Strategic and Organisational Learning Free Essays

William Shakespeare Essays

William Shakespeare Essays William Shakespeare Essay William Shakespeare Essay In the play, King Lear by William Shakespeare, King Learns character, activities and misfortune and recover of personality is reflected through his three little girls, General, Reagan and Cornelia. Both Reagan and General show material love. Goner mirrors Learns ruthless, brutal side and start of his loss of character. In the play, General will possibly acknowledge a circumstance in particular if in her full order. This can be indicated when, General tells that his welds are disarranged, so defiled and striking, that the court, contaminated with their habits/Shows like a crazy motel (1. . 256) in the end soliciting him to reduce the sum from knights. Goner needs to oversee Lear, by diminishing his knights, yet Lear wouldn't like to on the grounds that he accepts he despite everything has control, expressing his knights as men of decision and rarest parts. Like Generals activities, Lear will possibly acknowledge circumstance if in his full order. In Act 1 Scene 1, Lear requests that e very one of his girls compliment him, anyway he was dismissed by Cornelia, in the long run coming about in Cordilleras encashment and discontent. Goner, not just reflects Learns activities against Cornelia, she additionally reflects Learns loss of intensity and character. At the point when she requests that Lear diminish his sum, unmistakably General will oversee Lear, in the long run making Lear question who he genuinely Is. As Lear loses his personality, he can see his impression of ruthlessness and cruelty through his little girls, when they start to overwhelm him. What's more, recover of Identity Is reflected through his three girls, This memoir looks to feature the different parts of this incredible man’s life. Some portion of Shakespeare’s beguile is most likely the puzzle connected to his character. Despite the fact that his notoriety was critical, numerous parts of his life are under a haze. There are essentially two wellsprings of data about his life-one of them is clearly his writing and the other are the different legitimate and Church records that have been found. Shakespeare’s father John Shakespeare was an understudy glover and leather treater of cowhide and had relocated to Stratford from Snitterfield before 1532. He wedded Mary Arden, a landed neighborhood beneficiary, most likely between 1556 to 1558. William Shakespeare was destined to Mary and John Shakespeare presumably on April 23, 1564 as he is known to have been purified through water at the Holy Trinity Church at Stratford on April 25, 1564. Be that as it may, his genuine birth date isn't known with assurance. He was the third offspring of the eight youngsters that John and Mary sired, three of whom passed on in youth. No solid records exist about Shakespeare’s adolescence and instruction and the little information that we have depends on guess. His dad, John Shakespeare, held significant authority positions as magistrate and high bailiff during William’s youth and this loans backing to the way that William went to a free sentence structure school (in Stratford) which had a real notoriety. In Shakespeare’s first memoir (written in 1709, notorious for its error), biographer Nicholas Rowe additionally concurs with the above certainty. Obviously, Shakespeare’s information on Latin and Classical Greek just as the high caliber of his works focuses to the way that he had a solid establishment in instruction at any rate at the school level. It is, in any case, known with conviction that Shakespeare didn't go to college. On November 28, 1582, Shakespeare wedded a pregnant vagrant called Anne Hathaway (from chronicles in the Episcopal register at Worcester). There is a lot of dubious information with respect to this marriage and it isn't known absolutely whether Shakespeare wedded the lady he cherished or not. In any case, it is known with conviction that Anne and William Shakespeare had three youngsters †Susanne and the twins Hamnet and Judith.

What If Essay Topics Are Useful?

What If Essay Topics Are Useful?The best thing to do if you are having trouble coming up with topics for your essay is to go online and find out what is out there. Writing an essay has been a tradition since the inception of the Internet. A lot of universities use essays as their primary method of evaluating the candidates for admission into their colleges. They are required for many academic programs at universities and even some schools, although it may not be the case with every school.There are many types of subjects that can be used for what if essay topics. However, you must always make sure that you get the idea from a particular school or institution when they are writing the essays. Even though you can pick up an essay on any topic and use it for what if essays, it is still more beneficial to choose from a specific subject that is relevant to the school's curricula.If you want to come up with topics for what if essays, it would be very wise to look at the resources that are available. There are many forums and discussion boards online that have topics that are very relevant to the subject of your school. This will give you a perfect opportunity to learn about the kinds of questions that may arise while writing what if essays.For those who are used to the conventional style of writing essays, it would be a good idea to look at what if essay topics that are very close to the things that you know. For example, if you have studied economics in college, chances are high that you know what these terms mean. Once you are familiar with these words, you can choose them as subjects for what if essays.It doesn't matter how much you know about the subject. As long as you can make the information sound clear and accurate, you will be able to have a proper time writing what if essays. No matter what you think, what if essays are a great tool for students to enhance their ability to research and express their thoughts.The Internet also has a large number of essays th at are what if essay topics that are usually referred to as 'Where's the beef?' This is because most students will ask this question when they first begin their education. As they get older, they would be curious as to what could be the 'where's the beef' of their future.There are many different topics that are quite relevant and would interest a lot of students. However, since there are a lot of available topics, it would be a wise idea to read up on them before choosing one as your subject. You must always remember that your topic would reflect the kind of teacher that you would have in your future. Therefore, you should definitely put thought into this before you begin writing.There are also sites that allow users to type in what if essay topics that are supposed to appear on a test. Although it may not be completely possible, there are also several subjects that may appear on these tests. You can actually get some answers as to what you should choose.

Compare/Contrast Douglass and Jacobs - 1607 Words

Compare/Contrast Essay Gender Specific Perspectives of the African-American Slave; A Compare and Contrast Essay of Harriet Jacobs and Frederick Douglass. The experiences, memories and treatment in any situation are viewed upon differently between a man and a woman. Obvious in the case of slavery, the two sexes were treated differently and so therefore their recollections of such events were-different. In the following short essay, we look closely at the perspective of the female slave, Harriet Jacobs in â€Å"Incidents in the Life of a Slave Girl†, and respectfully compared to that of a man slave, Frederick Douglass in â€Å"The Narrative of the Life of Frederick Douglass†. Although both experienced their freedoms despite facing great†¦show more content†¦With these tools, he would then educate others on the sufferings and wrong doings of the slaves in the South. In Chapter 6, paragraph 3, Douglass states â€Å"†¦I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read† (410). As a man, he strongly looked at slavery and at freedom right in the eyes. In C hapter10, paragraph 9, Douglass states â€Å"You have seen how a man was made a slave; you shall see how a slave was made a man† (424). In this quote he is explaining how he defended and stood up for himself against his Master. This action changed the way by which his Master dealt with him in the future. He did not wait 7 long years hiding out as a frightened slave, hiding and being quiet. As a matter of fact, at the age of twelve, Douglass states in his autobiography â€Å"†¦and the thought of being a slave for life began to bear heavily upon my heart† (412). It took Douglass approximately 8 months of planning before attempting and succeeding in obtaining his freedom. In Chapter 11, paragraph 5, Douglass states â€Å"But I remained firm, and, according to my resolution, on the third day of September, 1838, I left my chains, and succeeded in reaching New York without the slightest interruption of any kind† (443). Most of his life, Douglass prepared f or freedom. Through many ways, he educated himself so that he could use his knowledge to become free. Even though Harriet Jacobs andShow MoreRelatedBeing Raised As Slaves By Harriet Jacobs And Frederick Douglass953 Words   |  4 Pagesraised as slaves; both Harriet Jacobs and Frederick Douglass devoted their professional life for telling their true story based on their own experience. As a matter of fact, their works â€Å"Incidents in the Life of a Slave Girl† (1861) and â€Å"Narrative of the Life of Frederick Douglass, an American Slave† (1845) are considered the most important works in the genre of slave narrative or of enslavement. Thus, this paper will compare and contrast between Jacobs and Douglass in terms of the aforementionedRead MoreEssay on Out of the Silence1445 Words   |  6 Pagespast we can better determine the path of the future. The personal stories of Frederick Douglass and Harriet Jacobs are two excellent examples of the slave narrative genre in American literature. To be sure, bondage and oppression had a lasting and profound effect on both g enders; however, men and women experienced slavery in different ways. By comparing and contrasting â€Å"Narrative of the Life of Frederick Douglass, an American Slave† and â€Å"Incidents in the Life of a Slave Girl,† we gain very differentRead MoreSlavery And The Slavery Of Slavery Essay1742 Words   |  7 Pageschild and David Walker, Frederick Douglass and Harriet Jacob who used literature to speak against the institution of slavery. Another aspect was that freedom had a different definition in the north and in the south. Northern freedmen and women had often better opportunities and often we able to use education to define their freedom. Slaves in the south were faced with laws which often created more limitations. The purpose of this essay, is to compare and contrast three different people, from differentRead MoreFrederick Douglass and Olaudah Equiano2598 Words   |  11 PagesThis simple quote symbolizes the lives of Frederick Douglass and Olaudah Equiano. Bot h of which were slaves who tried to free themselves. Both Douglass and Equiano have wrote a narrative about their lives, however, each one is different in its own unique way. From the bonds of slavery on a plantation to the call of freedom from the north, his life was filled with hopes of improvement for both himself as well as his fellow slaves. Frederick Douglass was an unusual character. Even in the bonds of slaveryRead MoreAnalysis Of The Poem The Flies By William Shakespeare2573 Words   |  11 Pagesuncommon to me while in the jaws of slavery. Response: In this passage, Douglass uses contrary words to express the mixed emotions a slave experiences while under the powerful control of the slave owners. Douglass uses the word â€Å"drown† to emphasize the power of music during the time of being a slave. Music and melodies are solely used to express their sadness and powerlessness, and in rare cases, happiness. When Douglass uses the word â€Å"jaws†, it provokes the image of slavery being a monster indulgingRead MoreTwo Contrasting Views of Slavery in Literature: Beloved and American Negro Slavery2068 Words   |  9 Pagessale of the offending slave. Phillips is not apologetic in his descriptions of such treatment. He exhibits little to no emotion in these descriptions and in fact asserts that it was a matter of pride for slaves to fetch high prices. In contrast to Phillips, Morrison deploys the animal analogy in her work on a number of levels: the classification of the `animal charateristics of slaves, the milki ng of Sethes breasts by the nephew in the manner one would milk a cow, the bit worn in theRead MoreBoyer Dbq Teacher Guide10764 Words   |  44 Pagesyour students have not mastered the expository essay form, you may want to try a simpler activity that will require them to use these documents. You could pose a quiz question requiring them to compare the New England and Chesapeake colonies including the information in Documents D and E. Or they could compare the Spanish and French efforts using the information in Documents B and D. Another possibility would be a jigsaw activity using these documents. Divide your class into four groups and assign studentsRead MoreTheories of Organizational Behavior10512 Words   |  43 Pages1867. In it, Marx focused on the labour theory of value and what he considered to be the exploitation of labour by capital. The labour theory of value held that the value of a thing was determined by the labor that went into its production. This contrasts with the modern understanding of mainstream economics, that the value of a thing is determined by what one is willing to give up to obtain the thing. Alan Greenspan argues that, while Smith did not coin the term laissez-faire, it was left to AdamRead MoreStrategic Human Resource Management View.Pdf Uploaded Successfully133347 Words   |  534 Pagesrecruiting and training their replacements. Likewise, there is less incentive to provide training or make other investments in them. A respected human resource scholar described the existing state of affairs as follows: I am constantly amazed at the contrast between the concern that strategists show for potential capital costs and the casual indifference they tend to display toward potential human resource costs (until, of course, the latter have gotten completely out of hand).1 Page 2 STRATEGIC

