Army Officers Learn From The Military Decision Making Process

C171 Argumentative Essay Army officers learn from the onset of their careers the important role they play as problem solvers. The various military institutions tasked with providing education to the officer corps spend vast amounts of time teaching and reinforcing the Army Problem Solving Process. With that being said, Army officers at all ranks would be better served if they were able to incorporate the eight elements of thought as defined by Drs. Paul Elder into the military decision-making process. Although encompassed within the Army problem solving process, officers often fail to identify and incorporate the tenets of thought when making decisions resulting in potentially adverse consequences. The following examples will highlight†¦show more content†¦When Army leaders identified the headgear as a problem, they failed to articulate their reasoning and ultimate objectives behind the transition, thereby, creating confusion amongst the troops. The failures to take into account other points of vie w, especially from units to which the beret was an exclusive item, made the public relations campaign a nightmare. Army leaders improperly assumed the beret switch would be minimally disruptive and generally accepted. To the contrary, displeased Soldiers from units like the Army Rangers marched from Fort Benning, Georgia to the U.S. Capital to voice their displeasure over the issue. From a practical standpoint, many Soldiers found the beret switch ill conceived. In order to don the beret, it generally required the Soldier to have their hands free so that they could properly place and shape the beret onto their head. It also provided no protection from the elements like the patrol cap offered and cost millions of extra dollars to field. The implications of this decision would have been obvious had they been considered during the Problem Solving Process. In response to a scathing survey commissioned years later by Sergeant Major of the Army, Raymond Chandler, the Army reversed course and reverted back to the patrol cap. Had the proper questions been considered from the beginning and all relevant facts been presented during the

Events to Help End Segregation - 549 Words

There were an additional three major events that helped end segregation. The first being the Montgomery Bus Boycott, which had started because of the arrest of Rosa Parks on December 1st, 1955. It started when Rosa Parks refused to give up her seat on a bus in Montgomery, Alabama to a white person, and because of this she was arrested, tried and convicted of disorderly conduct. The outrage sparked by her arrested led to a 13-month mass boycott of Montgomery buses. This boycott led to the Supreme Court’s decision to ban segregation on buses in 1956. The second event was on September 24th, 1957 in Little Rock, Arkansas. Federal Troops and the National Guard intervened and escorted a group of nine African American children, who became known as the â€Å"Little Rock Nine†, to Little Rock Central High School and ensure that they were safe, which aided in ending the segregation in schools in Arkansas. The third event was the Greensboro Lunch Counter Sit-on which occurred on February 1st, 1960. This event while prompting similar non-violent protests all over the South, also ended segregation at the Woolworth department store chain in the Southern United States. Laws and additional rights started to change due to the events of â€Å"Bloody Sunday,† on March 7th, 1965 in Selma, Alabama. What started as a fifty-four mile march to the Alabama’s capital protesting for African American voting rights, soon became a brutal assault by heavily armed state troopers and deputies. Fifty of theShow MoreRelatedHidden Figures By Margot Lee Shetterly Segregation / Civil Rights Movement1402 Words   |  6 Pagespath that includes so many events, all of which have greatly impacted our country. For example: segregation. Segregation was the discrimination of colored people and being separated from the white community. It occurred from 1619-1954. During this time, all facilities were segregated and colored (Black, latina, Indian, etc.) people were given poorer treatment than white people, and everything was segregated, from buses to schools to water fountains/bathrooms. Segregation was portrayed in two booksRead MoreHidden Figures By Margot Lee S hetterly Segregation / Civil Rights Movement1347 Words   |  6 PagesFor example: segregation. Segregation was the discrimination of colored people and being separated from the white community. This time period, the 1960’s, was shown in both Hidden Figures and The Help. The book Hidden Figures by Margot Lee Shetterly represents segregation/Civil Rights Movement as a nonfictional story about three black woman who strive to be engineers at the Langley lab in Virginia and their efforts to get there. However, The Help by Kathryn Stockett represents segregation/Civil RightsRead MoreHidden Figures By Margot Lee Shetterly Segregation / Civil Rights Movement1288 Words   |  6 PagesFor example: segregation. Segregation was the discrimination of colored people and being separated from the white community. This time period, the 1960’s, was shown in both Hidden Figures and The Help. The book Hidden Figures by Margot Lee Shetterly represents segregation/Civil Rights Movement a s a nonfictional story about three black women who strive to be engineers at the Langley lab in Virginia and their efforts to get there. However, The Help by Kathryn Stockett represents segregation/Civil RightsRead MoreThe Segregation Of African American Community1720 Words   |  7 Pagesthat to actively campaign for equal rights for all humans regardless of the colour of their skin. It wasn’t until the 1950’s and 60’s that the people attempted to challenge the established order by engaging in influential protest movements with the help of key activist groups and their leaders. In particular, one key example of a powerful protest campaign was that which occurred in 1965 in Selma, a small town in Alabama. Here, the African American community united in an effort to ensure that all citizensRead MoreReflecting Upon Remember the Titans Essay531 Words   |  3 PagesReflecting Upon Remember the Titans Segregation between blacks and whites was a very tough problem to get over in our country (one that we have been struggling with for centuries), but I never realized that it was still around a few decades ago- in the 1970s! Today, most kids that I know of, including myself, are very comfortable having friends of a different race, but as I have found out from watching the movie, Remember the Titans, that was not the case a shortRead MoreA Boycott Of Martin Luther King Jr.1569 Words   |  7 PagesMartin Luther King Jr. once exclaimed â€Å"Our lives begin to end the day we become silent about things that matter† (â€Å"Martin Luther King Jr. Delivers†). Martin Luther King and Rosa Parks were the leaders of this extraordinary boycott against segregation and inequality laws. They fought to end bus segregation against blacks, whites and alao show that segregation laws were unfair. This led to people all around the world contributing to end segregation and have equal rights.Rosa Parks was a seamstress andRead MoreDuring the Civil Rights Movement era there were many prominent figures and parties that challenged1100 Words   |  5 Pagesdiscrimination in the South despite the rulings from the Supreme Court in Irene Morgan v. Commonwealth. Irene Morgan v. Commonwealth occurred when Irene Morgan refused to sit in the back of an interstate bus. The Supreme Courts ruling stated that t he segregation laws in Virginia were unconstitutional. However even if with the Supreme court rulings, African Americans were still finding themselves discriminated against in the Southern States. One example would be when the Riders suffered several arrestsRead MoreRacism : Nelson Mandela, Former President Of South Africa1523 Words   |  7 Pagesabolish such bad theories. Many researchers are showing that racism is in fact not only wrong for a country politically, but it has many negative effects on a person physically, emotionally, and economically as well. It is time for the world to put an end to these beliefs, to better of the world and the human race. ​The history of racism dates back to the Thirteenth and Fourteenth centuries when researchers believe that the world saw its first sign of racism, this view was about the Jewish communityRead MoreMartin Luther King Junior ( Mlk )1503 Words   |  7 PagesMartin Luther King Junior (MLK) was a preacher, clergyman, and a powerful speaker who started the end to the black and white segregation in 1960s America. He created many heartfelt and sincere speeches, and his use of literary techniques developed his ideas and political and social concerns. His skills were most evident in such speeches as â€Å"I Have a Dream† (IHD), â€Å"Eulogy for the Martyred Children† (EMC) and his final speech â€Å"I ve Been to the Mountaintop† (IBM). In these speeches MLK expressed hisRead MoreAnalysis Of The Documentary Eyes On The American Civil Rights Movement 783 Words   |  4 Pageslights the American Civil Rights Movement. The documentary series also depicts the struggl e to end racial discrimination and segregation and how small acts of courage began the Civil Rights Movement. I was able to watch three one-hour series, Awakening (1954-1956), Fighting Back (1957 – 1962) and Ain’t Scared of your Jails (1960 – 1961). These series are poignant and takes us through the days of segregation and inequality and the grassroots protests to Supreme Court victories. The documentary used

Signora Da Vinci Essay Example For Students

Signora Da Vinci Essay Catering is the Signora dad Vinci. She is Leonardo mother. She is the daughter off well-educated man, Ernest, Vines apothecary. He had an alchemical laboratory, a medicinal garden and an apothecary shop where Catering normally helped. Caterings mom died when she was a baby. Catering was raised by her dad and by her aunt. At the age of eight, his dad decided she was ready to start her education. Ernest told Catering that eight was the greatest of numbers because it was the number of Infinity: It had no beginning and no end. He said: Eight is the number of endless possibility. (p. 8) That day Ernest took Catering to the third floor, a place where she was not allowed to go before. There she found two rooms. Catering explained what she felt when she entered into the rooms. (p. 9) When we entered I found myself in a bright, airy, but unadorned room. It was filled with tables, and the surface of every one of them was covered in books There were dozens of hand- copied books, one manuscript, for example, was one thousand years old. Her father to to have those books and manuscripts because he worked for the Florentine historian and scholar: Pogo Bracingly who also worked for Cosmic De Medici. Cosmic wanted his people to know the ancient Greek and Roman writers and documents that were destroyed with the great library in Alexandria (Egypt. Many of these were hidden from the Christian church fathers, who thought them heretical. Ernest told her daughter that What lied within the pages of those books were truths that they couldnt allow to be lost to the World. Truths that had to be learned by her. And Catering did learn.

