Celebrities Responsibility to Act as Role Models Essay Example

Celebrities Responsibility to Act as Role Models Paper To get down with. stardom. celebrity. wealth and glorification neer comes entirely. It brings a enormous load of standing idiosyncrasy and cautious attitude. Those who fail to make so. non merely set into danger their place in people. but are besides responsible for advancing negative tendencies in their followings. Hence I acknowledge the statement that the famous persons bear immense duties to move as function theoretical accounts. As we are populating in a universe of media today. it is non surprising that these famous persons remain in spotlight and are chased everyplace by cameras. The most influence is done to the young person. The munificent. epicurean. colorfull and expansive life styles of these famous persons can animate anyone who loves to woolgather. The immature people. seek to copy them in vesture. hair manner and even in walking and speaking. At a certain degree. this all remains endurable. nevertheless the job occurs when immature male childs start to detto them in smoke. imbibing and seeking to make all other things in their favorite famous persons manner. We will write a custom essay sample on Celebrities Responsibility to Act as Role Models specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Celebrities Responsibility to Act as Role Models specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Celebrities Responsibility to Act as Role Models specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Young people do non merely copy their mentality. but besides start conceive ofing the universe from the eyes of these famous persons. alternatively of fostering their ain ideas and thoughts. Young adult females waste a wholesum of money in making the same manner of dressing and purchasing acessories. that are merely a waste of clip and money. nevertheless. really attractive for the business communities. Jerseies with famous persons names and images are one of the illustrations. Young male childs and misss imitate themselves to be Leonardo Dicaprio and Angelina Jolie or anticipate their partners to move in the same mode. This whole attitude of immature people. brings a duty towards media and its people. As famous persons should cognize. that their pes prints are being followed with curiousity and greed. they should keep the symbols of honestness and public assistance. It is frequently seen that interviews of these famous persons are read with acute involvement by immature people. Young male childs and misss are eager to cognize the personal purposes and attitudes of these people. They observe them closely and so copy them in every case of their life. The youth wage great attending to their advises. Even more than their parents. instructors and their sympathizers. It is therefore an huge liability of famous persons to move positively. non merely in public but besides in their private lives. They need to demo trustiness and honestness. A little alteration in their attitude can impact much more than books and talks of instructors and parents. We are populating in an epoch. where media is the most powerful portion of our lives. We frequently blindly follow the tendencies of non merely vesture. but besides the popular tendencies of ideas and thoughts. as spoken or shown on telecasting. Hence the media people. that is the famous persons play an of import function in doing a positive impact on today’s young person.

Strunk and Whites The Elements of Style

Strunk and Whites The Elements of Style Strunk and Whites The Elements of Style Strunk and Whites The Elements of Style By Maeve Maddox Strunk and Whites The Elements of Style receives frequent mention in articles about writing. Originating as a classroom study aid prepared by Cornell English Professor William Strunk in 1918, this widely-used desk reference of English usage, form, and style continues to influence writers after a hundred years. After Strunk died in 1946, essayist E.B. White was asked to augment and edit the guide for a wider audience. When White died in 1985, Elements was in its Third Edition. The current Fourth Edition has been, according to Whites stepson Roger Angell, modestly updated to include references to word processors and to acknowledge feminist concerns about pronoun usage. Elements has grown from Strunks original 43 pages to 105, but is still a compact, no-frills handbook for the writer in a hurry for answers to common questions. The guide is arranged in five sections: I. Elementary Rules of Usage II. Elementary Principles of Composition III. A Few Matters of Form IV. Words and Expressions Commonly Misused V. An Approach to Style The first four sections are easily skimmed, and the index will lead you quickly to the point of grammar you want. A 60-word glossary defines such basic terms as gerund and linking verb. The fifth section, An Approach to Style, provides a useful reminder that there is more to producing distinctive prose than just getting the grammar right: There is no satisfactory explanation of style, no infallible guide to good writing, no assurance that a person who thinks clearly will be able to write clearly, no key that unlocks the door, no inflexible rule by which writers may shape their course, According to White, style is a mystery, an entity that arises from the sum of an individuals writing: Style is an increment in writing. When we speak of Fitzgeralds style, we dont mean his command of the relative pronoun, we mean the sound his words make on paper. The Elements of Style deserves its long popularity as a concise guide to correct usage. It can equip a writer with the elements, but style must arise from the personality and mental furnishings of the writer. A searchable version of Elements (Third Edition) can be found at Bartleby.com. You can also find the book on Amazon.com Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Book Reviews category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and NumeralsList of Greek Words in the English LanguageComma After Introductory Phrases