Our Life Time By Harry Potter - 1359 Words

December 14, 2016 Imagine, the most famous childhood novel of our life time, and the biggest money maker in Hollywood, being challenged in a court case? A beloved children s hero was almost sent to book section for censored books. The Harry Potter Series almost did not make it to the children of Cedarville School District of Arkansas. In this court case, the school board of Cedarville, Arkansas voted to deny students access to the Harry Potter books. The grounds on why they wanted to ban the books were because the Harry Potter books were unfit for their students and could lead to rebellion. Many authors of other famous childhood series’ such as Judy Blume stood behind the Counts family (who sued the school district) and showed support with J.K. Rowling, as well the President for the American Booksellers Association for Free Expression, Chris Finan. In 2003, he stated that It is incredible that school officials have censored books that are exciting a whole generation of kid s about reading,(Grogran) Many believed that the Cedarville School District was at fault, however, the argument for the censorship for the Harry Potter Books was keen to members of the school board. The court’s decision rested on what was good for the students. If this case in the end favored the school board, it could have possibly influenced other school districts around the nation to censor the Harry Potter Series. It was not only a clear violation of the students’ rights but a withholdingShow MoreRelatedCompare And Contrast Odysseus And Harry Potter759 Words   |  4 PagesOnce upon a time, our world was born. Through evolution, the human race finally emerged on this planet. Powerful intelligent people will be the leader of the tribe. We called these people ‘heroes’. There are a lot of heroes that have been born in this world. Some are the actual people, some are the people in our imagination. Here are two heroes from our imagination who don†™t even exist in this world but always stay in our mind. Odysseus and Harry Potter are well-known heroes. They both have similarRead MoreEssay on Biblical Themes Within the Harry Potter Series688 Words   |  3 PagesBook five.) The book series entitled Harry Potter has Biblical themes hidden beneath all of the spells, charms, and enchantments. Harry Potter, in my own opinion, is very Christ like and I feel like the book series could be looked at like a modernized version of the bible. He resembles Jesus Christ in multiple ways. J.K Rowling has subtly featured religious symbolism in her books such as, Harry dying for the wizarding world much like Jesus died willingly for our sins. After they died, they were bothRead MoreHarry Potter874 Words   |  4 PagesJoanne Rowling was born in July 1965 in a small town near Bristol in the UK. She is a true copy of the whole â€Å"Rags to Riches story†. Her teen years were terrible. She quotes: I wasn’t particularly happy. I think it’s a dreadful time of life. She had a difficu lt home life; her mother was ill and she had a difficult relationship with her father (as of 2012 she is no longer on speaking terms with him). After studying hard in Paris and moving back to London, Joanne started working as a researcherRead MoreGenerations Of The Harry Potter Fandom : New And Old1654 Words   |  7 Pages Generations of the Harry Potter Fandom: New and Old What will J.K. Rowling come up with next? As a fan of the Harry Potter film and book series, I grew up with the many adventures of Harry Potter and his heroic friends. From his first experiences at Hogwarts School of Witchcraft and Wizardry to the epic, heart pounding battle that not only ended with the (spoiler alert) defeat of Harry Potter’s nemesis Voldermort, but also the loss of many of his dear friends and family. Each and every fan out thereRead MoreList Of All Harry Potter Books1243 Words   |  5 PagesList of all Harry Potter Books to Buy Online Just about anyone who has lived on the planet earth for the past couple of decades has heard of Harry Potter. Harry Potter is a seemingly ordinary boy who became a mighty conqueror of evil wizards, warlocks, witches, and goblins. Unknown to him, The Dark Lord, Voldemort, attempted to take Harry’s life when he was only a baby because he knew of Harry’s destiny. However, instead of killing Harry, he killed Harry’s parents instead. Harry was sent to liveRead MoreEssay on Harry Potter1424 Words   |  6 Pages Harry Potter and the Sorcerer’s Stone â€Å"A giant of a man was standing in the doorway. His face was almost completely hidden by a long, shaggy mane of hair and a wild tangled beard, but you could make out his eyes, glinting like black beetles under all the hair† (pg 46). The previous passage is a wonderful and tasteful description of the first introduction of Hagrid from J. K. Rowling’s novel, Harry Potter and the Sorcerer’s Stone. This book gives intimate detail and overwhelming amounts of vividRead MoreA Brief Biography of J.K. Rowling1338 Words   |  5 PagesYou will probably fail a couple times but in the end it will be worth it and you will profit from the hard effort. Joanne (J.K.) Rowling is a truly inspirational person that has benefitted to the lives of people of all ages around the world through her children books. Life of J.K. Rowling On July 31,1965 Joanne Rowling was born in Yate, England (J.K. Rowling Biography). At age four her family moved to Winterbourne where she met two siblings with the last name Potter. This later contributed to theRead MoreHarry Potter and the Religious Right Essay1185 Words   |  5 Pagesseven books in the Harry Potter series are some of the most popular books of all time. Millions of children and adults around the world crave everything to do with Harry. From the midnight book release parties to new movie releases to the new Wizarding World of Harry Potter theme park, fans, the world over, love Harry and cant seem to get enough of him. While scores of fans immerse themselves in the fantasy world of Harry Potter, there are some people that believe that Harry Potter is the work of theRead MoreThe Harry Potter Book Series Written By J.k. Rowling1468 Words   |  6 PagesThe Harry Potter book series written by J.K. Rowling took the world by storm when The Sorcerer’s Stone was re leased in 1997. Adults, teens, and children around the world read and enjoyed the following six books and movies by buying robes and wands, and waiting patiently in long lines at midnight for the release of the newest films. Harry’s story has been translated into 60 languages and has been so successful that J.K. Rowling was the first person to ever become a billionaire by being a writer. EvenRead MoreJ. K. Rowling: The Incredible Impact of Harry Potter Essay979 Words   |  4 PagesJ. K. Rowling is the author of the best-selling Harry Potter series. As Bruno Bettelheim says, â€Å"If we hope to live not just moment to moment, but in true consciousness of our existence, then our greatest need and most difficult achievement is to find meaning in our lives† (Bettelheim 2). †when children are young, it is literature that carries such information best† (Bettelheim 4). In literary circles, mention of Rowling or her work is likely to raise some tempers. Criti cs find her work â€Å"antithetical

