The Issue Of Refugees Of The United States - 809 Words

Eduardo Machado, Anna-Charlotte Intindola, Joseph D Alessio, Ashley Thomas U.S. History I Honors Mr. Dwyer 20 November 2015 Congresstional A thought regarding the recent attacks in Paris, France: 129 people were killed by Middle Eastern extremists, and 433 others were rushed to the hospital, critically injured. The refugees residing in France come from countries in states of civil war, turmoil and great danger. Similar situations occur in the United States, the issue of refugees is extremely controversial. American citizens can all agree that growing up in the United States has taught us to stand united and have pride in our nation, but are we truly united? It appears not concerning fugitives in our country. To achieve progress in our country today, modern politicians need to overcome the Congressional Gridlock and arrive at a decision. It is apparent that the age in which we live, given how advanced technology is today, allows for easier and faster communication than what has ever been available for humans. Growing up in an age of advanced technology has exposed us to the conditions and state of unity in other countries. Given this, it is profoundly ironic that Congress, an organized body, would have such difficulty in passing laws based on refugees throughout the nearly eight year tenure of Barack Obama. The continuous debates in Congress over the residence of refugees reveals that America, the country that once was the very definition of unity, is nowShow MoreRelatedWho Should Determine Refugee Policy870 Words   |  4 Pagesfundamental definition of refugees include natural disaster, war, class oppression, national oppression, religious, racial discrimination, change of borders and so on. They were forced to leave their homeland because of some or all of the possible reasons. And the United Stated have been working towards the largest refugee camp in the world due to U.S. policy and diplomacy. After the mid 1970s, a prominent American immigration policy issue facing the problem of refugees, especially after the endRead MoreRefugees Admitting Of Resettlement Processing Essay1426 Words   |  6 Pages Hassan Alnesery English # 101 Essay #2 Refugees Admitting of Resettlement Processing in the United States UNHCR organization affiliated United Nations is dedicated to the protection of refugee. The UNHCR Organization has a duty to find durable solutions to their issues in the several regions in the world. There are three kinds of solutions to the refugees And asylum seekers include; voluntary returnees to their origins of country, reintegration in countries thatRead MoreShould America Take The Risk Of Letting Refugees Into The Country1322 Words   |  6 Pagesat any cost, or have Americans become too comfortable to remember how hard life really can be. With one of the largest refugee crisis happening in the world today, Americans have to face a critical decision. Should America take the risk of letting refugees into the country to help humanity. First, before one can make an informed decision one must understand what a refugee is. According to the American Immigration Council, a refugee is anyone unwilling to return to their country due to fear of persecutionRead MoreShould America Take The Risk Of Letting Refugees Into The Country1330 Words   |  6 Pageshave become too comfortable to understand the trials and tribulation that other countries face. With one of the largest refugee crisis happening in the world today, Americans must face a critical decision. Should America take the risk of letting refugees into the country to help humanity. First, before one can postulate an informed decision one must understand what a refugee is. According to the American Immigration Council, a refugee is anyone unwilling to return to their country due to fear ofRead MoreRefugees Of The Un Refugee Agency1526 Words   |  7 PagesRefugees. There are a large number of them, but what does that mean? Well, according to US Citizen and Immigration Services, refugees are, â€Å"people who have been persecuted or fear they will be persecuted on account of race, religion, nationality, and/or membership in a particular social group or political opinion.† (USCIS, 2015) In other words, they are pushed out of their country for fear of their lives. This then creates the issue of where they end up. According to the UN Refugee Agency, thereRead MoreThe War Is Tearing The Country Of Syria Apart1074 Words   |  5 PagesMore than four million refugees fled to these lands and thousands more fled to other countries. Now in 2015 the refugee count is up to over 4,000,000 refugees along with more refugees crossing in European Union member states (Rogers, Syria: The story of the conflict - BBC News). Now these European countries face the issue of holding more population than the government was designed to provide for. The crisis of the refugees is also beginning to spread to the United States. Michigan is willing toRead MoreRefugee Process Supports Reintegration Chances For Refugees And Asylum Seeker Essay1207 Words   |  5 Pagesresettlement process supports reintegration chances for refugees and asylum seeker and it gives an approach to a sustainable peace-building through their empowerment. There some benefits but despite those things resettlement practices has some challenges as well for refugees and host both countries. Resettlement policy and practices can be analyzed by different context and perspective. In the United States, resettlement policy has become a humanitarian issue which related to human rights and social justiceRead MoreThe United States Federal Government942 Words   |  4 PagesThe United States federal government should limit the influx of refugees into the United States. Currently, three different entities oversee the United States Refugee Admissions Program. These entities are the Bureau of Population, Refugees, and Migration, which falls under the Department of State, The Office of Refugee Resettlement, which is headed up by the Department of Health and Human Services, and select offices within the Department of Homeland Security. U.S. Citizenship and Immigration ServicesRead MoreEconomic and Sociological Perspective on the Book, Outcasts United1716 Words   |  7 PagesOutcasts United from Economic and Sociological Perspective Outcasts United by Warren St. John is a wonderful book about a community of refugees who live in Clarkston, Georgia and their struggles to adapt with foreign environment of the United States. The book tells the stories of refugees that come from different background and countries in which they are connected together by an American- educated Jordanian woman called Luma Mufleh. Despite their difficulties in establishing new identity, theyRead MoreThe Right Of Refugees From The Syrian Civil War1590 Words   |  7 PagesThe right of refugees to be granted refuge in another country has been a major human rights issue of our time. A refugee, according to international refugee law, is â€Å"all of those who flee persecution on the basis of religion, race, nationality, political opinion, or membership in a particular social group† (Goldenziel 2). In this particular case I will examine how Syrian refugees have faced persecution as a result of generalized violence from the Syrian C ivil War. This is the worst humanitarian

Gender Discrimination at Wal-Mart Essay - 1397 Words

Introduction Discrimination continues to run rampant throughout organizations in both the United States and worldwide. The Supreme Court case, Dukes vs. Wal-Mart Stores, Inc., dealt with 1.5 million current and former female Wal-Mart employees that claim that they had been a victim of gender discrimination. The ensuing pages will discuss the specific issues that the plaintiffs encountered, followed by suggestions from a human resource manager’s stand point in rectifying adverse impact within the Wal-Mart organization. Gender Discrimination at Wal-Mart In the case of Dukes vs. Wal-Mart Stores Inc. (Dukes), the court found that there was a lack of significant proof that Wal-Mart had a general policy of discrimination (Schipani,†¦show more content†¦The plaintiffs involved in the Dukes case claimed to have endured sexist comments while receiving lower pay and watching their male counterparts advance at a quicker rate. (Bernardin Russell, 2013). They also claimed that the male dominated departments such as sporting goods, hardware, and garden, generally paid higher wages while offering more opportunities for advancement (Bernardin Russell, 2013). Statistically, women in hourly positions at Wal-Mart make $1,100.00 less annually than male hourly employees, and the salaried gap is $14, 500 a year (Hart, 2006). Researchers have proposed a variety of explanations for systematic gender inequality in the workplace. Cultural benefits, the actions of male employees, the actions of the female emp loyees, and the actions of the employer can contribute to intentional or unintentional gender discrimination (Ngo, Foley, Wong, Loi, 2003). It has also been mentioned that women make less money because their work environment is generally safer than the stereotypical male work environment; childcare, cashiers, and secretary positions as opposed to firefighters, truck drivers and construction workers (Parcheta, Kaifi, Khanfar, 2013). Perhaps the most dominant reasoning for women receiving less pay is the carrying over of biological roles into the workplace. Female employees often take time off to have a family, take care of a family, and are the primary caregiver of said family.Show MoreRelatedCurrent Ethical Issue in Business1476 Words   |  6 Pages Globally, Wal-Mart is the second largest revenue generating company. It is surprising to see so many discriminating issues within the company. Women working for the company are consistently treated unfairly, yet other issues exist. It is as if Wal-Mart has fallen into the negative economic routine. The company is guilty of everyday social discrimination; gender discrimination is just one main focus of our discussion. The affects of gender discrimination affect how women are treatedRead MoreWal-Mart Sex Discrimination Lawsuit1610 Words   |  7 PagesRunning head: WAL-MART SEX DISCRIMINATION LAWSUIT WAL-MART SEX DISCRIMINATION LAWSUIT Largest Case in US History Revives a Longstanding Debate By: Tambra Sullivan Minot State University BADM 537 Human Resource Management August 2011 Abstract The sex discrimination case against Wal-Mart, in which the U.S. Supreme Court handed an important victory to the retail chain on June 20, 2011, revives a longstanding debate: are disparities in the workplace due primarily toRead MoreWal-Mart Unethical Business Practice873 Words   |  4 PagesMANAGEMENT ESSAY WAL-MART UNETHICAL BUSINESS PRACTICE * General Description Wal-Mart is an American company specialized in mass-market retailing, founded by Sam Walton in 1962 in Arkansas. He made it into the leader in discount retailing that is today. In fact, the company is worldwide extended. With 16’389 billion $ of profit, Wal-Mart is the first world company in terms of sales and is considered as the biggest company in the United States. According to PBS, â€Å"Wal-Mart employs more peopleRead MoreWomen vs Walmart1358 Words   |  6 PagesWOMEN VERSE WAL-MART Women Verse Wal-Mart, the Largest Class Action Lawsuit in History Jeremy Banks LEG100 October 31, 2012 Professor, Harden WOMEN VERSE WAL-MART Abstract Women nationwide have joined a class action lawsuit against Wal-Mart. The women are suing based on gender bias. They claim men are promoted faster and receive higher pay. This is especially noticed in the management ranks. The lawsuit could have been avoided with better training within the companyRead MoreWalmart and Its Associates Efficient Operator or Neglectful Employer1479 Words   |  6 PagesSexual Discrimination 4 Dominance Policies 4 Unionisation 5 Wal-Mart: Past and new allegations 5 Conclusion 6 References 7 Introduction: Ethical Issues (Appendix A) Wal-Mart had been criticized for its worst CSR practices which includes low wages for the employees (Karen, 2004). Immoral activity of paying low for more and the overtime works had been held (Karen, 2004) .The quantitative records of designations in the company showed that Wal-Mart had sexual discrimination in its organizationRead MoreEssay about Case Analysis - Walmart Staffing1563 Words   |  7 PagesCase Analysis: Staffing Wal-Mart Stores Wal-Mart has been ranked in the Fortune’s list of the top 100 companies to work for in the United States (Mark, 2003). Wal-Mart had increased their workforce from 1996 to 2001 by almost 50 percent, of which the percentage of women decreased from 67 percent to 64 percent during this time. Wal- Mart had used a hierarchical human resources (HR) structure that consisted of several levels of management, divisions, and regions. â€Å"In 2001, management employeesRead MoreSex Discrimination at Walmart Essay1132 Words   |  5 PagesSex Discrimination at Wal-Mart OMM640 Business Ethics and Social Responsibility Dr.: David Britton May 14, 2012 Betty Dukes along with five other women filled a law suit against Wal-Mart Inc. in 2001 for discrimination against women, denying them their raises and also their promotions. Betty Dukes and the other women hope that they can stand for hundreds of thousands of other women who might have been similarly affected by this type of behavior when they wereRead MoreWal Mart1969 Words   |  6 Pages a. What are the functions of Wal-Mart for society? Wal-Mart is an  American  multinational retail corporation and one of the leading discount department retail stores (Wikipedia).  It is the highest- grossing company in the United States (Fortune 2008a), and is by far one of the most successful companies worldwide. Wal-Mart offers a place to buy the majority of our goods under one roof like electronics, furniture, clothing, pharmacy, sports, food, books etc. Wal-Mart sells good at lower price thanRead MoreDiscrimination in the Workplace1265 Words   |  6 Pages Why does discrimination occur at workplace? There are multiple explanation for the issue. It can be ranged from generational differences, lack of diversity training, absence of good behavior modeling, and many other reasons. In every workplace, it is consists of different cultural, religious, and social backgrounds. There are different perspectives and conversations that take place at the workplace. An individual’s aspect on race, culture, sexual orientations, gender, and political views is disparateRead MoreWorking Like an Elephant Eating Like an Ant Essay1231 Words   |  5 Pagespeople lives. In Up Against Wal-Mart, Karen Olsson describes unacceptable ways by which Wal-Mart treat their employee while Sebastian Mallaby in â€Å"Progressive Wal-Mart. Really† views same company as a savior to the poor and low income families. We can see the pro and con from both sides. Threatening employee from forming union, violation of the equal pay law, zero payment for overtime, paying below the minimum wage, rub Paul to pay Apollo. To see whether the Wal-Mart reaction against its employee

