor becomes the way of expressing this feeling. Rather than allowing himself to be open to abuse, he ‘checkmates’ his way out of trouble, squashing perceived opponents – squashing freedoms and liberties and ideals – before they can get to him. Sharansky in his life developed similar tactics. He, like many other civil liberties prisoners, had to create methods of dealing with harsh realities. Unlike Havel’s characters in many of his plays, of which The Garden Party’s Hugo remains the archetype and easiest to digest, Sharansky understood and faced his danger openly. His methods of using humor to disengage a situation, though, were the same. Both Havel and Sharansky understood and expressed within their lives, their lifeworks, and the awareness that even in their oppressive modes, humans are humans. Even interrogators can be reached through their own humanity. For all of the things we in the West think we know about the KGB, who were in charge of depriving Sharansky his freedom, we see through Fear No Evil that the secret police still were made up of humans. They were humans that could still be swayed, tempered or delayed through a humorous play. We can almost hear ‘checkmate’ come from Sharansky’s mouth at times, bringing Hugo right into his cell with him. The connections become obvious. We see the power of dissidence through language, whether spoken, read, written or performed. In this way, we see now the connections between Sharansky and Havel. BIBLIOGRAPHY Havel, Vaclav. The Garden Party and Other Plays. New York: Grove Press, 1993. Sharansky, Natan. Fear No Evil: The Classic Memoir of One Man’s Triumph Over a Police State. New York: Random House, 1998. .

Ladies First. Refers to Emma by Austen and Jane Eyre by Brontë

Ladies First. Refers to Emma by Austen and Jane Eyre by Brontà « Throughout history women have played important roles in society. Women have gone through much adversity to get where they are today. Jane Austen and Charlotte BrontÂÆ' « are some the pioneers of women's literature. Each shows their different aspects of a women's role in society in their books Emma by Austen and Jane Eyre by BrontÂÆ' «. In both of these books the author shows how a woman deals with societies' norms, values, and manners.Jane Eyre is an orphaned daughter of a poor family. She is brought up by her aunt Sarah Reed. Where she is teased and tortured by the aunt and the family. She is not very pretty and is barely on the social structure. On the other hand Emma Woodhouse is a beautiful girl and is financially sound. She is raised by her maternal father.In Emma, Emma Woodhouse is in search of finding the appropriate man for herself is the main theme.English: A tribute to Jane Austen - Bouquet Emma W...As the reader goes deeper into the text Emma slowly progresses into a self-deception. Having since childhood been obliged to manage her father, she still likes to manage things, and particularly people. She manages to manipulate everyone except Mr. George Knightley.In Jane Eyre, Jane demonstrates a strong need to be herself, to take responsibility for her action. She is put to the test by her daily teasing and abuse from her cousins. When she is brought to a boarding school she soon distinguishes herself through her classes. Eventually ends up in Thornfield where she meets Edward Rochester.While growing up in Gateshead Hall, Jane is treated less than a servant. Her cousins John, Eliza, and Georgiana Reed remind Jane she has no worth and is an unwelcome relative. Out of the three cousins John was one of the meanest, not only of Jane...

8 things you dont have to do in your 20s

8 things you dont have to do in your 20s Most twentysomethings are constantly surrounded by the perfection presented on social media. Everyone seems to have the wildest nights out, the sweetest vacations, a beautiful family, and the most fulfilling job. It’s enough to make anyone feel lacking. But online life is not the same as real life- it paints a sanitized picture of the messiness of the twentysomething experience. Afraid that if you don’t have it â€Å"all figured out† yet? Don’t be. Here are a bunch of things you don’t even need to worry about until much later in your life and your career.1. Travel the worldSure, you’re supposed to have started your own successful company and figured out how to work remotely while traveling the world, all within 5 years of graduation. But travel costs money- and lots of it. Jetsetting off to Europe isn’t something most people in their 20s can do. If your buddies are able to, they’re very lucky. It’s completely normal if yo u need to spend all you make on, you know, rent and food.  If travel is a priority for you, you’ll make it happen one day. Don’t worry that you’re not there yet.2. Find your dream jobNobody really wants anything but their dream job, but most of us have to start somewhere- and that somewhere is usually the bottom rung of the ladder. If you’re still not where you want to end up, don’t fret. You still have most of your career ahead of you. And keep in mind that things will likely change once you have more world experience: what was once your dream career might not still be your dream career next year.3. Draft a long-term planIt’s helpful to always have a few thoughts as to your 5-, 10-, and 25-year plans. But please don’t set these in stone or feel that if you deviate from your track, you’re doomed to fail. You don’t have to have your career laid out or know where you’re going to settle down and buy a house in a go od school district. There is plenty of time for that.4. Start your own businessWe all hear so much chatter about entrepreneurship and striking out on your own in the new economy, but it’s okay if you don’t have a plan yet- or even if you would rather not be your own boss. If the thought appeals to you, keep weighing it in your mind, but don’t worry that you don’t yet have the answer.5. Figure out your future work/life balanceAs long as you’re taking care of yourself and have a reasonable work/life balance now, then it’s okay if you’re not sure how that will end up looking once you settle down and have kids and a family and move to your forever home and, yes, maybe, travel the world. You’ll figure that out when you get there.6. Determine your true passionYou’ve really only just started out. Your 20s should be a time of exploration! If you’re still figuring out what you really want to be when you grow up- as long as you’re thinking about it seriously- then it’s fine not to have the answers yet.7. Save a huge amount for retirementOf course, you should have a handle on your current budget, paying for your necessities, and socking at least a little bit away in savings. But don’t worry if your entire future and financial security isn’t mapped out perfectly. These things take time, and so much can change in the next five to ten years. Relax and focus on making smart financial decisions now so you’ll be in a good place for the future.8.  Establish the perfect lifeThere’s still time to learn how to cook gourmet dinners and buy a vacation home in the Hamptons. There’s still time to take up new hobbies and start a family. Keep dreaming about what you want the most and go after it. But don’t worry that you don’t have it all yet. You’re still very young!

Mozart influence on Freemasonry and in the Impact on Social Change Research Paper

Mozart influence on Freemasonry and in the Impact on Social Change - Research Paper Example In this aristocracy, he longed to serve an aristocratic society that heavily underappreciated and even failed, most of the time, to appreciate him for who he was. The only place that he appears to have made significant change in the course of his life was Prague, where the society seems to worship him to date, as he seemed to inspire a sense of understanding amongst the people of Prague, who had an intense liking for him and his works. In relation to his life in Prague and the status, he managed to achieve in life, as well as in death, has seen him change the society in that the society there appreciated him by gaining an understanding of him and his struggles throughout his career in Austria, as well as appreciating aristocracy. With this in mind, his background plays a crucial role in comprehending how his influence on society came into being, especially to the people of Prague who respected him and were transformed by him, by virtue of understanding him, his past, and his struggle s. On his background, he was born as a child prodigy who was expected to carry forth the legend of his father, who repeatedly worked towards the success of his children. With this in mind, the people that understood him looked at him as a person under pressure to endure that he did not disappoint his father, in that he was even a born musical genius s and composer (â€Å"Let’s go Mozart† 4). This made his story heavily romanticized over time and to date has continued to shape society on its right by having people believe in his tragic. This is especially so I the concept of believing in oneself, where there are numerous analogies and legends, as well as myths that refer to the life of Mozart and aim at inspiring the society that one can make it in life (Gay, 1). In addition, scholars have even referred to the life of Mozart in relation to appreciation of music, by ensuring that certain societies that were

