Awhile versus A While - Commonly Confused Words

Its easy to confuse the adverb awhile with the two-word noun phrase a while: the main difference between them is grammatical.The adverb awhile (one word) means for a short time: Stay awhile. The noun phrase a while (two words) refers to a period of time: I sat for a while and waited. Also, see the usage notes below. Examples Before removing the radiator cap, wait awhile for the engine to cool.I havent been to a football game in a long while. Usage Notes Awhile is an adverb, with the same meaning as the adverbial prepositional phrase for a while: Lets rest awhile; Lets rest for a while. When for a while cannot be substituted for awhile, awhile should be a while: spend a while with me. When for occurs, awhile should not follow; Stay for awhile should be Stay for a while or Stay awhile.(Edward Johnson, The Handbook of Good English. Washington Square Press, 1991)As a noun, spell it as two words:  a while. As an adverb, spell it as one:  awhile.(Bryan Garner, Garners Modern American Usage. Oxford University Press, 2009) Practice (a) Lifes short. If you dont look around once in _____ you might miss it.(Ferris Bueller in the movie  Ferris Buellers Day Off, 1986)(b) Merdine invited me to stay ____ longer, but it was getting late. Answers to Practice Exercises: Awhile and A While a) Lifes short. If you dont look around once in a while you might miss it. (Ferris Bueller)(b) Merdine invited me to stay awhile longer, but it was getting late.   Glossary of Usage: Index of Commonly Confused Words

Psychological Disorders And Obsessive Compulsive Disorder

Psychological disorder or mental disorder is a mind imbalance involving behaviors, thoughts and emotions that cause significant distress to self or other. Great distress means that the person is unable to meet their needs, is a danger to himself and others, or the person is unable to function properly. There are various categories of psychological disorders including, anxiety disorder, somatoform disorder, dissociative disorder, mood disorder, schizophrenia and other psychotic disorders, personality disorders, cognitive disorders, eating disorders (Cave, 2002). These disorders are discussed below. Anxiety disorders. Anxiety is an unpleasant feeling of vulnerability, fear, and apprehension. Its symptoms include trembling, inability to†¦show more content†¦Post-traumatic stress disorder manifests itself through the experience of traumatic experiences, increased arousal, diminished interests in daily activities and avoiding reminders of the causes of the trauma. While an obsessive-compulsive disorder is a state of being preoccupied with a certain compulsive performance of given behaviors and individual thoughts. Somatoform disorder presents itself through the physical dysfunction symptoms with no identifiable organic cause. It comprises conversion disorder and hypochondriasis. Conversion disorder or hysteria manifests itself through physical dysfunctions such as deafness, blindness, paralysis, numbness among others. It allows escape from anxiety activities that are provoking(Cave, 2002. On the other hand, hypochondriasis symptoms include a person having a belief that he/she has a severe illness that is not proven medically. It involves interpreting a small sickness such as a headache to be a significant illness such as a brain tumor though no medical tests supports this interpretation. Dissociative disorders occur when a part of an individual s personality separates from his/her other parts. These leads to lack of consciousness, memory loss and lack of integration of identity. It comprises of dissociative amnesia, dissociative fugue, and dissociative identity disorder. Dissociative amnesia occurs

Computer Organization and Architecture Embedded Systems †Sample

Questions: 1. Explain embedded systems 2. Show the fetch-execute cycles for the following segment of instructions assuming that the following values are present just prior to execution:Program Counter: 65Value in memory location 65: 590Value in memory location 66: 192Value in memory location 67: 390Value in memory location 90: 111Value in memory location 92: 222a. Show clearly the beginning and end of fetch cycleb. The contents of every register at the end of each instruction cyclec. List all the registers you have used and explain their purpose 3. Explain the concept behind pipelining 4. Explain three technical issues why superscalar processing complicates the design of a CPU? Answer: 1. Embedded System An embedded system is a either a programmable or a fixed in capability combination of computer software and hardware. An embedded system is built to perform some specific tasks. These types of systems are found in automobiles, industrial machines, household appliances, digital camera, medical equipment, airlines, toys, vending machines, elevators and mobile phones etc. There are huge number of applications of embedded systems in different industries. There may be some kind of programming interface on the programmable embedded systems (Marwedel, 2010). There is a groups of programmers specialized for programming embedded systems. They are called as embedded system programmer. Some types of operating systems are specially tailored for embedded system programming. For example, Windows XP Embedded, Embedded Java etc. are such types of programming languages. With the advancement in digital circuit technologies and ICs, there are lots of options for inexpensive yet robust microprocessors. But the storage capacity of these microprocessors are limited. For consumer targeted embedded systems, these microprocessors are used. On embedded systems operating system and applications are integrated due to limited computing resources. The applications are programmed into the system memory permanently. This is not similar to personal computers. (Lee Seshia, 2011) There may be two types of microprocessors used in an embedded system. Those types are either ordinary microprocessors where the ICs for memory and peripherals are separated or the microcontrollers where all peripherals are on the chips. Microcontrollers have reduced size, power consumption and costs lesser. There are various types of software architectures available for embedded systems. Those software architecture are simple control loop, interrupt based control systems, co-operative multi-tasking, multi- threading or pre-emptive multi-tasking. There are other types like micro kernel, exokernel, monolithic kernel etc. (White, 2011) Sometimes, security becomes primary focus of some embedded system, then those are developed based on some customized operating system. There may be no user interface to limited user interface on embedded systems. (Ganssle Ball, 2008) 2. Prior to the execution the values in program counter and other memory locations are, (Mano Ciletti, 2008) Program counter 65 Value in memory location 65 590 (Load 90) Value in memory location 66 192 (Add 92) Value in memory location 67 390 (Store 90) Value in memory location 90 111 Value in memory location 92 222 In the fetch cycle, the value from memory location 65 will be fetched and the program counter value will be increased by 1. Now the values in PC and other memory locations are, Program counter 66 Value in memory location 65 590 (Load 90) Value in memory location 66 192 (Add 92) Value in memory location 67 390 (Store 90) Value in memory location 90 111 Value in memory location 92 222 Then the fetched instruction from 65 will be decoded and, it is load 90. Thus the value from 90 will be loaded to the system. The value fetched from 90 is 111. In the next cycle, content from 66 will be fetched. The program counter value will be increased by 1. Thus it will be 67. The content fetched from 66 is 192. It will add 92 with 111. The result will be 203. In the next cycle, value from 67 will be fetched. It is 390 or store at 90. So the program counter will become 91 and the memory location 91 will have 203 as its value. The final arrangements will be, Program counter 91 Value in memory location 65 590 (Load 90) Value in memory location 66 192 (Add 92) Value in memory location 67 390 (Store 90) Value in memory location 90 203 Value in memory location 92 222 3. Pipelining In computer terminologies, pipeline refers to a set of elements that supports a series of data processing tasks where input to a task is output from the previous task. These elements of a pipeline may be organized in parallel or in series using some time sliced mechanism. There may be some use of buffers to hold intermediary data between two tasks. In general, the concept of pipelining has come from the concept of industrial pipelines. (Patterson Hennessy, 2013) In computing, there are various applications of pipelining. Some of those applications are, Software pipeline, in this case, commands are written in such a way that output from a command will be used as input to another. The concept of pipe in UNIX operating systems is an example of software pipelining. There are other operating systems that supports the concept of pipes as well. Graphics pipeline used in graphical processing units or GPUs. A graphical processing unit will consist of number of CPUs or arithmetic units. These units work on different stages of different rendering operations like window clipping, perspective projection, light and color calculation etc. Instruction pipelining is probably the most common and widely used pipelining concept in computing. The RISC pipelining is the more common pipelining used in CPUs. It supports in execution of instructions in an overlapping fashion using the same hardware circuitry. The available circuitry is divided into multiple stages, like instruction fetch, decode, register fetch, execution, write back etc. Each stage executes one instruction at a time. (Hwang, 2011) Instruction pipelining technique is used to increase the throughput of the execution of instructions. That is the number of instructions executed in a unit of time will be more. The instruction cycle of a system will be broken into multiple stages in pipelining. As multiple operations are performed in different stages at the same time, thus the throughput will be increased. There may be more latency as there will be some operational overhead, like flushing the buffer registers etc. So, there is a tradeoff. In terms of latency, throughput will be increased. In real time systems, latency is not tolerable, thus pipelining cannot be used there. Usually, in an instruction pipeline, the stages are inter-dependent. The first stage is about fetching an instruction from the memory of the system, then it decodes the instruction, fetches operands from memory, executes the instruction and writes back the results into memory. In pipelining, processors are kept busy all time as much as possible. Thus the system is productive most of the time. But there may be stalling when it is not possible to execute the instructions in parallel. Based on the behavior of pipelines, there may be two types of pipelining, linear and non-linear pipelining. In linear pipelining, a series or processing steps are arranged in a linear fashion. It helps in performing some function on some data stream. In execution of instructions, computation of arithmetic instructions and access to memory can be accomplished by this type of pipelining. On the other hand, there is non-linear type of pipelining or dynamic pipelining. This type of pipelining is used for performing different functions at different times. There may be feedback connection or feed forward connection in a dynamic pipelining. Dynamic pipelining supports execution of longer instructions. (Godse Godse, 2010) 4. In superscalar architecture, several instructions can be executed simultaneously on the same stages during execution. There are more than one execution units in the superscalar processors to supports the simultaneous processing. More than one instructions can be executed in parallel during the execution and it improves throughput. However, there are several issues with designing superscalar architecture and these issues makes the CPU design process complicated. Three issues are, Out of order processing, when the execution of instructions are completed in wrong order. Branch processing, where the flow of the program changes according to the branching decision. Conflicts on consuming CPU resources like registers. In out of order processing a later instruction that is dependent on some earlier instruction, is executed in out of order. These issues are known as dependency hazards, data dependency etc. There are various techniques to solve these problems. There are some CPUs that suspends the later instruction until the previous one is completed and some CPU supports looking ahead. (Shen Lipasti, 2013) In branch processing, there may be two scenarios. Either there will be an unconditional branching that will start executing just after the fetch. Or a conditional branching. In conditional branching, the branching decision is pending till execution of it. This issue is known as branch dependency. To deal with this dependency, a method called speculative execution is used. It helps in preventing errors causing from branch dependencies. Some solutions include, introduction of more registers, delaying the execution of instruction till all dependency issues are resolved, transferring content of registers to memory locations if there is no dependency or starting all over if there is dependency. Sometimes programmers are needed to ensure that there will be no such dependency. Conflicting accesses to resources happen when there is simultaneous access request to registers etc. some common solutions to this problem are renaming the registers logically and copying the content to the actual physical register after completion of the instruction. (Godse Godse, 2010) References Chu, Y. (2014). High-Level Language Computer Architecture. Academic Press. Ganssle, J. G., Ball, S. R. (2008). Embedded Systems. Newnes. Godse, A. P., Godse, D. A. (2010). Computer Organization And Architecture. Technical Publications. Hwang, K. (2011). Advanced Computer Architecture. McGraw-Hill. Lee, E. A., Seshia, S. A. (2011). Introduction to Embedded Systems. Lee Seshia. Mano, Ciletti. (2008). Digital Design. Pearson . Marwedel, P. (2010). Embedded System Design. Springer . Patterson, D. A., Hennessy, J. L. (2013). Computer Organization and Design. Newnes. Shen, J. P., Lipasti, M. H. (2013). Modern Processor Design. Waveland Press. White, E. (2011). Making Embedded Systems. O'Reilly Media, Inc.