Effective Study Skills and Academic Performance free essay sample

Introduction Effective study skills are necessary for a college student to excel academically. The student must develop these skills in order to retain information learned in the present for their future benefit. Study skills can be a combination of several techniques, including time management, note-taking, self-testing, and test-wiseness, to name a few. There is no one best way to study, therefore, techniques can be tailored to the needs of the student to achieve the most optimal result. However, diagnostic testing is also available to assist students in assessing their weaknesses in their learning behaviors and study habits. Research has shown that effective study skills lead to improved academic performance. The habits that students develop during their college years will remain with them long after graduation and will be reflected in their performance in the workforce. This paper will provide insight into the different techniques that improve study skills, and in turn, improve academic performance. The Merriam – Webster Dictionary defines the word study as the application of the mental faculties to the acquisition of knowledge, which can be in a particular field or to a specific subject. The dictionary then defines skill as the ability to use ones knowledge effectively and readily in execution or performance. A rather general combination of the two terms would yield, learning and motivational strategies considered essential in being successful in college (Tuckman, 2003 page). A more in depth conceptualization of the term is the competence in acquiring, recording, organizing, synthesizing, remembering, and using information and ideas, and are among the skills that can be modified for learners of all ages (Harvey, 1995 page). In other words, study skills are systemized approaches to learning and retaining knowledge to apply to academic and non-academic progression in college and beyond college (White, 2004). Gettinger and Siebert (2002) concluded that effective study skills lead to positive results across multiple academic fields. Research has even shown that study skills yield benefit[s]†¦in areas beyond improving their academic performance (White, 2004, p. 38). Study skills are vital because they help to improve one’s retention of information, aid in strengthening one’s performance in classes and in evaluation, and to assist in applying information in real life or in work setting. Effective study skills can take the form of a range or combination of various learning strategies and techniques. All, when performed properly, increase the possibility of improved academic performance. Additionally, the amount of time spent studying in class can also increase a student’s likelihood to perform better academically. Research shows that it is unclear whether the amount of time spent studying is more important than having effective study habits. While a majority of college students lack the skill sets for effective studying, many researchers argue that it is the time spent studying that will have the greatest effect on performance. One study shows that upon entrance to college, most students are less prepared than their counterparts from decades ago (Nonis and Hudson, 2006). As the demands of college-level work increase, the motivation and time spent studying must also increase to maintain or improve academic performance. However, since 1987, time spent studying outside of class has steadily been on the decline (Higher Education Research Institute, 2003). Surveys taken by college freshmen from 413 of the nation’s colleges showed that only 34 percent of these students spent six or more hours per week studying during their senior year of high school. The assumption was made that study habits were carried forward into college and explain the lack of preparedness for students completing college-level work. In another study of college freshmen, the correlation between time spent outside of class on academic activities and the student’s grade point average was tested and found no evidence proving a direct relationship between the two variables (Nonis Hudson, 2006). In contrast, research was conducted with college students and found a direct relationship between amount of time studied and exam scores (Barbarick and Ippolito 2003). While the amount of time spent studying may have an unproven impact on academic performance, it is very important to acquire good study strategies to enhance the productivity of any time spent studying. According to Adams, Hurst, Petscher, Prevatt, and Proctor (2006), there is a link between study skills and academic success that has been supported by various studies. Although most educational structures are based on the assumption that students possess good study habits, many college students exhibit difficulty with various skills including: note-taking, ability to select main-ideas, test-wiseness, information processing, and self-testing (Kuhn, 1988). Going further, difficulty in school and poor performance on evaluations should not be attributed to lack of ability; but lack of the knowledge and application of these techniques. While students have been expected to possess certain study habits since grade school to complete homework and prepare for evaluations, little class time has been appropriated to cover techniques that enhance these skills. Whether it be a lack of emphasis on these skill sets from teachers or a lack of concern on behalf of students that leads to poor performance, it is essential to understand the proper use of these skills sets before combating other factors. Study skills should first be differentiated from other forms of school learning (Gettinger Seibert, 2002). To begin with, studying requires active involvement by students. Most lectures require listening and receiving of information with little room for processing and regurgitating. Study skills only become effective when a student is actively participating, analyzing, making inferences, and comprehending. Secondly, studying is personalized. Classroom learning is paced by the teacher’s speed and style and is guided by the needs and interaction of multiple students. Effective study skills are tailored to a student’s learning style and preference and should be paced according to a student’s ability to comprehend and apply the information. Finally, study skills require practice. While student’s get only one opportunity to learn a particular lesson in the classroom, effective studying thrives upon the premise that materials should be read and reread, homework should be done and redone, and notes should be written and remembered. Only when these factors are in place will the following techniques prove successful. Four important strategies to enhance the productivity of study time include: note taking, reading textbook material, self-testing, and test-wiseness. Contrary to popular belief, preparation for an exam should not begin when the teacher announces the exam. The importance of note-taking is to highlight certain topics that will likely appear on a future test. Holding consistently to this thought, preparation for an exam should begin when a student first takes the notes or listens to a lecture. Since most college professors use a lecture style of teaching, possessing great note-taking skills is critical to success. Different teachers lecture at different paces, cover different amounts of materials, allow different amounts of discussion time, and vary immensely based on several other variables. Nonetheless, a student must learn to capture the main idea of the lesson within their notes. Rereading notes immediately after class also increases the probability of retaining the information written. Students can then identify topics in the lesson that were unclear and either focus on these when reading the text or consult the teacher or a peer for further clarification (Kiewra, 1989). It is also necessary for students to study their notes throughout the semester. Though many believe that underlining and highlighting enhance memory of concepts, these techniques often include excessive information and eliminate critical components of the lesson. Students should focus, rather, on reading, remember, drawing inferences, and summarizing key points in the notes. These strategies should help embed the information in the student’s long-term memory. Since most information is comprehensive, it is also advisable to re-read notes prior to an upcoming class session and seek help on concepts that are unclear. Many times students fall behind when teachers build upon topics that have been taught but not understood. If a student can understand and remember more material when moving from topic to topic, it will be easier to prepare when an exam is announced. Textbooks are not only supplements to in-class lectures, but they elaborate in detail to concepts that have only been briefly covered during the lecture. In order to capture lecture information better, students should read assigned text materials prior to coming to class. By doing this, a student can gage what is important, organize the information into the concepts outlined in the text, and will find the lecture more meaningful. ( Ormrod, 1995) When reading, the student should pay close attention to the main points and titles within the text. According to Myron Dembo (2000), the uthor of Motivation and Learning Strategies for College Students: A Self-Management Approach, individuals learn best when they recognize or impose patterns of organization on content rather than studying isolated bits and pieces of information. (pg 248) These main ideas will probably be tested. Reading requires active thinking and participation. The reader should summarize material, draw inferences to inform ation the author may have omitted, apply the lesson to real life situations, ask and answer questions, and monitor comprehension of what is being read (Dole, Duffy, Roehler, and Person, 1991). The amount of information understood will determine a student’s ability to analyze and answer contextual, thought-provoking questions on examinations. There are numerous supplementary materials available to students to enhance their learning experience. Besides the library filled with books, there are textbook quizzes and assessments, homework and practice questions, online resources and tutorials, instructor’s handouts, prior exams, and a mass of other alternatives for students. Studying should not be limited to note taking and reading textbook materials. To maximize success, students should use all the resources available. Amongst these listed, self-assessments are most important. After each chapter, most textbooks or online supplements offer quizzes to ensure the information has been comprehended and remembered. By utilizing these resources, a student should be able to identify areas of weakness prior to the real examination. If the student cannot successfully complete these materials, it is highly probably that the student will perform poorly on class examinations. On the other hand, by utilizing these materials, students can maximize their study time and ensure they have effectively studied (McWhorter,1996). Students often perform poorly on examinations due to their inability to focus on material that will be covered on tests. While textbooks and notes hold an abundance of information, students should be able to pinpoint main ideas and major concept and focus the most attention on these concepts. A test-wise student understands certain techniques to successfully perform on exams and completes these steps prior to the examination. First, the student should find information that the teacher stressed heavily in class. Teachers will ften repeat concepts that are of major importance (Dembo, 2000). Secondly, the student must understand these concepts thoroughly and commit the information to memory. Cramming is not an effective study strategy to prepare for college-level examinations (Dembo, 2000). While it may prove successful for tests that require regurgitation of simple questions, students must fully understand the concepts and be prepared to analytically apply them to more complex situatio ns. Effective study skills are essential tools that directly affect a student’s academic performance. It is important for students to develop and utilize wide range of study skills and strategies in order to maximize the learning process needed for the particular material to be studied (Cukras, 2006). Most likely, the most efficient, or simplest, way of acquiring study skills is to enroll in a study skills course. Generally, study skills courses are offered at universities and colleges to equip students with the necessary tools to be able to handle the rigorous course work required by college programs. Research has indicated that there is no one best type of study skill. A study conducted by Grace-Ann Gorga Cukras (2006) at the Bronx Community College supports this statement. Nineteen students enrolled in the Reading and Study Skills Course were selected for the study. In a thirteen-week course, the study processes of encoding, organizing, monitoring, and employing a study plan were taught. Subjects would learn to use the most suitable process based on the text and the assignment (Cukras, 2006). During the course of the study, students were given reading assignments and were evaluated by examinations and review of their study strategy method. The results of the study emphasized the importance of identifying the task before selecting a study strategy, however did not conclude one effective method of studying. A strategic combination of the methods resulted in higher exam scores. The study however, did conclude that the choice of study strategy is also contingent upon the student and their personal preference of study strategy and their learning style: auditory or visual (Cukras, 2006). Another method of acquiring and enhancing study skills is by taking a diagnostic test like the Learning and Study Strategies Inventory, or LASSI. This test is a self-report tool designed to assess 10 areas of study skills and strategies including anxiety, attitude, concentration, information processing, motivation, selecting main ideas, self testing, study aids, test strategies, and time management (Adams et al. , 2006). This test identifies areas where students are strong and weak in their study skills and strategies, which then allows them to identify where improvement is needed. Additionally, Kras, Strand, Smith, and Mathesius (1999), suggest that study skills can evolve and originate in the classroom setting. Instructors can facilitate the learning of study skills in the classroom by focusing on five areas that teach students to take responsibility for studying and learning. These stages are: understanding and using study aids in a textbook, preparation and participation in class, critical thinking, displaying knowledge, and learning for learnings sake (Mathesius et al. , 1999). Effective study skills are an important tool in enhancing academic performance. Enhancing these skills can be acquired through many different avenues. Taking a course, self-monitoring, and learning study skills while in the classroom are effective ways of doing so. Students must be actively engaged in the learning process. Procrastinating can be detrimental to academic improvement. It can also result in unforeseen delays that can limit the amount of study time, resulting in sub par performance (Jackson, Weiss, Lundquist, Hooper, YEAR) The result of effective study habits include retention and understanding of material assigned and higher test scores, as seen in the study by Grace-Ann Gorga Cukras (2006). Academic performance is a measurement of a students learning effectiveness (Chong 1999) and mastery of a subject area. Previous studies in education and psychology have measured academic performance through classroom and exams (Chong 1999), standardized testing, homework assignment completion and quality (Bryan 2004), and grade point average (Sulaiman 2006). Academic performance in the undergraduate setting measures a student’s ability to master a subject area and its related pool of information. (Enright Powers 1987). Similar to performance measures at the high school level, students earn grades based on test scores and homework assignments. These tests and assignments are oftentimes based directly on information the student must commit to memory from a textbook or class discussions. However, in the college setting, students may also be evaluated more often on group assignments and presentations as well as participation. These added dimensions provide a more complex means of evaluating students than they may have experienced at the high school level. Academic performance in the graduate setting measures a students ability to critically analyze existing information available relative to a particular area of study and to provide value-added research and new contributions to the area of study. (Enright Powers, 1987). Although academic performance in the graduate setting can still be measured by quantitative measures (test scores, assignment scores, grades, GPA), the means by which these values are derived rests on more qualitative evaluation. In the graduate arena, more emphasis is based on the ability of a student to apply the knowledge learned in his or her undergraduate studies to critically analyze problems (Enright Powers, 1987). Therefore, performance may not necessarily rest on getting the right answer, but the students ability to exhibit a rational thought process using the information learned to arrive at a conclusion. Thus, academic performance in the graduate setting differs from that in the undergraduate setting in that students cannot rely singularly on regurgitating information, but they must exhibit an understanding of the information be able to apply the information in a practical environment (Sulaiman, 2006). In order to maximize academic performance, students may need to revise and enhance the techniques previously used at the undergraduate level. As stated previously, studying is essential to a student’s academic success. Research has shown that good study skills minimize failure, and enable students to take advantage of learning opportunities(Gettinger Seiber, 2002). By enhancing the use of effective study skills, students can expect to improve their overall academic performance. In a study conducted by Adams et al. (2006), where study skills of college students were compared using the LASSI system, the group with the lower grade point averages displayed weaknesses in their study skills. One effective study technique that is critical to academic success is note taking. Adams et al. 2006) stated that there is research showing that the quality of student’s notes is related to academic achievement (p. 38). This technique is effective in improving academic performance because it gets the student more involved in class by focusing their attention on the teacher, highlighting information that may not be covered in the textbook, and creating an outline to follow during personal study time (Bishop, C arter, and Kravits, 2002). Notes may also serve as a study guide when preparing for an exam because the student can identify the information that may be more important than others. Bishop et al. (2002) stated that note taking †¦builds critical thinking skills (p. 234). As previously mentioned, students are expected to use more analytical skills in graduate school; therefore, notetaking proves more effective when notes are written, reread, and analyzed thoroughly. Barbarick and Ippolito (2003) identified another effective technique in studying that leads to improved academic performance. The study claims that a minimum of 1. 5 to 2. 1 hours of studytime outside of class is required for each credit hour enrolled, to score at least a 90 on an exam.

Metacognition Students Employing a Metacognitive Perspective Enjoy Certain Advantages Essay Example