The Progressive Era Essay Example | Topics and Well Written Essays - 1250 words

The Progressive Era - Essay Example During this era, African-Americans and women were not authorized to participate in politics. The presidents of the progressive era viewed as game changers. This is evident from the several constitutional amendments done in that period of time. The era was marked by four different constitutional amendments. The first one was the 16th amendment authorizing government operations to be financed by graduated income tax. The next was the 17th amendment providing for direct election of senators. The 18th amendment barred the importation and sale of alcohol. The 19th amendment allowed women to participate in voting. The game changes also involved enforcement of several reforms. For instance the government of the United States exercised control in the banking system by forming federal reform systems. Large tracks of land were set aside to serve as national forests promoting the beauty of the country. The presidents of the progressive era tended to expose the United States on the evolutionary path. Some citizens were viewed to be more evolved than others. The progressive era presidents highly believed in American society, religion, politics and American capitalism. They never engaged in Marxism, communism or anarchy activities. They were among the lucky people to get school beyond high school education hence the reason for the several changes associated with their terms. They had common belief in education empowerment as well as common interest to the society. However there were two main opposing views among the progressive era presidents the way reforms were to occur. The two views were reforms from within and reforms from without. In the reforms from within, those who supported it argued that since challenges were local thus solutions should be local. The others believed that challenges were coming from outside and thus actors needed to from outside. The three presidents of the progressive era included, Teddy Roosevelt, Taft and Wilson (Lubove 22). They had several dif ferences one being that it was the republic presidents who failed to offer voting rights to women. Teddy Roosevelt was of the belief that individuals ought to be bread selectively just like cattle. Another difference between the republicans and the democrats was that the republicans pushed the agenda for equal rights which democrats did not approve. The democrats of the progressive era formed KKK which forbids the blacks from voting for the Republicans. Foreign Policy in Progressive Era Before its entry to World War 1 America the best way possible to maintain its diplomatic ties with Asia. The commitment of the country’s troops in 1917 contributed much to the country’s victory giving President Wilson the reason to shape peace. The war with Spain led to the building of a canal that linked Pacific Ocean with Atlantic Ocean. The project of constructing the canal was taken over from the French people. All through the progressive era, the United States had followed a policy referred to as policy of intervention. It was applied in the Caribbean and Central America. In the Plat Amendment, The United States had the mandate to intervene Cuba in preserving their independence as well their social and political stability. President Roosevelt played a major role in maintaining peace in between Japan and Russia. The event was aimed at limiting the gains of Japan as it was a major power in Asia. This earned President

Interviewing Excercises Essay Example | Topics and Well Written Essays - 1250 words

Interviewing Excercises - Essay Example The report further points to mounting debts whose growth rate has exceeded concurrent growth rates in revenue, total financial resources and enrolment, and where the debt per student exceeded financial resources per student. The report further predict continued financial difficulties for the public colleges but expects the public universities to raise tuition and fees so as to bridge the revenue gaps occasioned by cuts in state support, weakened endowments and higher expenses generated by growing enrolment. However, the reports indicate that the public colleges have remained liquid and able to meet their current liability on short notice, but the private universities had a stronger liquidity than similarly rated public universities. Exercise 3. 1. Mary said to Tom, â€Å"put the book down and pay for my coffee.† 2. Tom replied, â€Å"Absolutely no. Pay for yourself.† 3. â€Å"The computer has revolutionized education,† stated John Thompson. 4. â€Å"I spilled co ffee all over my keyboard,† Taylor cried. 5. ... Mr. Allen, who is tall and muscular, dropped out of high school to join the military at the age of 18 years. After joining military, he deployed to Okinawa for two week training and thereafter deployed to Vietnam at the height of the war. He admits having killed many Vietnamese soldiers and watching others die, in the 13 months that he spent in the Vietnamese jungle. He is now a vocal proponent of peace in the world and a prominent critic of waging war. His advice to the students is to â€Å"understand the importance of creating a world of peace and nonviolence†. He laments the military’s use of an aggressive approach, to recruit young men and women. â€Å"Nowadays we have allowed the military to go into our junior high schools and or high schools, and they have programs, ROTC (Reserve Officers Training Corps) programs for the young high school and junior high school students,† He says, â€Å"When I was a child that did not happen; you had to go to the recruiter ’s office†. He categorically stated that such aggressive recruiting do not offer the young high school kids a chance to look at what their options in life are. â€Å"Military presence in our schools has convinced many children that the military is a good thing†. He asserts that military training changes the mind of the young recruits. Marine Corps, he says, trained to kill. The first thing that the trainers do is to remove â€Å"your civilian life from you† by getting rid of one’s civilian way of thinking. â€Å"In the military there’s no thinking. You are trained to follow orders. You do not ask any questions.† he says. He opines that it is easier to do this to young high school kids who have no idea of what they want to do with