NEEDS ASSESSMENT SURVEY FOR FUTURE PAPER TITLED Improving Learning Essay

NEEDS ASSESSMENT SURVEY FOR FUTURE PAPER TITLED Improving Learning With Computers An Attempt at Enriching the Experience - Essay Example Computers have changed our existence and humans are relying on the system for their survival. Interactive learning aids in better learning. Video conference, reservations, bookings, data collection and storage, almost in every field computers have contributed a lot to make life easy as well has enhanced the pace of life. It is the responsibility of educators as well as parents to exploit the technology in the favour of mankind and to meet the needs of students. One must keep in mind to mould the energy of future generation in a constructive path by channelizing their energies as computer education provides confidence and high level of flexibility in learning environments and accommodate the needs of all students. Printed books can never be replaced by electronic books but access to any literature and convenience has drastically improved with the augmentation in computer technology. Audio-visual aids provide a great insight and profundity to human understanding therefore learning has improved through computers. It is the greatest invention for the present era that has enabled human to understand the concept, procure, implement and contribute in any field of choice by means of analysis and research as learning is a continuous

(Scholarship Essay)The importance of intercultural awareness and Essay

(Scholarship )The importance of intercultural awareness and competence - Essay Example The problem with most people is that they always believe that their culture is right and that other people should conform to their culture. No one culture is guilty of this because it is a natural human reaction to believe that your way of doing things is right. When I first came to study in the UK, according to Dr. Milton Bennett’s Developmental Model of Intercultural Sensitivity (DMIS), I was probably at the Defense stage. For me, Aston Business School is an opportunity for me to test myself at a higher level of education. I am extremely focused and willing to listen to what others have to say. When dealing with a range of different cultures, this is the key to come to some sort of understanding. Some people believe that diversity is not a good thing because it only results in conflict. While there can be issues in dealing with other cultures, I actually think that it is a good thing because it allows everything to learn something off each other. If people can be willing to compromise, then diversity encourages greater thinking because a wider range of voices can be heard. Now that I have been in the UK for awhile, I would consider myself to be at the Adaption stage on the DMIS. My ultimate objective is to reach the Integration stage, but this will not happen until I have lived in the UK for a very long time and have adapted 100% to British culture. Part of the reason why I have decided to apply to Aston Business School is that it promotes diversity among its student population. This is extremely important for me because I share the same values. If given the chance to attend, I will make sure that I promote diversity among the student population by helping different cultures to come together. I feel that I can be an intermediary whenever conflict inevitably occurs between students of different ethnic backgrounds. Because I have already gone through some of the struggles of settling into a school with a

What is lost when indigenous Australian use standard English Essay

What is lost when indigenous Australian use standard English - Essay Example â€Å"Standard† Australian English is the term used to refer to a derivative of a dialect, spoken in the southeast of the United Kingdom, which became the standard or basic English spoken in Australia. â€Å"The fact this dialect derivative became the language of formal education in Australia, a continent with once over 600 languages from 250 language groups, is not a matter of linguistics but a legacy of politics and power.† (Whitehouse, 2011, pg.59). This role of politics and power is visible in the diminishment of various indigenous languages throughout the world, including in Australia. When this diminishment of languages occurs, many related as well as the encompassing aspects of those languages including culture of the people, words and the context in which they are used, etc., are also lost. â€Å"Every language encapsulates its cultural knowledge with its own unique structures of grammar and vocabulary. To lose the beauty of the linguistic system is to inevitab ly lose some of the culture.† (Crace, 2002, pg.2). Among the various aspects, which were lost due to the indigenous Australians’ use of Standard English, one is regarding how they used certain environment related words, particularly their meaning or sub-contexts. For the Aborigines, environment or nature is an integral part of their lives, with every aspect of environment intertwined with their day-to-day living. However, for the European colonists Nature is just a â€Å"uniform backdrop to the diversity of ‘our’ cultures [and] as an exploitable resource which cannot answer back† (Whitehouse, 2011, pg.58). Due to this differing perspective, Aborigines’ languages had words for the environmental things, which brought out the emotional attachment they had for those things. For example, in Djabugay language, â€Å"balmba† means habitable country– or wet woodlands in European terms -