Metacognition: Students Employing a Metacognitive Perspective Enjoy Certain Advantages Essay Metacognition: Students Employing a Metacognitive Perspective Enjoy Certain Advantages Name: Course: Institution: We will write a custom essay sample on Metacognition: Students Employing a Metacognitive Perspective Enjoy Certain Advantages specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Metacognition: Students Employing a Metacognitive Perspective Enjoy Certain Advantages specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Metacognition: Students Employing a Metacognitive Perspective Enjoy Certain Advantages specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Instructor: Date: Metacognition: Students Employing a Metacognitive Perspective Enjoy Certain Advantages Introduction Metacognition is defined as the process of â€Å"thinking about thinking.† Metacognition is the process of monitoring and controlling of one’s own knowledge, actions and emotions through assessing them or thinking about them. For instance, when one reads a complex text and finds it hard to comprehend, one can evaluate their learning strategy. Evaluating or thinking about the best strategy for reading the texts amounts to metacognition. Additionally, metacognition involves monitoring one’s own cognitive processes. This is how one learns and comprehends things. When one is aware of the problems they have within their cognition, they are able to focus on what works for them. Another definition of metacognition specific for education is the ability of students being aware of their understanding level in different topics. Thus, when students use metacognition, they are well positioned to evaluate what they already know about a topic, and what they need to learn. This gives them an added advantage when it comes to learning, since they are aware of what problems they have with their learning. The ability to know and understand one’s own cognitive processes allows students to find out the best learning strategies as well as their strengths in comprehending while learning, allowing them to employ other strategies that better improves their performance. Practically, the ability to be self aware of one’s cognitive abilities and processes enables them to regulate their cognition, maximize their potential in learning, thinking, and evaluating themselves as well as their performance. Students using metacognition have a great advantage since the ability to be self aware of one’s own level of knowledge and cognition processes helps them in making better decisions concerning their studies such as learning strategies to use and what to study. Metacognition and Learning Process and Strategy Metacognition is about the awareness of one’s own level of knowledge and learning processes or cognitive processes. Cognitive process in learning refers to the process through which a person learns new things, such as through reading, observations, and listening. Using metacognition in evaluating the cognitive processes one can realize what would be their best cognitive strategy for learning. For instance, some people will know that learning in a library through engaging in in-depth reading, works better for them in certain topics, while others may know that comprehending a scientific text will require them to read wider than when comprehending history texts. Thus, understanding of one’s own cognitive process is a step towards improving performance. Metacognition allows students to questions themselves about the ideal active learning technique for them. Seeking to find out the ideal active learning technique allows students to find out what their learning capabilities a re. With the ideal learning technique in mind, one can use it on the topics they need to comprehend. Lack of knowledge on one’s own cognitive process or learning process will lead students to using the wrong learning methods, probably those that might not be ideal for them. For instance, some students will only be aware of reading to pass quizzes instead of reading to apply knowledge. This could work for topics that do not need application. However, for other topics such as literature where one is supposed to apply the knowledge in analyzing other materials, such students will be in trouble analyzing other works. Therefore, they end up fining it hard to understand some topics. Some topics are hard to comprehend than others, requiring extra keenness and focus. However, without knowing about one’s own ideal learning strategy, one may use the wrong technique, and end up never comprehending the topic. Some people will learn better through seeking answers to questions, whil e other will learn better through reading deeper and taking notes for revision. Therefore, learning about the learning strategies available would be the first requirement for students in order to have several to choose from depending on the topics and the ideal strategy. Metacognition and Level of Knowledge Lang (2012) explains that metacognition â€Å"is a person’s awareness of his or her own level of knowledge and thought processes. In education, it has to do with students’ awareness of their actual level of understanding of a topic.† About understanding of one’s own thought has already been addressed in the previous paragraph. In this paragraph, the focus is about awareness of one’s level of knowledge. Understanding of one’s own level of knowledge is about awareness of what one already knows, and what one does not. Many students will feel that they understand a certain topic well after reading it. The truth could be they are not aware of what they know and do not know. For instance, some students might have confidence about a certain topic, only to receive poor grades after an exam. They feel the answers they gave are satisfactory, but the truth is that they do not know the level of their knowledge. In short, they have poor metacognition, and can hardly realize this. â€Å"Weaker students typically have poor metacognition; they are grossly overconfident in their level of understanding. They think they have a good understanding when they really have a shallow†¦Ã¢â‚¬  (Lang 2012). He further says that such lack of metacognition contributes to poor decisions by such students, where thinking they already know a lot stops them from reading widely. They stop studying topic, even before they have enough in-depth knowledge and comprehension that is necessary for handling examination questions. On the other hand, students with better metacognition will understand the level of their knowledge, be aware of what they know as well as what they do not know. This will help them in reading deeper in order to establish what they have not covered. Students with good metacognition have a chance of improving their performance since they are aware of what they need to do to improve unlike those who lack metacognition, and never know what to do to improve. Social Metacognition Metacognition is a matter of assessing one’s own knowledge and learning processes as explained. Some people will have good metacognition while others will lack good metacognition. The above two parts focus on individual metacognition for improving performance, while social performance also helps students in improving their performance. Social metacognition is about assessing the level of knowledge and learning processes of other people. Chiu and Kuo (2010) cite â€Å"social metacognition is an extension of metacognition into group interactions† (321). When students come together for group discussions, they can help each other through assessing each other’s metacognition. For instance, when two students, A and B engage in a discussion, A could realize that B is using a method that is quite complex to comprehend. When A realizes the learning strategy used by B is wrong, he is engaging in social metacognition, since he assesses the strategy used by B. A could sugge st another strategy to B, which could work better. Using groups enables the two students to help each other out, and this could go a long way in helping improve their individual metacognition. Through social metacognition, individuals can realize some of their strategies are not acceptable by learning other strategies from other students. Thus, monitoring and controlling each other’s knowledge and learning processes to solve group problems, helps students in assessing their own processes while learning from others. â€Å"Social metacognition distributes metacognitive demands among group members, increases the visibility of one another’s metacognition, and improves individual cognition, resulting in a reciprocal scaffolding and greater motivation,† (Chiu and Kuo, 2010. p.322). This goes ahead to help students in improving their performance the ability of social metacognition in highlighting individual limitations, expanding of their understanding and helping in s haring of knowledge. Counter Argument Despite the ability of metacognition in improving performance to students who use it, it could also act in the opposite direction. Students are likely to devote a lot of time to metacognitive processes and end up evaluating themselves incorrectly. Additionally, Chiu and Kuo (2010) cite that students could end up scaffolding poorly. However, through social metacognition, some of these difficulties could be avoided since one will be assessed by others, making evaluation more accurate. On the other hand, social metacognition is limited especially where one person might dominate others, and communication difficulties. Despite the benefits of metacognition, assessing and evaluating oneself is not easy and poses problems of inaccuracy. Annotated Bibliography Chiu, M.M., Kuo, S.W. (2010). From Metacognition to Social Metacognition: Similarities, Differences, and Learning. Journal of Education, 3 (4): 321- 338 In this article, Chiu and Kou explore the ideas behind metacognition and social metacognition. They cite that individual metacognition is controlling and monitoring of one’s own knowledge and, emotions, and actions, while social refers to the same, but in this case done to others in a groups where one assesses and controls other people’s knowledge. They explore the differences and similarities of the two, as well as their benefits and difficulties. The article provides a reliable source of secondary research. Lang J. M. (2012). Metacognition and Student Learning. The Chronicle of Higher Education In this article, the author explores and explains metacognition through examples in real life. For instance, he starts by mentioning about how people will enjoy watching some poor singers who went for auditions in the Idols reality show, believing they are good while they are pathetic. He goes ahead to explain metacognition in relation to education. He cites that metacognition in education is about knowing one’s own level of knowledge about a particular topic. He goes ahead to cite other professionals in the area about metacognition and ways of learning metacognition. The article is ideal for research on identifying metacognition in people and ways it can be used in helping students improve performance. References Chiu, M.M., Kuo, S.W. (2010). From Metacognition to Social Metacognition: Similarities, Differences, and Learning. Journal of Education, 3 (4): 321- 338 Lang J. M. (2012). Metacognition and Student Learning. The Chronicle of Higher Education

Traffic Control

Traffic Control Traffic Control: The Need For ChangeAs the population of the United States dramatically increases and the number of vehicles on the nation's roads and highways skyrockets, new methods of traffic control and organization have become necessary, by utilizing new methods of transportation or by revising the current system. In the past 15 years, the number of vehicles on American roads has increased 41.9%, the number of licensed drivers has increased 29.3%, but the size of the general population has only risen 15.9% (Clark 387-404). Between the years 1975 and 1985, the number of miles driven by Americans rose 34.6%, but the number of miles of roads increased by only 4.4% (Doan 64).Cars and other vehicles are an enormous cost to society, costing between $300 billion and $700 billion per year. These expenses are caused mainly by traffic accidents, traffic jams, and the environmental hazards created by the large number of vehicles on the road.Mezzanine of the Berkeley station. Bay Area Rapid ...Traffic accidents account for one of the major reasons that the current techniques of traffic control need revision. Traffic jams, along with broken cars and the lack of alternate routes, account for one half of the traffic congestion in the United States (Clark 387-404). Although the number of traffic accidents in the United States has slowly decreased over the past several years, it is still alarmingly high. In 1990, approximately 7 deaths occurred for every 10,000 people in the United States due to traffic accidents (Wallich 14).In addition, traffic jams also demonstrate the need for better methods of traffic management. Due to both the increase of women in the work force and the expansion of businesses to the suburbs, traffic jams have increased dramatically over the past few years (Koepp 55). As a consequence of traffic jams, the American population was delayed 722...

3 Examples of Expletives to Be Expunged

3 Examples of Expletives to Be Expunged 3 Examples of Expletives to Be Expunged 3 Examples of Expletives to Be Expunged By Mark Nichol In each of the following sentences, an expletive (a form of â€Å"there is† or â€Å"it is†) inhibits an active, concise sentence construction, and other wording is passive and/or more verbose than necessary. Discussion after each example explains the problem, and a revision demonstrates the solution. 1. There have been several immediate actions that the agency has taken. To produce a more concise sentence, find the buried subject (â€Å"the agency†) and move it to the head of the sentence, then omit the expletive and the attendant verb or verb phrase (and the now-superfluous that): â€Å"The agency has taken several immediate actions.† 2. For each initiative, there  will be a number of processes that need to change,  as well as new processes that may need to be created. Here, because of the modifying introductory phrase, the expletive is not so obtrusive, and in this case, the syntax is not doubly passive- the subject immediately follows the expletive, rather than being twice removed, as in the previous example. Nevertheless, the sentence is improved by beginning the main clause with the subject rather than the expletive; also, replace one â€Å"need to† or the other with must to avoid repetition: â€Å"For each initiative, a number of processes must change and new processes need to be created.† 3. While each bankruptcy case is unique, there are standard requirements that must be met by all creditors. Again, beginning the main clause with a substantial subject rather than an expletive will render the sentence more concise: â€Å"While each bankruptcy case is unique, standard requirements must be met by all creditors.† Additionally, however, note that passive sentence construction disguises the true subject: â€Å"While each bankruptcy case is unique, all creditors must meet standard requirements.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:50 Handy Expressions About HandsComma Before Butâ€Å"Least,† â€Å"Less,† â€Å"More,† and â€Å"Most†