Comparison Of Renaissance And Mannerism Cultural Studies Essay

Comparison Of Renaissance And Mannerism Cultural Studies Essay I chose to work on the comparison between Renaissance and Mannerism. Renaissance and Mannerism differ to certain extremes, buy still I found that even today there are particular methods of these art movements that are recognized and applied. Here I shall discuss the pros and cons of both art movements, the impact of the movements and my views on this. POSITIVE POINTS OF RENAISSANCE: In this movement the art form characteristics held an expression of liveliness. Like in wood, clay, stone, independent of reality. For example Leonardo Da Vincis drawing called Renaissance Man. It is also known as Vitruvian man. This drawing is known to be the proportions of man or canon of proportions. His piece of art showed how science and art was brought together to calculate proportions. Leonardo envisaged the great picture chart of the human body he had produced through his anatomical drawings and Vitruvian Man as a cosmografia del minor mondo (cosmography of the microcosm). He believed the workings of the human body to be an analogy for the workings of the universe. Encyclopaedia Britannica online The drawing is based on male proportions that are correlations of ideal human proportions with geometry described. During this period there was the return of ancient Greek and Roman antique. One such example was seen in Brunelleschis architectural work. He had constructed the Florentine Cathedral. This particular work originated from the Roman Empire. The foundation of his design was of the dome of the Pantheon. He constructed an elliptical dome. Artists became familiar with ancient art and brought that in their paintings. All their art form like sculptures and paintings were proportional. These art forms have particular measurements and are always calculated before painted or made. This is an important feature of this period that takes effect even today. Like Michaelangelos sculpture called David. Perspective is another important term that was brought up during this movement. The great Renaissance artist Brunelleschi had brought up this term. Brunelleschi constructed a church called the Florence Cathedral. This initiated perspective as it is seen in the architectural composition of its planning. This later inspired Leonardo Da Vinci in his painting called Last Supper. In this painting we can see that the elements are arranged according to one point perspective. Andrea Mantegna paintings demonstrated a certain sympathy for low castes like in his painting called Triumph of Caesar where he head illustrated prisoners of lower classes. NEGATIVE POINTS OF RENAISSANCE: Proportions are not that appealing, since in reality every human doesnt pertain such exact proportions. The Mannerists were against this feature. Some paintings evoke devotion like the Venetian paintings. POSITIVE POINTS OF MANNERISM: The Mannerists represented a particular style or manner in their paintings. Like elongated hands, small head, etc. This can be seen in Jacopo Pontormos Painting called The Deposition from the Cross. In this painting the bodies of the women and the man are elongated. Their hands and feet also seem to be slightly longer than a proportionate body. The head is comparatively small than the body. This painting clearly depicts the anticlassical art form. Early Mannerism consisted of more natural paintings. Such paintings were known as anticlassical paintings i.e. against Renaissance art. For example Ross Florentinos painting known as Moses defending the daughters of Jethro depicts the anticlassical art. Even in this painting the construction of the body structure can be clearly seen. The long legs and a small head, etc is seen. Similarly many other painting in this period portrays anticlassical art in a variety of ways. Paintings were usually oil painted or frescoes like the painting done by Jacopo Pontormo known as Annunciation. The Angel Gabriel and Virgin Mary are placed against white walls the environment seems stark. The contrast between the figures and ground makes their garments glow in the light of the window between them. It seems as if the couple came in from the extension of the chapel wall. DISADVANTAGES OF MANNERISM: Higher Manneria was the next stage of the Mannerists that concentrated mostly on an artists virtuosity. The paintings were mostly related to the artists point of view rather than reality. Manneria paintings later progressed to be far away from their goal than reality. This was against Manneria art. IMPACT OF THE MOVEMENTS: The Renaissance movement was highly influential even during its time. It spread through various places like Italy, Germany, Netherland, France, England, Spain and rest of Northern Europe. Many Italian artists, etc contributed towards the Renaissance period in their own particular ways. Even today Renaissance exists as it has contributed towards the development of perspective and proportions. Architects or any other fields acquire these basics to bring a perfect or ideal output. Like one point, two point and three point perspective. Its not just perspective but even proportions have initiated of a man, woman, objects and relating proportions in a scenery such that they look uniform rather than abrupt. Mannerism movement also has achieved to look at thing normally rather than calculating things out. Its not scientific based and is purely based on perception of the artist of reality. Observation is an important term for mannerists. This movement related to Renaissance is not that contributive towards the present but still it has its own plus points. MY VIEWS: Relating all factors with respect to Renaissance and Mannerism, I found a couple of facts that I like in Renaissance as well as Mannerism. I cant really judge which one is better but I must say that Renaissance has been highly influential rather than the other movement. Many top notch artists are remembered even today for their tremendous contribution like Brunelleschi, Leonardo Da Vinci, Raphael, Titian and Michaelangelo. Some artists concentrated mostly on sculptures like Michaelangelo. His sculpture called David is known even today. Leonardo concentrated on painting where he even acquired perspective in his paintings like Last Supper. I feel that Renaissance concentrated on measuring each and every thing rather than relying on your own instincts. This difference I found in Mannerism. Proportions are important but I felt that there must be some personal output too based on our personal instinct. CONCLUSION: After researching on Renaissance and Mannerism as well as the artists and their works I was able to relate and understand how the view changes as in different periods. Like cubism fauvism, impressionism post impressionism and so on. Many movements have their particular principles and differences. From concentrating on emotions developed from color, subconscious and so on. The art movements didnt just focus in one point throughout the movement. They changes can be seen in Renaissance like high renaissance and Mannerism as early mannerism, etc. All in all it is important to know and compare the past views of tremendous art movements. Mainly how the thought process changes from one point of view to another. The development of an artistic mind is observed not only with help of paintings but even sculptures, relief sculptures, collages, etc are developments from a variety of movements. These movements are even applied in furnitures, posters, etc.

Essay --

/* * Copyright 2005 dotlucene.net * * Licensed under the Apache License, Version 2.0 (the "License"); * you may not use this file except in compliance with the License. * You may obtain a copy of the License at * * http://www.apache.org/licenses/LICENSE-2.0 * * Unless required by applicable law or agreed to in writing, software * distributed under the License is distributed on an "AS IS" BASIS, * WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied. * See the License for the specific language governing permissions and * limitations under the License. */ using System; using System.Diagnostics; using System.Drawing; using System.IO; using System.Windows.Forms; using Lucene.Net.Analysis.Standard; using Lucene.Net.Documents; using Lucene.Net.Index; using Lucene.Net.QueryParsers; using Lucene.Net.Search; using DesktopSearch1.Icons; using DesktopSearch1.Parsing; namespace DesktopSearch1 { /// /// Summary description for Form1. /// public class Form1 : System.Windows.Forms.Form { private string pathIndex; private IndexWriter indexWriter; private string[] patterns = {"*.doc", "*.xls", "*.ppt", "*.htm", "*.txt"}; private SystemImageList imageListDocuments; private IndexSearcher searcher = null; // statistics private long bytesTotal = 0; private int countTotal = 0; private int countSkipped = 0; private System.Windows.Forms.TextBox textBoxPath; private System.Windows.Forms.Button buttonBrowse; private System.Windows.Forms.Button buttonIndex; private System.Windows.Forms.Label labelStatus; private System.Windows.Forms.TextBox textBoxQuery; private System.Windows.Forms.Button buttonSearch; private System.Windows.Forms.ListView listViewResults; ... ...ond) { return first } private void listViewResults_DoubleClick(object sender, System.EventArgs e) { if (this.listViewResults.SelectedItems.Count != 1) return; string path = (string) this.listViewResults.SelectedItems[0].Tag; Process.Start(path); } private void textBoxQuery_KeyDown(object sender, System.Windows.Forms.KeyEventArgs e) { if (e.KeyCode == Keys.Enter) search(); } private void buttonBrowse_Click(object sender, System.EventArgs e) { this.folderBrowserDialog1.SelectedPath = this.textBoxPath.Text; if (this.folderBrowserDialog1.ShowDialog() == DialogResult.OK) { this.textBoxPath.Text = this.folderBrowserDialog1.SelectedPath; } } private void buttonClean_Click(object sender, System.EventArgs e) { Directory.Delete(this.pathIndex, true); checkIndex(); } } }