Right To Die Essays (1522 words) - Euthanasia, Medical Ethics

Right To Die The Right to Die, Physician-Assisted Suicide 6/3/99 History I will neither give a deadly drug to anybody if asked for it, nor will I make a suggestion to this effect -- The Hippocratic Oath Physician-Assisted suicide is one of the most controversial issues in our society today. During the 1990's, assisted suicide has become the subject of public debate and legislative action across the nation. Even the U.S Supreme Court has been involved in critical decisions involving the legalization of Physician-assisted suicide. These matters call into question the ethical standards and legal bases for all Doctors and Health Care Providers. The American Heritage Dictionary defines euthanasia as the act of killing an individual for reasons considered to be merciful. Killing in this case is a physical action where one individual actively kills another. The word euthanasia comes from the Greek eu, good and thanatos, death or good death. Doctor assisted-suicide can be considered auto-euthanasia. The Doctor provides the means for a patient to take their own life painlessly but does not actively or physically help that person die. Doctor assisted suicide is nothing new to society, dating back to the time Socrates 470-399 BC. With the interventions of Jack Kevorkian M.D., being played out in the media and in the courts, Doctor assisted suicide has become the focus of intense public and professional debate. Most of this attention is focused right here in Michigan because of Dr. Jack Kevorkian AKA, Doctor Death. Doctor Kevorkian has assisted in over one hundred assisted suicides. The Debate There are many arguments for and against assisted suicide. Points for and against this practice encompass legal, ethical, religious and medical arguments. They are very complex and lengthy. Listed are just a few simplified issues from both sides of the debate. Arguments for Assisted Suicide A person should have control over one's own body. This is a fundamental right, and individuals should have a right to die. The values of individual well being and compassion for suffering mandate that we end suffering when we are able to. The distinction between withholding or withdrawing treatment in terminal situations and directly ending a life is often not meaningful. By withholding or withdrawing treatment under these conditions is legally permissible and medically accepted by most. Proponents argue that society should also sanction assisted suicide under the same conditions. Assisted suicide is already taking place. Allowing the practice to continue in secret leaves providers isolated, without the advice of colleagues or ethics committees. This also keeps them from public accountability for their actions. To legalize assisted suicide would help ensure it is used compassionately and appropriately. Legalization is necessary, to ensure medical safeguards and make it equally available to all who choose it. Proponents wish to avoid back-alley suicides much the way back-alley abortions u sed to be performed. This also erodes the privacy of the provider/patient relationship, exposing both to criticism and attacks on personal safety similar to those involved in the acts of abortion. Arguments against Assisted Suicide Legalization begins a process that will inevitably lead to involuntary, active euthanasia of patients who may or may not be terminally ill. Legalization will subject the elderly, disabled or others who are disenfranchised in our society to bow to social pressures to die in order to relieve social, economical, and emotional burden on others. It is even more dangerous here in the United States because of the current pressure for profit in managed care, cost containment, clinical decisions being made by non-clinicians and growing social inequities. Many feel that legalization of assisted suicide will erode the devotion of the physician to the patients' best interests, and that it is not a medical role to decide which life is worth living. Opponents also fear the possibility of clinicians drawn to the practice by power or ego considerations instead of compassion. Legalization of assisted suicide diverts attention away from the need to optimize palliative care. Hospice care remains unavailable to many, because of the cost many insure will not cover the care. Most opponents feel that expert pain management, aggressive treatments and attention to the patient's and family's physical and emotional needs would eliminate the need for assisted suicide. Just because the

Dance Movement Therapy Expository Essay Essays

Dance Movement Therapy Expository Essay Essays Dance Movement Therapy Expository Essay Essay Dance Movement Therapy Expository Essay Essay 2012). Talking about emotions can be a daunting task for an individual with depression; it may be easier to express these emotions through dance and movement. Studies have shown that participating in DMS can affect the reduction of serotonin and dopamine, two chemicals that support emotional well-being (Young-Jag et al. , 2005). This is significant because those with depression frequently rely on medications to modulate the production of these brain chemicals. If serotonin and dopamine can be controlled using DMS, there will be a lesser need for reliance on antidepressant medication. DMS is useful both to encourage participants to explore their feelings, and to promote the response of neurotransmitters that affect mood. Adolescents with depression have to deal with the great fluctuation in hormones that company puberty, and the debilitating symptoms of depression. A study by Young-Jag et al. Examined adolescent girls, with a median age of 16, who showed mild to moderate signs of depression (2005). The group was asked to attend 45-minute DMS sessions, three times a week, for 12 weeks. The sessions addressed themes of body awareness in the room and group, expression of movement and symbolic quality of movement, feelings, images and differentiation and integration of feelings (Young-Jag et al. 2005). Participants were encouraged to be aware of their space and their relationship to themselves and others. They were asked to create movement that symbolically explained the feelings that they were having inside. At the end of the 12 weeks, the group experienced significant improvements in a number of areas, including depression, anxiety, hostility, phobic anxiety, paranoid ideation, and psychotic (Young-Jag et al. , 2005). Teenagers and adolescents can be difficult to treat for depression because they do not wish to be seen as different from their peers. They may be more willing to participate in a fun therapeutic activity, such as dance, than participate in traditional talk-based therapy. In fact, the study by Young-Jag et al. Found that there was a high level of adherence to the DMS program by the participants (2005). Those who tried it stayed with it, and reaped the benefits of an improvement in their depressive symptoms. Depressive symptoms can also be improved through DMS in seniors. According to a study of seniors in nursing homes by Vandal et al. Participation in DMS can significantly improve scores on the Geriatric Depressive Scale (GAS) (2014). Intervention Exercise Dance for Seniors sessions were implemented for one hour, once a week, for three months. At the end of the three months, those who articulated showed significant improvements in mood according to the GAS, whereas those who did not participate showed a trend of further worsening symptoms (Vandal et al. , 2014). Depressive symptoms, including feelings of loss, guil t, and loneliness, are prevalent in seniors in nursing homes. By participating in DMS, seniors are able to interact with others, express emotions, and get physical activity in an enjoyable way. Those who participated in the intervention also reported more discontinuations and fewer antidepressant prescriptions than those in the control group (Vandal et al. , 2014). Treating depression by using DMS may save money on antidepressant costs as well as reduce the side effects associated with these medications. The study concluded that DMS is both suitable and beneficial to seniors in a nursing home setting. Dance is no longer just an activity one goes to watch at the theatre; it has become an alternative therapeutic treatment for a variety of mental illnesses. Dance and Movement Therapy encompasses biological, psychological, and sociological aspects and is beneficial across the lifespan. Biologically, DMS can alter the levels of serotonin and dopamine, improving mood from within. Psychologically, DMS allows individuals with depression to express themselves in a different manner than talk-based therapy. Sociologically, DMS encourages people with mental illness to get together, explore mutual experiences, and create something meaningful based on these experiences. These factors remain constant throughout the lifespan; studies have shown that DMS is a useful therapy regardless of whether the individual is sixteen or sixty. As time goes on, the need for alternatives therapies for depression will continue, and Dance and Movement Therapy will continue to rise in popularity. References Canadian Mental Health Association. (2014). Fast facts about mental illness.