LEGITIMACY THEORY Essay Example | Topics and Well Written Essays - 2000 words

LEGITIMACY THEORY - Essay Example Conflation of these concepts can be a very difficult proposition though such organizational contingencies existing within its operational environment could act as a compulsion to achieve such fusion so that legitimacy becomes an institutionalized organizational goal. Financial reporting mechanisms and the connected objectivity perspectives have been questioned by researchers and analysts on the ground that organizations present such annual financial reports with a view to legitimizing their activities in the eyes of the society. This social obligation arguably reinvigorates the existing debate on the dichotomy between the legitimacy theory and reliable financial reporting as an organizational requirement. While theoretical underpinnings of accounting and financial reporting are concerned with professional impartiality and numerical accuracy as explicitly required under IAS, legitimacy of organizational behaviour in the food sector is determined by a series of endogenous and exogenous variables ranging from industry-centric environmental factors to national and supranational regulatory compulsions. Food industry-centric environment has been subject to a revolutionary paradigm shift in quality and safety. This evolving scenario of extreme choices has invariably predicated upon the stricter legitimacy-prone standards that are being witnessed in it today. A variety of theoretical approaches have been developed over the years to build a comprehensive framework of analysis to study an otherwise complex concept in organizational beahviour. Legitimacy theory is just one such theoretical postulate that has evolved into what’s now known as the yardstick of organizational behaviour concerning that particular aspect of its ethical responsibility to the very society in which it operates as a corporate entity. Thus the very logic of organizational behaviour hinges on the fundamental premise that organizations are bound by a universal requirement to justify and

Summarize Comm Theories Essay Example | Topics and Well Written Essays - 250 words - 1

Summarize Comm Theories - Essay Example The study of the scientific interpretation of information is supported by both the Schema Theory and the ELM. According to Woodland, (2011), the Schema Theory explains how human beings maintain sanity amid the information tide. The human mind is able to decode information and relate it to previous experiences to enhance communication. The ELM supports the Schema Theory by explaining that human beings do interpret information when they want to, but rely on signals that are unrelated to the information (Woodland, 2011). The study about communication and social order adopts a cross-sectional design methodology. The study has no time frame and it relies on comparisons to provide a visual image of the scientific interpretation of information. The major findings of the study relate communication to a system of mental focus whereby meanings are attached to information. In addition, social order is improved when there are forms that improve the social experience through communication. The findings are congruent with the communication theories discussed; hence resonate with my knowledge about communication and social order. The text supports the major theme that; through a scientific approach, human beings are able to interpret information and evaluate it through previous experiences for self-maintenance and social

Modernism in the 19th Century Essay Example for Free

Modernism in the 19th Century Essay Modernism was a response to the political, economic and the social chaos of the mid-19th century. Modernists believed in the practical usage of knowledge to solve society’s problems. For them, disciplines should not be sources of abstract concepts. Modernism in the 19th Century Europe in the mid-19th century was characterized with toppled thrones, repressive regimes, civil wars, executions and exiles. Ordinary citizens found themselves trapped in one despotic government after another. The promising careers of many artists were ruined, as many of them either died or fled their homelands. The intellectuals, meanwhile, were already too discredited and disillusioned to be able to work for change (Barzun, 1990). The ideas that were once regarded as the means to bring about a better world were now despised and even blamed for the turbulent status quo. Concepts such as liberty, fraternity and equality were dismissed as the products of feeble minds or glib rhetoricians. The images of hard matter and the evil man were embraced as the true representations of reality. Science and politics eventually became the two most important disciplines of the aforementioned period (Barzun, 1990). Consequently, modernism emerged in the late 19th century. Unlike its predecessor, Romanticism, modernism was a discipline that focused on the commonplace. Emphasis was given to â€Å"the dull, dreary, sordid (and) repetitious occurrences of daily life† (Barzun, 1990). The soberness of word and feeling ridiculous replaced the Romanticist notions of love of life and of love itself (Barzun, 1990). Modernism and Progress The prevailing economic situation in the late 19th-century Europe was likewise responsible for the rise of modernism. Urban areas that have separate business, industrial and residential districts proliferated across the continent. Consequently, people during this period assumed a mindset that welcomed innovation instead of constantly relying on past knowledge. Scientific inventions such as steam power, the telegraph and cast iron inspired them to come up with more progressive means of studying â€Å"classical† fields such as architecture, art, literature, applied arts, literature and music (Marx and Mazlish, 1996). Simply put, modernism became synonymous to the usage of â€Å"traditional† subjects to create new ideas that would bring about more progress. The discovery of cast iron, for instance, did not result in just railroad bridges. Architects during this period also used cast iron to come up with amazing structures such as the Eiffel Tower in Paris, France. The Eiffel Tower was a novelty in the sense that it was a radically different combination of engineering and art (Marx and Mazlish, 1996). The social sciences, meanwhile, were no longer just an abstract set of theories and principles. Fields such as economics and political science were utilized to improve public administration and governance. The theories of psychology, such as those of Ernst Mach and Sigmund Freud, were applied to the treatment of psychological disorders. In previous centuries, the mentally ill were regarded as a family disgrace and were therefore banished to asylums, where they were treated inhumanely. The studies of Mach and Freud on the human mind would later become part of the foundations of modern-day psychology and psychiatry. Modernism and Religion In the context of religion, modernism translated to the â€Å"(reinterpretation of) Christian (doctrines) in terms of the scientific thought of the 19th century† (MSN Encarta, 2008). Some dogmas of the Roman Catholic and the Protestant Churches were started to be construed as symbolic instead of as literally true. Examples of Modernists in the Roman Catholic Church were theologians George Tyrell, Baron Friedrich von Hugel and Alfred Loisy. Rome responded harshly to them – Pope Pius X condemned the movement as â€Å"heretical, false, rash (and) bold† on July 3, 1907 (MSN Encarta, 2008). Protestant Modernists such as the German theologians Friedrich Schleiermacher and Albrecht Ritschl, meanwhile, wanted to reconcile religious dogmas and history with the theory of evolution and discoveries in ancient history, psychology and archaeology. As a result, they did not believe in the literal inspiration of the Bible and the historical accuracy of the Gospels. For them, moral and ethical behavior was more important to Christian life, rather than blind obedience to formal creeds. In addition, church officials should prioritize social activities over academic issues (MSN Encarta, 2008). Conclusion The most noteworthy characteristic of modernism in the 19th century is that it encouraged the practical use of knowledge to solve problems. Ideas of the existing schools of thought during the 19th century were no longer abstract concepts – they were actually used to come up with progress. Instead of merely shouting â€Å"Liberty, Fraternity and Equality! † economic principles were applied to ensure wise government spending. And rather than arguing that â€Å"Jesus Christ is the Savior of the world,† it would be easier to make people understand that â€Å"Jesus Christ was sent on earth to teach human beings to love one another as they love themselves. † References Barzun, J. (1990). The Cradle of Modernization. American Scholar, 59, 519-527. Retrieved December 15, 2008 from EBSCO. Marx, L. , Mazlish, B. (1996). Progress: Fact or Illusion? Ann Arbor: University of Michigan Press. MSN Encarta. (2008). Modernism (Religion). Retrieved December 15, 2008, from http://encarta. msn. com/encyclopedia_761568195/Modernism_(religion). html