Enron: the Smartest Guys in the Room

In the movie Jeff Skilling suggest that money is the only thing that motivates people, and I agree with him. Money might not directly motivate everybody but it plays a part in everybody’s motivation. Money is the reason people stay in school longer than required, the reason people work, and the reason why people get out of bed in the morning. It motivates people to work harder and longer. People want a house, car, clothes, and food, which you need money in order to purchase. Money motivates people, which motivate a company, which motivates another company to bring in more money than their competitor. This cycles is what builds our economy, and by building our economy we boost our country and by doing so we start competitions with other countries. And these cycles prove that money is what motivates people, cities, states, and countries. What happened at Enron was both morally and legally wrong. They not only committed fraud but they drained thousands of people’s retirement funds. I don’t think one person is to blame for the whole scandal at Enron. I do think that Ken Lay, founder, chairman, and CEO of Enron, had a major part that led to the bankruptcy. When Enron stock reached $90 he told them that the price would keep climbing and that everybody should be investing in Enron, but Ken had started to sell his stocks because he knew that the stock was going to drop. When he found out that Enron was in financial difficulty he should have tried to figure out ways to fix it instead of trying to save his money and properties. He was selfish and immoral and he played a very big part in the bankruptcy on Enron. Auditors also played a part in Enron’s Bankruptcy. Within days of Enron's bankruptcy, revelations about the company's finances showed that Arthur Andersen, the accounting company hired to audit Enron's books, had kept quiet about Enron's shaky condition. At the same time it was handling Enron's audits, Andersen was being paid millions of dollars by Enron as a consultant on new business. When the bankruptcy hit, Andersen employees, and their counterparts at Enron, began shredding documents to keep them from falling into the hands of federal investigators. Bethany McLean believed that the Enron scandal was a true human tragedy that merely involved greedy men, I agree with her statement. I think the top people working at Enron started out wanting to make a profit but as time when on and they started fudging little things here and there they realized that they could make an even bigger profit, and nobody noticed there little changes. This is what I think turned them into the greedy men that destroyed thousands of people’s jobs and money. I also believe that another company like Enron is right around the corner, but it will be harder to catch on to what they are doing because they can reference what worked and what didn’t work for Enron making them smarter in how they are going to turn a bigger profit. The Enron fiasco is a lesson that our country learned the hard way about how easily the truth can be hidden but it also taught is to question when something seems too good to be true.