Understanding For Experiential Learning †MyAssignmenthelp.com

Question: Discuss about the Understanding For Experiential Learning. Answer: For understanding experiential learning, a lot of emphasis has been given to the ability to recognize the various learning styles of students. In understanding experiential learning, Kolbs learning style model is the most renowned and accepted type of learning style model. It has received ample support which is empirical in nature. To analyze the learning styles of individuals,Kolb's Learning Style Inventory (LSI) is the most widely implemented tool, but this too has certain drawbacks. In this study an attempt is made to convert the LSI learning style from a categorical measure to a continuous measure learning style so that the usage of the pre-existing LSI becomes easy. In this study the revision tools to analyze various learning styles of the students has been proposed. The existing tools are explored in detail. Revision of Kolb's Learning Style Inventory (LSI) has been proposed. To measure various learning styles a continuous scale has also been proposed. At the time of clerkships the environment of learning in medical schools goes through a shift from the scholarly environment to the on the job training. The changes in the learning styles at the time of clerkships have been reported in this study. The study further examines whether or not the training results in the changes in learning styles are related to the later choice of career in terms of learning styles. The learning style inventory that was implemented in this study was based on Honey and Mumford. The Honey and Mumford learning style inventory has been applied before the commencement of the clerkship and has been continued till the end of it. To generate accurate and idealistic outcomes in terms of education, societies have been trying to develop suitable styles of learning. In this paper, overviews of the information of the existing styles of learning that recur in students learning have been provided. The models of learning (Kolbs learning style model and Honey and Mumfords learning style model) and cognitive style of learning have been investigated further to understand the issue better. The main objective of this paper is to provide an insight about the major drawbacks of the various learning style models. E-learning systems have gained recognition in recent times and its model has a lot of variations. This type of learning model has certain psychological features and preferences in terms of study that outline the characteristics of the students in terms of their learning styles. In this study, frameworks for the various leaning styles which are applied globally have been defined. The revisions of six learning styles have been proposed. The various learning styles and their links among various aspects in terms of traits have been examined. In the end, how Learners Characteristics Ontology develops a multi faceted model instrument has been also investigated in this study. In this article, the researchers have categorized diverse learning styles. Kolb segregated the learning styles into assimilators, Divergers, accommodators and Convergers. On the other hand Honey and Mumford categorized learning styles into activists, theorists, reflectors and pragmatists. The article also sheds light on Neil Flemings VARK model comprising of visual, auditory, read and write and kinesthetic components. The study was conducted to analyze the frequency of learning style of the medical students. This was correlated to the preferable teaching methods and academic developments. The study was conducted on 77 medical students from the final year. The questionnaires were prepared using the Honey and Munford style. Another set of questionnaire was prepared to know the preference of the students about the various teaching methodology This article studies the multiple factors that affect the learning process of nursing students. One of the primary factors is the learning style. This study aimed to identify the different learning styles of the students which would help the teachers to provide them with quality education. The study analyzes the learning style of the Iranian baccalaureate students within the practical setting. A study is designed using a qualitative method of data collection. Semi- structed interviews of fifteen nuring students were conducted. The study identifies the various learning styles used by the students. This knowledge is most likely to help the institution to tailor make the teaching techniques so that as to ensure maximum success in the academic and practical field. Educating students with learning disability is kittle different from teaching those without it. Thus changes in the traditional teaching methods have to be exchanged with modern and different methods of teaching. Traditional method of teaching is difficult for students with compromised coordination of limbs. In Malaysia, students with limited limb capacity are pushed into schools following traditional methods of teaching, thus such kids are faced with a lot of difficulties. This study is aimed to identify the various methods and learning styles that can be used to teach such students. It is the task of the social work educators to ensure that students from diverse backgrounds are well equipped with the knowledge required to work in this field. In order to effectively impart education to them, the teacher must be aware of the various learning style of the students. The aim of the study was to identify the various learning styles of the students, which will help professors to understand how to refine and change their teaching styles so that it is effective. A total of eight articles were used in this review study. The study was conducted mostly in developed countries and it was fond out that most social work students have diverging learning styles (Kolbs learning model). References Manolis, C., Burns, D. J., Assudani, R., Chinta, R. (2013). Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory.Learning and individual differences,23, 44-52. van den Berg, H. (2015). Changes in learning styles induced by practical training.Learning and Individual Differences,40, 84-89. Nodoushan, M. A. S. (2014). Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM).i-Manager's Journal on Educational Psychology,8(2), 31. Labib, A. E., Cans, J. H., Penads, M. C. (2017). On the way to learning style models integration: a Learner's Characteristics Ontology.Computers in Human Behavior,73, 433-445. Bhalli, M. A., Khan, I. A., Sattar, A. (2016). Learning style of medical students and its correlation with preferred teaching methodologies and academic achievement.Journal of Ayub Medical College Abbottabad,27(4), 837-842. Baraz, S., Memarian, R., Vanaki, Z. (2014). The diversity of Iranian nursing students' clinical learning styles: A qualitative study.Nurse education in practice,14(5), 525-531. Too, M. S. M., Ong, P. T., Lau, S. H., Chang, R. K. Y., Sim, K. S. (2016, November). Kinect-based framework for enhanced learning of disabled students. InRobotics, Automation and Sciences (ICORAS), International Conference on(pp. 1-4). IEEE. Frantz, J., de Jager, M., Roman, N. V. (2017). An exploration of learning styles used by social work students: a systematic review.Southern African Journal of Social Work and Social Development,29(1), 92-106.

Work teams Essay Example

Work teams Essay The main focus of the study is on the factors that are likely to influence the level of learning of team members of a multinational organization that has influence on how the teams will perform and relate within the organization. According to the research analyses that have been carried by various researchers in the area of organizational learning and performance of teams, the factors that affect the learning process of teams in a multinational company and in turn affect the organization’s performance are grouped into two group; those that are within the organization itself and those that come from outside. The factors within the organization in this case considering a subsidiary of a multinational organization include the differences in the backgrounds of the employees of the organization like the cultural backgrounds, religious backgrounds, racial background, gender and age among others, the attitudes of the team members, the organization’s processes of production, and demographics among others. All these factors within the organization affect the learning of the team members in a way that if the management of the organization considers all this factors and offers support to them team members then the learning process will be easy and performance standards will improve a great deal as compared to the organizations where such a consideration is not given to the team members. We will write a custom essay sample on Work teams specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Work teams specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Work teams specifically for you FOR ONLY $16.38 $13.9/page Hire Writer As concerning the factors out of the control of a multinational company, not may researches have given conclusive results for those external factors because the area of research is more wide making research more difficult. Though that seems to be the case the external factors like structure of the multinational organization, global integration of firms in the business environment, worldwide learning and the local responsiveness of a subsidiary of an organization among other factors in the external environment of a multinational affect the learning of teams in an organization and its performance levels. When the organization is coordinating its activities well with other businesses, when it encourages individuals to learn from others in the other organizations, the subsidiaries are able to support themselves in the production of goods and services and when it is able to make their structures flexible to the different geographical locations team learning will be supported and this will also improve on the performance of the teams in the organizations. The conclusions that than be made from the analysis of team learning, team performance and relations is that when the learning of individuals is supported by using various support techniques available in the organizations they will be able to use the knowledge that they have acquired to improve on their interpersonal relations in the organization creating strong bonds in their teams and work for the best of the organization in that manner improve the performance of the organization. Nhung T. Nguyen, Anson Seers, Nathan S. Hartman (2008). Putting good face on impression management: team citizenship and team satisfaction. Institute of behavioural and applied management, 148-168. In this article the relationship between an individual trying to create a positive image of him or her to the team members and to the organization as a whole and how this is likely to influence the performance of an organization is analyzed. In some if not most cases individuals working in an organization will want to be seen as good employees, by the management and the members of the organization that they associate with. The effects of individuals wanting to portray such good images either by faking them or being real are being questioned a lot. When a person is trying to create a good image of himself or herself he is likely to attract many people around him or her that will automatically form some kind of a group in an organization. The effect will be that his good characters   will influence the members of his team to work for the best interest of the organization provide the team members believe in the image that you have portrayed to them. People will want to associate themselves with those who are being praised in a positive way in the organization. To be identified with that person you have to be able to act and adapt to the way the person who inspires you is behaving. Then impression management will be said to build working team that will cooperate to improve on the organization’s performance. On the other side the implications that may arise from a person wanting to create a good image of himself or herself will be that if the person is doing that for his own selfish interest and the other members discover that it will create mistrust among the members which will lead relationships within the employees the result in lack of coordination in carrying the activities of the organization leading to poor performance. The recommendations that can be made for this study is that the employees should be informed on the need to portray their real images and make positive image improvements for the good reasons only as that will be the only way others will be positively influenced to act for the best of the organization. Anat Drach-Zahavy, Anat Somech (2000). Team heterogeneity and its relationship with team support and team effectiveness. Journal of educational administration, 40, 1. Retrieved online: http://www.emeraldinsigth.com/0957-8234 As discussed in the article individuals who work in an organization are not all the same they have differences that will help to identify each person as unique. People in an organization have different work experiences, academic qualifications, perspectives, gender, religion, capabilities among other things that can differentiate people working in an organization. All these differences in people working in an organization if well managed will help an organization to carry out its activities well because people will be assigned to work on duties and tasks that they will be able to carry out well. When differences that exist in people in an organization are well managed the organization will encourage good interpersonal relationships between its employees who will encourage each other to work efficiently and effectively for the good of the organizational goals and objectives. Because organizations also differ in the nature of activities that they carry out the way heterogeneity in the members of their teams differ as well as the results that will be achieved by the organizations. Heterogeneity in an organization can be classified into two groups; one that relates to the tasks a team can perform and the one that is based on the relationships that the team members have. When the differences are associated to the tasks that team can perform in an organization this will support the team members to work for the organizational goals because they will be integrating and complementing each other in carrying out their duties well. In a case where people are forming groups because of the special relationship interests that they have with each other then there is a problem in this as they are likely influence each other to an extent that they loose focus on the main goals and objectives of the organization. Another issue that has been discussed concerning the heterogeneity of teams in an organization in this article is the one that relates to how to improve the performance of teams in an organization. Much emphasis has been made to making sure that the groups are well integrated and this is supposed to be done when forming people into groups by ensuring that the members can be able to cooperate with each other. The teams also should be assigned to the jobs that they can be able to carry out considering their capabilities. Constant monitoring of the teams in an organization is also advocated for if the team effectiveness is to be achieved. By monitoring the teams constantly the organization will be able to determine the different problems that the teams are facing in carrying out their duties, will be able also to determine the level of influence that the teams have on their members and on the outcomes of the organization. The organization can also use the past experience it has had with different work teams to set a suitable support mechanism for all its teams as this will build strong team bonds that will work together in harmony to achieve the best for the organization In concluding team management and support should be given attention in an organization because all the members of an organization belong to one or more teams in an organization and giving them support in their efforts of carrying the activities of an organization will be able to encourage them to work well and do the right thing all the time while in the organization. Anat Drach-Zahavy, Anat Somech (2000). Team heterogeneity and its relationship with team support and team effectiveness. Journal of educational administration, 40, 1. Retrieved online: http://www.emeraldinsigth.com/0957-8234 The authors of the article from Mount Carmel Haifa in Israel used several research analyses that have been made in the educational institutions to discuss how the differences of team members can be handled so as create good relationships in the teams that will encourage them to work together in harmony to achieve the best results for the organization. They analyzed several factors within the organization that are likely to affect and influence team performance like team building and selection of individuals to the specific groups. Mary Z. Bruhn, Cristina Gibson (2006). Multinational organization context: Implications for team learning and performance. Academic management journal, 49, No 3, 501-518. The researchers from university of Minnesota and California used data that has been collected concerning how team learning in an international organization can impact the way that its work teams carry out their activities. Variables like the organization environmental factors and other factors that are in the surrounding environment are discussed in this article and the way that the factors influence learning and performance of teams in the organization also considered in the article. Nhung T. Nguyen, Anson Seers, Nathan S. Hartman (2008). Putting good face on impression management: team citizenship and team satisfaction. Institute of behavioural and applied management, 148-168. The authors from Towson university, Virginia commonwealth university and John Carroll university discusses in this article about how different would want to attract people by trying to be nice to others and the different reasons why people could do that. Through the analysis of the data that was collected their hypothesis were tested to explain how impressions that people give about themselves acts as a communication media for forming teams in an organization, the kind of teams that will be formed and the level of commitment to tasks that will be achieved by the teams that are being formed in the organization.