Analysis of Risk

Analysis of Risk The aim of this essay is to introduce the aspect of risk and some highlighting on the theories that support this aspect of risk assessment and will briefly discuss existing risk assessment schedules and at the end it will critically analyze national and local reports related to risk assessment (Faisal). Royal Society (1983) states that, risk assessment which axiom as the probability that a particular adverse event occurs and social services has been concerned predominate with risk assessment to prevent harm. They may also suffer further if they have to deal with seeing their perpetrator on a regular basis, and may be subject to further assaults in retaliation of their initial complaint. In addition to the risks to existing victims, poor responses may result in increasing numbers of people being abused. The Oxford Dictionary define risk as meaning a hazard, a dangerous, exposure to mischance or peril, as verb it also similar which means hazard, to danger, to expose to the chance of injury or loss( Parsloe, 2005). Risk is closely linked to dangerousness, resulting in harm which seems to be agreed means harm to self or others and extend of harm which constitutes a risk in various situations especially adult with learning disabilities. Every human being becomes vulnerable during their lifetime for many of reasons they all respond differently to events that happen to them because of who they are and the lack of support that they have around them (Jacki, 2001). People with learning disabilities are one of the most vulnerable groups in the society (Department of Health 2001). Learning disabilities may be more at risk not only because their own difficulties in understanding or communication but also because of the way they receive services and the fact that they may be actively targeted or taken advantages (Jean and Anthea, 1997). Increasingly responding to the risks of others, preventing risks to vulnerable adults or running risks to themselves is all in days work for the busy practitioners and manager in the field of social care (Brearley, 1982). Any criminal offence which is perceived to be motivated because of a persons disability or perceived disability, by the victim or any other person. [Association of Chief Police Officers]. According to Home Office Any incident, this constitutes a criminal offence, which is perceived by the victim or any other person as being motivated by prejudice or hate. People with learning disabilities are subject to risk all time due to their vulnerability they sometimes abused by those who have control over them or by those who realize that they are vulnerable because of their disabilities they often find it very much more difficult to assess risk the way most of social carer and services do (Vaughn and Fuchs, 2003). However, take risks because they feel vulnerable to a point approaching hopelessness (Fischhoff et al., 2000). In either case, these perceptions can prompt adults to make poor decisions that can put them at risk and leave them vulnerable to physical or psychological harm that may have a negative impact on their long-term health and viability. According to Kemshall and Pritchard (2001) states that, there has been much debate about a welfare model or a criminal justice model should be adopted. In order to fully appreciate the process of risk assessment, here identify the one of particular serous case review murder of Steven Hoskin after the recent death 39years young man who has been dead by numbers people. Adults vulnerable protection systems are likely to come under close scrutiny (Jacki, 2001). Steven Hoskin had learning disabilities and he was 39 young man who was been killed and his body was found at the base of the St Austell railway viaduct on 6th of July 2006. Two principal perpetrators, Darren Stewart (aged 29 years) and Sarah Bullock (aged 16 years), and the manslaughter conviction of Martin Pollard (aged 21 years). Steven Hoskin was 39 years old. Born to a single woman who herself had a learning disability, Stevens learning disability became apparent in his early childhood. At 12 years of age he left a local prim ary school and became a weekly boarder at Pencalenick special school, returning to his mother (on the Lanhydrock Estate, outside Bodmin) at weekends. Steven did not read. After leaving school at 16, Steven was unable to secure employment and was admitted as an inpatient to Westheath House, an NHS Assessment and Treatment unit for people with learning disabilities and mental health problems. Although he remained there for 14 months, the therapeutic purpose of his stay is unknown. While at Westheath House, Steven participated in youth training activities in the Bodmin area. This was an unhappy time for Steven as he was victimised by the other trainees.'(ref) Stevens relationship with his mother deteriorated and ultimately became characterised by conflict and violent outbursts. In September 2003, Steven was charged and convicted with common assault and he was subject to a Probation Order. An Adult Protection Plan confirmed that Stevens mother should move.(ref) Even the initial meeting of the Serious Case Review Panel confirmed there was no lack of information about Steven and his circumstances and that with better inter-agency working; Steven Hoskin would have been spared the destructive impacts of unrestrained physical, financial and emotional abuse in his own home. While this knowledge cannot change, erase or soften what happened to Steven, it was an impetus for Cornwall Adult Protection Committee and its partner agencies to analyse what went so badly wrong. As uncomfortable as this process has been, it leads to learning, i.e. our purpose has not been one of judgement but of correction and improvement (Dixon 1999). It is important that adult protection is triggered when someone is believed to be at risk of harm/abuse and not only at the point where there is demonstrable evidence of harm. In order to conform to their obligations under human rights law, agencies have to be proactive in undertaking risk assessments (e.g. Monahan et al 2001) to ensure that preventive action is taken wherever practicable. The Disability Rights Commission (2005) confirmed that the health of people with learning disabilities is likely to be worse than that of other people, (even before taking into account specific health needs or disability related barriers to accessing health care), as they are likely to live in poverty and are exceptionally socially excluded. Young People and Adults have to look out for young people. They must be alert to the possibility that the same young people may be harming those more vulnerable than themselves (ref.). Valuing People (2001) identified Independence as a key principle and helpfully confirmed that: While peoples individual needs will differ, the starting presumption should be one of independence, rather than dependence, with public services providing the support needed to maximize this. Independence in this context does not mean doing everything unaided (p23). It is essential that health and social care services review the implications of acceding to peoples choice if the latter is not to be construed as abandonment (e.g. Flynn, Keywood and Fovargue 2003). Stevens murder has confirmed that the choices of adults with learning disabilities in relation to their health care decision-making (Flynn, Keywood and Fovargue, 2003). Valuing People (2001) defines choice as follows: `Like other people, people with learning disabilities want a real say in where they live, what work they should do and who looks after them. But for too many people with learning disabilities, these are currently unattainable goals. We believe that everyone should be able to make choices. This includes people with severe and profound disabilities who, with the right help and support, can make important choices and express preferences about their day to day lives. (p24). Protecting Vulnerable Adults, Valuing People states: `People with learning disabilities are entitled to at least the same level of support and intervention from abuse and harm as other citizens. This needs to be provided in a way that respects their own choices and decisions. (p 93) The difficulty for people with learning disabilities is that carers often do feel often they are expected to make these choices for them. The law of negligence can appear to inhibit decision making personal freedom and choice sit uncomfortably next to the concepts of duty of care and professional liability (Fuchs, 2003). The police reported Stevens circumstances in the months preceding his murder as follows: `Steven Hoskin had lost all control