Overview and Criticisms of Andragogy

Andragogy, the art and scientific discipline of learning grownups, is based on a set of nucleus premises about why and how grownups learn. The first premise is that grownups are autonomous ( Knowles, 1984 ) . As a consequence, grownups learn best when their acquisition procedure can be autonomous, instead than centered in a traditional, dependent educational environment. Second, grownups have both a greater figure of experiences from which to larn and a wider assortment of experiences upon which they can pull ( Knowles, 1984 ) . Third, grownup function development plays an of import portion in spurring acquisition in grownups ( Knowles, 1984 ) . For illustration, as a individual ages and takes on new functions such as that of a attention supplier to a kid or an aged parent, that person has the demand to larn new accomplishments. A 4th premise is that, because grownup acquisition is straight related to adult development, grownup acquisition is focused on work outing jobs or executing new undertakings ( Knowles, 1984 ) . Finally, Knowles ( 1984 ) assumes that grownups are chiefly driven by internal incentives and non external forces. Criticisms of Andragogy Both Lee ( 2003 ) and Sandlin ( 2005 ) describe multiple reviews of Knowles ‘ ( 1984 ) five premises. Lee ( 2003 ) challenges andragogy on the footing that it falsely incorporates the importance of context. Harmonizing to Lee ( 2003 ) , andragogy is an individualistic construct, concentrating merely on the context a learner brings from his or her ain experiences. Andragogy fails to see that the person does non be in a vacuity and that persons have many individualities that may â€Å" impact their positions of acquisition and ways of battle in the acquisition procedure † ( Lee, 2003, p. 12 ) . Sandlin ( 2005 ) undertook an integrative literature reappraisal that found that critical theoreticians found andragogy to be missing in five major and interconnected ways. First, andragogy dainties education as a impersonal, nonpolitical activity. Second, the full construct is based on a â€Å" generic † scholar who tends to be white, male, and in-between category. Third, andragogy appears to value merely one manner of knowing and ignores voices that do non suit into the theory. Fourth, the construct is about wholly individualistic, disregarding the importance of context. Finally, andragogy does non dispute the prevalent societal construction, even if that societal construction promotes inequality ( Sandlin, 2005 ) .My PremisesIn developing my ain premises for andragogy, I have incorporated non merely the reviews presented by Lee ( 2003 ) and Sandlin ( 2005 ) but besides those based on my ain experiences as an grownup scholar and as a instructor of grownups. Most of them refl ect the simple fact that worlds are frequently complicated. My first premise is that grownups may be self-directed in their acquisition journeys, but they may besides elect to set about a acquisition procedure because they are directed to make so by an external force. This premise addresses Sandlin ‘s ( 2005 ) review that andragogy is based on the thought that there is a generic scholar. Men and adult females may hold really different grounds for desiring to larn certain things, for illustration. As an pedagogue, it is of import to listen to the voices of your pupils. Second, grownups may hold been about longer but that does non intend they are capable of larning from their experiences. Most people go through life holding experience after experience, but non all of those experiences are capable of supplying a minute of larning. In add-on, non everyone is interested in or capable of believing about their experiences in such a manner as to larn something from them. This premise incorporates the unfavorable judgment that andragogy, as it was originally presented, merely valued one manner of larning – that of larning from experience ( Sandlin, 2005 ) . A 3rd premise is that grownups may larn non merely to develop the accomplishments and cognition needed for a new developmental function but besides to turn to a demand within their community. This premise addresses the concerns of both Lee ( 2003 ) and Sandlin ( 2005 ) that andragogy is excessively focused on the person and non focused plenty on the societal context of the person or on the demand for persons to turn to unfairness in community. At times, our communities may name us to set about a new function for which we need new accomplishments. In other instances, an grownup might see a job within the community and put out to larn what is needed in order to work towards a solution. Andragogy must admit that larning is non merely about the person. A 4th premise is that grownups might desire to larn to work out jobs but they might besides larn merely because larning is merriment. Again, this is a reaction to the unfavorable judgment that andragogy posits a generic scholar ( Sandlin, 2005 ) . Adults learn for many grounds. An grownup who is researching a new avocation or larning a new athletics may non really be trying to work out a job. Rather, they may be larning because it is fun to make. Finally, grownups might hold multiple motives for larning peculiar things at specific times. We may so be driven to larn for a sense of interior accomplishment, but we may besides be driven to larn so that we can conflict our kid ‘s school territory when they deny our kid something he or she needs. Learning can be a extremely political activity and acquisition can take to political activity ( Sandlin, 2005 ) . Andragogy should ne'er presume that grownup motive to larn is entirely driven by internal demands and desires. Using grounds you select from your readings explicate how race, gender and sexual orientation can impact grownup development or acquisition. Please supply CONCRETE illustrations of EACH positionality ( e.g. one illustration for race, one illustration for gender, and one illustration for sexual orientation ) . ( Hint: Narratives from Adult Learning and Development: Multicultural Narratives may be a good topographic point to get down when seeking to reply this inquiry. ) ( 3 points ) Race, gender, and sexual orientation, in add-on to other personal identifiers such as category, can positively and negatively affect both grownup development and acquisition. In this essay, I briefly examine several concrete illustrations of the relationship between development or acquisition and a scholar ‘s race or cultural individuality, gender, and sexual orientation.Race and Ethnic IdentityRace and cultural individuality can impact larning in a assortment of ways. First, race and cultural individuality can act upon what is of import or proper for an person to larn. La Tortillera, a short narrative by Patricia Preciado Martin ( 2000 ) , provides a good illustration of how race and gender intersect in finding what it is proper for, in this instance, a Latina to larn. In this civilization, it is of import for a adult female and a female parent to larn how to do tortillas for her household. Her female parent shows Ms. Martin over and over once more how to do tortillas, even th ough Ms. Martin finds the tortilla doing lessons to be thwarting non merely because she can ne'er acquire them merely right but besides because they are a reminder of her insufficiencies as a Latina adult female and a female parent. How persons of specific races and cultural individualities are treated can besides play a critical function in how persons experience acquisition. Because of racism, minority pupils are less likely to finish postsecondary instruction ( Swail, 2003 ) . Unfortunately, in a racialist and classist system, minorities frequently attend ill funded schools that lack modern equipment and text editions or that are insecure. If they enroll in college or in an big instruction plan, they may still hold to cover with the long-run effects of racism. Over 50 % of Black alumnus pupils, for illustration, reported being the marks of racist actions on campus and experienced â€Å" isolation, solitariness, disjunction, and favoritism † as a consequence ( Johnson-Bailey, Valentine, Cervero, & A ; Bowles, 2009, p. 192 ) . The affect of racism on larning need non be wholly negative, nevertheless. Developing a strong sense of ego in the face of racism can take scholars to reengage with their civilizations and communities. â€Å" Such bitterness can be directed by more deeply prosecuting with and repossessing one ‘s civilization, history, and heritage, and thereby redefining what it means to be ‘me, ‘ instead than defined ( be either oneself or the dominant civilization ) harmonizing to what one is non aˆÂ ¦ â€Å" ( Smith & A ; Taylor, 2010, p. 53 ) .GenderGender can besides present challenges to the development and larning experiences of adult females and work forces. In the acquisition environment she was analyzing, Cain ( 2002 ) described a state of affairs in which a really traditional power moral forces based on gender developed. The adult females attempted to develop consensus among all participants, while a little group of males took over the meetings and ignored the voic es of everyone else in the room. The lessons for all involved were tragic. â€Å" The importance of this for acquisition is that so many of the initial participants, including all the adult females, learned that their parts were non valued and they quit the group † ( Cain, 2000, p. 70 ) . The work forces ‘s developmental procedure had taught them that their voices were the most of import, and, as a consequence, they ignored and alienated other voices that could hold brought a great trade of cognition to the work. Another illustration that shows how gender can act upon the acquisition experiences of work forces and adult females can be seen in Michael Dorris ‘ ( 2000 ) short narrative Groom Service. In the narrative, Bernard and Marie both exhibit behaviours they have learned as the appropriate behaviours for their gender. What Bernard learns, in peculiar, is described in the narrative. Bernard ‘s accomplishments include runing. â€Å" Subsequently he thought about hunting, how he could hold succeeded the times he had failed, how the animate beings behaved, how they smelled and sounded † ( Dorris, 2000, p. 219 ) . Bernard besides learns proper behaviour around his hereafter in-laws, with whom he will populate in this matrilinear society.Sexual OrientationLike race and gender, sexual orientation can both positively and negatively affect development and acquisition. For illustration, if