The Murder of Helen Jewett by Patricia Cline Cohen Essay -- Murder Hel

The Murder of Helen Jewett by Patricia Cline Cohen   Ã‚  Ã‚  Ã‚  Ã‚  In The Murder of Helen Jewett, Patricia Cohen uses one of the most trivial murders during the 1800’s to illustrate the sexiest society accommodations to the privileged, hypocritical tunneled views toward sexual behavior, and the exploitation of legal codes, use of tabloid journalism, and politics. Taking the fact that woman was made from taking a rib from man was more than biblical knowledge, but incorporated into the male belief that a woman’s place is determined by the man. Helen had the proper rearing a maid servant, but how did she fall so far from grace. Judge Weston properly takes credit for rearing her with the proper strictness and education. Was Helen seduced at an early age and introduced to sexual perversions that were more persuasive that the bible belt life that the Weston’s tried to live? Was Helen simply a woman who knew how to use what she had to get what she wanted? Through personal correspondence, legal documentation, census reports, paintings, and newspapers we are able to make our own determinations. Cohen provides more than enough background and history to allow any one to make their own opinion how the murder of a woman could be turned into a side show at a circus.   Ã‚  Ã‚  Ã‚  Ã‚  Helen Jewett, a prominent New York prostitute, was murdered and not only was this rare but a heinous crime. Helen’s murder brought to the forefront the industry of prostitution. This would include the owners, managers, and the clients.   Ã‚  Ã‚  Ã‚  Ã‚  In the Victorian era, in New York City, men and women roles within the society were as different as night and day. A man regardless of his extra curricular activities could still maintain a very prevalent place in society. A woman’s worth was not only based family name which distinguished her class and worth, but also her profession if that was applicable.   Ã‚  Ã‚  Ã‚  Ã‚  During this time in society the industry of prostitution was an economic gold mine. The women operate the brothel while very distinguished men in the community own and take care of the up keep. The brothel keepers are seen as nothing more than common home wrecking whores. However, the owners of the brothels are viewed as successful business men.   Ã‚  Ã‚  Ã‚  Ã‚  For example, John Livingston, brother to President Jackson’s, Sec of State, own the 41 Thomas St brothel. Men of great wealth and statue were frequent to... ...use. This was customary for Richard to do. As the young suitor made his way up the steps Helen greeted him by saying, Richard I’m glad that you could make it. Helen retired to her room with her suitor and they remained there for the some time.   Ã‚  Ã‚  Ã‚  Ã‚  Helen emerged from her room around 11:00 pm asking for a bottle of wine and Mrs. Townsend delivered the wine and engaged in brief conversation while noticing the young man lying on the bed reading. She was very familiar with Robinson and was able to say without a doubt that he was the one that was in the bedroom with Helen. No one saw him leave nor did anyone let him out. Mrs. Townsend testified that a man had knocked on her door asking to be let out, but told him to have his woman to come and get the key. No one returned for the key so there is no possible logical explanation of how Richard got out of the house, nor was a logical possibility of how anyone else could have gotten in the house.   Ã‚  Ã‚  Ã‚  Ã‚  There were also several eye witnesses to the fact that Robinson was the owner of the cloak and that the hatchet used in the murder resembled the hatchet missing from Hoaxie’s store. Hoaxie just so happened to be Robinson’s boss.   Ã‚  Ã‚  Ã‚  Ã‚   The Murder of Helen Jewett by Patricia Cline Cohen Essay -- Murder Hel The Murder of Helen Jewett by Patricia Cline Cohen   Ã‚  Ã‚  Ã‚  Ã‚  In The Murder of Helen Jewett, Patricia Cohen uses one of the most trivial murders during the 1800’s to illustrate the sexiest society accommodations to the privileged, hypocritical tunneled views toward sexual behavior, and the exploitation of legal codes, use of tabloid journalism, and politics. Taking the fact that woman was made from taking a rib from man was more than biblical knowledge, but incorporated into the male belief that a woman’s place is determined by the man. Helen had the proper rearing a maid servant, but how did she fall so far from grace. Judge Weston properly takes credit for rearing her with the proper strictness and education. Was Helen seduced at an early age and introduced to sexual perversions that were more persuasive that the bible belt life that the Weston’s tried to live? Was Helen simply a woman who knew how to use what she had to get what she wanted? Through personal correspondence, legal documentation, census reports, paintings, and newspapers we are able to make our own determinations. Cohen provides more than enough background and history to allow any one to make their own opinion how the murder of a woman could be turned into a side show at a circus.   Ã‚  Ã‚  Ã‚  Ã‚  Helen Jewett, a prominent New York prostitute, was murdered and not only was this rare but a heinous crime. Helen’s murder brought to the forefront the industry of prostitution. This would include the owners, managers, and the clients.   Ã‚  Ã‚  Ã‚  Ã‚  In the Victorian era, in New York City, men and women roles within the society were as different as night and day. A man regardless of his extra curricular activities could still maintain a very prevalent place in society. A woman’s worth was not only based family name which distinguished her class and worth, but also her profession if that was applicable.   Ã‚  Ã‚  Ã‚  Ã‚  During this time in society the industry of prostitution was an economic gold mine. The women operate the brothel while very distinguished men in the community own and take care of the up keep. The brothel keepers are seen as nothing more than common home wrecking whores. However, the owners of the brothels are viewed as successful business men.   Ã‚  Ã‚  Ã‚  Ã‚  For example, John Livingston, brother to President Jackson’s, Sec of State, own the 41 Thomas St brothel. Men of great wealth and statue were frequent to... ...use. This was customary for Richard to do. As the young suitor made his way up the steps Helen greeted him by saying, Richard I’m glad that you could make it. Helen retired to her room with her suitor and they remained there for the some time.   Ã‚  Ã‚  Ã‚  Ã‚  Helen emerged from her room around 11:00 pm asking for a bottle of wine and Mrs. Townsend delivered the wine and engaged in brief conversation while noticing the young man lying on the bed reading. She was very familiar with Robinson and was able to say without a doubt that he was the one that was in the bedroom with Helen. No one saw him leave nor did anyone let him out. Mrs. Townsend testified that a man had knocked on her door asking to be let out, but told him to have his woman to come and get the key. No one returned for the key so there is no possible logical explanation of how Richard got out of the house, nor was a logical possibility of how anyone else could have gotten in the house.   Ã‚  Ã‚  Ã‚  Ã‚  There were also several eye witnesses to the fact that Robinson was the owner of the cloak and that the hatchet used in the murder resembled the hatchet missing from Hoaxie’s store. Hoaxie just so happened to be Robinson’s boss.   Ã‚  Ã‚  Ã‚  Ã‚  

Enron

The Enron scandal has far-reaching political and financial implications. In just 15 years, Enron grew from nowhere to be America's seventh largest company, employing 21,000 staff in more than 40 countries. But the firm's success turned out to have involved an elaborate scam. Enron lied about its profits and stands accused of a range of shady dealings, including concealing debts so they didn't show up in the company's accounts. As the depth of the deception unfolded, investors and creditors retreated, forcing the firm into Chapter 11 bankruptcy in December. More than six months after a criminal inquiry was announced, the guilty parties have still not been brought to justice. Leaders Leadership is critical to the creation and maintenance of culture; there is a constant interplay between culture and leadership. Leaders create the mechanisms for cultural embedding and reinforcement. Cultural norms arise and change because of what leaders tend to focus their attention on, their reactions to crises, their role modeling, and their recruitment strategies. Referring to Enron, the major mistake made by leaders are as follows: Compensation Programs As in most other U. S. companies, Enron’s management was heavily compensated using stock options. Heavy use of stock option awards linked to short-term stock price may explain the focus of Enron’s management on creating expectations of rapid growth and its efforts to puff up reported earnings to meet Wall Street’s expectations. The stated intent of stock options is to align the interests of management with shareholders. But most programs award sizable option grants based on short-term accounting performance, and there are typically few requirements for managers to hold stock purchased through option programs for the long term. The experience of Enron, along with many other firms in the last few years, raises the possibility that stock compensation programs as currently designed can motivate managers to make decisions that pump up short-term stock performance, but fail to create medium- or long-term value (Hall and Knox, 2002). Dishonestly concealed debt and overstated earnings. Management t Enron Corp. admitted it overstated earnings for nearly five years. In an SEC filing, Enron said financial statements from 1997 through the third quarter of 2001 â€Å"should not be relied upon, and that outside businesses run by Enron officials during that period should have been included in the company's earnings reports. As a result, Enron is reducing earnings for those years by $586 million, from $2. 89 billion to $2. 