Gulliver essays

Gulliver essays The screen adaptation of Jonathan Swifts novel, Gullivers Travels, tells of what happened to Dr. Lemuel Gulliver, portrayed by Ted Danson, nine years after he set sail from England and returns home bedraggled and disoriented. His faithful wife, portrayed by Mary Steenburgen, is delighted to see him, but also troubled, for in Gulliver's absence the conniving Dr. Bates, portrayed by James Fox, has taken over Gulliver's home and practice and is also trying to force Gulliver's wife to marry him. During his recovery, Gulliver raves and acts out his fantastic adventures at sea wherein he encountered the diminutive but contentious Lilliputians, the gigantic Brobdingnag's and their egalitarian society, the Laputas, who live upon a flying island, and the Houyhnhnm land, intelligent talking horses living in a land populated by wild humans called yahoos. Scenes of his adventures are deftly interspersed with Gulliver's present predicament in which Dr. Bates, wanting Lemuel's wife and son, has pl aced the traveler in Bethlehem, London's famous insane asylum where he awaits a hearing to determine his sanity. During this trial, the doctors judging him believe him to be insane and question his stories as he states that a race of horses was superior over that of mans. Only when Gulliver's young son, Tom, shows up with proof of the existence of Lilliput do they believe him and Gulliver is then released. At first I was a little confused at the way the movie was unfolding because the scenes were shifting to the shipwreck of Gullivers boat and his voyage to Lilliput to that of his familys discovery of his return home in the stables. I then realized that the story was a flashback as Lemuel recounts his story to his son, his wife and the doctors holding him in the insane asylum. I was also a little confused with the storyline itself since I know that in the novel, Gulliver returns home after each voyage to these unknown lands...

Adolescence and Teenagers

Teenagers spending time at night It is a common phenomenon seeing teenagers hanging out at night in big cities. Places which teenagers like to hang out are shopping malls, computer games centers and sometimes, roadsides. These places have become teenagers’ favourite places because they can meet other teenagers to socialize. Teenagers start congregate at these places since evening and some of them even stay out late loitering aimlessly. Many adults feel that it is risky to allow teenagers to loiter at night. However, some parents think that it is just a phase in life which adolescence feel that they need to mix around with their peer group. These parents tend to give too much freedom to their teenage children because they think that they should not deprive of their children’s freedom to mingle with friends. Nevertheless, not every parent agrees that teenagers should be allowed to go out at night too often. These parents are obviously concerned that when their teenage children spend time out of the house too frequent at night, their children will spend only little time at home with their own family members. When two parents are working, the only time which is available for quality family time is at night. Parents are also worried who their teenage children’s companions are and what influence their children will get from their companions. In addition, parents are also concerned about the food their children consume. It is definitely unhealthy for teenagers to spend their time at fast food outlets which serve high greasy and sugar-contained food. Overeating at night could result in obesity and diabetic. Besides, undesirable and inconsiderate habit of wasting the parents’ hard earned money will be developed.

Marital relationship of Stanley and Stella in Streetcar Named Desire Essay

Marital relationship of Stanley and Stella in Streetcar Named Desire (film) - Essay Example Evidence can be sought in the play in that, firstly, Stanley opts to stun the evil approaches from Blanche for his wife Stella in a dramatic unfolding that nothing but reality of love can explain. It appears that Stanley’s character should seemingly have allowed him to fall prey to Blanche’s fabrications but instead settles for a sober decision to remain faithful to his wife. This is despite the fact that Stanley sends contradictory signals of abuse and torture against his wife. It is therefore clear that evil desires fail severally when they rise against goodness. Stella cares for her husband when she talks to him softly, â€Å"...where are you going...,† (123HelpMe.com). Secondly, the fact that Stella manages to overcome her adversaries in the hands of her brutal husband and opts to stay in their marriage is indication of what good can achieve. It is evident that Stanley assaults severally to the extent that she runs for her safety yet she maintains her position in the relationship. Stella affords to stay in such a relationship due to the strength upright intentions have to surmount evil (Sparknotes.com). Thirdly, Stella’s strong character presents her in a position to tolerate the difficulties presented to her by her husband and her sister like any strong woman would do. Stella protects her husband by rejecting any external force likely to cripple their marriage, however implicating it might be. The relationship emerges victorious in turbulent unfaithful moments since Stella chooses to forgive her unfaithful husband and allow good trample over evil. "Come to think of it-maybe you wouldnt be bad to-interfere with..." (Galloway, 1). In conclusion, it is difficult to state how Blanche’s and Stanley’s characters feature in a romantic relationship, if not to indicate how evil can permeate into a

W 6 OIS Essay Example | Topics and Well Written Essays - 250 words

W 6 OIS - Essay Example Unfortunately though, there are some challenges that easily come up in their bid to doing so. Among other things, Wager, Lee and Glaser (2009) identifies the absence of an evaluation process, health information technology (HIT) barriers and an expected pass rate of 100% as three core challenges to MU. For most of these challenges organizations are faced with the need to improvising ways of overcoming them through the use of an in-house risk mitigation program. Once the challenges are overcome and the use of MU is set to roll, there are several advantages that become achieved as a result. In the first place MU, comes to address the problem of medication errors, which can also be attributed to issues such as fatigue on the part of health practitioners, mechanization of processes and human errors (Lee and Corey, 2002). As the issue of medication error through the institutionalization of HER is achieved, the credibility of organizations goes up. What is more, efficiency of health organizations becomes improved since MU ensures that much productivity is guaranteed within a very short time frame (Wager, Lee and Glaser, 2009). Mentzer et al (2011) also noted the fact that MU engages patients and families and thus making a shared responsibility a very useful parameter for achieving results within the healthcare