they are non â€Å" out † to their household, friends, or instructors, sapphic, bise xual, homosexual, and transgender ( LGBT ) pupils may endure from anxiousness about their sexual orientation ( Messinger, 2004 ) . They may make up one's mind to remain in the cupboard because they fear that being unfastened about their orientation might take to violence against them ( Messinger, 2004 ) . They may besides fear that their parents will retreat fiscal and emotional support from them ( Freedman, 2009 ) . As with persons who grow stronger by confronting racism, pupils who develop strong self-identities in the face of homophobia can come through the experience stronger. They frequently show a more extremely developed sense of empathy and better critical thought accomplishments than those who have non had to confront the same challenges ( Messinger, 2004 ) . You have taken Howard Gardner ‘s Multiple Intelligence Test online. You are in charge of developing resident hall helpers. Their highest multiple intelligence is one of your underside three intelligences based on your trial consequences. List your group ‘s acquisition manner and supply a class rubric ( .25 point ) Supply one class aim ( see the CAHA 501 class course of study or seek information on the cyberspace to decently word a class nonsubjective if you do non hold experience composing aims ) . ( .75 point ) Describe how you would learn that nonsubjective to your pupils based on their learning manner. Use concrete illustrations ( at least two ) and do a clear and direct connexion between the acquisition manner and accomplishing the instruction of your aim. ( 2 points )Learning Styles and My Training CourseMy underside three intelligences were societal ( 3.14 ) , body motion ( 3.00 ) , and spacial ( 3.00 ) . For the intents of this essay, my resident hall helpers will be strongest in bodily-kinesthetic intelligence. Learners that excel in bodily-kinesthetic intelligence frequently use parts of their organic structure or their full organic structure as they work through the acquisition procedure ( Smith 2002, 2008 ) . As a consequence, they learn best through hands-on exercisings, including edifice things and function playing ( Armstrong, 2009 ) . The class I will be offering them as portion of their preparation is â€Å" Helping the International Student Transition to American Higher Education. † The class aim is to develop empathy among resident hall helpers for the challenges that international pupils face when get downing college in the United States.Training ExercisesArmstrong ( 2009 ) suggests that one method to prosecute pupils with strong kinaesthetic acquisition intelligence is to function drama or move out what you want them to larn. To assist resident hall helpers gain a better apprehension of what it is like to be an international pupil go toing college in the United States for the first clip, I will offer a function playing exercising. In the exercising, the scholars will draw a scenario out of a chapeau. They will hold to function drama either an international pupil confronting a barrier or challenge or a resident hall helper tasked with assisting the pupil work through the state of affairs. An illustratio n of one scenario that the trainees might move out would be that of a South Korean female pupil who has been harassed by other pupils for walking arm in arm with her female friends. While this is a common behaviour for immature adult females in South Korea, in the United States, it can put pupils up for homophobic torment. The function of the occupant hall helper in this scenario would be to assist the South Korean pupil understand why they are being harassed and to speak through schemes for covering with the negative emotions torment can breed and for advancing personal safety. Another function drama might affect moving like an Ethiopian pupil who has enrolled in a northern college without cognizing that winter vesture, like a coat, is needed. This exercising advances the nonsubjective by assisting the pupils function play a state of affairs in which they take on the character of an international pupil confronting a realistic job. As portion of the preparation plan, I would state the occupant helpers that tiffin will be provided to them. The intent of the tiffin, nevertheless, is to offer them another kinaesthetic acquisition chance. Another manner in which to advance improved acquisition by kinaesthetic scholars is to prosecute them in hands-on activities or, in this instance, a oral cavity and stomach-centered activity ( Armstrong, 2009 ) . Our tiffin would be set up like the cafeteria at an American university. The nutrient would non be labeled, and they would stand for assorted nutrients that are eaten around the universe that might be unusual to American pupils. For illustration, there might be nutrients such as curried caprine animal, lingua greaser, stewed okra, natto ( fermented soya beans ) , blood pudding, kifte ( extremely spiced natural beef ) , kim qi ( spicy fermented veggies ) , and bread fruit and drinks like horchata and ginger beer. Sing such a counter might be disorientating to scholars who are steeped in American civilization and who are used to school bill of fares of pizza and beefburgers. This exercising provides pupils with a concrete, hands-on acquisition experience, that of being forced to choose and eat nutrients that are unusual without any anterior experience or counsel ( McKenzie, 1999 ) . It promotes the nonsubjective by leting the occupant hall helper to see what an international pupil might see the first twenty-four hours in the cafeteria. You have taken the Emotional Intelligence Test online. a ) Argue for or against the usage of emotional intelligence trials in engaging. You need to mention at least TWO ( 2 ) beginnings outside class stuffs to back up your reply. ( 2 points ) I find the thought of emotional intelligence to be extremely attractive. â€Å" Emotional intelligence is a set of abilities that includes the abilities to perceive emotions in the ego and in others, usage emotions to ease public presentation, understand emotions and emotional cognition, and modulate emotions in the ego and in others † ( Mayer & A ; Salovey, 1997 ) . Even though the construct of emotional intelligence presently is supported as a â€Å" separate concept of intelligence † by small empirical grounds ( Merriam, Caffarella, & A ; Baumgartner, 2007, p. 383 ) , I find that this theoretical account speaks to me because it argues for the importance of a really of import portion of life that is frequently denigrated or denied. How we interact and perceive the universe is non merely cold and rational, but instead our emotions play an of import portion in how we perceive the universe and how we learn and make significance. Dirkx ( 2008 ) argues that â€Å" emotional issues ne'er seem really far from the surface in grownup acquisition contexts † ( p. 9 ) . Emotions can impact how the pupil reacts to a schoolroom puting. They can besides impact, positively or negatively, how good an single learns, particularly if a scholar is scared or fearful ( Rager, 2009 ) . In add-on, struggles between scholars can make negative emotions that negatively impact the ability to larn ( Dirkx, 2008 ) . Having emotional intelligence can break aid scholars understand non merely their ain acquisition procedure but besides can assist them understand what their fellow scholars are traveling through. The usage of emotional intelligence trials in hiring, nevertheless, is a different affair. Does emotional intelligence play an of import function in an person ‘s ability to be a good employee? Is it perchance to accurately prove an person ‘s emotional intelligence? The usage of emotional intelligence trials in hiring is turning, yet the cogency of the trials is problematic ( Grubb & A ; McDaniel, 2007 ) . There is no uncertainty that emotional intelligence can be helpful in the workplace. Cote and Miners ( 2006 ) found that workers who had low cognitive abilities could be extremely successful workers if they had strong emotional intelligence to counterbalance for their lacks in other countries. However, the ability to accurately prove for emotional intelligence and to happen a trial that could non be â€Å" faked out † continues to be hard. Grubb and McDaniel ( 2007 ) found that, at least with one peculiar emotional intelligence trial, the EQ-i: Second, it was possible to learn trial takers how to â€Å" forge † emotional intelligence. In their experiment, they found that imposters could be identified in merely 31 % of the instances, but â€Å" most of the respondents were able to increase their mark by forging and non be identif ied † ( Grubb & A ; McDaniel, 2007, p. 56 ) . Of what usage is a trial that can be so easy deceived? On the other manus, other research workers have found emotional intelligence trials to be really utile in engaging patterns. In one survey, the research workers found that emotional intelligence trials were advantageous to minority trial takers, as they tended to hit higher in emotional intelligence than Caucasians ( Van Rooy, Alexander, & A ; Chockalingam, 2005 ) . If engaging were based on emotional intelligence trials with the engaging single unaware of the race of the trial taker, minority appliers might be more likely to be hired, whereas in traditional hiring state of affairss they are more likely to non be hired due to racism. When I took the emotional intelligence trial online, I was extremely dismayed by the consequences, which indicated that I had below mean emotional intelligence. I found this distressing because I have spent most of my calling working in places that require a high grade of emotional intelligence ( ability to read people, empathy ) and I have been really successful in my work. Have I been forging emotional intelligence this full clip or did I merely non make good in the proving environment? Or was the trial itself faulty? In the terminal, I believe that the construct of emotional intelligence is of import to see in the workplace. In many places, holding emotional intelligence is cardinal to or supports success. However, emotional intelligence trials remain debatable and should be used merely with great cautiousness. Ultimately, whether or non person has the emotional intelligence needed for any given place will merely be determined by detecting that single ‘s public presentation on the occupation. As the testing instruments are developed and refined, possibly this fact will alter, but for now, to establish a determination on whether or non to engage a given person on the footing of an emotional intelligence trial is non in the best involvements of employer or employee. 