How to Write a Coaching Philosophy Essay

How to Write a Coaching Philosophy Essay Coaching Philosophy Features of writing on coaching philosophy How to start a coaching philosophy essay How to write an outline How to write a thesis for a coaching philosophy essay How to write an introduction Tips on introduction and thesis statement writing How to write body paragraphs Tips on body writing How to finish a coaching philosophy essay Tips on conclusion writing Tips on revision Coaching philosophy essay sample Features of writing on coaching philosophy Writing about coaching philosophy is something that needs a lot of care. You need to show how your coaching has a philosophy, and how it helps over other forms of teaching and coaching. Essays which focus on coaching philosophies need to focus on how this philosophy works as an all-rounded concept, rather than simply as one tiny portion of events. How to start a coaching philosophy essay Start a coaching philosophy essay by writing down exactly what you think your philosophy is, and then work from there. Researching other coaching philosophies, so that you can more easily compare your own view to that of other coaches. Make sure you know what kind of essay you are writing, as this will affect the structure and the type of language used. Remember to make a good thesis statement. Start off well – this is your first opportunity to impress people with your writing. How to write an outline Writing an outline is useful for a number of reasons, and writing one is quite easy to do. Decide why you are writing an outline, and then use it to help you write your essay. Outlines can hold quotations, ideas for paragraphs, or be used to check your structure. It’s up to you. I. Introduction Thesis statement: Coaching is not just about sports, but also about life in general. II. Body Paragraphs Understand the rules of the game. Understand the culture of sportsmanship, and how it works. Understand how sportsmanship applies in life in general. III. Conclusion A final argument which draws everything together. How to write a thesis for a coaching philosophy essay Decide what your fundamental philosophy is when it comes to coaching: that is your thesis statement. Since a thesis is the arguments you are about to make in the essay boiled down into one or two sentences, it should be to the point. How to write an introduction Writing an introduction is fairly simple. Make sure that you have all the ideas that you want to explore in your essay, your thesis statement, and any history that you want to add in. Put it into a well-written paragraph, and this will start your essay off well. Many people prefer to write their introductions at the end of their essays. Tips on introduction and thesis statement writing The introduction should include a hook to get people interested and keep them reading. The thesis statement should be short and to the point – no more than two sentences. The introduction is what really starts your essay, so bring your A-game. How to write body paragraphs Body paragraphs are where the main work is done, and so they form the bulk of the essay. Each paragraph deals with one particular argument, and they should be arranged with care so that they make the most logical sense when taken as a whole. Tips on body paragraphs writing Body paragraphs should take people on a logical journey through the arguments being made. Remember to stick to one argument per paragraph. Make sure to do enough research so that you can fill the paragraph, but not so much that you are overfilling them. Include a topic sentence and a concluding sentence in every paragraph. Make sure that each body paragraph fits in with and mentions the thesis statement in some way. How to finish a coaching philosophy essay Draw your arguments together and make one final argument in your conclusion. This is where everything you have said, and every argument you have made, will be finally concluded. It is your last chance to get your audience to agree with you and your argument. Tips on conclusion writing Restate the thesis statement. Draw all your arguments together in a logical manner. Make one final argument to convince your readers of the truth of what you are saying. Tips on revision Revise for grammar and spelling errors, and then again for structure. Try and leave your work for a while, to see it with fresh eyes – if you can, try and have someone else reading it to see what you might have missed. Make sure that your essay flows logically from point to point. Make sure that the thesis statement turns up in the introduction and conclusion. Make sure every body paragraph has a topic sentence and a concluding sentence. Coaching philosophy essay sample My own personal coaching philosophy is tied up in helping people to be the best they can be. Coaching is not just about sports, but also about life in general. Sports and the skills people learn in them are applicable throughout life. It is my job as a coach to help people learn these skills, and learn how to apply them. To make sure that the people I teach learn these important skills, I take the time to make sure that they understand the rules of the game, and also the general culture which surrounds good sportsmanship. I also take the time to teach them how this applies to everyday life. Understanding the rules of the game is very important to be able to play it, and play it well, not to mention passing your skills on to someone else. If you understand the rules, that allows you to understand the game. To do this, I begin with the basics and make sure that all of my students can fully utilize them in play. Once that has been established, I work in the more complicated rules and show how good use of the rules is a fundamental part of sportsmanship and life. Sportsmanship is an important thing to learn, for anybody. Being sporting is something that can lead you to become a graceful loser and a humble winner. It isn’t just about learning how to apply the rules properly; it’s about how to understand them in context. Sportsmanship applies throughout the sporting world, and it is important to know how to handle conversations and situations which will arise during the times you are playing, or otherwise involved in sports. Being able to handle sportsmanship in sports can be extremely helpful in learning how to use it in life in general. Sportsmanship is something which can serve children well throughout their life. Think of what sportsmanship actually is – it is how to act in certain situations. There aren’t any rules saying that sportsmanship should be confined purely to sports. Knowing how to lose gracefully and be humble, knowing when to concede to another person – all of this is useful during your life. Learning how this is useful, and how to apply it, is one of my jobs as a coach, and I feel that those lessons are one of the most important parts of my teaching career. My coaching philosophy is one which places sports and sportsmanship in a holistic approach to life as a whole. Coaching is not just about sports, but also about life in general. From knowing the rules to know how to apply them both in sports and in real life, coaching is about helping people to become their best selves. Coaching is something that can help people learn about themselves, and can help them integrate their lives more easily than would otherwise be possible. Coaching is something that has the potential to affect someone far beyond the sports that people participate in.

Islam & clash of civilizations Term Paper Example | Topics and Well Written Essays - 1000 words

Islam & clash of civilizations - Term Paper Example If culture would be the main driving force, then what is culture? There could be hundreds of meanings just for a single world. Summarizing these meanings, it is defined as the collection of philosophies and concepts which are being shared by people. However, the United Nations Educational, Scientific and Cultural Organization (UNESCO) expounded on the meaning of the word as: â€Å"the set of distinctive spiritual, material, intellectual and emotional features of a society or a social group, and encompasses, in addition to art and literature, lifestyles, ways of living together with value systems, traditions, and beliefs† (Dilworth & Maital, 30). With these presented to the public, what is happening after the Cold War is a product of diverse beliefs of people who were ruled by leaders who influenced them in having such views. Huntington also puts in a higher cultural grouping of people which is the civilization. He divided human kind into several major civilizations. Amongst these civilizations, what is more prominent especially in the news is the Islamic civilization. They are not just fighting for their civilization to be the strongest but they are also fighting that their religion is more superior to what is dominating the other civilizations (Huntington, 25; Gogstad, 1). There have been published materials that are pointing to the Islamic civilization to be the most susceptible in clashes towards the other civilizations. It was more likely that the clashes began with the Islamic civilization going against the West. One conflict though is that a country who belongs to the Islamic civilization is an ally of the West. This country is Saudi Arabia. The West imports its oil from Saudi Arabia which makes the West one of the key importers of its economy (Brooks, A27; Barber, 4-5; Chomsky). Huntington’s thesis was written in 1993 where the emergence of wars in the Middle East began. It was the time when the West

Commentary music anlisis of chapter 2 Thesis Example | Topics and Well Written Essays - 3000 words

Commentary music anlisis of chapter 2 - Thesis Example m during the performance of a number of parameters of the composition including the pitch, form, durations and notes of the particular pieces (Salzman, 161). Mobile or open form chance music its roots in the works of previous influential artists like Roman Haubenstock-Ramati who compost a series of polyvalent musical pieces such as his famous piece known as Interpolation in the year 1958. Another good example of the use of mobile form musical composition was seen In Terry Riley’s 1964 composition titled In C which consisted of 53 short sequences allowing each member of the performers to repeat the sequence as much as they liked before proceeding to the next sequence. With a fixed pulsing rhythm, the details of each of the performance in the piece â€Å"In C† was however unique and the overall course was fixed. Composed for 4 clarinets in Bb, I was particularly influenced by the fact from my piece â€Å"Regeneration† that in the end of the piece the performer has to choose between the 2 endings. I have used a number of â€Å"mobile form† chance musical compositional techniques to ensure that the order of the sections and movements in the composition is indeterminate and left to be decided by the performers. Open form in the musical composition is normally vividly used in composition in relation to its mobile nature which involves the nature of movement in this musical composition which is either indeterminate or left in the court of the performer. As evidenced in my compositionâ€Å"Ordinatio†, the concept of open form chance music as used in the 20th century is often associated with giving freedom of choice regarding the movements of the composition and the order of sections to the performers. In this regard, the input of the composer is significantly reduced to merely preparing the elements that are needed to b assembled during the musical performance. I was Inspired from the earlier open and closed chance musical pieces such as Klavierstà ¼cke (Stockhausen) and