Zavier Bacote Essays - Sports, Medicine, Neurotrauma,

Zavier Bacote ENG 111 Sarah Bruton 16 January 2018 Rhetorical Analysis Draft : Beware the Classroom Costs of Sports Head Injuries In the article Beware the Classroom Costs of Sports Head Injuries by Hallie Zwibel and Heron-Burke they talk about concussion and the impact it can have on a young athlete, and the types of cognitive disabilities they could be affected by from head injuries. As a former athlete, this article I can really relate to because of the many amounts of concussions I have endured and the impact it can have when I'm trying to remember something or try to learn something. For about 4 years I have played high school football and though the four years I have always had trouble when it came to studying because I could never remember anything, and test taking because I couldn't remembered what I studied. For many years I have ignored my concussion just like Molly Poletto, and in doing that it hasn't been good to me when it came to learning and remembering. High School football and high school sport s in general have found new ways for student athletes to prevent concussions and for them to find out if they have one. Concussions can cause many mood swings that can really affect the way you do things academically . In the article they show survey results revealing school that try to help with diagnosing concussions a try to prevent them and the results show seven in ten schools had annual process for educating and providing student athletes about concussions. The NCAA is really cracking down on ways programs treat their athletes after and before having a concussion. NCAA pr ograms follow the standard concussion protocol program called return-to-learn, which provides neurologic exams and tests for vision and memory, it was made to determine if students can return after a concussion (ZWIBEL 2). College involves lots of time, studying , and learning and for student athletes it is a lot more harder , because they have to balance their sports and school work, and that can be very stressful and a lot of times tiring. That's why being a student athlete is the most time consuming and tiring thing to do being a student in college, that's why it is very important to monitor concussions that happen to student athletes because of the symptoms like anxiety and depression that can affect a whole students college mindset and the way they learn. The story of Molly Poletto to me has changed the way the NCAA treats students suffering from concussion while in school. And more and more collegiate programs are involved in trying to help student athletes concussion issues that involve them academically struggling. Over the years , many professional athletes had to retire early because of concussion systems they are experiencing since they were collegiate athletes, and if really not treated right early the concussions symptoms that was discussed can turn into something far worst that can affect your whole livelihood , called CTE which is a disease that kills many athletes because of the concussions they have had wasn't treated right. So many collegiate programs should really help there student athletes out and treat concussions before they affect athletes lives. WORK CITED By Hallie Zwibel and Alice Heron-Burke On 1/6/16 at 5:20 PM Hallie Zwibel is director of New York Institute of Technology Center for Sports Medicine, where Alice Heron-Burke is senior director of counseling and wellness https://drive.google.com/drive/folders/1u-8Phjm-uN73zwhCnM0s-_n6M5AMmXDT

Free Essays on Populist Party

There were a few reasons why the Populists emerged in the late 19th century. This third political party originated in America in the later part of the 19th century. This party was derived from farmer’s discontent and also an economic distress. The discontent was caused by the country’s shift from an agricultural and agrarian America to an America in which industrialists dominated the nation’s development. The public felt as if they had been cheated by the robber barons. These robber barons, a term given to those who took advantage of the middle and lower classes, legally took advantage of classes inferior to them. Vanderbilt, a well-known railroad baron once said, â€Å"Law! What do I care about the law? Hain’t I got the power?† The change from agrarian to industrial had a profound effect on everyone’s life. Ignatius Donnelly, a leader in the Populist Party wrote, â€Å"We meet in the midst of a nation brought to the verge of moral, political, and material ruin. Corruption dominates the ballot-box, the Legislatures, the Congress, and touches even the ermine of the bench . . . A vast conspiracy against mankind has been organized â€Å" As a result of this significant change, several reform movements were commenced. Prohibition began along with socialism and the Greenback Labor Party. Each of these was created in hope of making a difference for themselves or for the country. The farmers in particular were distraught for four reasons: physical problems, social and intellectual concerns, economic difficulties, and political frustrations. The physical problems was the climate. Following 1885 there was an immense drought on the merican prarie making the land less farmable, and causing the land to earn the epithet the Dust Bowl. Furthermore, there were extreme blizzards resulting in innumerable deaths of cattle and livestock. Also, farms were very isolated causing the women and children to lead a life of solitude and boredom. The far... Free Essays on Populist Party Free Essays on Populist Party The ride of the Populist Party attained its greatest strength during the 1800’s resulting from the support of the farmers and delegates from labor and reform groups. They tended to support an increase in money supply, by printing more paper or by coining silver, better government regulation of business, and other alterations they hoped would help farmers and laborer. In 1891, farmers and delegates from labor and reform groups met to discuss these issues. Here they formed the People’s Party, most famously known as the Populist Party. The Populist Party was known for its high-spirited leaders, who stimulated the public with inspiring speeches. The Populist movement also made a remarkable attempt to create new and independent culture for the countries farmers (Blum 286). The party soon began to take off, gaining recognition throughout the states by the 1890’s. In the 1892 election, the party nominated James B. Weaver of Iowa who stood on the platform of free silver. With silver restored to its significant status, Populists argues, that the nation would have more money for circulation. This steady rise in the value of the dollar would end, and farmers would finally receive the high prices they needed. Weaver was also an advocate of government ownership of railroads, and telegraphs and telephone lines, along with other political reforms. Even though they fought hard, they did not win the election. However, their lose if the election did not diminish the party’s hopes. By the next election year in 1896, the populists were faced with a real problem when the Democrats nominated William Jennings Bryan of Nebraska to run. Bryan was a democrat, however was very supported by the Populist Party. The Populists knew, that they could not run against Bryan, and thus would have to support Bryan. Even so, the Southern wing of the Party was extremely opposed to Bryan and his ideals. At a final attempt for unison though, the Southern wing folded... Free Essays on Populist Party There were a few reasons why the Populists emerged in the late 19th century. This third political party originated in America in the later part of the 19th century. This party was derived from farmer’s discontent and also an economic distress. The discontent was caused by the country’s shift from an agricultural and agrarian America to an America in which industrialists dominated the nation’s development. The public felt as if they had been cheated by the robber barons. These robber barons, a term given to those who took advantage of the middle and lower classes, legally took advantage of classes inferior to them. Vanderbilt, a well-known railroad baron once said, â€Å"Law! What do I care about the law? Hain’t I got the power?† The change from agrarian to industrial had a profound effect on everyone’s life. Ignatius Donnelly, a leader in the Populist Party wrote, â€Å"We meet in the midst of a nation brought to the verge of moral, political, and material ruin. Corruption dominates the ballot-box, the Legislatures, the Congress, and touches even the ermine of the bench . . . A vast conspiracy against mankind has been organized â€Å" As a result of this significant change, several reform movements were commenced. Prohibition began along with socialism and the Greenback Labor Party. Each of these was created in hope of making a difference for themselves or for the country. The farmers in particular were distraught for four reasons: physical problems, social and intellectual concerns, economic difficulties, and political frustrations. The physical problems was the climate. Following 1885 there was an immense drought on the merican prarie making the land less farmable, and causing the land to earn the epithet the Dust Bowl. Furthermore, there were extreme blizzards resulting in innumerable deaths of cattle and livestock. Also, farms were very isolated causing the women and children to lead a life of solitude and boredom. The far...

The Story Behind the Famous Christinas World

The Story Behind the Famous Christinas World Take a wrong turn by the prison in Thomaston, Maine, and youll bump down a pebble road and land smack inside a painting. Or so it seems. Hathorn Point in South Cushing, Maine In the remote town of South Cushing in Maine, a stark, weather-beaten farmhouse sits on the east side of Hathorn Point Road, on a grassy rise overlooking the St. George River and the distant sea. In summer the grass might be a close-cut emerald green and a row of pines fringes the horizon, but all the other details are shockingly familiar. This is the scene from Andrew Wyeths haunting 1948 painting Christinas World. Stepping from a car, or from one of several tour busses that lumbers down the narrow road, one might half expected to see the crippled young Christina Olson, in a pale pink dress, crawling through the grass. The landscape is so well-known. The Olson Home was built by  Captain Samuel Hathorn II in the 1700s, which makes it a genuine Colonial style - a home built during the colonial period in American history. The Hathorns, a seafaring family from Salem, Massachusetts, originally built a log cabin on the property before the Captain upscaled to a framed construction. In 1871, Captain Samuel Hathorn IV replaced the old hip roof with a pitched roof and added several bedrooms on the third floor. A half century later, his descendants, the Olsons, invited the young Andrew Wyeth to use one of the upstairs rooms as a part-time studio. I just couldnt stay away from there, the Pennsylvania-born Wyeth once remarked. It was Maine. When entering the house in late spring, a visitor may be followed by the sweet scent of lilac from the bushes planted outside. Inside the rooms seem bare - the beds and chairs have been removed and even the wood stoves that supplied the only source of heat are gone. Visiting hours are limited to roughly four months of Maines most temperate climate - similar to the last quarter of the 19th century when rooms were rented only in the summer months. Wyeth used his upstairs studio for 30 years and featured the house in many paintings and lithographs.The artist captured stark rooms, austere mantels, and somber rooftop views. Only an easel marks the spot where Wyeth worked at the Olson house. No Small Worlds In the 1890s, John Olson married Katie Hathorn and took over the farm and summer house. Two of their children, Christina and Alvaro, lived all their lives in what is now called the Olson House. A young Andrew Wyeth, who had summered in Maine as a boy, was introduced to the Olsons by Betsy, a local girl who would become Andrews wife. Wyeth sketched both Alvara and Christina   while in Maine, but its the 1948 painting that people remember. Some say that old houses take on the personalities of their owners, but Wyeth knew something more. In the portraits of that house, the windows are eyes or pieces of the soul, almost, he said years later. To me, each window is a different part of Christinas life. Neighbors claim that the crippled Christina had no idea that her small world had become so famous. No doubt, the appeal of Wyeths iconic painting is the visualization of a universal desire - to seek a place called home. The world of ones home is never small. For decades after Christinas death, the house changed hands several times. For awhile there was nervous speculation that it would become yet another New England bed and breakfast inn. One owner, movie mogul Joseph Levine, brought in Hollywood set builders to authenticate the place by spraying its rooms with fake cobwebs and weathering the faà §ade so it resembled the building Wyeth painted. Finally, the house sold to John Sculley, former CEO of Apple Computer Inc., and Lee Adams Sculley. In 1991 they gave it to the Farnsworth Art Museum in nearby Rockland. The house is now protected by being named a National Historic Landmark. During the spring, summer, and fall you can tour the humble farmhouse and grounds that haunted the famous American painter. Stop at the Farnsworth Art Museum in Rockland, Maine for a map and you wont even have to get lost to discover Wyeths world. Key Points - Why the Olson House Is Preserved The Olson House has been on the National Register of Historic Places since 1995. The property is significant not for its architecture but for its association with the events and people who have contributed to our cultural history - American artist Andrew Wyeth  (1917-2009) and his paintings. The property has been a National Historic Landmark since 2011.From 1939 to 1968 Andrew Wyeth was inspired to draw and paint the house, objects related to its occupants, and the occupants themselves - the polio-crippled Christina Olson (1893-1968) and her brother, Alvaro Olson (1894-1967). The Olson were the children of John Olson and Kate Hathorn, whose great-grandfather built the house in Maine.Over 300 works by Wyeth are attributed to being associated with the Olson house, including Oil Lamp, 1945; Christina Olson, 1947; Seed Corn, 1948; Christinas World, 1948; Egg Scale, 1950; Hay Ledge, 1957; Geraniums, 1960; Wood Stove, 1962; Weather Side, 1965; and End of Olsons, 1969.The Farnsworth Mus eum continues to restore and preserve the Olson House with period appropriate architectural salvage and reclaimed lumber. Remilled old growth white pine beams and rafters from a 19th century Boston structure were used to restore the Olson homes exterior. Andrew Wyeth is buried in nearby Hawthorn Cemetery, along with Christina and Alvaro Olson and other Hawthorns and Olsons. Sources Olson House, Farnsworth Museum, https://www.farnsworthmuseum.org/visit/historic-sites/olsen-house/ [accessed February 18, 2018]National Register of Historic Places Registration Form, NPS Form 10-900 (Oct. 1990), prepared by Kirk F. Mohney, Architectural Historian, Maine Historic Preservation Commission, July 1993Christina’s World, Longleaf Lumber, https://www.longleaflumber.com/christinas-world/ [accessed February 18, 2018]Historic Restoration, The Penobscot Company, Inc., thepencogc.com/historic_restoration.html [accessed February 18, 2018]Additional photo of Olson House, btwashburn via flickr.com Attribution 2.0 Generic (CC BY 2.0)