of his own life within his home. He had no say, choice or control over who stayed or visited the flat. He had no voice or influence over what happened within the premises. Darren Stewart had recognised the clear vulnerability of Steven Hoskin and had moved in on himà ¢Ã¢â€š ¬Ã‚ ¦he recognised the opportunity for accommodation and removed from Steven Hoskin the little ability he had to make his own choices and decisions. Darren Stewart was fully aware of Stevens vulnerability and learning difficulties and took advantage of those facts to control both Steven and the premises. Margaret (2007) identifies the following factors in what went wrong for Steven: Youths use Stevens bedsit to drink and take drugs where they steal his money and assault him. Steven cancels his weekly community care assistant service. Tortured after admitting their involvement in shoplifting. Assaulted, made to wear dog collar, cigarettes stubbed out on him .Forced to falsely confess to being paedophile and to swallow 70 painkillers. Marched to top of viaduct and forced over edge falls to his death. Safeguarding adults: To be vulnerable is to be in circumstances defined by the continuous possibility of harm or threat (e.g. Flynn 2005). No Secrets makes it clear that monitoring safety is a multi agency responsibility. The key to protecting and safeguarding vulnerable adults is sharing information, so any professional who comes into contact with a vulnerable adult should be able to determine immediately if, and when, other agencies are involved and has a duty to share concerns. There were no such consequences arising from the numerous instances when Steven and Darren came to the notice of NHS services or the police. Flynn (1989) confirmed that adults with learning disabilities living in their own tenancies were vulnerable to victimisation, most particularly in localities of hard to let tenancies; that these men and woman were wary and scared of young people; and that most experienced loneliness and isolation. Departments of Adult Social Care cannot be expected to look out for all citizens with learning disabilities without the resources to do so. Fair Access to Care criteria are known to be rendering more and more vulnerable adults ineligible for ongoing support (ref) It forcibly brings the commissioners and providers of health services and the police to the foreground. They were Darrens first port of call and, perhaps under his influence, they became Stevens as well. Stevens murder presses the case for ever-greater investment in partnership working in safeguarding adults (Perkins et al., 2007). The stated primary aim of No Secrets (2007) is to create a framework for action within which all responsible agencies work together to ensure a coherent policy for the protection of vulnerable adults at risk of abuse and a consistent and effective response to any circumstances giving ground for concern or formal complaints or expressions of anxiety. The agencies primary aim should be to prevent abuse where possible but, if the preventive strategy fails, agencies should ensure that robust procedures are in place for dealing with incidents of abuse.(p.) This statement clearly indicated that No Secrets was intended to encompass both a safeguarding preventative approach, in addition to an adult protection intervention one; although we would acknowledge that the intervention role has taken precedence in reality (ref.). Risks change constantly and people grow, change, and develop. It is important to review risk assessment regularly, and aim always to increase choice and freedom for the people with learning disability (Sellars, 2003 p.155). In considering the effectiveness of No Secrets as a mechanism to provide a level of intervention that could protect adults at risk of abuse, it would seem sensible to consider what has failed to work successfully within adult protection, whether such failures were a consequence of the nature of guidance or instead insufficient/inappropriate application of that guidance, and whether such failings could only be overcome by the introduction of legislation. An obvious mechanism that could be used as part of this evaluation process would be the consideration of Serious Case Reviews relating to adults.(ref). People may make an informed choice to accept a particular risk today, but circumstances and people change. A risk considered acceptable today, may be a problem tomorrow, and statutory agencies have a consequent responsibility to regularly monitor and respond to changing circumstances. Personalisation does not mean a statutory agency has permanently discharged its duty of care on the basis of an informed decision taken at a single point in time. This was a key point of the Serious Case Review into the death of Steven Hoskin, Steven wanted friends. He did not see that the friendship he had so prized was starkly exploitative, devoid of reciprocity and instrumental in obstructing his relationships with those who would have safeguarded him.'(ref.) Disability hate crime fails to recognise the duration of Stevens contact with his persecutors; the counterfeit friendship; the background to Stevens perilous disclosures to Darren; the joyless enslavement; or the motivations of all of his persecutors. Stevens murder has profound implications for the support of vulnerable adults in our communities. It challenges the principle, or dogma, of choice for adults who are apparently able; it unstitches some certainties about communities -their capacity to look out for others, their familiarity and permanence; and it requires us to question why the ever- tightening eligibility criteria of services are rendering very vulnerable men and women so unprotected. The fact that individuals in all agencies knew that Steven was a vulnerable adult did not prevent his torture and murder (ref). This does not imply that these agencies are without merits or strengths or that they are wholly culpable, but is intended to convey their acknowledgement of their individual and collective under-performance, and what has to change in the light of the magnitude of cruelty experienced by Steven (ref). There is the role of care providers in adult protection intervention work, how they are engaged in investigations, and what role commissioning has in the overall process. And the commissioning role can be crucial, as noted by the joint investigation into the Cornwall Partnership NHS Trust, which stated, The trust has blamed the three PCTs in Cornwall for failing to commission appropriate services for people with learning disabilities and, while this does not lessen the trusts culpability, the criticism is accurate. This is the other side of the coin; we are inclined to believe that it wont happen, even when the objective statistics suggest otherwise the difficulty that now exists for people with learning disabilities, especially those with greater disability, and those who care for and support them, is that the law specifies that many such people are vulnerable, and not able to make this choice for themselves (Daniel, 2003). The onus of assessing risk and making the decision therefore often rests with carers. Because it is such a difficult decision to make for someone else, carers often take the simple way out, and avoid letting situations arise where learning-disabled people in their care have the opportunity to develop sexual relationships: if a person cannot make an informed choice then perhaps it is easier not to offer them that choice (Lindsay 2004). This is the current dilemma for those who work in community care situations. According to David J. Thompson,(2000) the issue of sexual relationships is perhaps the most difficult and complex, but this problem of balancing risk and choice is a constant one for carers and professionals, in relation to many aspects of everyday life. In the background is the ogre of the law (and/or local management), ready to jump on the unwary, should they get it wrong. No wonder, perhaps that many are cautious about enabling such choices to be made. Get higher in the information of vulnerable adults referred to them for the reason that they are at risk of physical and sexual mistreatment, in addition to financial fraud, a study has found in Social services departments have seen (Simon, 1997. So where adult with learning disabilities have more complex problems, such as behaviour problem, mental illness, or others any physical or mental disorder they will need additional care and support to cope with their everyday lives (Hawks, 1998). Sometimes these problems impose additional risks, and these do need to taken into account when assessing and managing risks for each person/adult.