Elementary Education Essay Example for Free

Elementary Education Essay Reading Comprehension -The student uses a variety of strategies to comprehend grade level text; Strand: Reading Process Listening and Speaking The student effectively applies listening and speaking strategies. Informative The student develops and demonstrates technical writing that provides information related to real-world tasks. Benchmark: LA. 2. 1. 7. 3. The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts; LA. 2. 5. 2. 4. The student will listen politely to oral presentations by classmates. LA. 2. 3. 1. 1. The student will prewrite by generating ideas from multiple sources (e. g. , text, brainstorming, webbing, drawing, writer’s notebook, group discussion, other activities); LA. 4. 4. 2. 5. The student will write simple directions to familiar locations using cardinal directions, landmarks, and distances, and create an accompanying map. Grade Level: Grade 2 Objectives: 1. Using the book The Trumpet of the Swan, the class will understand the main idea of the story by reading, listening and students discussion. 2. Basing on the journals of Louis in the Trumpet of the Swan, the class will come up with their very own journal writing. 3. Using the given information in the book The Trumpet of the Swan, the class will make a map of the main characters travels and adventures. Activities: Before reading: 1. Ask the class if they know what a journal is and if they have ever written one. 2. Tell the class you are going to read them a story entitle The Trumpet of the Swan. During reading: 3. Read the Trumpet of the Swan. 4. Show a map of Canada and point important spots that are mentioned in the Trumpet of the Swan. 5. Show a sample journal and explain how to write and what to write. After reading: 6. Ask the class to read Sams poem and summarize the text and identify the main idea of the poem (Reading). 7. Ask the class to write a journal about nature (Writing). 8. Have the class make a map of Louis’ travels and adventures including all the important spots in Canada, Montana and the Northeast (Visually Representing). 9. Have the class discuss the book by having them share their favorite part and ask questions like the following: How to behave in the woods if you want to appreciate nature, what are their stand on the ethics of Louis father, why is there a need for Serena to hear the beautiful song of her mate, does anyone identify with Applegate Skinner? Or have someone recite a part of Sams poem (Talking/Speaking). 10. Ask the class to listen when a classmate recites a poem and identify the main idea of the poem (Listening). Assessment of Writing Development: The 2 ways of assessing a students writing development are Rubrics and Portfolio assessment. ? Rubrics are tools teachers and students use to evaluate and classify writing, whether individual pieces or portfolios. They identify and articulate what is being evaluated in the writing, and offer descriptors to classify writing into certain categories (1-5, for instance, or A-F). Narrative rubrics and chart rubrics are the two most common forms (UNL|FLWI, 2008). ? Portfolio assessment is the collection of students work over time reflecting their progress, efforts and achievements and teachers based it on the following items: students Projects, surveys, reports and units from reading and writing Favorite poems, songs, letters, and comments, Interesting thoughts to remember, Finished samples that illustrate wide writing, Examples of writing across the curriculum, Literature extensions, Student record of books read and attempted, Audio tape of reading, Writing responses to literary components, Writing that shows growth in usage of traits, Samples in which ideas are modified from first draft to final product, Unedited first draft, Revised first draft, Evidence of effort, Self-evaluations, Writing that illustrates evidence of topic generation (Hurst, 2009). Assessment of Grammar Skills: You can informally assess childrens grammar skills by: ? Reviewing childrens work on relevant pages in their Student Books, handwriting sentences they copied during Daily Routines, and especially their own independent Quick Writing. ? Another method is by formal graded assessments such as quizzes, selected homework activities, and in-class tests (Porter and vanDommelen, 2005). Assessment of Spelling Skills: The two ways of assessing the students spelling skills are observation and analysis of the work samples. ? Observation can be done in the classroom by observing the students as they write and as they try to use words that are beyond their ability level. It is important that observation be supplemented later with the students work samples and it should be done in a systematic way. ? Analysis of the work samples is an assessment of students spelling ability from examination of samples of their unaided writing (Westwood, 2008). These samples can be taken from students exercise books, test papers, and language arts portfolios (Fiderer as cited in Westwood, 2008). THE SPELLING PATTERNS: 1. Blends: are 2 or 3 letters combined to form a distinct spelling sound. Examples are : -br- in brown and break and -fr- in fry and freeze 2. Digraph: A group of two successive letters whose phonetic value is a single sound. For example, EA in BREAD, CH in CHAT, or NG in SING. 3. Diphthong: the union of two vowels, pronounced by a single impulse of the voice; as, ea in beat, ou in sound. 4. R-controlled vowels: When a vowel is followed by an r, it makes a special sound. These are called r-controlled vowels, or r-colored vowels. Examples are /ar/ sound as in car, /er/ sound as in butter. 5. Long vowel: a sound which is the same as, or very similar to the letter name of one of the vowels. Examples are /a/ as in gate, /e/ as in need. 6. Short vowel: Are vowels of shorter duration. Examples are short /a/ as in bat, short /e/ as in bet. 7. Contraction: is a word made up from a verb and another word where an apostrophe takes the place of any letters that are left out. It can be positive contraction or negative contraction. Examples are: arent are not and heres here is. CUING SYSTEM: 1. Semantics — the study of the development and changes of the meanings of speech forms. Semantics is also a study of the process by which meaning is derived from symbols, signs, text, and other meaning-bearing forms. 2. Syntax — the conventions and rules for assembling words into meaningful sentences; syntax varies across languages. 3. Graphophonic — Refers to the sound relationship between the orthography (symbols) and phonology (sounds) of a language. 4. Phonological awareness — The understanding that speech is composed of sub-parts sentences are comprised of words, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further broken down to phonemes. Cuing Strategies â€Å"Used by effective readers to figure out unfamiliar words and to make meaning, cuing strategies include knowledge of syntax, semantics, words and word meaning, and graphophonics (letter/sound associations). Teachers can guide students to use cuing strategies by reminding them to ask themselves, did it sound right? Did it make sense? Did the word look right? † (Teacher Resources, 2002). References Advice for Teachers: Assessing Student Writing. UNL | FLWI. 2008. 03 Apr. 2009 http://flwi. unl. edu/advice/studentwriting. html#suggestions. Porter, Patricia, and Deborah VanDommelen. Integrating Assessment with Grammar-for-Writing Instruction. CATESOL: California Teachers of English to Speakers of Other Languages. 2005. 03 Apr. 2009 http://www. catesol. org/Porter_vanDommelen. pdf. Hurst, Carol Otis. Portfolio Assessment in the Reading-Writing Classroom. Carol Hursts Childrens Literature Site Reviews and teaching ideas for kids books. 03 Apr. 2009 http://www. carolhurst. com/profsubjects/portfolioassess. html. Westwood, Peter. What Teachers Need to Know about Spelling. Aust Council for Ed Research, 2008. Teaching Reading: Lens on Literacy. Teacher Professional Development and Teacher Resources by Annenberg Media. 2002. http://www. learner. org/libraries/readingk2/front/otherterms. html.

Learning from My Father :: Personal Narrative Essays

Learning from My Father My father has a rare autoimmune neuro-muscular disease which is similar to Lou Gehrig's disease (ALS). He had been having some muscular problems on and off for several years. He began losing strength in his legs and, to a lesser degree, in his arms. My Dad worked in a hospital intensive care unit and was on the go a lot at work. Suddenly, in October 1995, he had to stop working. After seeing several different doctors in different cities and having what seemed to be a zillion different tests, the auto-immune diagnosis was reached. We knew that Dad had some medical problems but we had always been told that they were not debilitating. When he had to stop working, it was a real jolt to all of us. My Mom told us that Dad had worked since he was fifteen years old. He even worked full time while he was in Bible School in 1986. He was stopped in his tracks by the diagnosis when he had just begun taking courses at Syracuse University. My Dad still keeps going and does as much as he can. Sometimes I think he does too much and sometimes I think he gets stubborn when he is told to slow down or to rest. Even though he is classified as "disabled," he tries to keep that label from complicating his life. He views himself as still being able to do things - just in a manner that might be different from how most people might do the same task. When he had to stop working and then received the auto-immune diagnosis, it was pretty hard to accept. My Dad had always been pretty active and now he had to cope with a condition that will one day overcome him. For the first year or so, my Mom and I slept very little because we were afraid that Dad would stop breathing while he was asleep, and die. Whenever he wanted to do something, I thought that he might need help and I was always right there for him. I have since learned that Dad can still do many things by himself. I don't think that Dad has really learned his limitations yet but Mom and I are there to help him. Dad can't be left alone because he has some problems with his balance at times.

Departments of Culture Essay

January 2009 was highlighted by delivering of long awaited the interim report â€Å"Digital Britain† issued by British Government. Summarizing the ideas expressed by Lord Carter, there is a need to underline that one of the main report’s strategies is focused on 2 megabit per second broadband connection establishing â€Å"in every British house† and weakening of BT’s obligations (USO). The report is definitely constructive due to its context; however it experiences the lack of details in the important fields. For example, in the sphere of funding, Lord Carter skipped the argumentations to minimum (Carter, 2009). The presentation of telecom sphere as a survivor at the time of economic slowdown is one of the strongest and the most attractive ideas. The presentation is followed by twenty two recommendations for modernization and industry upgrade provided. The demand for comprehensive and genius reconstruction reform for Digital Britain appeals throughout the text of report. Despite this fact, I’ve got an opinion that demanding for such crucially important changes; Lord Carter hasn’t the desire to open the secret how the process should look like. The innovations’ line offered within interim report envisages the utilization of BT’s duties on universal access to phone lines with shared obligation for broadband providing. It’s a chance for mobile operators to get the better role in providing everyone with broadband access. Certainly these changes need the new respectful law to regulate the rights and obligations of providers at all levels. This is quite new approach to the law of copyrighting, so the additional consultations among distributors and rights holders are to be organized. Building of Financially Healthy Environment for British Digital Network Modernization Nowadays, when Britain suffers from the severe recession’s circumstances the basis for economy development and support in the tomorrow competitive world is necessary. Long ago, railways and roads became such sort of instrument for Britain. Today, broadband network has all features to become the basis for new economic environment building and support. It can provide the opportunity for British Government to step aside from financial sector and open the new door. In order to receive a positive outcome tomorrow the investments in the sphere upgrading and modernization are ought to be done today. Comparing with the rest of European Community Britain stays two steps behind in this progress. The close neighbours such as Ireland and Portuguesa have already made additional investments in rollout projects in the sphere and the tenders were announced accordingly. Ideally, the actions need to follow just after Stephen Carter’s constructive report has been issued. Practically, there will be several more reports to follow across the Departments of Business, Enterprise and Regulatory Reform, as well as the Departments of Culture, Sport & Media. There is a high risk at current stage to bury the reconstructive offer in follow up reports and consultations instead of real time actions. Actions to be taken – their impact on modernization process The obvious value of report for modernization and upgrade changes and their implementation is approved and acknowledged by issuing the new Wireless Spectrum Modernization Program. This program allows resolving the disputes between mobile operators and finding the compromise for mobile broadcasting with further activities development start approximately in the beginning of summer, year 2009. Spectrum modernization is crucially important for USO (Universal Service Obligation) issues resolving. Stephen Carter stresses on the level of attention to be paid to current problem today and the required steps on its resolving and upgrading to the next level, which should be competitive up to EU services standards. Modernization and upgrade of British Government digital policy isn’t possible without taking into consideration every announced objective published by Lord Carter in interim report. The mentioned objectives are focused on the overall UK digital network modernization along with attraction of additional investments in the sphere. The content that is going to be chosen should be beneficial and interesting for the major part of UK citizens. Modernization of UK digital network isn’t possible without unification of all broadband services delivered throughout the UK within the enhancement of quality of delivered services.