Write about the picture and the artist Essay Example | Topics and Well Written Essays - 500 words

Write about the picture and the artist - Essay Example This is evident from the main object’s piece protruding piece from the right and casts shadow just beneath it in relation to both the man and machine like forms found in the background. Diverse forms comprising this artwork their placements occupy the background whereby most of them seem to concentrate in the right side corner. This creates a negative space between the viewer and the main objects. Besides, there are scattered snow like objects characterizing the space between the viewer and the background. These objects and those forming the portrait’s ground do not appear as if the painter utilized brush, but formed them by â€Å"ripping off† technique after applying paint. Hence, revealing underlying paints but via forming patches, which gives the ground snow like forms, scattered in the entire forefront space. The background objects’ colors exhibit bold and heavy brush strokes giving them their true colors except the protruding piece that has a grey color. The protruding image seems as if the painter after applying paint embarked on â€Å"ripping off† method, which he utilized to create the forefront objects. In this image, Clyfford still’s portrait via his painting offers the audience adequate information meant to predict the time and season of the day. The snow-like objects confirm this was a summer day and in the afternoon whereby the latter depiction is evident from the long object’s shadow cast beneath it. The entire artwork’s objects and incorporation of colors gives a feeling of an ordinary atmosphere in the countryside with its normal on goings. This is evident from the busy man undertaking his activities. In addition, the depiction of varied agricultural machines emphasizes society’s daily on goings. Clyfford despite being born in Dakota, he spent 35 years of his early life in Eastern Washington and Alberta (Wà ¼nsche & Crowther 135). Clyfford’s parents were farmers while staying in Alberta, whereby these settings influenced

Fundamental of International Buisness Essay Example | Topics and Well Written Essays - 500 words - 1

Fundamental of International Buisness - Essay Example Ð µ is closÐ µly connÐ µctÐ µd with Ð µconomic growth Ð °nd tÐ µchnologicÐ °l chÐ °ngÐ µ, drÐ °mÐ °tic incrÐ µÃ °sÐ µs in world trÐ °dÐ µ in goods, sÐ µrvicÐ µs Ð °nd finÐ °nciÐ °l Ð °ssÐ µts in lÐ °st dÐ µcÐ °dÐ µs Ð °rÐ µ duÐ µ to drÐ °stic Ð µconomic chÐ °ngÐ µs Ð °nd tÐ µchnologicÐ °l Ð °dvÐ °ncÐ µs. Ð ctuÐ °l tÐ µchnologicÐ °l dÐ µvÐ µlopmÐ µnts hÐ °vÐ µ strong implicÐ °tions for world trÐ °dÐ µ Ð °nd output growth. TÐ µchnologicÐ °l Ð °dvÐ °ncÐ µs drÐ °sticÐ °lly rÐ µducÐ µd thÐ µ trÐ °nsportÐ °tion Ð °nd tÐ µlÐ µcommunicÐ °tion costs Ð °nd drÐ °mÐ °ticÐ °lly chÐ °ngÐ µd thÐ µ structurÐ µ of intÐ µrnÐ °tionÐ °l trÐ °dÐ µ in thÐ µ sÐ °mÐ µ timÐ µ. In fÐ °ct, nÐ µw tÐ µchnologicÐ °l chÐ °ngÐ µs lowÐ µr thÐ µ nÐ °turÐ °l bÐ °rriÐ µrs of spÐ °cÐ µ Ð °nd timÐ µ thÐ °t sÐ µpÐ °rÐ °tÐ µ nÐ °tionÐ °l mÐ °rkÐ µts whilÐ µ libÐ µrÐ °lizÐ °tion policiÐ µs thÐ µ Ð °rtifici Ð °l bÐ °rriÐ µrs to thÐ µ intÐ µrnÐ °tionÐ °l movÐ µmÐ µnts of goods, sÐ µrvicÐ µs Ð °nd cÐ °pitÐ °l. TÐ µchnologicÐ °l dÐ µvÐ µlopmÐ µnt mÐ °y bÐ µ Ð °ccÐ µptÐ µd Ð °s thÐ µ Ð µnginÐ µ of thÐ µ Ð µconomic globÐ °lizÐ °tion in thÐ µ world. ThÐ µ lÐ µvÐ µl of tÐ µchnology, broÐ °dly spÐ µÃ °king, cÐ °n bÐ µ dÐ µfinÐ µd Ð °s Ð ° stock or Ð ° combinÐ °tion of our knowlÐ µdgÐ µ Ð °nd Ð µxpÐ µriÐ µncÐ µs on production procÐ µss, product quÐ °lity, orgÐ °nizÐ °tion of production Ð °nd mÐ °nÐ °gÐ µmÐ µnt, mÐ °rkÐ µting Ð °nd sÐ µrvicÐ µs (Kibritcioglu, 1997). In Ð °ll countriÐ µs, thÐ µ primÐ °ry Ð µxport sÐ µctor is mÐ °nufÐ °cturing industry, Ð µxcÐ µpt thÐ µ MiddlÐ µ ЕÐ °stÐ µrn Ð °nd Ð fricÐ °n countriÐ µs which Ð °rÐ µ rÐ µlÐ °tivÐ µly rÐ µsourcÐ µ Ð °bundÐ °nt Ð °nd hÐ µncÐ µ, Ð µxport mÐ °inly mining sÐ µctor products or oil. TÐ µchnologicÐ °l Ð °dvÐ °ncÐ µs is thÐ µ kÐ µy fÐ °ctor in thÐ µ growing volumÐ µ of intÐ µrnÐ °tionÐ °l trÐ °dÐ µ of goods Ð °nd sÐ µrvicÐ µs. TÐ µchnologicÐ °l gÐ °p bÐ µtwÐ µÃ µn industriÐ °lizÐ µd Ð °nd dÐ µvÐ µloping countriÐ µs Ð °s Ð ° sourcÐ µ of forÐ µign trÐ °dÐ µ, on thÐ µ othÐ µr hÐ °nd, mÐ °y bÐ µ closÐ µd Ð µithÐ µr duÐ µ to thÐ µ continuÐ °l dissÐ µminÐ °tion of informÐ °tion from thÐ µ Ð °dvÐ °ncÐ µd onÐ µs or both. ThÐ µrÐ µ Ð °rÐ µ mÐ °ny intÐ µrnÐ °tionÐ °l orgÐ °nizÐ °tions thÐ °t fÐ °cilitÐ °tÐ µ forÐ µign trÐ °dÐ µ. Ð mong thÐ µm thÐ µ most

Organisational dialouge Essay Example for Free

Organisational dialouge Essay Question 2: A range of authors (e.g. Gerard and Ellinor 2001; Isaacs 1993, 1999; Schein 1993; Senge 1995) suggest that dialogue can positively transform organizational cultures. Do you agree with this assessment? Why? Why not? Engage with relevant academic literature in developing your argument. Student Name: Nguyen Vu Hoang Dung Student Number: 11477445 In organization people spend 80 percent of their time to communicate (The British Psychological Society 2012). Communication is a key tool to share information, foster different opinions and build alignment and trust. According to Gerard Teurfs (1995), the process of dialogue is an invitation to create organization cultures through conversations. It acts as a learning environment that shifting individuals to â€Å"a deeper understanding of collaboration in groups, and a new way of sensing their connections to others throughout the organization† (Querubin 2011, p.19). It brings all the ideas together and suspends judgment so people will have a greater chance to understand each other (Brayman, Grey Stearns 2010). This essay will analyze the role of dialogue in transforming organizational cultures positively and all the benefits it brings. However, it will also examine the challenges of implementing dialogue. Organizational culture includes shared values and beliefs that guide behaviors of all members and determine the way things should be done in the organization (Sergiovanni 1984). Company has its own culture usually indicates higher performance. The role of dialogue is not only to spread the common values and meanings that company wants its employees to follow but also allow everyone to express their own interest. According to Gerard and  Ellinor (2001), the main purpose of dialogue is to produce collective understanding. Firstly, they compared the differences between dialogue and discussion. In discussion, people tend to protect their own thoughts and do not truly concern about other’s opinions and needs. They play as a speaker’s role rather than as a listener. It might leave the remainder out of discussion with frustration, isolation and disrespect. Decisions could be made by the person who has the most power and influence in the group (Gerard and Ellinor 2001). Hence it weakens the aim of enhancing organizational cultures. In contrast, when employees participate in a dialogue, their role as a listener is more important than as a speaker. They desire to hear what others want to say. They try to fit all different perspectives into a common value. Therefore, if issues occur, they listen to deeply understand other’s thoughts and opinions (Gerard and Ellinor 2001). By doing that, employees are getting closer to each other and conflicts are minimized. They help their team or their department to build shared culture. Secondly, Gerard and Ellinor (2001) stated five skills of dialogue including suspension of judgment, listening, reflection, assumption identification and inquiry. They defined the meaning of suspension in dialogue is not to stop one’s judgment about a problem. Instead, they have to aware what their judgments are and â€Å"then holding them lightly so they can still hear what others are saying† (Gerard and Ellinor 2001, p. 7). After listening carefully to other’s ideas, they need to reflect their own assumptions. Therefore, to revising whether those assumptions are linked to the organization or not. If they cannot understand the differences, they must inquire for more information. Hence, this process of dialogue enables each employee to foster different views and converge them together to become one unique aim. Organizational culture is enhanced. In agreement with Gerard and Ellinor, Isaacs (1999) analyzed four principles of dialogue based on Bohm’s research in 1996. They are listening, respecting, suspending and voicing. Firstly, Isaacs had compared listening skill in dialogue to listening to music. He stated a single note of music could not deliver the meaning of the whole song. It is similar to one’s role in a conversation. A single idea is not sufficient to set purposes and  cultures for the whole organization. Hence, dialogue is an excellent practice to give people a chance to listen deeply and get into the nature of the conversation. Secondly, he defined respecting as getting to know more about one person and figure out what sources or circumstances has created their particular thinking. Based on this understanding, people in an organization will pay more respect to each other. The main goal of respecting in dialogue is not to seek decision but to tolerate difference, gap and conflict (Isaacs 1999). The third principle of dialogue, suspending, is determined similar to Gerard and Ellinor (2001). And the last principle Isaacs mentioned is voicing. He suggested people should listen internally so as to select what should say and what should not say in a circumstance. Sometimes keeping silence and listen can achieve the best result. Therefore, the purpose of voicing means people contribute their speech, not only for themselves, but to the whole idea. Overall, these principles are considered having positive effects on organizational learning. They emphasize group and organization achievements rather than an individual accomplishment. In Schein’s study (1993), he described dialogue as â€Å"talking around the campfire† (p. 391). He used â€Å"campfire† as a metaphor to explain how decision is made through dialogue. In the past, people sat around campfire during meeting and shared their own opinions. Arguments would never come up as people just simply expressed their thoughts without any discussion or debate. Through that, they were aware themselves which idea was acceptable and were unacceptable (Schein 1993). This process allowed enough time for each person to listen to a deeper layer of other’s opinions then reflect on their own assumptions. Moreover, Schein introduced the check-in concept. At the beginning of the meeting, each person will respectively contribute his or her ideas, views and feelings to the group as a whole, and therefore, â€Å"has helped to create the group† (Schein 1993, p. 392). Lastly, Schein stressed the limitation of eye contact. This makes people feel ea sier to suspend disagreements and concentrate on listening. Senge (1995) determined dialogue as a facilitator for team learning. Based on his research, team is the key unit to build culture in an organization. By applying dialogue into team learning process, it develops shared vision and  brings result every member truly desires. It also creates teamwork and shares equal leadership to each member in the group. Through sharing a common pool of meaning, culture is positively transforming from individual to group values and beliefs. Although dialogue is proved to have a great effect on organizational culture, there are challenges in implementing it into organization learning system. The first challenge is due to hierarchy level in an organization (Raelin 2012). Dialogue requires equal say and sharing from each member of the organization. However, employees tend to afraid of expressing their true views in front of their managers. They leave decision making to people at higher position. In top-down companies, upper levels of management have full knowledge of desired targets, goals and norms. They have the right and ability to create and change organizational culture. They enforce rules and duties on their employee. They usually do not spend time to listen to individual’s opinion and feeling. Hence, it is very challenging to apply dialogue into this type of business. Furthermore, if the organization involves a cross-culture, that employee come from different culture backgrounds, there is a need for a more lengthy and complicated process of dialogue (Schein 1993). In this type of organization, people use different languages and operate from different mental models. Organization needs to design a dialogue that enables all these people to communicate effectively. Thornhill, Lewis Saunders (2000) also emphasized there is may be a need to â€Å"re-designing of performance appraisal systems and reward systems† and â€Å"the re-definition of job roles to induce employees into accept the new behavior expected from them† (p. 27). Hence it is costly and time consuming. Finally, dialogue may not be suitable to apply to all organizations cultures in the world. For example, Western culture is different from Eastern culture. As dialogue encourage the limitation of eye contact (Schein 1993), people from the West will consider this as impolite or even disrespectful (Spindler 1990). In addition, in Western countries people prefer confrontation whereas Eastern people prefer to say what they feel most  appropriate in this circumstance or least hurtful to the others (Schein 1993). Therefore, dialogue must be selective so it is suitable for each particular organization. In conclusion, dialogue has played a key role in positively transforming organizational culture. It acts as a learning environment that shifts individual to group thinking. It leads each employee to recognize the essential of collaborating in a group. Querubin (2011) demonstrated that dialogue enables members to â€Å"become open to diversity and lose an â€Å"us vs. them† paradigm so prevalent in task-oriented cultures† (p. 19). Hence, group achievement is more important than individual accomplishment. Moreover, dialogue includes suspending of judgment, listening, respect, reflection, assumption and voicing. Through all these principles, dialogue creates collective understanding and leads all members of the organization to higher commitment. However, the implementation of dialogue still faces several challenges, including hierarchy levels, time consuming and different cultural backgrounds. Therefore, selective approach of dialogue must be considered to apply to specifi c organization. REFERENCES Bohm, D. 1996, On Dialogue. Ed. Lee Nichol, Routledge, London New York. Brayman, J., Grey, M. Stearns, M. 2010, Taking Flight to Literacy and Leadership, Rowman Littlefield, viewed 16 December 2010, Ellinor, L. Gerard, G. 2001, Dialogue at Work: Skills at Leveraging Collective Understanding, Pegasus Communications, Waltham, MA. Ellinor, L. Gerard, G. 2001, Dialogue at Work: Skills at Leveraging Collective Understanding, Pegasus Communications, Waltham, MA, pp. 7. Gerard, G. Teurfs, L. 1995, Dialogue and Organizational Transformation, 1st edn, Sterling Stone, Inc., San Francisco. Isaacs, W. 1999, Dialogue and the Art of Thinking Together: A Pioneering Approach to Communicating in Business and in Live, Currency, New York. Querubin, C. 2011, ‘The effect on the organization’, Dialogue: Creating Shared Meaning and Other Benefits for Business, pp. 19, Raelin, J. 2012, ‘Dialogue and deliberation as expressions of democratic leadership in participatory organizational change’, Journal of Organizational Change Management, Vol. 25. Schein , E. H. 1993, On dialogue, culture, and organizational learning . Organizational Dynamics, pp 391-392. Senge, P. M. 1995, The spirit of personal mastery, MN: Charthouse International Learning Corporation, Burnsville. Sergiovanni, T. 1984, ‘Leadership and excellence in schooling’, Educational Leadership Journal, vol. 4. Spindler, G. 1993, The American Cultural Dialogue and Its Transmission, Psychology Press, The British Psychological Society 2012, Dialogue: How to create change in organizations through conversation, viewed 14 May 2012, http://www.bps.org.uk/events/dialogue-how-create-change-organisations-through-conversation-1 Thornhill, A., Lewis, M. Saunders, M. 2000, Managing Change: A Human Resource Strategy Approach, Prentice Hall, London.