I Wish to Pursue an MS Degree in Electrical Engineering :: Graduate Admissions Essays

I Wish to Pursue an MS Degree in Electrical Engineering    During my senior year at Purdue University, I made a decision that has impacted the entire course of my education. While my classmates were making definite decisions about their career paths, I chose to implement a five-year plan of development and growth for myself. I designed this plan in order to examine various careers that I thought might interest me, as well as to expand upon my abilities at the time. As I was attaining a BS degree in Electrical Engineering, I decided to focus primarily on fields related to the VLSI (Very Large-Scale Integrated) circuits area. My main goals were either to gain work experience or to further my education by pursuing an MS degree in Electrical Engineering (MSEE). I saw an opportunity to both work and learn through employment at Xilinx Inc. Operating as a product engineer at a successful, high-tech semiconductor company has enabled me to utilize my technical and interpersonal skills in new and challenging ways. The position has also allowed me to i nteract with a multitude of departments including marketing, integrated circuit (IC) design, software/CAD development, manufacturing, reliability, accounting, and sales. I thus have gained an array of experience that extended beyond the parameters of my own responsibilities. In the workplace, I rely heavily upon the interpersonal techniques I developed as a counselor in a Purdue residence hall, as well as the organizational skills I had acquired through holding various leadership positions in cultural and engineering societies. I have also cultivated an interest in high-technology marketing that has continued to grow throughout my career.    My experiences with Xilinx have heightened my hunger for knowledge in the VLSI field. Two months after joining the corporation, I applied to several part-time programs in the vicinity that would allow me to acquire an MSEE degree within two to three years. San Jose State seemed an ideal choice, for its evening MSEE courses would allow me to pursue two independent, full-time positions concurrently. The San Jose program has complimented my Xilinx duties well; both demand large levels of energy and enthusiasm while guiding me to my ultimate goal a high degree of education in VLSI sciences. The resources that I poured into both endeavors have reaped many gains. I have been promoted to a Product-Yield Engineering position within Xilinx's Coarse Grain Static Memory (CGSM) Product Engineering division.