Macbeth :: essays research papers

The Blood Theme in Macbeth One of the themes in the tragedy of Macbeth is that of blood. Macbeth is known for his skills as a warrior and his mercilessness that is shown in his killing of MacDonwald. This warrior mentality quickly spreads into his life, and he begins to make killing a habit. When he is told in a prophecy that he shall be king, Macbeth takes it upon himself to murder Duncan, king of Scotland. After this murder he begins to see visions of blood on his hands, blood nothing could remove. As Macbeth becomes more ambitious, he also begins to kill more people to get the power that he wants. The theme of blood is shown throughout the play, and is a problem that Macbeth finds harder and harder to rid himself of after each killing. At the beginning of the play Macbeth is an esteemed member of the army, probably the greatest fighter in all of Scotland. He gets word that a rebellious tribe led by MacDonwald is defeating the Scots. He â€Å"single-handedly† defeats the rebels and â€Å"unseamed him (MacDonwald) from the nave to th’ chops.† With this Macbeth earns great respect among his peers, and even the king. On his way home from war three witches tell him his future. â€Å"All hail, Macbeth! Hail to thee, Thane of Glamis! All hail, Macbeth! Hail to thee, Thane of Cawdor! All Hail, Macbeth, that shalt be king hereafter!† Macbeth was already thane of Glamis, and wondered why they would say that he would be Thane of Cawdor or even king, so he blew it off as tomfoolery, and impossible. However, he was later told by the king that because of his valiant fighting against MacDonwald that he was to be given the title of the Thane of Cawdor. All this makes him think again of the witches prophecies, and he wonders if indeed he could be king. The desire for power began to consume Macbeth and his wife, and this ambition caused all of the bloody events that were to follow. Macbeth began to want the kingship that Duncan had more and more. Together Macbeth and his wife Lady Macbeth plotted to hurry Macbeth’s reign, by killing Duncan themselves. At night Macbeth gains access to Duncan’s sleeping quarters, kills the guards, and stabs King Duncan to death. After the murder, Macbeth is clearly shaken, and can hardly believe what he has done.

Vampire Academy Chapter 7

SEVEN A COUPLE WEEKS PASSED AFTER that, and I soon forgot about the Anna thing as life at the Academy wrapped around me. The shock of our return had worn off a little, and we began to fall into a semi-comfortable routine. My days revolved around church, lunch with Lissa, and whatever sort of social life I could scrape together outside of that. Denied any real free time, I didn't have too hard a time staying out of the spotlight, although I did manage to steal a little attention here and there, despite my noble speech to her about ? ®coasting through the middle.' I couldn't help it. I liked flirting, I liked groups, and I liked making smartass comments in class. Her new, incognito role attracted attention simply because it was so different than before we'd left, back when she'd been so active with the royals. Most people soon let that go, accepting that the Dragomir princess was fading off the social radar and content to run with Natalie and her group. Natalie's rambling still made me want to beat my head against a wall sometimes, but she was really nice – nicer than almost any of the other royals – and I enjoyed hanging around her most of the time. And, just as Kirova had warned, I was indeed training and working out all the time. But as more time passed, my body stopped hating me. My muscles grew tougher, and my stamina increased. I still got my ass kicked in practice but not quite as badly as I used to, which was something. The biggest toll now seemed to be on my skin. Being outside in the cold so much was chapping my face, and only Lissa's constant supply of skin-care lotions kept me from aging before my time. She couldn't do much for the blisters on my hands and feet. A routine also developed with Dimitri and me. Mason had been right about him being antisocial. Dimitri didn't hang out much with the other guardians, though it was clear they all respected him. And the more I worked with him, the more I respected him too, though I didn't really understand his training methods. They didn't seem very badass. We always started by stretching in the gym, and lately he'd been sending me outside to run, braving the increasingly cold Montana autumn. Three weeks after my return to the Academy, I walked into the gym before school one day and found him sprawled on a mat, reading a Louis L'Amour book. Someone had brought in a portable CD player, and while that cheered me up at first, the song coming from it did not: â€Å"When Doves Cry† by Prince. It was embarrassing to know the title, but one of our former housemates had been obsessed with the ? ®80s. â€Å"Whoa, Dimitri,† I said, tossing my bag on the floor. â€Å"I realize this is actually a current hit in Eastern Europe right now, but do you think we could maybe listen to something that wasn't recorded before I was born?† Only his eyes flicked toward me; the rest of his posture remained the same. â€Å"What does it matter to you? I'm the one who's going to be listening to it. You'll be outside running.† I made a face as I set my foot up on one of the bars and stretched my hamstrings. All things considered, Dimitri had a good-natured tolerance for my snarkiness. So long as I didn't slack in my training, he didn't mind my running commentary. â€Å"Hey,† I asked, moving on to the next set of stretches, â€Å"what's with all the running, anyway? I mean, I realize the importance of stamina and all that, but shouldn't I be moving on to something with a little hitting? They're still killing me in group practice.† â€Å"Maybe you should hit harder,† he replied drily. â€Å"I'm serious.† â€Å"Hard to tell the difference.† He set the book down but didn't move from his sprawl. â€Å"My job is to get you ready to defend the princess and fight dark creatures, right?† â€Å"Yup.† â€Å"So tell me this: suppose you manage to kidnap her again and take her off to the mall. While you're there, a Strigoi comes at you. What will you do?† â€Å"Depends on what store we're in.† He looked at me. â€Å"Fine. I'll stab him with a silver stake.† Dimitri sat up now, crossing his long legs in one fluid motion. I still couldn't figure out how someone so tall could be so graceful. â€Å"Oh?† He raised his dark eyebrows. â€Å"Do you have a silver stake? Do you even know how to use one?† I dragged my eyes away from his body and scowled. Made with elemental magic, silver stakes were a guardian's deadliest weapon. Stabbing a Strigoi through the heart with one meant instant death. The blades were also lethal to Moroi, so they weren't given out lightly to novices. My classmates had just started learning how to use them. I'd trained with a gun before, but no one would let me near a stake yet. Fortunately, there were two other ways to kill a Strigoi. â€Å"Okay. I'll cut his head off.† â€Å"Ignoring the fact that you don't have a weapon to do that, how will you compensate for the fact that he may be a foot taller than you?† I straightened up from touching my toes, annoyed. â€Å"Fine, then I'll set him on fire.† â€Å"Again, with what?† â€Å"All right, I give up. You've already got the answer. You're just messing with me. I'm at the mall and I see a Strigoi. What do I do?† He looked at me and didn't blink. â€Å"You run.† I repressed the urge to throw something at him. When I finished my stretches, he told me he'd run with me. That was a first. Maybe running would give me some insight into his killer reputation. We set out into the chilly October evening. Being back on a vampiric schedule still felt weird to me. With school about to start in an hour, I expected the sun to be coming up, not down. But it was sinking on the western horizon, lighting up the snow-capped mountains with an orange glow. It didn't really warm things up, and I soon felt the cold pierce my lungs as my need for oxygen deepened. We didn't speak. He slowed his pace to match mine, so we stayed together. Something about that bothered me; I suddenly very much wanted his approval. So I picked up my own pace, working my lungs and muscles harder. Twelve laps around the track made three miles; we had nine more to go. When we reached the third-to-last loop, a couple of other novices passed by, preparing to go to the group practice I'd soon be at as well. Seeing me, Mason cheered. â€Å"Good form, Rose!† I smiled and waved back. â€Å"You're slowing down,† Dimitri snapped, jerking my gaze from the boys. The harshness in his voice startled me. â€Å"Is this why your times aren't getting any faster? You're easily distracted?† Embarrassed, I increased my speed once more, despite the fact that my body started screaming obscenities at me. We finished the twelve laps, and when he checked, he found we'd shaved two minutes off my best time. â€Å"Not bad, huh?† I crowed when we headed back inside for cool-down stretches. â€Å"Looks like I could get as far as the Limited before the Strigoi got me at the mall. Not sure how Lissa would do.† â€Å"If she was with you, she'd be okay.† I looked up in surprise. It was the first real compliment he'd paid me since I started training with him. His brown eyes watched me, both approving and amused. And that's when it happened. I felt like someone had shot me. Sharp and biting, terror exploded in my body and in my head. Small razors of pain. My vision blurred, and for a moment, I wasn't standing there. I was running down a flight of stairs, scared and desperate, needing to get out of there, needing to find? ­me. My vision cleared, leaving me back on the track and out of Lissa's head. Without a word to Dimitri, I tore off, running as fast as I could toward the Moroi dorm. It didn't matter that I'd just put my legs through a mini-marathon. They ran hard and fast, like they were shiny and new. Distantly, I was aware of Dimitri catching up to me, asking me what was wrong. But I couldn't answer him. I had one task and one alone: get to the dorm. Its looming, ivy-covered form was just coming into view when Lissa met up with us, her face streaked with tears. I came to a jarring stop, my lungs ready to burst. â€Å"What's wrong? What happened?† I demanded, clutching her arms, forcing her to look into my eyes. But she couldn't answer. She just flung her arms around me, sobbing into my chest. I held her there, stroking her sleek, silky hair while I told her it was going to be all right – whatever ? ®it' was. And honestly, I didn't care what it was just then. She was here, and she was safe, which was all that mattered. Dimitri hovered over us, alert and ready for any threat, his body coiled to attack. I felt safe with him beside us. A half hour later, we were crammed inside Lissa's dorm room with three other guardians, Ms. Kirova, and the hall matron. This was the first time I'd seen Lissa's room. Natalie had indeed managed to get her as a roommate, and the two sides of the room were a study in contrasts. Natalie's looked lived in, with pictures on the wall and a frilly bedspread that wasn't dorm-issue. Lissa had as few possessions as I did, making her half noticeably bare. She did have one picture taped to the wall, a picture taken from last Halloween, when we'd dressed up like fairies, complete with wings and glittery makeup. Seeing that picture and remembering how things used to be made a dull pain form in my chest. With all the excitement, no one seemed to remember that I wasn't supposed to be in there. Outside in the hall, other Moroi girls crowded together, trying to figure out what was going on. Natalie pushed her way through them, wondering what the commotion in her room was. When she discovered it, she came to a screeching halt. Shock and disgust showed on almost everyone's faces as we stared at Lissa's bed. There was a fox on the pillow. Its coat was reddish-orange, tinged in white. It looked so soft and cuddly that it could have been a pet, perhaps a cat, something you'd hold in your arms and snuggle with. Aside from the fact that its throat had been slit. The inside of the throat looked pink and jellylike. Blood stained that soft coat and had run down onto the yellow bedspread, forming a dark pool that spread across the fabric. The fox's eyes stared upward, glazed, over with a sort of shocked look about them, like the fox couldn't believe this was happening. Nausea built up in my stomach, but I forced myself to keep looking. I couldn't afford to be squeamish. I'd be killing Strigoi someday. If I couldn't handle a fox, I'd never survive major kills. What had happened to the fox was sick and twisted, obviously done by someone too fucked up for words. Lissa stared at it, her face death-pale, and took a few steps toward it, hand involuntarily reaching out. This gross act hit her hard, I knew, digging at her love of animals. She loved them, they loved her. While on our own, she'd often begged me for a pet, but I'd always refused and reminded her we couldn't take care of one when we might have to flee at a moment's notice. Plus, they hated me. So she'd contented herself with helping and patching up strays she found and making friends with other people's pets, like Oscar the cat. She couldn't patch this fox up, though. There was no coming back for it, but I saw in her face she wanted to help it, like she helped everything. I took her hand and steered her away, suddenly recalling a conversation from two years ago. â€Å"What is that? Is it a crow?† â€Å"Too big. It's a raven.† â€Å"Is it dead?† â€Å"Yeah. Definitely dead. Don't touch it.† She hadn't listened to me back then. I hoped she would now. â€Å"It was still alive when I got back,† Lissa whispered to me, clutching my arm. â€Å"Barely. Oh God, it was twitching. It must have suffered so much.† I felt bile rise in my throat now. Under no circumstances would I throw up. â€Å"Did you – ?† â€Å"No. I wanted to? ­I started to? ­Ã¢â‚¬  â€Å"Then forget about it,† I said sharply. â€Å"It's stupid. Somebody's stupid joke. They'll clean it up. Probably even give you a new room if you want.† She turned to me, eyes almost wild. â€Å"Rose? ­do you remember? ­that one time? ­Ã¢â‚¬  â€Å"Stop it,† I said. â€Å"Forget about it. This isn't the same thing.† â€Å"What if someone saw? What if someone knows ­Ã¢â‚¬  I tightened my grip on her arm, digging my nails in to get her attention. She flinched. â€Å"No. It's not the same. It has nothing to do with that. Do you hear me?† I could feel both Natalie and Dimitri's eyes on us. â€Å"It's going to be okay. Everything's going to be okay.† Not looking like she believed me at all, Lissa nodded. â€Å"Get this cleaned up,† Kirova snapped to the matron. â€Å"And find out if anyone saw anything.† Someone finally realized I was there and ordered Dimitri to take me away, no matter how much I begged them to let me stay with Lissa. He walked me back to the novices' dorm. He didn't speak until we were almost there. â€Å"You know something. Something about what happened. Is this what you meant when you told Headmistress Kirova that Lissa was in danger?† â€Å"I don't know anything. It's just some sick joke.† â€Å"Do you have any idea who'd do it? Or why?† I considered this. Before we'd left, it could have been any number of people. That was the way it was when you were popular. People loved you, people hated you. But now? Lissa had faded off to a certain extent. The only person who really and truly despised her was Mia, but Mia seemed to fight her battles with words, not actions. And even if she did decide to do something more aggressive, why do this? She didn't seem like the type. There were a million other ways to get back at a person. â€Å"No,† I told him. â€Å"No clue.† â€Å"Rose, if you know something, tell me. We're on the same side. We both want to protect her. This is serious.† I spun around, taking my anger over the fox out on him. â€Å"Yeah, it is serious. It's all serious. And you have me doing laps every day when I should be learning to fight and defend her! If you want to help her, then teach me something! Teach me how to fight. I already know how to run away.† I didn't realize until that moment how badly I did want to learn, how I wanted to prove myself to him, to Lissa, and to everyone else. The fox incident had made me feel powerless, and I didn't like that. I wanted to do something, anything. Dimitri watched my outburst calmly, with no change in his expression. When I finished, he simply beckoned me forward like I hadn't said anything. â€Å"Come on. You're late for practice.†