Responsibility for the Deaths of Romeo and Juliet in William Shakespear

Taking Responsibility for the Deaths of Romeo and Juliet in William Shakespeare's Romeo and Juliet Romeo and Juliet, the star crossed lovers, the perfect sadly losing there lives for their great love of each other. The tragic death has many characters to blame, but it is impossible to pinpoint the full responsibility on one individual character. Many of the characters in 'Romeo and Juliet' blame each other, for example, the Prince blames the two families and feud for their deaths. He believes that if certain things were different than this whole mess would not have occurred. If this terrible feud were not occurring than there would have been no objection to Romeo and Juliet getting married. "Where be these enemies? Capulet, Montague, see what a scourge is laid apon your hate," ====================================================================== (Act5 Scene3 lines 291-292) (The Prince) The most obvious character to blame in 'Romeo and Juliet' is most probably Friar Lawrence, for it was him who invents the bizarre scheme that will bring them together. Romeo puts his faith and trust in the Friar and he treats him almost like his own father. The Friars character is a very selfish one. At first he shows care and concern for Romeo by not totally agreeing with Romeos actions and decisions, for Romeo was not long ago in love with Rosaline, "Young men's love, then, lies not truly in their hearts, but in their eyes." (Act2 Scene3 lines 67-68) (Friar Lawrence) But as time progresses his thoughts change and he agrees to marry Romeo and Juliet, His intentions were not for the best of Romeo and Juliet but to gain prais... ...s to dealing with situations she acts much more mature, and she plays things much more safely than him. Although her character is very open she, still make sure the decisions she makes in life are the right ones. When she was about to take the potion she thought of all the different scenarios and chose which one was best for her, this is the complete opposite to Romeo. One of the key issues of the play was FATE. . One of the key issues of the play was FATE. You could say all of the events had a certain path and that one thing lead to another. Overall every single character is somewhat involved in the deaths of the star-crossed lovers, and even though they did not kill them literally, they all contributed in leading them in that direction. Works Cited Shakespeare, William. "Romeo and Juliet" 1597. Clark and Wright

Ideas inside of us

Wearing headphones or earphones, turning on favorite songs are the best ways to escape from these distractions. Many studies show that some genres of music such as Jazz or Baroque could help the brain signals processing faster. For instance, when listening to a Jazz song, I feel happier, more relaxed and reducing stress. Music really helps my mind regain the energy that I easily continue focusing on the work. The human brain is very smart, but it is also lazy to concentrate for a long time. When doing one thing for a long time, the brain feel bored, hence it easily gets off the track.Some student share experiences that when they focus on study for two or three hours, they feel hardly to keep their mind going on the lesson. Different changes happened however, when they listen to music that helps everything back to its orbit. As a result, music really helps students kept their concentration on studying. Another advantage of listening to music is that music can helps students get creati ve ideas while studying. From joy to ad from happiness to despair, music really has a special ability to leading our emotions.If I need to write a sympathy essay sharing the sorrow with people dying on the war, I should choose a blues ballad song to listen while writing. If am solving an equation in algebra, I need to find a little hard rock of Linking park. Music can simulate students' creativity as a cup of coffee. Listening to music while studying could help students get ideas that they might not realize before. If you want to find something to boost your creative, do not think bout coffee but try some music, it is truly a healthy caffeine medicine for our students.Music leads the emotion and emotion paves the way for creative ideas inside of us. Sometime, you stuck with a problem, find no way to escape the cycle, so you need something helping you get out of that. Let turn on the cellophane, and play some Pop, ideas will come to you. As can be seen, music is an effective medicine helps us get ideas that are more creative. One other advantage of listening to music while studying is that it helps students have a better memory. Our studies prove that Classical or Zen music can help students easily remember the numbers in math or years of history.Music has the ability to transport our memory back in time just like a time machine. Some formulas or sequences students have studied for a long time might be forgotten. Now, they are recalled exactly as learned yesterday thanks for Classical music. Some students cannot remember and revise what they learned because they are under the pressures of the test ahead. In that case, listening to Zen music could release the pressure, slow the heartbeat and inspires students' confidence that help them recall their memories better.Moreover, students will not be bored or stressed when dealing with a long night trying to revise some ideas for a presentation. With a good mood from music, they can better learn facts and lectures tha t they confront for a presentation. Also, fast music affects students' abilities to remember things out loud. In the same way, slow music helps students think more deeply and keep this information in students' memories. Therefore, music is really a helpful tool for students' memories.

Trifles Symbolism

For centuries people have been writing dramas, but witnessing the drama of a story is a different kind of experience. There are many elements that make up dramas, including sets/setting, plot, conflict, symbolism, point of view, irony etc. Symbolism is something that can be hard to look for in a drama. A symbol is something that represents more than itself. In a drama props, clothing, or sets could all be used as symbols. When symbolism is added to a play it becomes more sophisticated. A symbol can put a play on a whole new level and get an audience to think of the play in a whole new way. Symbols are often hard to find and many times you have to re read work to find them. In an article by Hickett she helps readers understand ways to find symbols â€Å"There are several ways to recognize symbolism in literature. One is the frequency an object or character is mentioned in a piece of literature–if it is mentioned often, it is probably important. Another way to find a symbol is to look at how much detail is used in describing an object† (1). Susan Glaspell uses many symbols in her play Trifles. Glaspell uses symbols such as a canary, quilt, birdcage, rocking chair, cherry preserves all have symbolism given to them by Glaspell in the play. She uses her props very well to give them dual meanings that could easily pass ones eye. Each thing has a meaning to help solve the case, and even show who Mrs. Wright really is. One of the main symbols in the story was the canary. The dead canary shows that Mrs. Wright is capable of murder. Since the bird had a broken neck it shows that it did not die of natural causes. This means that the birds death could also symbolize Mr. Wright’s death. It is up to a reader to determine if Mr. Wright killed the bird so Mrs. Wright killed him, or if Mrs. Wright were to kill both. The Canary could also symbolize the life and happiness Mrs. Wright once experienced but how it was killed by Mr. Wright. Another key symbol in this story was the bird cage. It symbolizes a guard. Mrs. Wright had a guard up of how her life really was and the way Mr. Wright treated her. She could not show what she was actually going through. It shows how after marriage her life became secluded, like a bird in the cage would be. The next symbol found in Trifles is the rocking chair. The chair symbolizes calmness. It shows throughout everything that Mrs. Wright is going through and how nervous she may be, while Hale is questioning her she can still remain calm. It shows that the chair was a place of tranquility, somewhere she could spend her time and be in peace.