Nursing Theory Essay

Motivation theories includeAchievement-motivation theory Expectancy theory Equity theory Motivation theories are derived predominantly from the work of:Abraham Maslow (a psychologist) Achievement-motivation theory developed by: Focus: Atkinson, McClelland, and Veroff Aspects of personality characteristics and proposes 3 forms of motivation/needs in work situations (achievement, power, affiliation) Individuals are not as concerned with the rewards of achievement as they are with the actual achievement are:Achievement (high need achievement) Expectancy theory Major concept In 1964 –Vroom decided to add the concept of expectancy, instrumentality & valence to motivation Expectancy is defined as Instrumentality describes Valance is In Short, the Expectancy Theory states thatDeveloped by Victor Vroom in 1960s The effect of ability and motivation on performance Performance = ability X motivation Performance = expectancy x instrumentality x valence The association between the action and the outcome of the action (action will lead to achieve goal) The type of outcome derived b/c of an action (achievement of a goal will lead to reward) The value placed on the desirability of the outcome by the employee An individual will act (performance) in a certain manner b/c there is an expectation (motivation) that the act will result in an outcome. Equity theory Developed by: This theory attempts to describe: Stacy Adams-a research psychologist The relationship in which an individual give something (input) and in exchange receives something (outcome) Ex: an individual expects that if he/she works hard at a job (input), he/she will receive compensation or recognition (outcome) based on what he/she put in Concepts of power, empowerment, and change Power is The larger concept from which authority is derived Power is defined asInfluence wielded (used) by an individual or group of individuals to change behaviors & attitudes and to sway decisions Authority isA formal right based on the manager’s position in the organization. A source of legitimate power 5 bases/sources of powerReward, coercive, legitimate, referent, and expert power Coercive, reward, & legitimate power – are considered formal bases of power Referent & expert power – are personal bases of power Two other bases of power Informational power vs. charismatic powerInformational power – is the power held by an individual who has the information necessary for others to accomplish a task or goal Charismatic power – is the power that attracts one individual to another Empowerment isThe transfer or delegation of responsibility & authority from managers to employees; empowerment is the sharing of power (sharing vision, mission, knowledge, expertise†¦) Change Planned Change Theory Central to Lewin theory A field – Force – have 2 forces (driving force vs. restraining forces) By Kurt Lewin (a German psychologist –if u care!!! ) The concepts of field and force Can be viewed as a system (if one part of the system change, then the whole system must be examined to determine the effect of that change) Driving force – encourages/facilitates movement to a new direction, goal, or outcome Restraining force – (opposite with driving force). Restraining forces block or impede progress toward the goal. Problem-Solving and decision-making processes The Rational Decision-Making ModelInvolves a cognitive process where each step follows in a logical order from the one before. By cognitive, It means -based on thinking through and weighing up the alternatives to come up with the best potential result. Bounded rational decision-making model (Bounded rationality) Means that humans are unable to make entirely rational decision b/c of the limits of human mental abilities and b/c of the influence of external force on decision making. A decision maker is said to exhibit bounded rationality when they consider fewer options than are actually available, or when they choose an option that is not â€Å"the best overall† but is best within the current circumstances. E. g. , someone spills coffee on a shirt in a restaurant, and goes next door and buys a poorly fitting shirt to change into immediately. Obviously it would be optimal to buy a proper fitting shirt. But if the person is in a hurry and cannot wear a wet, coffee stained shirt, then buying the poorly fitting one is appropriate. This is an example of bounded rationality Group Decision Making modelOften used when the decision is complex, such as when a new process or product is being developed. Advantage: the decision made may be higher quality Major errors may be avoided Disadvantage: Take longer to reach decision May lead to compromises that really do not solve the problem Organizational Quantitative Decision-Making Techniques Rely on facts & quantitative measures (data based) to make decisions (although intuition & judgment still influence the decision making process) Conflict Management Characteristics of a conflict situation: Conflict Mode Model 2 types of response: cooperativeness vs assertiveness Thomas & Kilmann (1974) – 5 conflict-handling modes/strategies: Thomas (1976) recommended that the FIRST COURSE of action is to discern (recognize) the other party’s intent in causing the conflict before determining how to respond Cooperativeness – focus on statisfying the other person’s concern Assertiveness – focus on statisfying one’s own concern 1. Competing or forcing – used when the issue is important, needs speedy resolution . Ex. An individual pursues his own concerns at the other person’s expense. This is a power-oriented mode in which you use whatever power seems appropriate to win your own position. (Assertive but uncooperative) 2. Accomodation – opposite of competing. When accomodating – the individual neglects his own concerns to stisfy the concerns (assertive and cooperative) 3. Avoidance – the person neither pursues his own concerns nor those of the other individual.