31 billion. The company also acknowledged that part of earnings came from deals with partnerships controlled by recently sacked CFO Andrew Fastow. These transactions are already being investigated by the Securities and Exchange Commission. Enron said these deals enabled Fastow to earn more than $30 million. Enron also conceded that three entities run by company officials should have been included in its financial statements, based on generally accepted accounting principles. In addition, the company revised its debt upward in each year from 1997 to 2000. As a result, Enron's debt at the end of 2000 was $10. 86 billion, $628 million more than previously reported. Enron’s Performance Review System. PRC featured two basic motivational forces – fear and greed. Skilling wanted to keep only â€Å"the very best,† meaning those who produced their profit and volume target– so every six months one or two out of every ten employees were dismissed. In pitting employees against each other, the rank-and rank System acted to stress the imagined weaknesses of individuals and to obfuscate organizational problems. In sum, this led to an erosion of employee confidence in their own perceptions and, most crucially, to further compliance with the organization’s leaders in a way that strengthened conformist behavior. In practice, the PRC system worked to encourage â€Å"entourages† or â€Å"fiefdoms† (Dallas 2003) of loyal employees who gravitated towards powerful players for protection. The PRC was a powerful mechanism for preventing the emergence of subcultures running counter to the organizational tone set by Enron’s hierarchy. Members of the Risk Management and Assessment Group who reviewed the terms and conditions of deals (and who were largely inexperienced recent MBA graduates) as well as internal auditors, were fearful of retaliation in the PRC from persons whose deals they were reviewing (Chaffin and Fidler 2002; Dallas 2003). At best, control was compliance-based, seldom encouraging employees to follow either the letter or the intent of laws (Dallas 2003). This punitive environment brought the consequences of dissent sharply into focus. Enron’s culture has been characterized as â€Å"ruthless and reckless †¦ lavish rewards on those who played the game, while persecuting those who raised objections† (Chaffin and Fidler 2002, 4-5). Led by Skilling’s cavalier attitude to rules, top management conveyed the impression that all that mattered was for employees to book profits. In sum, this led to an erosion of employees’ confidence in their own perceptions and, most crucially, to further compliance with the organization’s leaders in a way that strengthened conformist behavior. Former employees have noted how â€Å"loyalty required a sort of group think† (Chaffin and Fidler 2002, 2) and â€Å"that you had to ‘keep drinking the Enron water’† (Stephens and Behr 2002, 2). A myth of smooth, flawless operations was perpetuated with problems â€Å"papered over† (McLean 2001, 58). The net effect of the rank-and-yank system was to decrease the likelihood that employees would raise objections to any illegal or unethical behavior of powerful players. The competitiveness the PRC created was exacerbated by Enron’s bonus regime. As one insider put it, â€Å"sure, the culture at Enron was treacherous, but that was the point† (Swartz and Watkins 2003, 56). Ultimately, the overestimation of profits and underestimation of costs was endemic to the organization. The cheat on debt and financial report lead to character erosion which destroys the image of this company and loss of business and social standing. The harsh policy alliance the relationship between managers and ordinary workers, make well-intentioned employees were inhibited from doing the right thing. Board Board of Directors in Enron’s collapse concluded that the firm had developed a pervasive culture of deception (Senate Subcommittee 2002). As such it was designed and operating at the level of connivance. CEO Lay used direct force to fire any possible successor with whom he disagreed and either he or other top Enron managers used indirect force to deceive and manipulate employees and other stakeholders for top executive advantage. Whatever standard operating procedures were developed at the level of conformance were honored only to the extent that they did not infringe upon executive perks or interfere with top executives exercising a type of feudal control over internal subjects. When external compliance threatened to restrict Enron corporate prerogatives, aggressive tactics to reduce or liminate regulatory standards were routinely employed. The extent and degree to which illegal non-compliance was the cultural norm at Enron will be determined in the courts. Enron did not reach the commitment level; it never democratized its power structures so that employee and community input could shape strategic direction or restrain executive perks. For all intents and purposes, the work culture of Enron was that of a moral jungle where abuse of power dominated principled economic democratic norms; it was a moral powder keg ready to explode. (1) Fiduciary Failure.  The Enron Board of Directors failed to safeguard Enron shareholders and contributed to the collapse of the seventh largest public company in the United States, by allowing Enron to engage in high risk accounting, inappropriate conflict of interest transactions, extensive undisclosed off-the-books activities, and excessive executive compensation. The Board witnessed numerous indications of questionable practices by Enron management over several years, but chose to ignore them to the detriment of Enron shareholders, employees and business associates. 2) High Risk Accounting. The Enron Board of Directors knowingly allowed Enron to engage in high risk accounting practices. (3) Inappropriate Conflicts of Interest. Despite clear conflicts of interest, the Enron Board of Directors approved an unprecedented arrangement allowing Enron’s Chief Financial Officer to establish and operate the LJM private equity funds which transacted business with Enron and profited at Enron’s expense.  The Board exercised inadequate oversight of LJM transaction and compensation controls and failed to protect Enron shareholders from unfair dealing. (4) Extensive Undisclosed Off-The-Books Activity. The Enron Board of Directors knowingly allowed Enron to conduct billions of dollars in off-the-books activity to make its financial condition appear better than it was and failed to ensure adequate public disclosure of material off-the-books liabilities that contributed to Enron’s collapse. (5) Excessive Compensation.  The Enron Board of Directors approved excessive compensation for company executives, failed to monitor the cumulative cash drain caused by Enron’s 2000 annual bonus and performance unit plans, and failed to monitor or halt abuse by Board Chairman and Chief Executive Officer Kenneth Lay of a company-financed, multi-million dollar, personal credit line. (6) Lack of Independence. The independence of the Enron Board of Directors was compromised by financial ties between the company and certain Board members. The Board also failed to ensure the independence of the company’s auditor, allowing Andersen to provide internal audit and consulting services while serving as Enron’s Outside Accountants/Auditors Andersen's auditors were pressured by Enron's management to defer recognizing the charges from the special purpose entities as their credit risks became clear. Since the entities would never return a profit, accounting guidelines required that Enron should take a write-off, where the value of the entity was removed from the balance sheet at a loss. To pressure Andersen into meeting Enron's earnings expectations, Enron would occasionally allow accounting firms Ernst & Young or PricewaterhouseCoopers to complete accounting tasks to create the illusion of hiring a new firm to replace Andersen. Although Andersen was equipped with internal controls to protect against conflicted incentives of local partners, they failed to prevent conflict of interest. Revelations concerning Andersen's overall performance led to the break-up of the firm, and to the following assessment by the Powers Committee (appointed by Enron's board to look into the firm's accounting in October 2001): â€Å"The evidence available to us suggests that Andersen did not fulfill its professional responsibilities in connection with its audits of Enron's financial statements, or its obligation to bring to the attention of Enron's Board (or the Audit and Compliance Committee) concerns about Enron's internal contracts over the related-party transactions†. Ethical Code/Process Enron senior management gets a failing grade on truth and disclosure. The purpose of ethics is to enable recognition of how a particular situation will be perceived. At a certain level, it hardly matters what the courts decide. Enron is bankrupt—which is what happened to the company and its officers before a single day in court. But no company engaging in similar practices can derive encouragement for any suits that might be terminated in Enron’s favor. The damage to company reputation through a negative perception of corporate ethics has already been done. Enron’s top managers chose stakeholder deception and short-term financial gains for themselves, which destroyed their personal, and business reputations and their social standing. They all risk criminal and civil prosecution that could lead to imprisonment and/or bankruptcy. Board members were similarly negligent by failing to provide sufficient oversight and restraint to top management excesses, thereby further harming investor and public interests (Senate Subcommittee 2002). Individual and institutional investors lost millions of dollars because they were misinformed about the firm’s financial performance reality through questionable accounting practices (Lorenzetti 2002). Employees were deceived about the firm’s actual financial condition and deprived of the freedom to diversify their retirement portfolios; they had to stand by helplessly while their retirement savings evaporated at the same time that top managers cashed in on their lucrative stock options (Jacobius and Anand 2001). The government was also harmed because America’s political tradition of chartering only corporations that serve the public good was violated by an utter lack of economic democratic protections from the massive public stakeholder harms caused by aristocratic abuses of power that benefited select wealthy elite.