definition of capitalism Essays

definition of capitalism Essays definition of capitalism Essay definition of capitalism Essay From an economic standpoint, capitalism is an economic system whereby all capital (defined in next essay below) employed in commerce is privately owned and the benefits (the return generated on the employed capital) accrues to the owners of the capital. The market (individuals willfully making decisions) determines where to allocate capital (what goods and services to produce and what price to sell them) for and the benefits (profits or return on capital) from this exchange accrue to the individual. The primary alternative to capitalism is socialism or centrally-planned economic ystems whereby all the capital (in the form of ownership interests in companies) is owned by the government, and therefore the benefits accrue to the government, not to individuals. In addition, the government, not the market, determines what goods and services to produce. Some countries may employ a combination of the two systems (companies may be privately owned as well as owned by the government). Capitalism, however, is more than Just an economic system. It is a philosophy that revolves around the individual and combines many of mans natural instincts and the natural forces of economics. As discussed in the Human Nature essays, man has a natural desire to be free and no economic system allows the individual more freedom to make their own decisions in an economic context than capitalism. In addition, man has a natural desire for wealth and no economic system is better at facilitating the creation of wealth. Furthermore, capitalism is based on the concept of fairness. As discussed in the Morals essays, the concept of fairness is at the heart of all morality. In an economic context no system is fairer with respect to the rewards accruing to those who have arned and deserve them. One could certainly argue that unequal distribution of wealth is not fair but it is this very concept that drives people to create wealth, which in the end benefits everyone from an economic standpoint as discussed in the Economics essays. In the context of economics, no economic system is more in line with the natural forces of economics than capitalism. At the highest level, the natural forces of economics compel capital to be allocated to its most productive use and no system accomplishes this more successfully than capitalism. The primary goal of capitalism is to create and maximize wealth which is accomplished by maximizing the return on capital (see Goals of Capitalsim essay below). Capitalism, however, is not perfect and does have its disadvantages. In a capitalist society only goods or services that can be sold at a profit will be produced which one could argue may not encourage the most desirable culture or maximize the quality of such an environment encourages unethical behavior, which is the primary enemy of capitalism as will be discussed below

Demings 14 Points Theory Explained

Demings 14 Points Theory Explained Read about 14 points of Total Quality Management concept a kind of guideline on management. Deming’s 14 Points Deming’s 14 Points are a set of guidelines for management presented in the Out of the Crisis, written by statistician W. Edward Deming in 1982. Deming is credited with inventing the concept of Total Quality Management (TQM) through the ideas presented in the book, although he did not invent the term â€Å"total quality management.† The central concept behind Deming’s management philosophy is that variation is the biggest obstacle to productivity; by following the 14 points, he reasoned, organizations could develop their own ways to reduce variation  and improve performance and competitiveness. Deming developed his ideas while working in Japan beginning shortly after the end of World War II. His work originally had nothing to do with business, but rather to apply his skill as a statistician to helping to conduct a census of the Japanese population. During the 1950s, Deming began teaching Japanese engineers â€Å"statistical process control,† a methodology that allowed for better quality control in production without applying new processes or equipment; the idea was enormously appealing to Japanese industry, particularly in the capital-lean years following the war, and for Deming’s contribution to resurrecting Japanese manufacturing, he received the rare honor of being awarded a medal by Emperor Hirohito in 1960. On a side note, that means that Japan’s position as a powerhouse in some industries, particularly automobiles and electronics, owes much of its success to an American statistician who had some free time on his hands while on an unrelated assignment. Pay attention in your math courses, kids; it might just make you a business god someday. Read also:  Five Components of Service Management  | Difference between  Leadership and Management Demings 14 Points explained Point 1: Create constancy of purpose to achieve quality. This is a suggestion to focus on long-term planning rather than a  short-term response to changing circumstances  and to align periodic planning with the organization’s overall mission and vision. Point 2: Adopt the quality way of thinking. The implication is that the implementation of the new, quality-oriented philosophy should be sincere; rather than simply imposing it on the workforce, management has to begin the transformation by changing its way of thinking first. Point 3: Stop depending on inspection to achieve quality. A basic premise of TQM is that quality control is integrated into production processes, therefore, dedicated quality control procedures, which are out of the normal process flow, are unnecessary and work against increasing efficiency. Point 4: End the practice of awarding business to suppliers on price alone instead minimize cost by working closely with only one or two vendors. The main idea here is to minimize variations in the quality and specifications of supplies and raw materials. Deming’s contention is that there is a greater net cost benefit to establishing long-term relationships in a supply chain rather than chasing lower prices. Point 5: Constantly improve every process involved in planning, production, and service. This, of course, is the fundamental idea behind TQM: continuous improvement as part of everyday practice. Point 6: Institute on-the-job training for all employees. This idea goes hand-in-hand with Point 5; if constant improvement is practiced in every other aspect of the business, it must be applied to the workforce as well. Point 7: Adopt and institute leadership. Leadership, as opposed to mere â€Å"management† or â€Å"supervision.† This idea is sometimes confusing  because Deming does not define the difference very clearly in his own work, although numerous others have tackled the question, with varying degrees of success. Point 8: Drive out fear from the work environment. Punitive management, that is, where the primary check on performance is to punish performance that is not up to the expected standards, is counterproductive because it discourages workers from working for the organization’s best interests. In other words, they are performing at the minimum level necessary to â€Å"stay out of trouble†, rather than trying to excel. Point 9: Break down barriers between the workers and the management. This point, as Deming discusses it, is not so much a statement on the form of organization but a prescription for another basic idea in TQM, that different parts of the organization have a supplier-customer relationship with one another. Point 10: Eliminate slogans, exhortations, and targets. In TQM, the presumption is that the likely source of variation and error is the process, rather than the people. Deming views slogans – the sort of thing one might see on those ubiquitous motivational posters – as useless at best, if the process that they are directed towards is not improved. Point 11: Eliminate quantity-quotas and targets for the workforce and management. This is related to Point 8; continuous improvement is not possible if some â€Å"endpoint† is established. The focus of the work will shift from seeking continuously improving quality and productivity to meeting a quantitative goal. Point 12: Remove barriers that rob people of their pride in workmanship, and eliminate the annual rating or merit system. This particular point is a bit difficult to interpret; Deming’s view is that merit-based performance rating is demotivating, and he ties it in with his general distaste for targets, quotas, and the â€Å"carrot-and-stick† approach to performance management. On the other hand, if taken to extremes this point could suggest that performance is not important, which would be an idea most managers would take exception to. Point 13: Institute a vigorous program of education and self-improvement for everyone. This point is simply an extension of the ideas in Points 5 and 6; â€Å"continuous improvement† must be applied to the people as well as processes. Point 14: Put everyone in the organization to work to accomplish the transformation. This point is related to Point 7; any organizational transformation must include everyone and not simply be imposed on the organization. The most common criticism of Deming’s 14 Points is that they do not provide any tools to carry out these ideas, and in many ways suggest that tools for measuring and management performance are counterproductive.  Deming himself provided little guidance to deflect this criticism; his position was that these were broad objectives  and that it was up to management to develop the means to reach them, according to their own organization’s unique circumstances. If you need a similar essay feel free to  ask our writers for help and place an order.

Review the Effectiveness of the UK Skills Strategy Essay

Review the Effectiveness of the UK Skills Strategy - Essay Example People will not be able to create a good society, if they can’t eliminate the void between the well-educated and uneducated people. Moreover, skills maintain the employment industry flexibility required to guarantee quickly-responding economic system in the modern altering conditions. The degree to which skills of the experts meet the requirements of the employers, and the effectiveness of the ways to eliminate the possible gap between supply and the requirements represent the measurement for this flexibility, defined in the EMU evaluation. While coming across modern challenges like enormous impacts of IT, impetuous globalization, firm demands for well-grounded social developments, international changes under the influence of knowledge-directed economy, and world-wide competitions in the 21st century, a great number of educational transformations and reforms were implemented all over the world. Thus, educationalist and policy-makers of many countries take into consideration how to modify education in general and make future generations ready for facing different kinds of challenges. In current rapidly changing time creativity, uninterrupted action learning, "perpetual" education, expansion, and manifold intellect development are often vigorously underlined in ongoing transformations generally in realm of learning in and considered as the major components for well-founded development of learners, and even of citizens in the scope of globalization, knowledge-directed economy, and IT. In the institutional context, knowled ge-driven management, organizational learning, and institutional intelligence in everyday activity are regarded as indispensable for permanent evolution and perfection of organizations. †¦a living organism, consisting of empowered, motivated employees, living in a clearly perceived symbiosis, sharing the feeling of a common destiny and profit, striving towards jointly defined goals, anxious to use every opportunity to learn

Motivating and Supporting Collaboration in Open Innovation Term Paper

Motivating and Supporting Collaboration in Open Innovation - Term Paper Example Retrospectively speaking, the authors say that the new product development has always been a closed loop work. It was initiated and completed by a few chosen people inside the company; but now, the loop has been broken due to this stiff competition in the market. The companies now involve the end users into the new product development. Nonetheless, single customer’s unique needs are not of much use to the company due to economic viability. The company needs to understand large customer product combinations. Hence, the company needs to motivate a collective creativity towards novelty. Past studies have shown that collaboration paves way for better creativity and efficiency in an organization. All the great ideas of the past have been found by individuals who shared their work with others for elaboration.     The consumers’ opinion towards the new product is considered vital in this era; hence, the development of the open-intelligence portals. These portals act as int ermediaries between the different market players – paving way for collective response to innovation. It is now believed that the investment in the OI systems is wastage without the understanding of the motivational factors. The company needs to understand these motivational factors in order to attract the users to the OI portals for their input.Based on their research work, the authors state that one of the most important motivating factors for active participation at online communities is the level of effect that participation has on the surrounding environment.

Bribery and Scandals Essay Example | Topics and Well Written Essays - 1000 words

Bribery and Scandals - Essay Example This is because when bribery is used as a mean, it gives one part unfair advantage over the other and hence kills the spirit and the very meaning of unfair play. Salt Lake City won the bid for hosting Winter Olympics 2002 and this meant commercial business worth $2.8 billion. The City had already once lost the bid to Nagano and was simply not willing to take no for an answer when bidding began in 1995. The decision had definitely created huge excited and enthusiasm and every thing looked good till an ugly bribery scandal was unearthed in 1998 and 1999. "The actions of Salt Lake bid committee members were a reaction to the 1991 loss to Nagano. Salt Lake bid officials believed their bid was technically superior to other cities in the competition, but they felt the city lost because Nagano bid officials had done more to appeal to individual IOC members. The Japanese bid was believed to have won support among IOC members when, for example, a substantial contribution was made by a Japanese business to the Olympic museum in Switzerland, a pet project of IOC President Samaranch." (Burbank) Someone this gave the Salt City officials the idea that in order to win the bid, it was best to have personal close relationships with members of the International Organizing Committee. And this idea gave birth to a series of bribes made to a number of major officials in the shape of extensive gifts, scholarships and vacations. They were even provided with "special" favors and comforts during their hotel stay. "In January, when the scandal broke, it looked like SLOC had paid off 13 of the 114 IOC members with $393,000, mostly in "scholarships and stipends" for family members. By the end of the month, the figure had risen to $800,000, with real cash bribes, and U.S. Olympic Committee member Alfredo La Mont had resigned amid allegations he took "consulting" fees to clue SLOC in on which IOC people were buyable. By early February, we were at $1.3 million for 24 members-a fifth of the IOC." (Mintz) It was an ugly episode in the history of Salt City and came to light when in November 1998, one television reporter got hold of a letter that was written by SLOC to the daughter of one of the IOC officials stating that her tuition assistance was being cancelled. This opened a Pandora box but initially the repercussions were quite muted. It was after the publication of a report by the ethics committee, that two main persons at the center of the scandal resigned and Governor Leavitt commented on the issue: "It must be made absolutely clear that the actions of a few do not reflect the values, moral expectations, or standards of behavior of this community and state. We deplore it, and revolt at being associated with them . The Olympics have been a shining light, but there is a sinister and dark corner of corruption. This culture of corruption has taken root because of a lack of accountability . This corner of Olympic corruption did not begin in Salt Lake City. But let it end here". (Leavitt 1999) The statement issued by the Governor showed that while he resented the actions, he did not blame his people for starting it. He gave the impression that it has been an on going practice. Whether he was right or not requires further investigation. We can only say that all in all, Salt Lake City scandal was indeed a scandal of bribery. The expensive gifts given to