Cardiovascular Diseases And Cardiovascular Disease

Cardiovascular Diseases Tiffanie McKee Hiwassee College Cardiovascular Diseases Cardiovascular disease is the leading cause of death in the United States. The high range of cardiovascular deaths is due to the severe effects on the heart. The heart works to pump blood in and out of the heart to the organs that need it. A blockage or narrowing of the blood vessels can cause a heart attack or severe complications to the heart. There are many different types of cardiovascular diseases that can affect a patient s health and can cause complications to dental treatment. It is important during the medical history to be aware of the patient’s health history including cardiovascular diseases and observing potential risk factors. The ASA physical status of each patient is important to identify due to treatment modifications or limitations. Certain special needs of these patients must be identified for further treatment. The two cardiovascular diseases being discussed in this paper are myocardial infarction and hypertensive cardiovascular disease. Myocardial infarction is a term used for a heart attack and can cause special needs to be addressed before the patient comes for an appointment. â€Å"Myocardial infarction (MI), the second manifestation of coronary heart disease, is a reduction of blood flow through one of the coronary arteries, resulting in an infarct† (Darby, Walsh, 2010, 213). This type of cardiovascular disease can lead to death if not treated as a medicalShow MoreRelatedCardiovascular Disease Essay1716 Words   |  7 PagesIn todays world, there is a rise in the US population adopting unhealthy lifestyles that lead to cardiovascular disease (CVD).1, 2 Stroke and coronary heart disease are the two leading health conditions and leading cause of death in established countries. 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Cardiovascular disease includes conditions that involve narrowed or blocked blood vessels that can lead to a heart attack, chest pain or stroke. Other heart conditions, such as those that affect your heart s muscle, valves or rhythm are also considered fo rms of heart disease. The threat of heart disease in America is rising day byRead MoreCardiovascular Diseases : A Health Challenge946 Words   |  4 PagesCardiovascular diseases continues to be a lingering health challenge globally (WHO, 2014) and also in the United States (CDC, 2014). Major efforts are geared towards tackling this health challenge; reducing the disease burden, addressing the underlying factors, as well as the risk factors. Preventing the onset of cardiovascular disease is the best approach and education is the most formidable tool for achieving the best results. For some individuals however, who already have cardiovascular diseasesRead MoreEssay on Nutrition Therapy for Cardiovascular Disease1536 Words   |  7 PagesNutrition Therapy for Cardiovascular Disease It is imperative as a nurse to develop an understanding that caring for a patient goes beyond the physical care given and it includes a holistic aspect: caring for the body, mind and soul. This holistic approach can be applied when assessing patients’ nutritional status and helping them implement healthy life choices, while living with a disease and possibly the comorbidities caused by the disease. Specifically, cardiovascular disease (CVD) and the comorbiditiesRead MoreCardiovascular Disease Is The Number One Killer1696 Words   |  7 PagesCardiovascular disease is the number one killer in the United States, causing about 610,000 deaths yearly (Center for Disease Control and Prevention, 2015). Cardiovascular disease is defined as a group of disorders damaging the heart and blood vessels, usually involving the blockage of vessels, which in turn harm the heart (WHO, 2015). A 2011 American Heart Association statement predicted that without intervention, 40% of United States adults will have at least one form of Cardiovascular diseaseRead MoreUnderlying Risks for Cardiovascular Disease Essay1653 Words   |  7 PagesSince 1960 the age-adjusted mortality rates for cardiovascular disease (CVD) has declined steadily in the U.S. due to multiple factors, but still remains one of the primary causes of morbidity and premature mortality worldwide. Greater control of risk factors and improved treatments for cardiovascular disease has significantly contributed to this decline (Centers for Disease Control and Prevention, 2011). 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Many complications arise from cardiovascular disease, which may lead up to other life threatening illnesses such as heart attack or stroke. According to the American Heart Association a heart attack occurs when the blood flow of blood to part of the heart is blocked by a blood clot; if the clot cuts the flow of blood part of the heart muscle begins