Poetry and themes Essays

Poetry and themes Essays Poetry and themes Paper Poetry and themes Paper Essay Topic: Poetry Theme: This poem explores how a person could analyze a poem The Secret Levertov Theme: The speaker is literally saying what the title implies This is Just to Say Williams Theme: The form and diction of this poem relay its meaning The Red Wheelbarrow Williams Theme: A father recollects his daughters growth in writing. The Writer Wilbur Theme: A sons mother does so much for him and all he can do is give a lousy gift. The Lanyard Collins Theme: Isolation is explored. Acquainted with the Night Frost Theme: Permanent relationships can be terrifying. My First Poem for You Addonizzio Theme: A comparison between the permanence of stars and his love Bright Star Keats Theme: Old age and beauty do not correlate What Lips My Lips Have Kissed Millay Theme: Publications can be hard to make and must be cared for and well created The Author to her Book Bradstreet Theme: Swans are compared with rape Leda and the Swan Yeats Theme: The speaker dislikes the hypocritical Cambridge ladies The Cambridge Ladies Cummings Theme: A post-traumatic incident is explored from this fairy tale Gretel in Darkness Gluck Theme: Age is unfortunate and people see what they want in themselves Mirror Plath Theme: We shouldnt let our mistakes control our futures Icarus Field Theme: Risks are taken to do anything but its good to take risks To a Friend Whose Work Has Come to Triumph Sexton Theme: Losing stuff may seem little at first, but can be extremely challenging in the long run. One Art Bishop Theme: Difficult to find someone to love or for someone to love yourself Lonely Hearts Cope Theme: Death sucks Do Not Go Gentle into that Good Night Thomas Theme: The speaker addresses his love Sonnet 73 Sheakespeare Theme: There exists no perfect woman; all woman are insane Song: Go and Catch a Falling Star Donne Theme: Dont be upset because our love transcends distance A Valediction: Forbidding Mourning Donne Theme: This poem focuses on the valuability / invaluability of art Museum Piece Wilbur Theme: People can become accustomed to basically anything, including killing farm animals Early Purges Heaney Theme: The atrocities of war; war is not what you see on TV Death of the Ball Turret Gunner Jarrell Theme: Sometimes you have to do things that you dont want to do to protect others Travelling through the Dark Stafford Theme: warfare has gotten so destructive that Armageddon, the final battle at the end of the world, is at hand, and the dead are awakened for Judgment Day Channel Firing Hardy Theme: The statement it is sweet and fitting to die for ones country is undermined by showing the ignominy of death in modern war Dulce et Decorum Est Owen Theme: Poetry needs to be risky to be good Constantly Risking Absurdity Ferlinghetti Theme: Women are not something you can keep trimmed down; men hold women back A Work of Artifice Piercy Theme: Love is never what you think Porphyrias Lover Browning Theme: We should be led by our hearts and not our heads For the Sleepwalkers Hirsch Theme: Love is weird; love must be revamped from time to time and love is not what it seems Living in Sin Rich Q Q Theme: Your past lies with the people that have affected you in some way. The Albuquerque Graveyard Wright