Social Work Practice: Values and Ethics

Social Work Practice: Values and Ethics Introduction At its most basic social work is a consistent and organised approach to the social problems of families and individuals. It is an approach that focuses on helping people to help themselves (Moore, 2002).[1]Most practitioners enter social work because of a commitment to social justice, or at the very least a desire to help others and to see improvement and positive change in people’s lives. Modern social work, along with other public services, is being increasingly run along business lines and market principles. Today’s social worker therefore is confronted with the managerial approach, performance indicators, care managers and care packages. Given the current state of things where everything is guided by budgets and the need to satisfy those in charge by processing a case as quickly as possible one wonders whether a social worker has time to be guided by general ethical principles, let alone a specific code of practice. In the current climate it is easy to forget that s ocial workers are committed to the view of the intrinsic human worth of each individual, and the concomitant view that each person deserves the best care and advice possible. In 1948 the Universal Declarati[2]on of Human Rights came into being. The declaration encapsulates a view of the inherent worth and dignity of the human person. The declaration espouses the notion of individual freedom on the basis that such freedom did not infringe the rights of others, these are the rights on which much of social work practice is based. This paper will begin with a general definition of ethics. It will then look at the ethics and values which underpin social work practice. There will be an assessment of social work values and of their relevance to anti-discriminatory and anti-oppressive practice. Ethics Ethics are general moral principles that are intended to inform the governing of human behaviour. Thus, most people would hold to the view that some things such as cruelty and murder are always wrong, or unethical. Ethical codes, however, may be based on moral principles, but are not as generalisable or universally applicable. This is because they refer to particular professions and the way in which professional behaviour is governed. Such ethical codes cannot be said to be neutral or value free because they are contextual. They arise within a certain context and are applied to a particular purpose as such, ethical codes are influenced by the ideologies held in that context (Butler, 2000). The context being examined here, is that of social work practice. Codes of practice and ethics are often idealistic, because they may be seen as providing a blueprint for how a social worker should act when it is impossible to legislate for every situation, and this may result in a false sense of s ecurity (Banks, 2003). Social workers therefore, need to be able to recognise when the code of practice within which they are required to work, does not operate within a framework that is informed by human rights and social justice (Husband, 1995). The Client’s Needs Shon (1991) has argued that: Professionals claim to contribute to social well-being, put their clients’ needs ahead of their own, and hold themselves accountable to standards of competence and morality. (Schon, 1991:11-12). Some critics maintain that the way in which social services often operates is self-serving rather than serving the needs of the clients, yet social workers do police themselves and their profession. The way in which they do this is to think critically about what they are doing, why they are doing it, and what moral implications this may have. Certainly social work ethics should not lead anyone to believe that the social work profession should serve itself, rather the needs of the client should be most important. One of the ways this is achieved is by establishing clear relationship boundaries early on. This is because involvement with a client that is too personal is contrary to what the BASW has to say about social work ethics and values. The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work (BASW,2001). [3] Social work practice, in order to be ethical practice must be centred on the needs of service users Social workers of necessity intervene in people’s lives and have an influence on situations, ethical decision making is therefore a vital component of social work practice (Osmo and Landau, 2001). The Association is there to give advice to social workers on what constitutes ethical decision making in different contexts. Ethical Decision Making Decision making has to be grounded in the values and ethics of social work. Some of the issues that social workers have to deal with and that involve them in ethical decision making centre around balancing the rights of one individual against others, around public welfare and issues of institutional and structural oppression. This can make life difficult because the social worker has then to identify when institutions and structures are being oppressive and how the values of social work may be used to combat this. Decision making is also problematic because social workers are committed to confidentiality with respect to the people they work with. Sometimes a social worker is faced with a situation where he or she may, for the greater good, be forced to break the ethic of confidentiality because the client may be a danger to themselves of someone else. This causes a conflict of values and the social worker has, with the help of his/her supervisor, to balance the needs of the individua l against the needs of the greater good. At the very least social work should begin with a clear commitment to social justice which seeks to challenge poverty and discrimination in all its forms because social work has its roots in the nineteenth century moves to eradicate poverty and unemployment. Everyone has the right to be protected from abuse and to be treated with respect. This is not easy when Government discourses express concern for inclusion and equality e.g. for those with mental health problems, then employ discourses which ignore factors such as race, gender and class and social circumstances, that are pertinent to any proper understanding of a person’s condition. The Human Rights Act of 1998 makes it mandatory for local authorities to act in ways that are conversant with the Act. Social workers help with the problems faced by people with disabilities. Social workers have a duty to be conversant with the Human Rights Act and the Community Care Act of 1990. Social workers are faced with making decisions concerning what defines a person with disabilities and also how to assess their needs. If the wrong form of care is prescribed, e.g. detainment under the Mental Health Act for a person who does not fulfil the specified criteria, then this could be an infringem ent of human rights. Social workers are duty bound to base their practice on concepts of human rights and social justice but at the same time they need to be more aware of how the inequalities that they see in society might affect their practice (Cemlyn and Briskman 2003). Society does not always operate in the best interests of the individual person, furthermore, the introduction of market principles into social care can mean that the legal framework within which a social worker has to act may also (however much it is unintended) work against individual rights. Some commentators e.g. Challis (1990) maintain that prior to market principles and managerialism being introduced into social care, social workers operated with a much greater degree of freedom. It is arguably the case that the social worker is duty bound to act in accordance with a process that is informed by the valuing of the human person and the concept of human rights, and may, therefore, need to be prepared to work outside of a framework th at (albeit unintended) prevents them from working according to this ethic (Cemlyn and Briskman, 2003). Wolff (2002) speaks of virtue ethics being the root of social work practice because of its concern with a just society and justice for individuals. Bearing this in mind social workers seek to engage in anti-discriminatory and anti-oppressive practice in all that they do. Anti-discriminatory and Anti-oppressive Practice An emancipatory and anti-oppressive attitude is a critical component of ethical social work, social workers should be people enablers, enabling people to stand up for their rights and giving them a voice. Horton and Pattapen (2004) argue that in contemporary society individuals are often disempowered in numbers of ways and feel unable to cope with the rules that guide their lives. Social workers deal with the distress that results from this and in their practice should question social systems wherein an increasing number of people suffer from injustice, oppression, and exclusion from mainstream society. Anti-discriminatory practice means taking account of structural disadvantages i.e. how the structures of society often work against certain groups e.g. those with disabilities, women, and ethnic minorities. It also means that the social worker takes care not to use discriminatory language and to do their best to promote the dignity and self-worth of service users. The ethos of the worth of individual human persons is often counteracted by current social work practice. Under the guidelines for social care social workers help individuals to choose what is best for them, in practice however, care managers are the people who hold the budgets and budgetary concerns can often be discriminatory disenfranchising the person that the social worker is trying to help (Postle, 2000). Social workers try to avoid this happening but they work in a state institution that often inadvertently works against the best interests of service users. This is why social workers need to be trained to view the world from the perspective of others so that they more easily recognise how the system oppresses (Moore, 2002).. Conclusion The ethics and values that underpin social work practice are dedicated to social justice and recognition of the inherent worth of each and every individual. Social workers do their best to work in partnership with service users and to do this in a way that includes and empowers people. Social workers are dedicated to help people move forward and take control of their lives, the idea is to shift the power balance away from the social worker and towards the person that needs help. The structures of society are, in some ways, discriminatory and oppressive and social workers recognise that white masculine values disadvantage people and they are therefore committed to anti-discriminatory and anti-oppressive practice in their work. Bibliography Banks, S. 2003 From oaths to rulebooks: a critical examination of codes of ethics for the social professions European journal of Social Work Volume 6 No. 2 July 2003 p. 133-144 British Association of Social Workers (2002) The Code of Ethics for Social Work.http://www.basw.co.uk/. Butler, I 2000. A Code of Ethics for Social Work and Social Work Research http://www.elsc.org.uk/socialcareresource/tswr/seminar6/butler.htm Cremlyn, S and Briskman L. 2003 â€Å"Asylum, Children’s Rights and Social Work† Child and Family Social Work 8 (3) pp. 163-178 Husband, C. (1995) The morally active practitioner and the ethics of anti-racist social work. In: Ethical Issues in Social Work (eds R. Hugman D. Smith), pp. 84–103. Routledge, London Ife, J. (2001) Human Rights Social Work: Towards Rights-Based Practice. Cambridge University Press, Cambridge Postle, F. (2000) The social work side is disappearing. I guess it started with us being called care managers, Practice, 13(2), pp. 13-27. Ring, C. 2001 â€Å"Quality assurance in mental-health care: A case study from social work† Health and Social Care in the Community 9(6) 2001 pp. 383-390 Schà ¶n, D. A. (1991) The Reflective Turn: Case Studies In and On Educational Practice, New York: Teachers Press, Columbia University Slote, Michael. From Morality to Virtue. Oxford: Oxford University Press, 1992 Wolff, J. 2002 â€Å"Contractualism and the virtues† Critical Review of International Social and Political Philosophy Volume 5 No. 2 June 2002 p. 120-132 1 Footnotes [1] See p.179 [2] [3] http://www.basw.co.uk/articles.php?articleId=2page=2

The Plot of Hypertexts :: Internet Technology Essays

The Plot of Hypertexts It is quite possible that hypertext is the new literate medium of the future, arguably the present. Unlike its bound counterpart, hypertexts nonlinear. They do not follow a simply straight path from beginning to end, rather the audience is able to choose the information necessary to them and move on. According to Janet H. Murray, author of Hamlet on the Holodeck, â€Å"if we give the interactor complete freedom to improvise, we lose track of the plot,† (Murray, 196). This concept is something completely new to literature, for never before had we have such medium with the reader having most of the control. Hypertexts are defined as, â€Å"a set of documents of any kind, (images, text, charts, tables, video clips, etc.,) connected to one another by links,† (Murray, 55). They have sparked interest in this new relationship between writer and audience. The plot is controlled/achieved by the reader, unlike in linear text where the writer controls the story’s destiny. The Victorian Web is such a hypertext. A project that began in 1987, The Victorian Web can be compared to a journal of interested readers contributing to the idea. It is a project of multiple writers, a feat nonlinear text can achieve with out a problem. With such possibilities, are hypertexts the new ideal medium? Careful critiquing of a hypertext is necessary when beginning to understand the new medium. The Victorian Web has numerous links on the home page alone, each link leading to a different path of interest. From there, the topics provide are broken down into more specific topics, each with a link of their own. Articles are provided for these topics of interest, catering to the need of the present reader at the time. Through my personal exploration of The Victorian Web, I was able to take separate paths on separate topics. The home page of the Victorian Web has 20 links on topics on the era, along with links for the function of the site itself.