Female Labor Force And Sterilization Practices - 2015 Words

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Homelessness in America - 3563 Words

Homelessness in America Social Program: Public Housing Introduction The issue of homelessness is one that I can relate to all too well. About twenty five years ago I found myself among the homeless. My story is simple, I had no formal education and was working a job making minimum wage. I couldn’t keep up with my rent and other living expenses and was finally evicted from my overpriced apartment. At the time I was on a waiting list for public housing for which there was at least a two year waiting period. The fact that I was single, with no children did not help me either. For a while I lived on the streets and in shelters, too ashamed to approach what family members I had with my problems knowing that they were†¦show more content†¦New York City had started to provide publicly funded housing before the act was created and was one of the programs that the government used as a model. 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ideas †¢ thinkers †¢ practice david a. kolb on experiential learning David A. Kolb’s model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning. We will write a custom essay sample on Cccccccccccccc or any similar topic only for you Order Now We set out the model, and examine its possibilities and problems. contents: †¢ introduction †¢ david a. olb †¢ david kolb on experiential learning †¢ david kolb on learning styles †¢ issues †¢ developments – jarvis on learning †¢ a guide to reading †¢ links †¢ how to cite this piece As Stephen Brookfield (1983: 16) has commented, writers in the field of experiential learning have tended to use the term in two contrasting senses. On the one hand the term is used to describe the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting. Experiential learning thus involves a, ‘direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it. ‘ (Borzak 1981: 9 quoted in Brookfield 1983). This sort of learning is sponsored by an institution and might be used on training programmes for professions such as social work and teaching or in field study programmes such as those for social administration or geography courses. The second type of experiential learning is ‘education that occurs as a direct participation in the events of life’ (Houle 1980: 221). Here learning is not sponsored by some formal educational institution but by people themselves. It is learning that is achieved through reflection upon everyday experience and is the way that most of us do our learning. Much of the literature on experiential learning, as Peter Jarvis comments (1995: 75), ‘is actually about learning from primary experience, that is learning through sense experiences’. He continues, ‘unfortunately it has tended to exclude the idea of secondary experience entirely’. Jarvis also draws attention to the different uses of the term, citing Weil and McGill’s (1989: 3) categorization of experiential learning into four ‘villages’: Village One is concerned particularly with assessing and accrediting learning from life and work experience†¦. Village Two focuses on experiential learning as a basis for bringing change in the structures†¦ of post-school education†¦. Village Three emphasizes experiential learning as a basis for group consciousness raising†¦. Village Four is concerned about personal growth and self-awareness. These ‘villages’ of approaches retain a focus on primary experience (and do not really problematize the notion of experience itself). Jarvis (1995: 77-80) makes the case for a concern for secondary or indirect experience (occurring through linguistic communication). While there have been various additions to the literature, such as the above, it is the work of David A. Kolb (1976; 1981; 1984) and his associate Roger Fry (Kolb and Fry 1975) that still provides the central reference point for discussion. Following on from Kolb’s work there has been a growing literature around experiential learning and this is indicative of greater attention to this area by practitioners – particularly in the area of higher education. David Kolb’s interest lay in exploring the processes associated with making sense of concrete experiences – and the different styles of learning that may be involved. In this he makes explicit use of the work of Piaget, Dewey and Lewin. David A. Kolb David A. Kolb is Professor of Organizational Behavior in the Weatheread School of Management. He joined the School in 1976. Born in 1939, Kolb received his Batchelor of Arts from Knox College in 1961, his MA from Harvard in 1964 and his PhD from Harvard in 1967. Besides his work on experiential learning, David A. Kolb is also known for his contribution to thinking around organizational behaviour (1995a; 1995b). He has an interest in the nature of individual and social change, experiential learning, career development and executive and professional education. David Kolb on experiential learning David A. Kolb (with Roger Fry) created his famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. He represented these in the famous experiential learning circle that involves (1) concrete experience followed by (2) observation and experience followed by (3) forming abstract concepts followed by (4) testing in new situations (after Kurt Lewin). It is a model that appears time and again. Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points – and that it should really be approached as a continuous spiral. However, it is suggested that the learning process often begins with a person carrying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. In this pattern the third step would be understanding the general principle under which the particular instance falls. Generalizing may involve actions over a range of circumstances to gain experience beyond the particular instance and suggest the general principle. Understanding the general principle does not imply, in this sequence, an ability to express the principle in a symbolic medium, that is, the ability to put it into words. It implies only the ability to see a connection between the actions and effects over a range of circumstances. (Coleman 1976: 52). An educator who has learnt in this way may well have various rules of thumb or generalizations about what to do in different situations. They will be able to say what action to take when say, there is tension between two people in a group but they will not be able to verbalize their actions in psychodynamic or sociological terms. There may thus be difficulties about the transferability of their learning to other settings and situations. When the general principle is understood, the last step, according to David Kolb is its application through action in a new circumstance within the range of generalization. In some representations of experiential learning these steps, (or ones like them), are sometimes represented as a circular movement. In reality, if learning has taken place the process could be seen as a spiral. The action is taking place in a different set of circumstances and the learner is now able to anticipate the possible effects of the action. Two aspects can be seen as especially noteworthy: the use of concrete, ‘here-and-now’ experience to test ideas; and use of feedback to change practices and theories (Kolb 1984: 21-22). Kolb joins these with Dewey to emphasize the developmental nature of the exercise, and with Piaget for an appreciation of cognitive development. He named his model so as to emphasize the link with Dewey, Lewin and Piaget, and to stress the role experience plays in learning. He wished to distinguish it from cognitive theories of the learning process (see Coleman 1976). David Kolb on learning styles David Kolb and Roger Fry (1975: 35-6) argue that effective learning entails the possession of four different abilities (as indicated on each pole of their model): concrete experience abilities, reflective observation abilities, abstract conceptualization abilities and active experimentation abilities. Few us can approach the ‘ideal’ in this respect and tend, they suggest, to develop a strength in, or orientation to, in one of the poles of each dimension. As a result they developed a learning style inventory (Kolb 1976) which was designed to place people on a line between concrete experience and abstract conceptualization; and active experimentation and reflective observation. Using this Kolb and Fry proceeded to identify four basic learning styles. Kolb and Fry on learning styles (Tennant 1996) Learning style Learning characteristicDescription ConvergerAbstract conceptualization + active experimentation†¢ strong in practical application of ideas †¢ can focus on hypo-deductive reasoning on specific problems †¢ unemotional †¢ has narrow interests DivergerConcrete experience + reflective observation†¢ strong in imaginative ability †¢ good at generating ideas and seeing things from different perspectives †¢ interested in people †¢ broad cultural interests AssimilatorAbstract conceptualization + reflective observation†¢ strong ability to create theoretical models excels in inductive reasoning †¢ concerned with abstract concepts rather than people AccommodatorConcrete experience + active experimentation†¢ greatest strength is doing things †¢ more of a risk taker †¢ performs well when required to react to immediate circumstances †¢ solves problems intuitively In developing this model Kolb and Fry have helped, along with Witkin (1950), have helped to challenge those models of learning that seek to reduce potential to one dimension such as intelligence (Tennant 1997: 91). They also recognize that there are strengths and weaknesses associated with each style (and that being ‘locked into’ one style can put a learner at a serious disadvantage). However, there are a number of problems with the model. Issues Here I want to note six key issues that arise out the Kolb model: It pays insufficient attention to the process of reflection (see Boud et al 1983). While David A. Kolb’s scheme ‘has been useful in assisting us in planning learning activities and in helping us to check simply that learners can be effectively engaged’, they comment, ‘it does not help†¦ to uncover the elements of reflection itself’ (ibid. : 13), see reflection. The claims made for the four different learning styles are extravagant (Jarvis 1987; Tennant 1997). As Tennant (1997: 91) comments, even though the four learning styles neatly dovetail with the different dimensions of the experiential learning model, this doesn’t necessarily validate them. David Kolb is putting forward a particular learning style. The problem here is that the experiential learning model does not apply to all situations. There are alternatives – such as information assimilation. There are also others such as memorization. Each of these may be appropriate to different situations (see Jarvis below). The model takes very little account of different cultural experiences/conditions (Anderson 1988). The Inventory has also been used within a fairly limited range of cultures (an important consideration if we approach learning as situated i. e. affected by environments). As Anderson (1988, cited in Tennant 1996) highlights, there is a need to take account of differences in cognitive and communication styles that are culturally-based. Here we need to attend to different models of selfhood – and the extent to which these may differ from the ‘western’ assumptions that underpin the Kolb and Fry model. The idea of stages or steps does not sit well with the reality of thinking. There is a problem here – that of sequence. As Dewey (1933) has said in relation to reflection a number of processes can occur at once, stages can be jumped. This way of presenting things is rather too neat and is simplistic – see reflection. Empirical support for the model is weak (Jarvis 1987; Tennant 1997). The initial research base was small, and there have only been a limited number of studies that have sought to test or explore the model (such as Jarvis 1987). Furthermore, the learning style inventory ‘has no capacity to measure the degree of integration of learning styles’ (Tennant 1997: 92). The relationship of learning processes to knowledge is problematic. As Jarvis (1987) again points out, David Kolb is able to show that learning and knowledge are intimately related. However, two problems arise here. David Kolb doesn’t really explore the nature of knowledge in any depth. In chapter five of Experiential Learning he discusses the structure of knowledge from what is basically a social psychology perspective. He doesn’t really connect with the rich and varied debates about the nature of knowledge that raged over the centuries within philosophy and social theory. This means that I do not think he really grasps different ways of knowing. For example, Kolb focuses on processes in the individual mind, rather than seeing learning as situated. Second, for David Kolb, learning is concerned with the production of knowledge. ‘Knowledge results from the combination of grasping experience and transforming it’ (Kolb 1984: 41). Here we might contrast this position with Paulo Freire. His focus is upon informed, committed action (praxis). Given these problems we have to take some care approaching David Kolb’s vision of experiential learning. However, as Tennant (1997: 92) points out, ‘the model provides an excellent framework for planning teaching and learning activities and it can be usefully employed as a guide for understanding learning difficulties, vocational counselling, academic advising and so on’. Developments – Peter Jarvis on (experiential) learning Jarvis (1987, 1995) set out to show that there are a number of responses to the potential learning situation. He used Kolb’s model with a number of different adult groups and asked them to explore it based on their own experience of learning. He was then able to develop a model of which allowed different routes. Some of these are non-learning, some non-reflective learning, and some reflective learning. To see these we need to trace out the trajectories on the diagram he produces. reproduced from Jarvis 1994 Non-learning: Presumption (boxes 1-4). This is where people interact through patterned behaviour. Saying hello etc. Non-consideration (1-4). Here the person does not respond to a potential learning situation. Rejection (boxes 1-3 to 7 to 9). Non-reflective: Pre-conscious (boxes 1-3 to 6 to either 4 or 9). This form occurs to every person as a result of having experiences in daily living that are not really thought about. Skimming across the surface. Practice (boxes 1-3 to 5 to 8 to 6 to either 4 or 9). Traditionally this has been restricted to things like training for a manual occupation or acquiring particular physical skills. It may also refer to the acquisition of language itself. Memorization (boxes 1-3 to 6 and possibly 8 to 6 and then either to 4 or 9) Reflective learning: Contemplation (boxes 1-3 to 7 to 8 to 6 to 9). Here the person considers it and makes an intellectual decision about it. Reflective practice (boxes 1-3 (to 5) to 7 to 5 to 6 to 9). This is close to what Schon describes as relfection on and in action. Experiential learning (boxes 1-3 to 7 to 5 to 7 to 8 to 6 to 9). The way in which pragmatic knowledge may be learned. While this represents a useful addition to our thinking about learning, a number of problems remain. There is still an issue around sequence – many things may be happening at once, but Jarvis’ model falls into trap of stage thinking. As with Kolb’s work there is a limited experimental base to support it. We can also ask questions as to whether these are different forms or routes – or can they grouped together in a different and more compact way. Further reading and references The literature around this area can be pretty dire. We have picked one or two of the better collections/explorations plus a couple ‘standards’. Boud, D. et al (eds. ) (1985) Reflection. Turning experience into learning, London: Kogan Page. 170 pages. Good collection of readings which examine the nature of reflection. The early chapters make particular use of Dewey and Kolb. Boud. D. and Miller, N. eds. ) (1997) Working with Experience: animating learning, London: Routledge. Useful collection of pieces exploring experiential learning. The editors focus on animation (not so much in the French and Italian senses as ‘breathing life into’ – to activate, enliven, vivify. Includes introductory and closing pieces by the editors: Brookfield on breaking dependence on experts; Smyth on socially critical educators; Heron on helping whole people learn; Tisdell on life experience and feminist theory; Harris on animating learning in teams; and Mace on writing and power. Fraser, W. (1995) Learning From Experience. Empowerment or incorporation, Leicester: National Institute of Adult Continuing Education. Examines APL / APEL and asks what is lost and gained in the translation of private experience into the public sphere. Based on the experience of various courses. Jarvis, P. (1987) Adult Learning in the Social Context, London: Croom Helm. 220 pages. Peter Jarvis uses Kolb’s model to explore the process of learning in context. The result is a better appreciation of context and the ability to approach memorization, contemplation, practice etc. However, he also inherits a number of problems e. g. around stages. The model is revisited and summarized in P. Jarvis (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Johnson, D. W. and Johnson, F. P. (1996) Joining Together: Group theory and group skills, 6e. , Boston, Mass. : Allyn and Bacon. 612 pages. Rightly popular practical groupwork guide with plenty of examples and exercises, plus some good foundational chapters. It was one of the first texts to pick up on Kolb and to link experiential learning with the work around groups by Lewin and others. Chapters on group dynamics; experiential learning; group goals and social independence; communications within groups; leadership; decision making; controversy and creativity; conflicts of interest, the uses of power; dealing with diversity; leading learning and discussion groups; leading growth and counselling groups; and team development, team training. Keeton, M. T. (ed. ) (1976) Experiential Learning, San Francisco: Jossey-Bass. Ageing but still useful collection. See, in particular, Coleman’s contrasting of information assimilation with experiential learning. Kolb, D. A. (1984) Experiential Learning, Englewood Cliffs, NJ. : Prentice Hall. 256 pages. Full statement and discussion of Kolb’s ideas concerning experiential learning. Chapters deal with the foundation of contemporary approaches to experiential learning; the process of experiential learning; structural foundations of the learning process; individuality in learning and the concept of learning styles; the structure of knowledge; the experiential learning theory of development; learning and development in higher education; lifelong learning and integrative development. Mezirow, J. 1991) Transformative Dimensions of Adult Learning, San Francisco: Jossey-Bass. 247 + xix pages. Develops a comprehensive theory of how adults learn by making meanings of their experiences. Particular focus on perspective transformation. Weil, S. Warner McGill, I. (eds. ) (1989) Making Sense of Experiential Learning. Diversity in theory and practice, Milton Keynes: Open University Pres s. The texts on experi ential learning tend to be rather atheoretical (and often precious). This text doesn’t totally escape this – but has a number of useful contributions. References Anderson, J. A. (1988) ‘Cognitive styles and multicultural populations’, Journal of Teacher Education, 39(1): 2-9. Brookfield, S. D. (1983) Adult Learning, Adult Education and the Community Milton Keynes Open University Press. Borzak, L. (ed. ) (1981) Field Study. A source book for experiential learning, Beverley Hills: Sage Publications. Dewey, J. (1933) How We Think, New York: Heath. Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass. Jarvis, P. (1994) ‘Learning’, ICE301 Lifelong Learning, Unit 1(1), London: YMCA George Williams College. Jarvis, P. (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Kolb, A. and Kolb D. A. (2001) Experiential Learning Theory Bibliography 1971-2001, Boston, Ma. : McBer and Co, http://trgmcber. haygroup. com/Products/learning/bibliography. htm Kolb, D. A. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma. : McBer. Kolb, D. A. (1981) ‘Learning styles and disciplinary differences’. in A. W. Chickering (ed. ) The Modern American College, San Francisco: Jossey-Bass. Kolb, D. A. (with J. Osland and I. Rubin) (1995a) Organizational Behavior: An Experiential Approach to Human Behavior in Organizations 6e, Englewood Cliffs, NJ: Prentice Hall. Kolb, D. A. (with J. Osland and I. Rubin) (1995b) The Organizational Behavior Reader 6e, Englewood Cliffs, NJ: Prentice Hall. Kolb. D. A. and Fry, R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed. ) Theories of Group Process, London: John Wiley. Schon, D. (1983) The Reflective Practitioner, New York: Basic Books Tennant, M. (1997) Psychology and Adult Learning 2e, London: Routledge. Witkin, H. and Goodenough, D. 1981) Cognitive Styles, Essences and Origins: Field dependence and field independence, New York: Links Experiential learning: helpful review of sites by Tim Pickles. Experiential Learning Theory Bibliography: Prepared by Alice Kolb and David Kolb, this is an extensive bibliography of on experiential learning theory from 1971-2001. Acknowledgement: The workshop picture representing experiential learnin g is from the EFEO Action Workshops in 2008. It was taken by devilarts and is copyrighted. It is reproduced here under a Creative Commons licence (Attribution-Non-Commercial-Share Alike 2. Generic) flickr: http://www. flickr. com/photos/devilarts/2458317215/. How to cite this article: Smith, M. K. (2001). ‘David A. Kolb on experiential learning’, the encyclopedia of informal education. Retrieved [enter date] from http://www. infed. org/b-explrn. htm.  © Mark K. Smith 1996, 2001. infed is a not-for-profit site [about us] [disclaimer] provided by the YMCA George Williams College. Give us feedback; write for us. Check our privacy policy and, when copying, our copyright notice. Join us on Facebook and Twitter. 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