5. Situated knowledge is a subject of involvement in big instruction and it has been used in many scenes. Following are inquiries refering located knowledge. Compare ( state the similarities between ) and contrast ( state the differences between ) situated knowledge and experiential acquisition. ( 1 point ) In the narrative â€Å" Talking to the Dead † by Watanabe, explicate what type ( s ) of larning occur for supporter ( e.g. experiential, located knowledge, brooding pattern ) and support your reply by binding it to grounds in your readings. ( 1 point ) Situated knowledge and experiential acquisition are closely related. However, the primary topographic point of societal interaction and societal relationships as a demand of larning in societal knowledge delineates the two theories from each other. It is the importance of the societal interactions in Watanabe ‘s ( 2000 ) narrative, Talking to the Dead, that indicate that the type of larning the supporter experienced falls under the class of located knowledge.Situated Cognition and Experiential LearningOne of the most outstanding theories of grownup instruction, experiential acquisition addresses how grownups make significance or learn from their experiences ( Zepke & A ; Leach, 2002 ) . There are five major schools of idea that autumn under experiential acquisition theory. The first is the constructivist theoretical account, in which scholars participate in a brooding procedure in order to develop new apprehensions ( Merriam et al. , 2007 ) . The situative theoretical account p ostulates that larning happens as the scholar participates in activities, such as larning on the occupation ( Merriam et al. , 2007 ) . The psychoanalytic theoretical account believes that the emotions of the scholar, peculiarly those that inhibit acquisition, must be dealt with in order for larning to happen, and the critical theoretical account believes that larning happens when the scholar challenges the bulk civilization ( Merriam et al. , 2007 ) . Finally, the complexness theoretical account posits that larning happens when persons compare and contrast what multiple experiences teach them ( Merriam et al. , 2007 ) . Like experiential acquisition, situated knowledge involves a scholar deriving new understanding from lived experience. One illustration of located knowledge, the cognitive apprenticeship, makes this clear. In this procedure, larning can ne'er be separated â€Å" from the state of affairs in which the acquisition is presented † ( Merriam et al. , 2007, p. 178 ) . The acquisition happens in the experience. The experience of the topographic point itself is of import to the procedure of acquisition. â€Å" The physical and societal experiences and state of affairss in which scholars find themselves and the tools they use in that experience are built-in to the full acquisition procedure † ( Merriam et al. , 2007, p. 178 ) . Experiential acquisition besides focuses on â€Å" making the undertaking in order to larn it † ( Hansman, 2001, p. 46 ) . Situated knowledge, nevertheless, â€Å" is inherently societal in nature. The nature of the interactions among scholars, the tools they use within these interactions, the activity itself, and the societal context in which the activity takes topographic point form acquisition † ( Hansman, p. 45 ) . Experiential larning theory might affect a societal constituent but does non needfully necessitate it.Learning to Talk to the DeadIn seeking to find what type of larning the supporter of Watanabe ‘s ( 2000 ) narrative Talking to the Dead experienced, I felt it of import to believe about what it was that she was truly larning. On the surface, it appears that she was larning the procedure of fixing the organic structures of the dead. However, at a deeper degree, the supporter is really larning about proper societal relationships – between maestro and learner, between female parents and kids, between co-workers, and between the life and the dead ( Watanabe, 2000 ) . With t his in head, I believe that the supporter participated in located knowledge. Neither her acquisition procedure nor what she learned can be separated for the societal experience ( Hansman, 2001 ) . As in a cognitive apprenticeship, her larning merely came approximately because she learned in a specific state of affairs ( Merriam et al. , 2007 ) . Had she learned to embalm organic structures in another topographic point, she ne'er would hold learned that the proper manner to care for Aunty Talking to the Dead was to cremate her cadaver in the traditional manner ( Watanabe, 2000 ) . Every experience she had in larning about the proper relationships between the life and the dead – from the puting out of Mustard to the Blindman and the Blindman ‘s Dog – every societal context in which she found herself and of all time interaction between herself, Aunty, and others in the community contributed to her larning what she needed to larn in order to come to her minute ( Wata nabe, 2000, p. 279 ) . Application of Gerald Grow ‘s SDL Scale to Instruction: Grow ‘s SDL graduated table is enlightening for all pedagogues. This inquiry asks you to use his graduated table. You are an teacher in whatever context you choose. a ) Create a class rubric and one ( 1 ) aim. ( 1 point ) B ) Describe in item how you would learn this aim ( use 2 concrete illustrations ) to a Level 1 and a Level 4 scholar. ( 2 points ) I have for two old ages taught a class titled â€Å" Female Images of the Divine in the West. † My pupils dearly call it the goddess category. The primary aim of the class is to develop the ability to believe critically about how spiritual symbols and imagery impact people ‘s lives – both in the past and in the present. It is a 200-level undergraduate category, and I frequently find that I have a big group of freshman pupils in my category. I besides tend to hold a important figure of non-traditional-age pupils in my category, largely because it is a dark category. It makes for a really interesting group of pupils, stand foring every phase of Grow ‘s ( 1991 ) SDL Scale to Instruction.Teaching Phase 1 LearnersPhase 1 scholars are really dependent and view the teacher as the ultimate authorization on the capable affair ( Grow, 1991 ) . They feel most comfy in environments in which they receive immediate feedback, and they feel most comfy in an environment in w hich the teacher-master dispenses wisdom to the scholar ( Grow, 1991 ) . In working with this type of pupil, the pedagogue needs to happen a manner to assist the pupil addition assurance and get down to derive command over stuff that might be wholly new to them ( Grow, 1991 ( . The first manner I teach to my aim for my Phase 1 scholars is to assist them acknowledge that they know more about images of goddesses than they might believe they do – even if they do non place with any peculiar religion. We do this by speaking about popular civilization word pictures of goddesses. I have discovered that my pupils all seem to adore Xena: Warrior Princess. I have them travel on YouTube and happen cartridge holders from the show that depict the assorted goddesses – Here, Callisto, and Aphrodite to call merely a few. We so read primary texts from the ancient Greeks depicting the goddesses. As a group, we identify similarities and differences between the telecasting word pictures and the word pictures of the ancient Greeks and discourse why the two are frequently different. This treatment frequently leads to a farther treatment about why the goddesses were of import to ancient peoples and starts a semester-long treatment about the topographic point of godd ess imagination in modern times. A 2nd manner I help my Phase 1 pupils is that I give quizzes in category, particularly during the first few hebdomads, and we go over the replies right off. This helps them acquire immediate feedback on their apprehension of the stuff. This activity helps progress the class aim because spiritual symbolism both holds steady and evolves over clip. If they do non derive a solid command of the ancient apprehensions of goddesses, they have great trouble when we begin treatment on whether or non modern figures, such as Princess Diana or Angelina Jolie, serve the same intents in modern society as Artemis or Isis did in antediluvian civilizations.Teaching Phase 4 LearnersPhase 4 scholars are considered to be to the full autonomous ( Grow, 1991 ) . For a autonomous scholar, the pedagogue is person who serves as a adviser, heightening the acquisition work that is delineated and directed by the scholar. Students working at the really highest degrees are frequently autonomous scholars ; surely, a pupil set abouting a major undertaking such as a thesis ought to be able to work as a autonomous scholar ( Grow, 1991 ) . As an teacher of a phase 4 scholar, I personally feel most comfy with the delegator function ( Grow, 1991 ) . In this function, I can work straight with the pupil to detect their involvements and demands, assist them develop a acquisition program, and so run into with them on a regular footing to discourse their advancement and any barriers they have encountered. As portion of their acquisition program, we besides develop together an appraisal program: what will be assessed, what merchandises they are required to bring forth, and by which standard we will measure their advancement ( Zepke & A ; Leach, 2002 ) . Most frequently, the phase 4 pupils I work with and I agree that they will prosecute an independent undertaking that makes a connexion between the antediluvian and the modern. One undertaking involved a pupil who examined the ancient Irish myths of the godly figure Deirdre. She so created an interpretative dance that incorporated environmental, costume, and motion symbols to co nvey the myth to a modern audience. Another pupil undertook a undertaking that looked at the construct of ancient sovereignty goddesses and so used that stuff to analyse the Robert Zemeckis ‘ movie version of Beowulf. When we foremost discussed the undertaking, I suspected she might happen reverberations of sovereignty goddesses in the figure of Grendel ‘s female parent, but she besides, convincingly, found reverberations of the construct in the figure of Wealtheow. I was blown off! My pupil had made an rational find that had wholly escape me. 7. Several writers have constructed theoretical accounts that