Individual Behavior (Organizations) Essay

Individual behavior is considered as one of the main determinants of the productivity of a given organization. The said relationship is believed to be very important that an entire academic discipline was created to focus on its study. Organizational behavior is a field of study that concentrates on describing, understanding, predicting and controlling human behavior in an organizational setting. It is divided into four sub-fields – individual behavior, group behavior, organizational structure and organizational processes. These allow organizational behavior to study a wide range of topics, such as personality, job satisfaction, leadership, group dynamics and the impact of stress on work (Answers, 2008). Basic Elements of Individual Behavior in Organizations It is true that human behavior varies from one person to another due to their individual differences. However, organizational behavior scientists argued that individual behavior is made up of the same elements. These elements must be identified in order to establish predictability in the study of human behavior. The consistency of these elements result in the development of reasonably accurate predictions of individual behavior (NEU-CBA, n. d. ). Understanding Individuals in Organization Organizational behavior scientists use the psychological contract in their study in order to understand the members of a particular organization. Psychological contract refers to a member’s expectations based on his or her contributions and the organization’s inducements. Contributions are what the member provides to the organization. Inducements, on the other hand, are what the organization will provide the member in exchange for the latter’s contributions (Abelson, 2006). Personality and Individual Behavior In sharp contrast to psychological contract, the element of personality and individual behavior assert that individual behavior within an organization is determined by â€Å"the relatively permanent set of psychological and behavioral attributes that distinguish one person from another† (Abelson, 2006). One of the most popular personality frameworks is the â€Å"Big Five† Personality Traits. It is composed of the following: a) Agreeableness – A person’s ability to establish good relationships with others b) Conscientiousness – The number of goals of which a person strives hard to achieve c) Negative emotionality – The extent to which an individual can remain poised, calm, resilient and secure d) Extraversion – The level of comfort a person has with interpersonal relationships e) Openness – An individual’s flexibility in terms of beliefs and interests (Abelson, 2006) Attitudes and Individual Behavior Attitudes are the beliefs and feelings that people have regarding certain ideas, situations or other people. Cognitive dissonance occurs when an individuals encounters other people who does not share his or her attitudes. The element of attitudes and individual behavior believe that members of an organization behave the way they do because it is their means of dealing with people who possess attitudes that are different from theirs. For an organization to be productive, its member must learn how to respect each other’s differences and work as a team despite their diversity in beliefs, attitudes and values (Abelson, 2006). Work-related Attitudes It must be noted, however, that individual behavior in an organization can also be influenced by attitudes that were developed in the workplace. Some examples of work-related attitudes are the following: a) Job Satisfaction or Dissatisfaction – An attitude that reflects the amount of pleasure or fulfillment that an individual achieves from his or her work b) Organizational Commitment – An attitude that measures a person’s degree of affinity with the organization itself c) Affect and Mood in Organizations i. Positive Affectivity – A tendency to exhibit an overall sense of optimism and well-being; sees things in a positive light ii. Negative affectivity – A tendency to exhibit an overall sense of pessimism and gloom; sees things negatively (Abelson, 2006). Perception and Individual Behavior This element defines a person’s behavior as a result of his or her perception, or the set of processes by which he or she becomes aware of his or her environment and starts to interpret information about it. One of the most detrimental forms of perception is selective perception, or the practice of disregarding information that a person feels uncomfortable with or goes against his or her own beliefs. Selective perception may lead to stereotyping or the usage of a single attribute to categorize or label other people. Selective perception may also result in scapegoating or making other people take responsibility for one’s own faults and shortcomings (Abelson, 2006). Stress and Individual Behavior Stress is â€Å"an individual’s response to a strong stimulus,† called a stressor (Ableson, 2006). The general cycle of the human body experiencing and recovering from stress is the General Adaptation Syndrome (GAS). Often caused by task, physical, role and interpersonal demands, one of the major effects of stress is burnout, or the feeling of exhaustion produced by undergoing stress for prolonged periods of time (Abelson, 2006). Experts categorized people into two types, depending on how much they can endure stress. â€Å"Type A† people were those who are very competitive, hardworking and are extremely particular when it comes to time. â€Å"Type B† people, on the other hand, were those who were not as hardworking, dilligent and time-conscious. It was said that â€Å"Type A† people were more likely to experience burnout than â€Å"Type B† individuals (Abelson, 2006). Creativity in Organizations This element stresses the importance of an organization’s creativity in affecting the behavior of its members. An organization that is always able to come up with new ideas or new perspectives that will improve existing ideas have a greater chance of improving productivity among its members than an organization who strictly adheres to convention and does not welcome innovation. Types of Workplace Behavior The effectiveness of an organization is very much affected by workplace behavior, or the pattern of action exhibited by its members while working. Workplace behavior is categorized into four types: a) Performance Behaviors – The â€Å"total set of work-related behaviors that the organization expects the individual to display† (Abelson, 2006). An organization’s performance behaviors is usually indicated in its manual for its members. Performance behaviors are one of the organization’s ways of communicating to its members what are its objectives and how will these be attained. b) Withdrawal Behaviors – Characterized by the absence of an organization’s members i. Absenteeism – When people develop a habitual pattern of not showing up for work ii. Turnover – When people resign from their jobs c) Organizational Citizenship – When people display behavior that contributes positively and immensely to their organization. d) Dysfunctional Behaviors – Behaviors that are detrimental to organizational performance (e. g. stealing office property, fighting in the office premises, reporting to work in improper attire, etc. ) When a person shows dysfunctional behavior, he or she is sending the message that he or she does not belong to the organization that he or she joined and that he or she has contempt for those who do. In addition, the person who exhibits dysfunctional behavior also has contempt for the organization itself, as well as for its objectives (Abelson, 2006). Conclusion An organization is composed of individual members who have different backgrounds, beliefs, values and principles. Hence, it is very crucial to train them how to work harmoniously with one another despite their differences. By identifying the elements of individual behavior in an organization, employers can establish standards and rules that are firm but at the same time considerate towards the workers’ needs. Not only will the company prosper; the employees will also become better workers and persons as well. References Abelson, M. (2006). Chapter 15 – Basic Elements of Individual Behavior in Organizations. PDF File. Retrieved June 2, 2008, from http://wehner. tamu. edu/mgmt. www/mgmt. 363/non-business_363/Chapter%2015%20%20-%20Griffin%208th%20Edition. pdf. Answers. com. (2008). Organizational Behavior. Retrieved June 2, 2008, from http://www. answers. com/topic/organizational-behavior? cat=biz-fin Northeastern University – College of Business Administration (NEU-CBA). (n. d. ). Human Behavior in Organizations: An Introduction. Retrieved June 2, 2008, from http://web. cba. neu. edu/~ewertheim/introd/introd. htm