My Dorm Room Essay

College is a life changing event for all students who desire to fulfill their dreams. College is a place of learning and of discovery. Learning does not occur only in the four walls of the classroom or the library, nor it is solely the responsibility of the professor, and it is more than reading hundreds of pages of text books and completing requirements. College is also the place where each student learns how to live independently for the first time, how to manage their time and schedules, meet lifelong friends, experience passionate love and bear their souls to a special person, and, most of all, it is where students discover who they are, what they are capable of and what they want to do with the rest of their lives. In this very intense, fast-paced academic life, each student struggles and becomes more mature after living in a college dorm. Dorm life for a college student is a necessary part, and without it they won’t be fully prepared to take on the challenges of adult life. My dorm room is the place that I call home while I am at Newberry College. It is a nice place to live and I feel very comfortable there. As you walk into the main entrance of Brokaw Hall, you make a right turn then a left one and proceed to room 114. Brokaw is an all freshman dorm. My room is large. I did not bring anything from home; I decided to buy everything that I need once I got here, since I am an international student. I have adapted well to my dorm room and I like living there. On my door a red plate is mounted with the number 114 typed in the middle, near the top. The door is heavy and is made of sturdy wood. At waist level on the left of the door is a metal panel, which supports a large metal doorknob. Once you open my door, you see the interior of my room. To your right sits my bed, which has a red comforter on it. On the wall, by my bed is a flag of my country, Morocco, that I hung up. I brought my country’s flag to remember my homeland, family, and friends. The walls were painted light blue with a few posters hanging in place. The cool color of the wall relaxes me. On top of the bed, a closed laptop sits. When you look to your right you see my roommate’s bed, which has a blue comforter. On the wall, above his bed is where the speakers are hung for the stereo. There are four speakers on the wall and two on the floor. When the stereo is at full power we can hear music all the way from the other end of the hall. As you focus your eyes towards the window, you notice our desk area. The right desk is considered my side, and the left is my roommate’s side. On my desk there is my black printer, an alarm clock, a lamp, and some of my favorite CDs. My favorite possession on my wooden table is the family picture that faces my bed. In the middle of the combined desk, we have our refrigerator and microwave, a Playstation Two video game system, a small fifteen inch television and next to the desk there is an air conditioner. This is used to keep us cool at night and during the day. My section of the room is odd because it is actually clean most of the time; however, I think of myself as being messy and lazy. There are two dressers in my room which are of different sizes, the smallest of which belongs to my roommate. The closet is divided into two sections like most of the things in my room. The dorm room is my safe-haven from college troubles. Half of it is messy with cluttered desks and clothes thrown over the floor, but my side remains clean and organized. I enjoy staying in my room and surrounding myself with the comforts of home: my country’s flag and pictures from home. My parent’s smiling faces are cheering to me. Everything from the soothing color on the walls to the model posters hanging up makes me feel at home here at Newberry and lets me forget my homesickness.

Aztec and Mayan Religious Practices essays

Aztec and Mayan Religious Practices essays Aztec and Mayan Religious Practices Thesis Statement: Aztec and Mayan religious practices were unique and sometimes barbaric. From daily rituals to elaborate ceremonies dedicated to the worship of deities the Aztec and Maya were ensconced in their religion. B. Structures Built towards Devotion III. Religions effect on Aztec and Mayan Society A. Similarities and Differences between the two societies Central America is a continent rich in culture as well as history. Inhabitants of Central America are comprised of a mixture of Indian and Spanish decent. The best known of the Central American Indians is the Aztec and Maya. The society of the Aztec and Maya held religion to the utmost highest priority. Aztec and Mayan religious practices were unique and sometimes barbaric. From daily rituals to elaborate ceremonies dedicated to the worship of deities the Aztec and Maya were ensconced in their religion. Aztec and Mayan religious zeal indirectly contributed to their demise. The Aztecs had a number of gods that they worshipped. Many gods had different powers of nature. Some were said to control the actions of a man (Spinden 229). Tezcatlipoca was was said to be a magic and an omniscient god, most likely the chief of the active gods. Aztecs favored the god of war Huitzilopochtli though. Tlaloc was important to farmers for he was the god of rain. Many a sacrifice was made to that god especially in that hot, dry climate they lived in. Ehecatl was the god of wind. Aztecs even had a god for each major city. There were two gods that were, in a sense, imported from another culture. That meant that the Aztecs adopted these gods when they took over a certain tribe or Indian nation. Quetzalcoatl was the most important and had the largest following and history. Xipe was another adopted god worshipped then that is still worshipped by Central Americans today (Spinden ). ...