show autonomous acquisition as a procedure. Construct your ain theoretical account of autonomous acquisition based on your experiences. ( 1 point ) Compare ( state the similarities between ) and contrast ( state the differences between your theoretical account and two of the theoretical accounts found in Merriam, Caffarella and Baumgartner ( 2007 ) ( pp. 110-119 ) . ( 2 points ) Argue for or against the importance of context in the autonomous acquisition procedure utilizing grounds from the literature. ( 1 points ) Specifying autonomous acquisition can be slippery. It is non a self-contained theory of grownup larning but alternatively a group of related constructs and patterns. Among the definitions I most prefer, Caffarella ( 1993 ) defines autonomous acquisition as: a self-initiated procedure of larning that stresses the ability of persons to program and pull off their ain acquisition, an property or feature of scholars with personal liberty as its trademark, and a manner of forming direction in formal scenes that allows for greater scholar control. ( p. 25 ) . Similar to Caffarella ‘s ( 1993 ) definition, Candy ‘s ( 1987 ) definition focuses on the importance of liberty in autonomous acquisition, although the scholar can work in concert with an pedagogue ( as cited in Grow, 1991 ) .My Model of Autonomous LearningMy ain theoretical account of autonomous acquisition is one based on procedure divinity. Process divinity is grounded in alteration, growing, and changeless motion. â€Å" Human and other existences are non things ( substances or kernels ) situated in empty infinite aˆÂ ¦ but are active procedures of all time in relation and passage † ( Christ, 2003, p. 3 ) . Furthermore, as a postmodern divinity, it is structured around the belief that all cognition is contextual and that cognition is shaped and controlled by cultural systems. The ego can ne'er be genuinely independent. â€Å" The individuality of each of us extends over and includes the civilization, society, and civilisation that we participate in. There is no stray, lone ego imprisoned in its ain organic structure † ( Brumbaugh, 1982, p. 3 ) . My theoretical account of autonomous acquisition is one, so, that is based on the thought that worlds, by nature, are spurred to turn and alter. Curiosity is portion of growing and alteration, whether initiated by internal demands and involvements or external demands and forces. Once wonder is sparked, the scholar sees where that wonder takes her or him – either in weaving jets of larning activity or in a sustained acquisition journey. As portion of their autonomous acquisition, the scholar may seek out educational stuffs. The scholar may besides integrate hands-on activities, seting into pattern what has been taken in from the educational stuffs, or take a category to foster reinforce what has been learned from other beginnings. At times, failure may ensue, and the scholar may get down the full procedure once more. If there is success, the scholar may rest for a clip, but be spurred once more subsequently to set about a new acquisition undertaking.Similarities and Differences Between ModelsIn many ways, my theoretical account of autonomous acquisition is non much different from many of the synergistic theoretical accounts described in Merriam et Al. ( 2007 ) . Like those theoretical accounts, my theoretical account is non additive in nature. Curiosity and the acquisition journey will take the scholar where the scholar wants or needs to travel. My theoretical account has the most in common with Spear ‘s theoretical account. First, Spear identifies three elements that spur autonomous acquisition, all of which work with my theoretical account: environmental chance, opportunity, and personal cognition ( as cited in Merriam et al. , 2007 ) . Second, Spear ‘s theoretical account incorporates the thought that autonomous acquisition is non a steady, controlled procedure, but instead one that can go on in tantrums and starts, one that can halt and get down once more, and one that can integrate room for both failure and success ( Merriam et al. , 2007 ) . My theoretical account is least like those proposed by Tough and Knowles. In Tough ‘s theoretical account, autonomous acquisition is calculated and focused on achieving a specific piece of cognition or a accomplishment ( Merriam et al. , 2007 ) . In Knowles ‘ theoretical account, autonomous acquisition is a bit-by-bit procedure focused on work outing a particular job ( Merriam et al. , 2007 ) . My larning theoretical account acknowledges that certain scholars may elect to set about a additive autonomous acquisition procedure focused on work outing a peculiar job, but it does non presume that all autonomous acquisition will follow a similar way. My theoretical account has room for larning for the interest of acquisition and for fulfilling wonder, for the joy of merely being able to state â€Å" Well, you learn something new every twenty-four hours. †Importance of ContextIn all of the theoretical accounts I have examined here, including my ain, context plays a critic al function. First, a scholar ‘s context may find whether or non she or he is interested in or capable of take parting in a autonomous acquisition procedure ( Grow, 1991 ; Zepke & A ; Leach, 2002 ) . Second, context can find the type of resources available to assist with acquisition. For illustration, interior metropolis scholars of colour may non hold entree to all the rich acquisition resources that can be obtained through the Internet. Not merely is the monetary value of a computing machine prohibitive, but the scholar, as the consequence of life in a context, an environment, that is unsupportive, may non hold the computing machine literacy needed to utilize the Internet to seek out information as portion of his or her autonomous acquisition procedure ( Norris & A ; Conceicao, 2004 ) . All in all, context should be a core constituent of autonomous acquisition. 8. Experiential acquisition, autonomous acquisition, and transformative acquisition are three theories of grownup acquisition. What is the â€Å" best † larning theory? Why? Supply grounds from your readings ( and beyond if you so choose ) to back up your points. ( 3 points ) This essay will briefly analyze the chief renters of experiential acquisition, autonomous acquisition, and transformative acquisition. While all three theories have both positive and negative facets, I argue that experiential acquisition is the most flexible and hence the most utile of the three theories for the work of big pedagogues.The Three TheoriesExperiential larning â€Å" is a procedure of doing intending from all experiences-cognitive, emotional, physical, societal and religious † ( Zepke & A ; Leach, 2002, p. 206 ) . Harmonizing to Zepke and Leach ( 2002 ) , experiential acquisition is possibly the most dominant construct in the grownup instruction field, but theoreticians have different thoughts of how the procedure works. Learners can either reflect on experience in order to larn ( constructivist lens ) , learn through take parting in experiences ( situative lens ) , learn by linking with and get the better ofing frights and other emotional barriers ( psychoanalyti c lens ) , learn by challenge the dominate ethos ( critical lens ) , or larn by developing an apprehension of how assorted experiences relate to each other ( complexness lens ) ( Merriam et al. , 2007 ) . Harmonizing to Grow ( 1991 ) , the â€Å" end of the educational procedure is to bring forth autonomous, womb-to-tomb scholars † ( p. 127 ) . Although autonomous acquisition can be hard to specify, Candy ( 1987 ) delineated three features that can be used to set up whether or non learning is autonomous: the scholar possesses autonomy, the acquisition can go on outside of a formal acquisition environment, and the acquisition is directed chiefly by the pupil even if a instructor is involved ( as cited in Grow, 1991 ) . Mezirow ‘s theory of transformational larning postulates that adults see a minute when their beliefs turn out inadequate in understanding the state of affairs in which they find themselves ( Elias & A ; Merriam, 2005 ) . This disorienting quandary forces them to reevaluate their cognition and develop new apprehensions. As a consequence, a transmutation happens, and the single learns and grows ( Elias & A ; Merriam, 2005 ) . Transformative acquisition is an emancipatory procedure in which self-reflection leads to critical consciousness ( Cranton, 2002 ) .The â€Å" Best † TheoryAll of these larning theories have countries of concern. For illustration, scholars may non really have the ability to larn from experience, or they may non hold had experiences that are meaningful ( Brookfield, 1998 ) . On the other manus, scholars may non hold the desire or the ability to direct their ain acquisition procedures ( Zepke & A ; Leach, 2002 ) . Transformative acquisition can be ethic ally disputing. First of wholly, the terminal consequence of transformative acquisition could be a major crisis for the scholar. â€Å" Despite an pedagogue ‘s best purposes, a procedure of transformative acquisition can take to unpredictable and unwilled events † ( Moore, 2005, p. 83 ) . The power derived function between scholar and pedagogue can take to indoctrination ( Moore, 2005 ) . Ultimately, the best acquisition theory is whichever theory best helps the scholar run into his or her educational ends. However, transmutation of the scholar is non a demand of either autonomous or experiential acquisition ; hence, they both may advance greater flexibleness in grownup instruction ( Zepke & A ; Leach, 2002 ) . Autonomous acquisition is less an grownup larning theory and more a related group of patterns and thoughts ( Caffarella, 1993 ) ; as a consequence, it is slightly mussy. It besides does non see as many issues as experiential larning theory does. Experiential acquisition, on the other manus, addresses the procedure of larning non merely from reflecting on and in experience but besides from larning through engagement in experiences ( Zepke & A ; Leach, 2002 ) . It besides addresses of import issues around emotions, cultural context and the scholar ‘s relationship to society, and doing sense of a broad assortment of experiences that may either reinforce or dispute each other ( Merriam et al. , 2007 ) . All in all, experiential acquisition addresses more issues that might impact a scholar ‘s larning experience than the other two theories, and hence, it is the most utile of the theories for grownup pedagogues.