The Benefits and Hinderance of Assessments

Appraisal in primary instruction involves geting information and doing formal or informal opinions about kids ‘s advancement and attainments, including countries for farther development. The chief facets that are normally assessed in kids ‘s larning include: cognition, apprehension, accomplishments, behavior, attitudes and values in relation to the National Curriculum ( Wragg, 2001 ) . Assessment is indispensable as it can unearth of import information. For illustration, it can ; place spreads in kids ‘s acquisition and where support may be required, supply information that can be shared with parents, inform instructor ‘s planning and teaching method and bespeak the effectivity of schools. However, this is non an inclusive list and there are other indispensable grounds why appraisal is required, which shall be reinforced throughout this treatment. We shall concentrate on appraisal schemes and how this information is utilized ; in peculiar this will be cross referenced with my experience in school. We will get down by researching summational appraisal schemes. This is besides known as ‘Assessment of Learning ‘ ( AOL ) and is an analysis of the appraisal to day of the month, which occurs at the terminal of the twelvemonth or block of survey. Examples of summational appraisals include: the Foundation Stage Profile ( FSP ) , Standards Assessment Tests ( SATS ) and formal instructor appraisals. The empirical grounds collated from this is used to look into the advancement or attainment of the scholar in relation to countries of the National Curriculum. The cardinal intent of this type of appraisal is to supply informations for national and local benchmarking intents. Using this information is indispensable as it enables schools to infer whether kids are run intoing the age-related outlooks. If they have deviated, marks are reviewed and the necessary commissariats or intercessions are implemented. This is to guarantee kids remain on path to run into the national outlooks of doing at least two National Curriculum degrees advancement over each cardinal phase. In my base-school at Robin Hood Primary, information analysis is of import to inform their tracking systems so that they can take action and measure kids ‘s advancement and attainment. The anterior attainment informations is besides used at the start of term to put marks and inform average term planning. This is a cardinal focal point for learning and acquisition. The Contextual Value-Added ( CVA ) theoretical account is a national step which quantifies schools public presentation compared to others with similar features. This theoretical account considers a scope of factors such as ; anterior attainment, Particular Educational Needs ( SEN ) and Free School Meals that can impact kids ‘s public presentation ; therefore provides a flat playing field. The school ‘s CVA tonss are presented on RAISEonline, which is of import in puting the model for schools and bespeaking its accomplishment and attainment ( Weston, 2007 ) . This information enables Local Educational Authorities and schools to: place tendencies, underachieving groups, set realistic marks, and reexamine overall effectivity and criterions. This is peculiarly of import sing the: ‘breaking the nexus between disadvantage and low attainment ‘ certification. This is an enterprise to extenuate under-performance issues in disadvantaged communities. But it should be not ed that the recent White Paper: importance of instruction has indicated a reform into assessment coverage. In peculiar, the CVA theoretical account will discontinue and the hereafter reformed course of study will move as a benchmark for all schools, with a focal point on ‘pupils ‘ premium ‘ to raise accomplishment. There has been negativity towards external summational appraisals in footings of their dependability and whether it benefits the kid ‘s acquisition and advancement. SATS are classed as ‘high bets ‘ , which can ensue in ‘teaching to the trials ‘ and rote instead than deep larning being assessed ( James and Gipps 1998 ) . Hall ( 2010 ) noted that instructors can besides be inclined to follow ‘transmission manners ‘ of instruction, which reduces creativeness in the course of study ; and could finally impact kids ‘s acquisition. SATS are undertaken at Robin Hood Primary along with instructor appraisals. They continue to advance a originative course of study as they recognise the importance of making rich acquisition experiences and orienting kids ‘s demands. This is so they can bask larning and develop new accomplishments whilst still fixing kids for SATS in an effectual mode. In footings of my pattern, I will necessitate to use simil ar teaching methods to run into the larning demands of kids ( Q28 ) . The instructor appraisals officially consider kids ‘s public presentation in each country of acquisition ; and provides them a National Curriculum degree that ‘best-fits ‘ the kid. These have proved to be more popular than SATS in footings of their dependability. To some extent this can be used formatively to inform the teaching method of the schoolroom ( Hall, 2003 ) . The advantage is that the whole- course of study can be assessed in footings of the attainment marks instead than the specific focal point on nucleus topics. More significantly, learning is non specifically geared toward trials but can be adapted by prosecuting larning ends that meet kids ‘s demands ( Alexander, 2010 ) . Robin Hood Primary uses a assortment of grounds from different contexts to measure students as they recognise that kids learn in different ways. This is of import if we consider Gardner ‘s theory of multiple intelligences, where different instruction contexts leverage the ir strengths. The school ethos is a collaborative planning attack. This enables twelvemonth group instructors to discourse their appraisal attacks, what they are measuring in relation to their programmes of work and whether there is a common apprehension of the degree descriptions for moderateness intents. Hall and Harding ( 2002 ) noted that teacher appraisals can be enhanced if a ‘collaborative attack ‘ is envisioned. This is where an ‘assessment community ‘ is created affecting staff, students and even parents. In footings of my ain pattern, it will be indispensable that I discuss instructors ‘ appraisals with experient co-workers to guarantee that kids ‘s advancement and attainments are moderated ( Q11 ) . This information would besides be of import to inform planning and personalise acquisition to assist raise degree of accomplishments ; and contract any attainment spreads ( Q13, Q19 ) . This besides highlights how of import appraisal informations is to supervise kids ‘s advancement and raise attainment degrees. Now that we have discussed summational appraisal schemes, it is of import to research the normally preferable attack ; formative appraisal. Appraisal for Learning ( AFL ) and Assessment as Learning ( AAL ) are formative attacks and is a cardinal portion of the instruction, larning and be aftering procedure. It is a uninterrupted procedure of placing and reacting to kids ‘s acquisition in order for them to do effectual advancement. Therefore it enables instructors to reevaluate their teaching method and planning in visible radiation of whether the intended acquisition results have been achieved. In comparing to summational attacks, AFL recognises the importance of the scholar being included in the appraisal procedure. Hall ( 2003 ) reinforced this impression: ‘†¦ Just as acquisition is a societal procedure, so excessively assessment is a societal procedure. The manner the learner interprets the acquisition context is vitally of import to their success in that context ‘ . ( Hall, 2003, p. 12 ) Black and William ‘s ( 1998 ) research have proven that AFL does raise criterions of attainment. In peculiar, easing the lower abilities more than others, which minimises the spread of attainment. This links with the Assessment Reform Group ‘s ( 2002 ) research of AFL patterns. They highlighted 10 rules to maneuver instructors in implementing this in their schoolroom to advance effectual instruction and acquisition. The cardinal intent of AFL is to raise accomplishment. It involves kids to develop their ain acquisition, which makes them active agents in the appraisal procedure. Planning is critical to its success to guarantee that relevant information is collated to heighten kids ‘s advancement. Alexander ( 2010 ) emphasised that AFL lucifers modern positions of how kids learn as they actively construct their acquisition and take ownership. Key characteristics associated with AFL ( but non inclusive ) include: sharing the acquisition aims and success standards, supplying feedback, effectual inquiring, affecting kids in equal and self-assessment, and Assessing Pupils Progress ( APP ) . Robin Hood Primary extremely respects AFL as a mechanism to supervise kids ‘s advancement and attainment so that any barriers can be lifted to guarantee that they all reach their possible. This is reinforced by their purpose: ‘†¦Raise criterions of attainment and accomplishment by holding high outlooks of the instruction and larning ‘ . ( Robin Hood Primary School ‘s Policy, 2010 ) AFL is embedded within their school civilization to gain this purpose. The celebrated formative illustrations are some which are used within the school and shall now be discussed. Sharing larning aims is a whole-school attack and is made visually and verbally explicit to the kids in all topics. The kids besides write the acquisition aims in their work to reenforce outlooks. This pattern enables kids to be clear on the purpose of the lesson and more significantly what they need to make to be successful, which is the success standard. This so promotes self-assessment, which links to an of import impression made by Black and William ( 1998b ) : ‘†¦When scholars do come to a sense of how their work is judged they are far more effectual and committed as scholars. They can self-evaluate ‘ . ( Cited in Hall and Burke, 2003, p. 55 ) Sharing the success standard is every bit of import as the acquisition aims. Children recognize what the instructor ‘s outlooks are in footings of judging attainment and they can supervise their advancement towards these ends. At Robin Hood Primary, they normally make this visually explicit such as on the Interactive Whiteboard and is besides reinforced verbally throughout the lesson to do outlooks clear. In add-on, I have observed the instructor to underscore the intent of what they are making, which is of import if we consider the cognitive behavior attack to larning. This theory states that scholars actively construct their acquisition. By supplying a intent they are motivated to larn, which interlinks with the ‘what ‘s in it for me ‘ construct ( Hughes 2010 ) . In footings of pattern, it will be of import for me to go on to portion the acquisition aims and success standards with the category, by guaranting that it is besides expressed suitably to those with SEN and EAL needs. This would enable all kids to be engaged with the undertaking and basically their ain appraisal. It would besides allow me to concentrate on the acquisition results and therefore quality instead than merely acquiring the activities complete ( Q10, Q12, Q26b ) . Self-assessment is an built-in portion of the acquisition aims and success standards. This can merely be successful if kids assess and reflect on their ain ability and understand what they need to make to better instead than merely being told what to make. From my experience, oppugning throughout and during plenaries are utile manners to measure whether acquisition has taken topographic point. It besides enables kids ‘s to reflect whether they have fulfilled the success standards and larning aims. Robin Hood Primary considers effectual oppugning in self-assessment to be of import to get an penetration into kids ‘s acquisition. Open-ended inquiries are important to guarantee that it is inclusive of all scholars. Hall ( 2010 ) emphasised that kids need clip to believe to develop higher order believing accomplishments. From my experience, I have noticed the instructor to utilize ‘positive linguistic communication ‘ in the schoolroom if kids experience troubles or misconceptions, particularly in numeracy. The civilization is to handle errors as chances. I think this is an of import scheme to use so that kids are non de-motivated and increases their self-esteem ; but basically influences their acquisition positively. The school besides uses peer-assessment, which is more than marker trials and can reenforce self-assessment. For illustration, during certain speech production and listening group exercisings, the kids had to explicate inquiries sing a book, which was so discussed and evaluated as a category. This can be effectual as kids can get confidence in making their ain inquiries and sing a scope of differing responses. It besides enables them to develop an penetration into their ain public presentation and what they need to make to better by measuring the work of others. Clarke ( 2001 ) besides reinforced the importance of these appraisals as it raises their self-esteem as they are in control of their acquisition. It should be noted that there can be disadvantages with this type of appraisal in footings of sensitiveness or kids ‘s fight, but if used in the right context if can be powerful. In footings of my pattern, I will necessitate to guarantee that I present self and peer appraisal chances, in concurrence with effectual inquiring and feedback. This is so kids can reflect on their ain acquisition and be motivated to come on. This will besides supply me an penetration into their acquisition, which so informs short-tem planning in footings of the learning sequence of lessons ( Q29 ) . In relation to this, understanding the kids will be indispensable to provide for their demands efficaciously. This reinforces how these elements are closely interlinked with appraisal ( Q25a, Q25c, Q26a, Q27, Q28 ) . From the above treatment, we can see how formative appraisal schemes are more child-centred compared to summational attacks. This enables them to see how good they are making and more significantly for instructors to put marks. As mentioned earlier, Robin Hood Primary has pupil tracking systems, which enables them to measure whether kids are run intoing the age- related outlooks. These tracking systems consist of the National Curriculum degrees the kids obtained in the old old ages based on the SATS, instructor appraisals, APP informations and their anticipations for the terminal of the twelvemonth. The instructors besides have review meetings with the Head Teacher to look into that the students are on path. It enables instructors to put marks and commissariats to ease kids to do the 2 sub-level betterments within the twelvemonth. It besides deduces whether any intercessions are required to shut attainment spreads. This reinforces the importance of appraisal as pupil- degree informat ions is of import to inform acquisition, learning and be aftering so that attainment degrees can be raised. The ‘breaking the nexus between disadvantage and low attainment ‘ certification high spots that using informations can extenuate these links and encourages personalised learning commissariats. In footings of my pattern, it will be critical that this information is used for these intents so that kids can accomplish their possible ( Q10, Q13, Q19, Q25b, vitamin D, Q26b, Q29 ) . Robin Hood Primary besides have qualitative marks in literacy and numeracy, which are explicitly shared with the kids so they know how good they are making and what they need to make to better. This is of import so they can take ownership for their propensity. They have a mark sheet ( see appendix 1a and B ) in their numeracy and literacy books, which translate into ‘I can ‘ statements ; and are more child-friendly. This is a mechanism to portion marks with the kids so they know what they need to make to come on to their expected National Curriculum degrees by the terminal of the twelvemonth. The marks for EAL kids normally differ in literacy ( and other topics ) to guarantee they come on within their capablenesss. Children in Key Stage 1 and 2 besides complete an assessed piece of composing known as the ‘Big Write ‘ ; this is portion of the current school ‘s betterment program which places an accent on composing. This is normally undertaken at the termi nal of stage results to supervise kids in these specific countries of larning. Equally good as composing marks in their book, they are visually placed on their tabular arraies as a reminder. There are besides ocular shows such as ‘VCOP ‘ pyramids to foreground what they need to make to obtain a peculiar degree, which reinforces the criterions to take for. In footings of reading, the kids are informed of their degree at the beginning of the twelvemonth and where they are expected to be at the terminal of the twelvemonth. This is tracked by the instructor and instructor helper who monitor advancement. In footings of tracking other topics, the instructors provide feedback through constructive marker and general observations in the schoolroom. This is besides built-in to the self-assessment procedure so kids know how to bridge the spreads in their acquisition. Feedback is of import so instructors can assist scaffold their acquisition to shut the spread between what they know and need to cognize ( Clarke, 2003 ) . The instructor besides acquires feedback from the learning helpers as a manner of monitoring advancement. This besides demonstrates the importance of working closely with the support staff ( Q30 ) . I will necessitate to guarantee that I give constructive feedback to ease acquisition, particularly by associating their acquisition to prior experiences to do this meaningful. Feedback will besides enable me to set and inform hereafter planning and instruction ; which reinforces the appraisal, planning, learning rhythm and the importance of planning and monitoring kids ‘s advancement. ( Q12, Q27 ) The appraisal schemes across the age ranges are similar for Key Stage 1 and 2. However, in Key Stage 1 they have a phonics tracker to supervise advancement and inform ability groups. They besides use the ‘bubble and block ‘ attack, which specifies the positive component of their work and marks for betterment. There is besides the FSP which is a summational attack used in the Foundation Stage. This assesses kids ‘s patterned advance and the degree of attainment achieved in each of the six countries of larning. There are13 appraisal graduated tables covering these countries, which promotes instructors to used focused observations as a agency of the documented accomplishments ( DCFS, 2008 ) . This leads to a summational record at the terminal of the Foundation Stage. The FSP is used by the Key Stage 1 instructors to enable them to inform their hereafter planning. This reinforces the importance of appraisal informations in easing acquisition and raising attainment degre es. In footings of supervising the advancement and attainment of SEN kids ( or those working below the National Curriculum degrees ) , Robin Hood Primary uses p- degree informations and PIVATS in appraisal. These kids and those with learning troubles are still expected to do a similar rate of advancement compared to national outlooks of other kids. The school recognises that high outlooks, quality foremost learning ( as in all categories ) is important to raise their attainment degrees. The p-level information is used to set up good advancement for these scholars below the age-related outlooks. The information from these appraisal tools are used to inform Individual Education Plan marks ( for some kids ) and foregrounding their strengths excessively. Working with the SENCO will be of import to personalize and supervise the acquisition of these kids in footings of my pattern ( Q19 ) . APP is a mechanism they use to track single advancement, which is portion of AFL. By making so, they can place where kids are in their acquisition and set marks for patterned advance. It besides informs instructors ‘ capable cognition to infer what gaps they need to make full to enable kids to accomplish the expected degree. The school uses a representative sample in APP as it would be inefficient to supervise the advancement of each kid. For illustration, in my base-class they track a sum of six kids from the higher, middle and lower ability group for literacy ( excepting composing ) and numeracy. The school uses the APP appraisal guidelines from the Primary Nation Strategy certification to supervise kids ‘s advancement, although in some cases they use their ain stuffs. To measure reading, the kids are grouped harmonizing to ability for guided reading Sessionss. This enables the instructor to choose appropriate reading stuff and measure their word acknowledgment and comp rehension accomplishments. Targets are shared with the kids so they know what they have to make to come on to the following reading degree. More significantly, it facilitates instructors to reexamine planning, larning aims and place which group would profit from accelerated acquisition to acquire them on the right flight. APP will be indispensable to utilize in my pattern to inform planning to bridge any learning spreads and to personalize larning excessively ( Q19, Q22 ) . Thus It reinforces how AFL is of import is to pull off and be after the instruction and acquisition to acquire kids to where they need to be. Overall, we can see how appraisal is of import and an built-in portion of the planning and learning rhythm to raise attainment degrees. Assessment is of import to infer whether kids are run intoing the intended acquisition results or experience troubles ; which later inform be aftering. Planing and the sequence of lessons may so necessitate accommodations such by revisiting the larning aims or traveling in front based on the kids ‘s advancement. In bend, this informs the instructor ‘s teaching method as techniques may necessitate to be adapted or larning personalised to get the better of barriers. This may affect alterations in the distinction schemes to orient kids ‘s demands in the given context. Teaching besides enables appraisals to be made of the category, which informs planning ; hence this demonstrates how these elements are built-in. In footings of my pattern, I will necessitate to utilize appraisal to inform my planning and present high quality instruction. But most significantly, I will necessitate to cognize my category good and have high outlooks to raise attainment degrees so that they can all make their possible.Word Count: 3,312