Love: An Inexpressible and Indescribable Feeling

Love is an indescribable and inexpressible feeling. It can affect a person to the point of recklessness. Once a soul has realized its counterpart in another, the effects can cause one to surrender themselves completely. Judgment becomes clouded and rationality no longer exists. In the end, all that remains is pure, indefinable emotion. This emotion is what fuels the person. Love is why almost everybody on Earth looks forward to tomorrow. Those who lack it will try to look for it. Those who have it, will work themselves to the bone Just for the ones they love.It is the best possible feeling Christopher Final Essay Love is an inexpressible and indescribable feeling. It can affect a person to the point of recklessness. Once a soul has recognized its counterpart in another, the effects can cause one to surrender themselves completely. Judgment becomes clouded and rationality no longer exists. In the end, all that remains is pure, indefinable emotion. This indefinable emotion is what fuel s the person. Love is the reason why almost everybody on Earth looks forward to tomorrow. Those who do not have it, tries to look for it.Those who have it, will work themselves to the bone Just for the ones they love. It is the best possible feeling one could ever feel. While love seems like a splendid thing, it also has its flaws. The most well-known negative thing that comes along with love is Jealousy. Jealousy is a special form of emotive Kim k unemotional anxiety, which occurs due to the lack of a sense of security in relation to the one who is loved. The Jealousy directed to a third party, I. E. , the competitor who is perceived as the rival for the affection of the person who is loved.Jealousy is n emotion having components of both anger and fear commonly found in children. It originates from the lack of a sense of security for the affections of one who is loved and more attended to. The play, A Midnight Summer's Dream is about several couples in love and the problems that ca use relationships to crumble like dominoes, one after another. Shakespeare is mainly focusing on the crazy things that people do when they are in love. People tend to break the shackles of normalcy and common sense and do things for their own madness.In the play, A Midnight Summer's Dream, Shakespeare uses the shifting of the peoples' personalities to emphasize what love could do to people. As a person falls deeper in love, he or she becomes blind to things that happen around them and could care less about anything else except their own love affairs. Shakespeare portrays this in A Midsummer Night's Dream when Helena accuses Demerits of killing Lessened and asks him if he has killed Lessened. The shift in her personality reveals the interference of love since she starts blaming others groundlessly.Shakespeare uses this to show how people react to problems hat involve love and how foolish their actions are. Another major problem caused by love is rivalry and how easily friendship can be crumbled when it comes to the issue of love. When Hermit enters the scene while Demerits and Lessened are with Helena, Hermit blindly enters and is questioned by Helena because Demerits and Lessened both originally liked Hermit. Therefore, she thinks it is a trick and they are when her close friend is involved. Thus, Helena starts the argument which causes her friendship with Hermit to crumble.Shakespeare is clearly showing the message of owe the common nature of people causes them to make rash decisions and change personalities because of love. People in love will see the world in a different perspective, they become so obsessed with their love to the extent that their world revolves around the person they love. This type of love can cause trouble, especially when deep and intense. This is seen almost every day in real life. For example, heartbroken girlfriends throwing pots down the window and locking their boyfriends out is the first image that comes to mind when thinking of J ealousy.

Mao and Stalin essays

Mao and Stalin essays Through out history the world has seen strong and powerful individuals and revolutionary ideas that have come to have a major affect on a country. Leaders are usually driven by what they see as a desire to create a better and more perfect country. It seems that these leaders appear to have the peoples best interest at heart. But, there is always one tremendous obstacle standing in the way and that is their personal interest. They get so wrapped up in satisfying their egos and operating by harsh methods, they seem to move away from the realization of the goals they first set out to accomplish. Every country on this earth has had the privilege to have at least one great leader at one point or another. When this occurs a country can realize it and take advantage of it in terms of watching the changes that take place and maintain them, or just let the leader slip away not to be heard from again. Without a doubt a great leader will always have an impact on its country whether it is posit ive or negative and it will act as a long lasting example for future generations down the line. Joseph Stalin, of the Soviet Union and Mao Tse-tung, of China were great leaders of their time. Mao and Stalin had similar objectives, ideas, and influences on their country. Both leaders believed that Communism was the ideal system for their countries. Mao and Stalin were both very much aware of their countries economic and industrial needs. They both believed that to achieve a strong economic structure peasants must be empowered and have total control. But, there is a big difference as to how they both went about these ventures. Joseph Stalin simply wanted a rapid development of industry in the Soviet Union. It seems that he was constantly observing the more powerful and capitalist countries outside of the Soviet Union. He took notice of how economically and technologically advanced countries like Germany and France were and how much his country wa...

Expressing Quantity in English for Large Amounts

Expressing Quantity in English for Large Amounts There are many expressions used to express large amounts in English. In general, much and many are the standard quantifiers used to express large quantities. The Basics Much is used with uncountable nouns: There is much interest in learning English around the world.How much money do you have?There isnt much butter left in the refrigerator. Many is used with countable nouns: There are many people who use the computer every day.How many students live close to the school?There arent many books on that shelf. The following expressions are often used in place of much and many, especially in positive sentences. a lot oflots ofplenty ofa great deal ofa large number ofthe majority of These expressions can are combined with of in the sense of most, many or much. A lot of people enjoy listening to jazz.A great deal of time is spent understanding these issues. Note that much, most and many does NOT take of. Most people enjoy listening to some type of music. (NOT: Most of people...)Much time is spent understanding math. (NOT: Much of time is spent ...) Formal/Informal A lot of/lots of/plenty of are generally used in informal situations: There will be a lot of food at the party.Theres plenty of time to finish your homework. A large amount of/a great deal of/a large number of/a majority of are used in more formal situations, such as written business English and presentations. There is a great deal of pressure to finish this project on time.There are a large number of individuals who prefer to do banking online. Countable/Uncountable A lot of/lots of/plenty of are used with both countable and uncountable nouns. Theres a lot of juice in this jug.There are plenty of opportunities to learn online.There are lots of people who like chess. A large amount of/a great deal of are used with uncountable nouns such as water, money, time, etc. Theres a large amount of work to be done on this project.There isnt a great deal of time to finish this report. A large number of/a the majority of are used with countable nouns such as people, students, investors, etc. The majority of investors are interested in low-risk opportunities.A large number of our pupils continue their studies at university.