Alfred Adler essays

Alfred Adler essays Alfred Adler born 1870 and died 1937), was an Austrian psychologist and psychiatrist, born in Vienna, and educated at Vienna University. After leaving the university, he studied and was associated with Sigmund Freud, the founder of psychoanalysis. In 1911 Adler left the orthodox psychoanalytic school to found a neo-Freudian school of psychoanalysis. After 1926 he was a visiting professor at Columbia University, and in 1935 he and his family moved to the United States. In his analysis of individual development, Adler stressed the sense of inferiority, rather than sexual drives, as the motivating force in human life. According to Adler, conscious or subconscious feelings of inferiority (to which he gave the name inferiority complex), combined with compensatory defense mechanisms, are the basic causes of psychopathological behavior. The function of the psychoanalyst, furthermore, is to discover and rationalize such feelings and break down the compensatory, neurotic will for power that they engender in the patient. Adler's works include The Theory and Practice of Individual Psychology (1918) and The Pattern of Life (1930). Alfred Adler studied personality around the time of Sigmund Freud and Carl Jung but developed very different ideas (Cloninger, 1996). Although he changed his theory many times during his lifetime, he always believed people had control over their lives and made choices concerning themselves. He named his theory Individual Psychology because he felt each person was unique and no previous theory applied to all people. Adlers theory is comprised primarily of four aspects: striving towards superiority, the unity of personality, the development of personality, and psychological health, which includes intervention. Motivation of Actions Adler believed the main goal of all people is to move to a better way of life, although he admits the ways to achieve this goal varies among people (Cloninger, 1996). He first use...

On Learning Theories Essay Example | Topics and Well Written Essays - 250 words

On Learning Theories - Essay Example As theories are subject to change, so is cognitivism, the theory that states that students learn through associating observations and experiences with their own way of life. Some profound truth could be seen in this theory but like other theories, it has its waterloos so dependence on it alone is not a good idea. Constructivism on the other hand says learners understand through how they interpret and understand information and experiences. Whatever learning theory there is that a teacher wants to apply, it should be emphasized that no one theory is applicable to a group of learners as all people are uniquely different. As a teacher, one should consider all the theories and understand also that combining them all is not the remedy to achieving the best from them but to observe how learners are individually coping with their education. Indeed, a teacher’s task extends far beyond just teaching. Learners are uniquely different and one observation in a group does not really mean it is applicable in another group or an individual. Therefore, it is interesting for a teacher to note this theory and be very careful with how one deals with students with respect to the theory. For instance, Thorndike’s law of effect has been proven to have different responses when it comes to reward and punishment so an educator should not insist on punishing if it does not result to the best outcome from the learner. Behaviors of learners that are measurable like the conditioning of Pavlov, Watson and skinner.

How to implement a dual language program in an established elementary Dissertation

How to implement a dual language program in an established elementary public school - Dissertation Example However, a person is not born speaking a language, it is learned and through a learning process that starts at the time of birth (Fielding, 2009). In reference to the work done by linguist Noam Chomsky, Mason describes language to be a â€Å"specific skill†. Elaborating on Chomsky’s description of language as an inherent faculty, Mason in his lecture â€Å"Learning Language† said that man was born with a set of rules related to language in his head and he called these set of rules â€Å"Universal Grammar† (Learning Language, n.d.). Acquiring the First Language Children show a natural tendency towards language acquisition. Language acquisition occurs through the numerous experiences of everyday life (Northwest Regional Educational Laboratory, n.d). Acquiring language without any systematic effort is called first language acquisition. Language acquisition takes place during conversation; when adults talk, children respond and thus grasp the basics of a langu age being spoken (Moloney, 2007). The pattern of interaction between parents and children may differ with cultures but the rate at which the children develop as language users remains the same throughout the world (Clark, n.d). Children learn the language they are exposed to (Garcia, 2009). Every child learns the first language without the need of any formal lessons (Pinker, 1995). Clark has described language acquisition among children as a part of the overall physical, social and cognitive development of a child. In Clark’s opinion, children between ages 2 and 6 can rapidly acquire a language and mostly by the time they turn 6, they are proficient language users. Although a lot has been said and written about the development of language in a child, a great deal remains to be explored. The language of a child is a constantly developing process which undergoes many changes. The children seem to acquire the first language quickly, early and with few mistakes (Linden, 2008). A child’s experience with language and his interaction with others teach him the sound-meaning relationship and help him comprehend the purpose it represents. Although the rate at which children acquire first language skills may differ, there is little difference in the pattern of development between the languages (Clark, n.d) According to Clark children acquire communicative competency naturally and inherently, and then develop an understanding of the grammatical rules of the language. The structure of the language develops with thinking abilities and social interactions of the child. As the language skills develop, children become conscious of the social situations around them and learn to think and behave accordingly (Pinker, 1995). Second Language Acquisition Stephen Krashen (2009), a well known linguist identified the difference between learning and acquisition. In his theory of the second language acquisition, Krashen defined acquisition as a subconscious and instinctive process of constructing the structure of a language quite similar to the way a child picks up his first language (Krashen, 2009). Learning on the other hand is a conscious process based on formal instruction and involves conscious learning of a language (Schutz, 2007). Krashen (2009) has described learning as â€Å"less important than acquisition†