The Great Tangshan Earthquake of 1976

The Great Tangshan Earthquake of 1976 The magnitude 7.8 earthquake that struck Tangshan, China on July 28, 1976, killed at least 242,000 people (the official death count). Some observers place the actual toll as high as 700,000. The Great Tangshan Earthquake also rocked the seat of Chinese Communist Party power in Beijing - both literally and politically. Background to the Tragedy - Politics and the Gang of Four in 1976 China was in a state of political ferment in 1976. The Party Chairman, Mao Zedong, was 82 years old. He spent much of that year in the hospital, suffering several heart attacks and other complications of old age and heavy smoking. Meanwhile, the Chinese public and the western-educated Premier, Zhou Enlai, had grown weary of the excesses of the Cultural Revolution. Zhou went so far as to publicly oppose some of the measures ordered by Chairman Mao and his coterie, pushing for The Four Modernizations in 1975. These reforms stood in marked contrast to the Cultural Revolutions emphasis on a return to the soil; Zhou wanted to modernize Chinas agriculture, industry, sciences, and national defense. His calls for modernization incurred the wrath of the powerful Gang of Four, a cabal of Maoist hardliners headed by Madam Mao (Jiang Qing). Zhou Enlai died on January 8, 1976, just six months before the Tangshan Earthquake. His death was mourned widely by the Chinese people, despite the fact that the Gang of Four had ordered that public grief for Zhou should be down-played. Nonetheless, hundreds of thousands of defiant mourners flooded into Tiananmen Square in Beijing to express their sorrow over Zhous death. This was the first mass demonstration in China since the founding of the Peoples Republic in 1949, and a sure sign of the peoples rising anger against the central government. Zhou was replaced as premier by the unknown Hua Guofeng. Zhous successor as the standard-bearer for modernization within the Chinese Communist Party, however, was Deng Xiaoping. The Gang of Four rushed to denounce Deng, who had called for reforms to raise the living standards of average Chinese, allow more freedoms of expression and movement, and end the rampant political persecution that was practiced at that time. Mao fired Deng in April of 1976; he was arrested and held incommunicado. Nevertheless, Jiang Qing and her cronies kept up a steady drumbeat of condemnation for Deng throughout the spring and early summer. The Ground Shifts Beneath Them At 3:42 am on July 28, 1976, a magnitude 7.8 earthquake struck Tangshan, an industrial city of 1 million people in northern China. The quake leveled about 85% of the buildings in Tangshan, which had been built on the unstable soil of the Luanhe Rivers flood plain. This alluvial soil liquefied during the quake, undermining entire neighborhoods. Structures in Beijing also sustained damage, some 87 miles (140 kilometers) distant. People as far away as Xian, 470 miles (756 kilometers) from Tangshan, felt the tremors. Hundreds of thousands of people lay dead after the quake, and much more were trapped in the rubble. Coal miners working deep underground in the region perished when the mines collapsed around them. A series of aftershocks, the most powerful registering 7.1 on the Richter Scale, added to the destruction. All of the roads and rail-lines leading into the city were destroyed by the quake. Beijings Internal Response At the time the earthquake struck, Mao Zedong lay dying in the hospital in Beijing. As tremors rippled through the capital, hospital officials rushed to push Maos bed to safety. The central government, headed by the new premiere, Hua Guofeng, initially knew little of the disaster. According to an article in the New York Times, coal miner Li Yulin was the first to bring word of the devastation to Beijing. Dirty and exhausted, Li drove an ambulance for six hours, going right up to the party leaders compound to report that Tangshan had been destroyed. However, it would be days before the government organized the first relief operations. In the meantime, the surviving people of Tangshan desperately dug through the rubble of their homes by hand, stacking the corpses of their loved ones in the streets. Government planes flew overhead, spraying disinfectant over the ruins in an effort to prevent an epidemic of disease. Several days after the earthquake, the first Peoples Liberation Army troops reached the devastated area to aid in rescue and recovery efforts. Even when they finally arrived at the scene, the PLA lacked trucks, cranes, medicines, and other necessary equipment. Many of the soldiers were forced to march or run for miles to the site due to the lack of passable roads and rail lines. Once there, they too were forced to dig through the rubble with their bare hands, lacking even the most basic tools. Premiere Hua made the career-saving decision to visit the affected area on August 4, where he expressed his sorrow and condolences to the survivors. According to London University professor Jung Changs autobiography, this behavior contrasted starkly with that of the Gang of Four. Jiang Qing and the other members of the Gang went on the air to remind the nation that they shouldnt allow the earthquake to distract them from their first priority: to denounce Deng. Jiang also publicly stated that There were merely several hundred thousand deaths. So what? Denouncing Deng Xiaoping concerns eight hundred million people. Beijings International Response Although the state-run media took the unusual step of announcing the catastrophe to Chinas citizens, the government remained mum about the earthquake internationally. Of course, other governments around the world were aware that a significant earthquake had taken place based on seismograph readings. However, the extent of the damage and number of casualties was not revealed until 1979, when state-run Xinhua media released the information to the world. At the time of the quake, the paranoid and insular leadership of the Peoples Republic refused all offers of international aid, even from such neutral bodies as the United Nations aid agencies and the International Committee of the Red Cross. Instead, the Chinese government urged its citizens to Resist the Earthquake and Rescue Ourselves. Physical Fallout of the Quake By the official count, 242,000 people lost their lives in the Great Tangshan Earthquake. Many experts have since speculated that the actual toll was as high as 700,000, but the true number will probably never be known. The city of Tangshan was rebuilt from the ground up, and now is home to more than 3 million people. It is known as the Brave City of China for its swift recovery from the catastrophic quake. Political Fallout of the Quake In many ways, the political repercussions of the Great Tangshan Earthquake were even more significant than the death toll and physical damage. Mao Zedong died on September 9, 1976. He was replaced as Chairman of the Chinese Communist Party, not by one of the radical Gang of Four, but by Premiere Hua Guofeng. Buoyed by public support after his show of concern at Tangshan, Hua boldly arrested the Gang of Four in October of 1976, ending the Cultural Revolution. Madam Mao and her cronies were put on trial in 1981 and sentenced to death for the horrors of the Cultural Revolution. Their sentences were later commuted to twenty years to life in prison, and all were eventually released. Jiang committed suicide in 1991, and the other three members of the clique have since died. Reformer Deng Xiaoping was released from prison and politically rehabilitated. He was elected Party Vice Chairman in August of 1977 and served as the de facto leader of China from 1978 through the early 1990s. Deng initiated the economic and social reforms that have allowed China to develop into a major economic power on the world stage. Conclusion The Great Tangshan Earthquake of 1976 was the worst natural disaster of the twentieth century, in terms of loss of life. However, the earthquake proved instrumental in ending the Cultural Revolution, which was one of the worst man-made disasters of all time. In the name of the Communist struggle, the Cultural Revolutionaries destroyed the traditional culture, arts, religion, and knowledge of one of the worlds most ancient civilizations. They persecuted intellectuals, prevented the education of an entire generation, and ruthlessly tortured and killed thousands of ethnic minority members. Han Chinese, too, were subject to hideous mistreatment at the hands of the  Red Guards; an estimated 750,000 to 1.5 million people were murdered between 1966 and 1976. Although the Tangshan Earthquake caused tragic loss of life, it was key in bringing an end to one of the most horrific and abusive systems of governance that the world has ever seen. The quake shook loose the Gang of Fours hold on power and ushered in a new era of relatively increased openness and economic growth in the Peoples Republic of China. Sources Chang, Jung.  Wild Swans: Three Daughters of China, (1991). Tangshan Journal; After Eating Bitterness, 100 Flowers Blossom, Patrick E. Tyler, New York Times (January 28, 1995). Chinas Killer Quake, Time Magazine, (June 25, 1979). On This Day: July 28, BBC News Online. China marks 30th anniversary of Tangshan quake, China Daily Newspaper, (July 28, 2006). Historic Earthquakes: Tangshan, China U.S. Geological Survey, (last modified January 25, 2008).

Importance of Effective Communication To Elementary Teaching Essay

Importance of Effective Communication To Elementary Teaching profession - Essay Example If the teacher truly does want to create multivoiced classrooms, she/he needs to provide ways for all of the students to participate. One among is the effective communication of the teacher with the students. Communication apprehension (CA) has been defined as an "individual level of fear or anxiety associated with either real or anticipated communication with another person or persons" (McCroskey, 1977). The school environment can play a vital role in the prevention of CA and make the students feel as part of the team. Fisher (1995) describes a school classroom that encourages a sense of community: "For me, community in the classroom is the amalgamation of rigorous learning and caring about one another. Community is built through routines, procedures, and attitudes that evolve over time as the teacher and children develop trust in one another. The teacher can create community feeling in the students by creating a warm, easygoing climate in the classroom --helping students get to know one another at the beginning of the year --using drama and role-playing situations --having students speak to the class in groups or panels rather than individually --allowing students to work with classmates with whom they feel most comfortable --having students speak from their seats rather than from the front of the room --presenting students with oral activi

The importance and impact of Training and Development of employees Essay

The importance and impact of Training and Development of employees - Essay Example Training and development do not come cheap, but in a competitive commercial environment a failure to realize the human potential within an organization can be very costly (HR Magazine). Training and development are not only the responsibility of the organization, but also of the individual employees. Given that training and development require an investment by both the individual and the organization, an investment that can be measured in both financial and time terms, it is important that both partners receive value for money. It is also important to note that training and development do not occur in an organizational vacuum – they should be linked to the overall goals and strategies of the organization and to the life goals and strategies of the individual (Aguinis and Kraiger 452).In this paper, I will endeavor to define what organizations, specifically the Human Resource Department, mean by training and development, and how these processes impact the organizations’ performance and success. Towards the end of this research stories of three recognized international companies that have shown success and growth through recognizing the importance of investing in training and development will be discussed.In order to understand how training and development benefit an organization’s performance and success, concepts relating to training and development need to be discussed first. ... Defining Training and Development: In order to understand how training and development benefit an organization’s performance and success, concepts relating to training and development need to be discussed first. These concepts that will be covered in this section of the paper are: learning, training, development, education, coaching, and mentoring. Learning Learning is the process by which behavior and attitudes are changed. One of the major debates in child development and education has been on the question of how much behavior is innate and how much is learnt – the ‘‘nature or nurture’’ debate. A psychological definition of learning is â€Å"any change in the general activity of an organism the effects of which persist and recur over a period of time and which are strengthened by repetition and practice† (Thomson 215). Although this is quite an old definition, it covers the major points about learning very comprehensively – the fact that learning persists and recurs and that it is strengthened by repetition and practice. Indeed, if the new behavior does not persist then it is generally accepted that learning has not occurred. Training Training is very specific and is concerned with the mastering of a particular task or set of tasks. At its most basic, training does not require understanding of the whys and wherefores. It is fairly easy to train a pigeon to select a particular shape from a collection of shapes or a Seeing Eye dog to guide a human being around obstacles or to sniff out drugs and explosives. The training process with animals involves rewards and punishments – a food treat as reward and a harsh word