Critically evaluate Rene Descartes's claim that the mind is not a part Essay

Critically evaluate Rene Descartes's claim that the mind is not a part of the physical world. Could modern science help settl - Essay Example This essay critically evaluates Descartes’s claim that the mind is not a part of the physical world. It also includes a brief analysis of the response of modern science to this classical assumption. A Cartesian Perspective of the Mind Descartes believes that the tendency to associate sensible features with bodies is a mistake developed during childhood. During these early years individuals acquire the belief that the physical world is strongly connected to their sensations, or that it has the types of attributes it seems to possess in sense perception, both sensible and automatic. But indeed, he argues, bodies possess only automatic attributes, such as motion, size, and shape, and people’s perception of sensible attributes are brought about by formation of these attributes (Wilson, 2003). Challenging the simple perception of the physical world is a major objective of the Meditations. The movement against faith in the senses, and specifically against the belief that bodi es are the same as sensations, is an important instrument in realising this objective, because Descartes believes the simple understanding of the physical world is mostly rooted in the notion that bodies are the same as people’s sensations (Morton, 2010). Descartes started his pursuit of truth by using his newly developed method of inquiry. His method used intense scepticism—all ideas that are doubtful were disregarded, including ancient wisdom taught by scholasticism. More critically, Descartes also doubted ideas coming from the senses because â€Å"from time to time I have found that the senses deceive, and it is prudent never to trust completely those who have deceived us even once† (Wilson, 2003, p. 37). Evidently this argument encouraged questioning much of the established knowledge, and eliminating them as potential groundwork of thought. All ideas of the physical world might be untrue, since knowledge of them arises from the untrustworthy senses. Moreover , the presence of the physical body was questioned based on the same justification (Engel & Soldan, 2007, p. 334): â€Å"I shall consider myself as not having hands or eyes, or flesh, or blood or senses, but as falsely believing that I have all these things†. Descartes afterward thought that in order to doubt, he should exist as a ‘thinking’ being: â€Å"I must finally conclude that this proposition, I am, I exist, is necessarily true whenever it is put forward by me or conceived in my mind† (Christofidou, 2013, p. 41). And then he defines a ‘thinking’ being as â€Å"a thing that doubts, understands, affirms, denies, is willing, is unwilling, and also imagines and has sensory perceptions† (Morton, 2010, p. 81). This series of arguments led him to his concluding point: the mind is not part of the physical w

Asian Indians Community of US Personal Statement

Asian Indians Community of US - Personal Statement Example Then, there are other Hindu important festivals Holi, Durga Pooja, Ganesh Chathuri which I celebrate with the rest of Hindu community while Christmas, Id, Easter, Hanukkah etc with the global community that resides in United States. But it is difficult at times, when we face discrimination at work place or called with funny names for our complexion, accent etc. However, these discriminatory acts were rare before 9/11 and even after the terrorist attacks on Twin Towers; we haven't been victim of any serious racism or prejudice compared to what our fore parents encountered when they moved first to the United States in early 1900s. The history of my community, Asian Indians, goes back to early 20th century when the first group of Indians from the province of Punjab arrived in America and worked as millers and farmers in California and Washington. They were mainly "Sikhs"-followers of Sikhism, a religion originated by Guru Nanak. They faced much difficulties and racist attacks because of their illiteracy and poor English-speaking skills. Associations such as Asiatic Exclusion League made serious efforts to prevent further immigration and property ownership of Indians.( Vinay Lal, 1999) The Sikhs were followed by large number of Indian students who demanded Indian independence overtly. They even formed their own political party to promote and forward their political ideas and demand for Independence. However, America who was strong and old ally of British, saw it as conspiracy of the Germany to overrule the British power in India-a colony within the British Empire. Thus organized attacks were made on these Indian students and successful prosecution of Indians took place. To add to the woes of Indian community, in 1923 the Supreme Court of United States ruled that Indians were ineligible for citizenship of the United States and that citizenship was only reserved for "whites" with European origins. They were also subjected to the Alien Land Law which prevented them from owning and leasing land and forced them to transfer their lands to the white Americans. As a result, the number of Indians sharply dropped from 10,000 in 1914 to 1,476 in 1940 in California alone.(Vinay Lal, 1999) But different Indian organization in America continued to fight for their rights to immigration and naturalization. By 1946, President Truman returned the right to immigrate and naturalize through Luce-Celler Act 1946. ("Indian American") After that, Indians actively participated in politics fighting for the end of British power in India. The most prominent among these politicians was Dalip Singh Saund who was also elected for US House of Representatives from California in 1956 and was also reelected for a 2nd and 3rd term. ("Indian American") Soon the number of Asian Indians grew well above 175000 (1975) and they demanded for minority status within American population. The Census Bureau declared them as a new category of minority group known as "Asian Indians". However, the conditions and performance of the existing Indian community wasn't impressive, to say the least. Unemployment and poverty was prevalent with most Indian employed for odd jobs as taxi drivers, gas-stations workers

Module 4 BHS427 Health Care Finance Cost of Capital (CASE) Essay

Module 4 BHS427 Health Care Finance Cost of Capital (CASE) - Essay Example Despite being highly criticized, CAPM is commonly used by investors and managers, possibly due to its sundry advantages over other models. By using systematic risk only, CAPM tends to be not only more realistic but also simpler by eliminating the unsystematic risk. Remarkably, the relationship between the market risk and expected rate of return is easily shown by the Security Market Line. Secondly, in addition to being empirically testable, CAPM compares the particular investments level of risk to the stock market risk unlike DGM. Moreover, CAPM overcomes WACC’s assumption that investment has no influence on financial risk hence making it better in project appraisal. Conversely, CAPM’s assumptions make it less viable in reality. In project appraisal, the use of a single-period time zone contradicts the nature major real investments, which cut across periods. Moreover, it’s unrealistic to assume a constant beta for the periods as market conditions keep on fluctuating. Again, CAPM faces a problem in assigning values to the variables in the model. None of the variables is constant, with some such as yield on government debt (used to estimate risk free rate of return) changing on daily basis. Dolde et al (2012) research was aimed at determining whether the two factors international CAPM (2F-ICAPM) gives a different cost of capital compared to the domestic CAPM mostly used by US companies. Pre-studies had shown that the single global CAPM generated costs of equity not significantly different from the domestic CAPM despite the former model’s theoretical superiority, hence explaining why managers had not shifted from the domestic CAPM. To formulate the2F-ICAPM, Dolde et al incorporated the world market Index and currency index for chief currencies all expressed in US dollars, making this model theoretically superior to both

A study into Reflection and the factors it achieves

A study into Reflection and the factors it achieves According to Fish and Twinn (1997) reflection can be defined as systematic, decisive and inspired thinking regarding certain act with the purpose of understanding its roots and procedures. According to Fish and Twin (1997), reflection has three stages- The learning opportunity The collection of information and critical analysis The changed prospective ( Spalding, 1988) So from the stated definition it can be presumed that reflection is a daily process where we reflect as a person in order to face everyday problems and situations. In other words it can be said as moveable processing of beliefs and judgments regarding an incident. So the reflection can be presented as: Considerate reflection (Tickle, 1994) Learning from What is reflection?Experience (Spalding, 1998) Systematic, decisive and inspired thinking (Fish and Twinn, 1997) So the purposes of the Reflective analysis report is to identify gaps between the learning and skills, to analyze multifaceted and testing situations, to analyze the group dynamism and inspect the technique we normally use for decision making. (Bolton, 2001) In order to translate the personal reflection in to formal procedure, Kolbs (1984) reflective practice can be discussed. Experience Action Conceptualization Reflection Figure- Kolbs cycle of reflective practice (Taken from Experimental learning, prentice Hall) Action Here in this applied management project the main action from my point of view is to review the literature on market segment from a consumer managers prospective. Another mentionable action is the analysis and discussion part where I need to analysis the effects of new technology on market segmentation. Experience In case of completing this applied management project, the challenges I face are a lifelong experience to me. This applied management project is intended to imitate a realistic business situation, giving me the opportunity to show my ability in case of using knowledge and expertise obtained through the structure of the program. Through this applied management process I have successfully able to carry forward the learning of realistic business scenario in to the academic field. In addition I have also learned to underline the relationship among the variables of the program by synthesising and discovering new areas in details. Reflection In the academic prospective the true reflection of this project will come when I will receive grades for this module. But the important point for me is the reflection in my career. That means how this project will help me to advance forward to face the challenges offered by the corporate world. Conceptualization My overall impression regarding the writing of this applied management project is that this project will make me stronger and completive before I confront with the corporate world. Chapter-2 Recollection of Experience In order to demonstrate the experience I have faced in case of completing this applied management project, I would like use Gibbs (1998) cycle. Descriptions (What Happens?) Action plan (If it arose again what you will do?) Feelings (What were the feelings?) Evaluation (What was good and bad regarding the experience?) Conclusion Description (What sense can you make of the situation?) Figure- Gibbs (1998) reflective cycle (Taken from A guide to teaching and learning methods, Oxford Brookes University) Stage-1 Description of the event As a part of the post graduate course Msc in Marketing and Business Management I was asked to ask to complete an applied management project as my final module of the masters program. My project topic is on market segmentation and the effects of new technology into its effectiveness. As a part of this event, University authorities organized a whole week of tutor support sessions where topics such as plagiarism and Turnitin UK, discussion regarding the subject matter of reflection report and relevant information for referencing were discussed. That whole week of support session is worked as introductory pillar for this project. Satge-2 Feelings Before the tutor support session, I was very nervous about the applied management project. As I have never done this types of project in my previous academic events. In fact the system of study I have faced in UK is very new to me and that was adding the pressure even more. But after that particular session where the full guide lines about the project was given, I felt relatively relaxed and confident of how I should approach this project. Stage-3 Evaluation After the tutor support sessions I formally started to plan about how to approach this project. At that point of time, I have two and half months in my hand to complete this project. First thing I have done was to prepare the notes about the lecture given at that study session. After that I prepared notes on daily basis. But one bad experience I have felt that when I heard that no formal tutor supports will be given after that particular event. Finally my over all experience at that time was very effective in case of completion of this project. Stage-4 Analysis From the beginning I have prepared a plan regarding how to approach this project. As a part of my plan firstly I started collecting journals on daily basis. On the basis of those journals I started making notes regarding the subject matter. I took help of the hand book in order to break down the report into sub-parts. I also estimate the words allocation for each part. After that I started writing my project. So the experience I have gained in case of preparation of this project will be helpful for rest of my career. Stage-5 Conclusion After the successful completion of my report I can conclude that the challenges I have faced in the time of preparation of this project was to relate the articles of several authors to my designated topic. At the time of preparing this project I felt that the primary data such as questionnaire would make this project better. But we were limited to use only researched based secondary data and that is one of the limitation I have found. Stage-6 Action Plan If I am being asked to prepare an applied management project again in future, I will definitely do that particular task in a different way. Because from my point of view, if I do what I have done previously then I will only have what I have already got. So I will try to reflect the experiences I have gained through this particular project. Last but not the least, from my point of view the reflection cycle will be the same in case of the second task but the approaches, feelings, evaluation and analysis of that reflection will be more mature, as I will have the experiences of writing a reflective report before. Chapter-3 Personal feelings and learning from the experience In order to exhibit by my learning experience at different stages I would like to use Kolbs and Frys (1996) experimental learning cycle. Concrete Experience Observation And Reflection Testing in new Situations Forming Abstract Concepts Figure- Kolbs and Frys experimental learning cycle (Taken form Experimental learning: experience at source of learning and development, prentice-Hall) The four stage of learning will demonstrate how my learning experience converted to reflection in the time of completing this applied management project. The first stage concrete experience gives the learners opportunity to learn at the field level (Kolb, 1996) my learning at the tutor support session was a concrete experience for me. As according to the requirement of our applied management project, we dont need to do any primary research at the field level. From my point of view that was a missed opportunity of gaining concrete experience. The second stage concentrates on Observation and Reflection where a learner seriously considers and remembers about the experience gained at the first stage. (Kolb, 1996) According to my learning cycle, the period when I started to take the notes, regarding what happened to the tutor support session was the observation and reflection period. According to Kolb (1996), the third stage is Abstract conceptualization where learners try to build a mode l or theory based on the observations made at the previous level. With no difference with other learners I have also gone through this stage. The time when I built a format of this applied management project based on the observations made during and after the tutor support period. On that session I also identified sub-sections of the project. At the final stage of Kolbs (1996) learning cycle (Active experimentation), learners try to test the model and plan for upcoming events. In case of my scenario, the period where I was implementing the observations made at the earlier stages and time when I started thinking about this particular reflective report was the stage of active experimentation to me. Chapter-4 Group dynamics and learning from the experience According to dictionary.bnet.com, group dynamics can be referred as communication and interpersonal relationship among the group members. Basically it gives the direction, in which a group is formed and functioned. Although this applied management project is an individual task, but in order to facilitate our work we were formed in a group initially by the module coordinator. In order of develop an effective group there are certain stages. (Tuckman, 1965) they are- Forming Storming Norming Performing Adjourning Figure- stages of group development (Taken from Management and Organizational Behaviour, 7th edition, p-532) Forming- This is the first stage when number individuals are bring together for the initial formation of our group. In case of our group, the stages of forming the group took place in the middle part of the tutors support session before we were handed out the AMP project. Storming- In the second stage of group development, the members of the group let themselves know about each other and it is better for any group to give their opinions regarding any particular subject matter. The first storming session for our group held on the last three days of that particular session when students have the accessibility of taking helps from several tutor. On the first day of our meeting we formally get introduced to each other and have general discussion about the project. Norming- This stage of group development involves conflicts and hostility among the group members. As our group members are from three different locations, we have differences in attitudes and norms. In the time of group sessions, we have certain conflicts regarding any particular subject matter but those brainstorming are constructive rather than distractive. Performing- When any group overcome the previous stages of group development successfully, then we can assume that it has developed the structure and cohesiveness to perform. After the general discussion, the first task we allocated to ourselves as group is to collect one journal which relates to our project. Through that activity we formally started performing as group. Adjourning- The final stage of group development was the time when the support session was over. From then we share certain information related to our project through mail and started giving concentration towards writing the project. In order to identify the cohesiveness of our group, factors that are contributing to group performance can be used. Group Size Level of participation in the group Managed Diversity Group Cohesiveness Level of conformity to norms Group Identity Emphasis on goal accomplished Success Figure- Group cohesiveness and performance (Taken form Management and Organizational behaviour, 7th edition, p- 529) Group Size- Our group for this applied management project has consisted of nine members. Five of them including me are Bangladeshi. Two of them from India and rest of the two are from Libya. Managed Diversity- In case of diversity, the more homogenous the group in terms of characteristics such as shared backgrounds, interests, attitudes and values, the more successfully the cohesiveness works. ( Mullins, 2005) In case of our group, the group members are from three different locations and thats why we need to cope up with the diversification factors such shared value. Group Identity Out of nine members of our group five of them including me are Bangladeshi, two of them are Indians and rest of them are from Libya. Success- The more cohesive the group, the more likely to be successful. Success is a big motivational factor in a group. Our main motivation as group is to get good grades in the project from the academic prospective. But from the career point of view the reflection of this group work will be a great lesson for our future career development. Based on those features the following outcomes will come: Level of participation in the group- After the formation of the group, we assign sever task among the group members. All our group members participated equally in the specified task selected by ourselves. For example on the first day of group meetings, we were assigned ourselves to collect a journal each and with the help of those articles we discussed several issues regarding matters related to our topics. Level of conformity to norms- As previously mentioned our group members are from three different locations, we have certain disruptions and conflicts amongst us in regard to certain issues. But those conflicts help each of us as several issues were come out because of those sessions. So although the conformity of our group was low at starting level but we began to jell together as a team as our discussion goes on. Emphasis on goal accomplished- In those group sessions, our main goal was to complete this applied management project on time. But before that we have set certain objectives for our group in order to achieve the main goal. For example we have discussed regarding structure of the project. After that particular group session we focused on our individual task which is to writing the project individually. Chapter- 5 Lessons for future projects Finally from the learning and experience I had in terms of completion of this applied management project, I have generated five lessons which can prove useful for the future projects. Critical Analysis- The first thing I want to mention, after the successful completion of this applied management project, is the analysis abilities. If I wish to do better in such kinds of projects in future, I will need to use the experiences and knowledge gained from this project, so that I can analyse certain issues much more critically and constructively. Synthesis/creativity- After the successful completion of this applied management project, I have understood that creative thinking is very important in case of handling these kinds of project more efficiently. If can synthesise information unconventionally, generate new hypothesis and redefine previous knowledge to develop new ideas, I will able to improve my performance for future group activities and projects. Evaluation of the situation- Another key lesson I have learned through this applied management project is the ability to evaluate certain situation. In order to do well in future projects, I will have to evaluate recent research autonomously, need to use the methodologies appropriately and will have to justify the work of self and others. Enhanced level of confidence- Before the start of this applied management project, I was feeling very nervous regarding the matter of how should I approach this project. But towards end part of this project the lessons I have learned have increased my confidence level to a certain level that will help me in case of handling any future group task or any other individual project. Time consciousness Final lesson I have learned is the time awareness. By completing this project I have learned how I need to utilize the timing factor more effectively. Chapter -6 Conclusion Finally at the end of this reflection report it can be concluded that peoples visualization may vary person to person but its important not to go far away from our main topic. This report is basically the reflection of work that I have done in my main project. Form the word reflection we can presume that it is a middle process of turning experience into learning. (Boyd and Fales, 1983) So form the above definition we can say that reflection is the process through which person can become efficient in one behaviour by repeating the same behaviour again and again or may learned from his previous experiences in order to improve his techniques. Last but not the list, in order to increase generic skills outcomes, presentation and evaluation skills more effectively we need to utilized the concept of reflection in the academic purposes as well as outside the academic field.

Macbeth - Downfall Of Lady Macbeth :: essays research papers

What do you think brought about the downfall of Lady Macbeth? There were several aspects of Shakespeare’s novel ‘Macbeth’ that led to the downfall of Lady Macbeth. The mentality of Lady Macbeth in the play changes dramatically from the wife a Noble General, to an evil aggressive murderer (brought upon by the witches predictions), and finally a woman who had de-graded to such an extent that she took her own life. We are not told an awful amount about Lady Macbeth at the start of the play [prior to her letter from Macbeth about the witches prophecies I.iv], but I thought that Lady Macbeth seemed: as good of a wife as any nobleman’s or officer’s. We see how a vigorous Lady Macbeth; initially in association with the witches’ predictions, at-tempts to mirror their disturbance of gender in psychological terms by desiring to "unsex" herself in order to carry out such a powerful action [murder], otherwise, being impossible for a woman to carry out (no offence or sexism is intended when I state this). Lady Macbeth continues to be a frightening and vicious figure as she becomes full of evil thoughts. This is evident by the context in which she states that she would sacrifice the life of her own infant, if it were her wish or order to do so: "†¦Have plucked my nipple from his boneless gums And dashed the brains out, had I so sworn As you have done this†¦" [I.vii.57-59]. So enraged and overpowered by evil, that her purity and innocence (which is part of a woman) had all but depleted, and consequently she also lost her will to control herself and her sanity (sanity-later on in the deterioration of Lady Macbeth's character). She came to a point where evil pushed her to certain lengths such as committing the heinous act of regicide; killing her loyal and innocent king, king Duncan. At one stage I believed that it was as if she was given the supernatural strength of a warrior or a Knight to commit such an act. Her feminisms had all but been ripped out, being replaced with a heart of stone. She could only have acquired such forces when she wished for them [via evil forces]: "Come, you Spirits That tend on mortal thoughts, unsex me here, And fill me, from the crown (crown-she already pic-tures herself with a crown alofted on her royal

Dramatic devices and events used by Miller Essay

‘You’re the Devil’s man! ‘ When Mary finally buckles under the weight of Abigail’s power over her and her intelligent reaction to the situation- the accusation against Mary of witching her, she blames Proctor of witchcraft, thus condemning the whole of Salem to madness, and taking away the lives of Proctor and many other innocents. This event marks the end of any possibility of sanity in Salem, and is ruinous for the once peaceful town. The other accusation in this act is the blame placed on Abigail by Proctor that Abigail is a whore. Even though it would seem the most far-fetched and outrageous claim made in this act, it is the only truthful one. The court’s ‘justice’ fails to grasp this concept though, so the lies win the struggle once again. Act 3 holds the best chance Salem has had of being released from the hysteria and madness that has accumulated and multiplied, feeding upon the accusations and lies that have been propagated, but this glimmer of hope is extinguished, and the truth is once again suppressed and shunned. The truth of the girls’ fraud is suppressed. From the very beginning, when Proctor first speaks out against the court, Danforth’s questioning techniques attempt to intimidate Proctor, thus trying to suppress the truth, because his dialogue is imposing, inflexible and intimidating, thus preventing the one person who holds the key to the release of Salem, the one person who knows and can tell the truth, from doing so. ‘If I must answer that, I will leave and not come back again. ‘ The other character key to suppressing the truth is Abigail, because she is harnessing the power of the witch trials to eliminate Elizabeth, to clear the path to her lust for Proctor, she also has an intimidating dialogue, because hers is indignant, and at times, even threatening, cleverly making out that she is innocent. She acts the part of a girl who is shocked and indignant at the charge against her, making the charge seem entirely false, when in reality it is completely accurate. She pretends to be indignant at the questions, to avoid answering the questions that Danforth poses to her, and even threatens to leave the court, showing her growing power over the adults in Salem. She also keeps looking at Mary, and uses the apparitions of the yellow bird and the icy wind, to force Mary back to her side, once again suppressing the truth from one character that could be the end of the lies. She chatters her teeth and shakes, to make the apparitions seem even more realistic. There are also events in Act 3 that also show the suppression of the truth, such as Danforth and Hathorne questioning Proctor to try to suppress the truth. In order to try to dispose of the threat that Proctor begins to pose in Act 3, Danforth and Hathorne exercise their power to invade his privacy. Even though Proctor has not yet been formally accused of witchcraft, Danforth and Hathorne, like Hale earlier, question him about his Christian morals as though he were already on trial. They hope to find in his character even the slightest deviation from Christian doctrine because they would then be able to cast him as an enemy of religion. Once thus labelled, Proctor would have virtually no chance of anyone in God-fearing Salem intervening on his behalf, therefore suppressing the truth. The court created for the witch trials was commonly believed by the villagers to be created by God. Therefore the upholding of this court becomes essential to the maintenance of social order in Salem. There is a big decision to be made by the judges in this act- to maintain social order and suppress individuals’ freedom, or to submit to the truth, thus condemning Salem to chaos and their reputation to breakdown. Some dramatic devices in this act are used to emphasise the issue of the decision between maintenance of social order or the truth. When Judge Danforth enters, the rest of the characters including Cheever and Parris trail him. This positioning of characters emphasises the authority that Danforth possesses. On his appearance, silence falls, again showing his power and authority as high judge of the court. He has the power to suppress the truth or to give justice, to take away the lives of innocents, or to heal Salem of the wounds it has suffered. ‘Let you consider it then. ‘ When Hale says this sentence, the room falls silent as Proctor hands Danforth the warrant. This is a dramatic climax, when Danforth is considering Proctor’s evidence. This is a fulcrum, where the verdict could go either way-where social order could be maintained, or Proctor’s individual freedom could be granted. The silence is broken only by Mary’s sob, showing the importance of this moment. ‘I have evidence for the court!†¦ we have proof for your eyes’ The desperate attempt by Giles, Proctor and Francis to save their respective wives exposes the extent to which the trials have become about specific individuals and institutions struggling to maintain power and authority-social order versus individual freedom. Danforth and Hathorne do not want to admit publicly that they were deceived by a group of girls, while Parris does not want the trials to end as a fraud because the scandal of having a lying daughter and niece would end his career in Salem. Because of this, Danforth react to Proctor’s claims by accusing him of trying to undermine the court, which, in theocratic Salem, is tantamount to undermining God himself. The issue that you’re one’s name is important to one, and that some are willing to die for it. There are many contextual links and quotes, from plays, books and even the bible, stating that name is important to a man. ‘Good name in man and women, dear my lord, is the immediate jewel of their souls; who steals my purse steals trash; ’tis his, and has been slave to thousands; but he that filches from me my good name robs me of that which not enriches him, and makes me poor indeed’ This quote form the play ‘Othello’ by Shakespeare shows that a name is important to a man, more important than his money or possessions. ‘I quit this court! ‘ The stage direction of Hale slamming the door after quitting the court from which he was part of, ruins his good name and relinquishes the power he held, because he realises the injustice and lies that are holding the court up. ‘Their bodies are buried in peace, but their name shall liveth for evermore. ‘ This quote from the bible, of St Matthew, Chapter 44, verse 9 says that if someone is dead, but has not left a name behind them, it means that they have not sinned and their name shall live on forever. Giles acted upon the same principle in this act-‘I cannot give you his name. ‘ Giles refuses to name someone else just so he can keep his own life, and dies for the cause. Proctor in this act also does not defile his name, because he does not confess to witchcraft when prompted, so is thrown in jail with a death sentence. He instead speaks the truth-that Salem has ‘pulled down heaven and raised up a whore. ‘ In conclusion, in Act 3 of the crucible, Miller uses dramatic devices and events to highlight the key issues of the play, and, indeed, of the time, highlighting the problems and issues with Puritanism and the way of life in those days, and highlights the paranoia and hysteria that flourished in Salem at the time. He realises the irony of the trials, that they were supposed to be God’s will, but people were in fact using religion to their own ends. By Luke Worley (9T) 2915 words. 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Commandment Relation to Christ-like Love Essay

The commandment I choose which displays three types of Christ-like love is the 8th commandment, â€Å"Thou shall not steal†. The first type of Christ-like love that the commandment â€Å"Thou shall not steal† displays is desiring what is the best for others. Stealing is something that is very wrong. For example, if someone is angry at someone, they might express their anger by stealing their belongings. This is not right. Someone can just approach the person they are angry at, and tell them how they feel about the situation. This is much better for others instead of stealing. The second type of Christ-like love that the commandment â€Å"Thou shall not steal† displays is that it is an emotion and decision. Stealing is a decision that is made when people go through various types of emotions. Some emotions include anger, frustration, mad, stressed, etc. When someone feels like this, they might feel like stealing someone’s belongings . By making the decision not to steal, it will make someone feel a different type of emotion. They will feel proud because they know that they are doing the right decision instead of doing something bad. Nevertheless, this is why the commandment â€Å"Thou shall not steal † is an emotion and decision. The third type of Christ-like love that the commandment â€Å"Thou shall not steal† displays is walking away from harm. Depending on what is stolen, it can be considered a crime. Nevertheless, anytime of stealing is wrong, no matter how valuable the item is. For example, if someone stole a top from The Gap store, it is considered a crime. In addition to this wrong crime, if someone steals a pencil from a teacher’s desk it is just as wrong. Even though the pencil isn’t as valuable as a top, any type of stealing causes harm. When walking away from this, it saves harm for both the stealer and the victim. Both people will not be involved in any type of stealing situation when showing the Christ-like love of walking away from harm.