Psychology in the development of the society and the human Essay

Psychology in the development of the society and the human civilization - Essay Example Humans move, act and live according to their instincts and these are guiding by the wants and needs of the person but sometimes, the rate of the person's reactions are either accelerated or slowed down according to their psychological judgment. This is actually the influence of motivation to the person's psychological state. Thus, human motivation is the psychological factor that guides the judgment and reaction of the person's towards his or her aim. According to Abraham Maslow, human motivation is usually focused on the benefit that the person can achieved by the acquisition of it and these are actually directed towards the needs and the wants of the person. The benefits are regarded in the psychological aspect as the pleasure achieved by satisfying a specific need. This idea is usually regarded with the term arousal meaning the excitement or sensation acquired through satisfaction. Effects of motivation with regard to the role of arousal can be observed in the daily actions of the people. For example, take a case of a certain teenage boy who is motivated to develop his physique to acquire a muscular build. He endures the challenges enticed with his decision because he is focused on the benefits that his desire will provide on his esteem. Thus, he is motivated to satisfy his needs for personal esteem. Another is a case of a teenage girl who is firmly decided to have a diet. Her case is actually the opposite of the previous case because she is one the side of motivated procrastination to achieved personal satisfaction on the aspect of her personal esteem, which her slim and sexy physique will boost. Accordingly, she her actions will also gratify her safety needs regarding her company because her desires expressed her need for acceptance to her desired social group. In addition, her procrastination will limit her satisfaction regarding food consumption aspect but on the other hand, it will fulfill her physiological need for a healthy lifestyle. Thus, the fulfillment of her psychological needs will give her satisfaction, which is actually the aspect that motivates her. Thus, it is viewed that people's actions and decision are actually products of their desires and needs and the satisfaction that they will achieve by fulfilling that needs that actually motivates them to pursue that their aims. This is a classic example on how outside sources of "social push" actually affects people's personal decisions. Hence, to be able to prove the real essence of the mentioned matter herein, this research shall try to utilize a survey-interview procedure to check on how human individuals actually handle the different elements in the society that makes it certain for their personality to change every now and then. To handle the collection of data for this particular research project of human personality development and social interaction, the researcher decides to utilize the results of a survey report that would be given out to at least 80 participants. On the part of the researcher, the said number of participants is already reasonable enough to make the entire research more accurate in terms of research results. The said 80 students would be

UPS Company Strategy Case Study Example | Topics and Well Written Essays - 1500 words

UPS Company Strategy - Case Study Example It goes without saying that drivers of organizational change vary across organizations and businesses. However, the main drivers of organizational change can be summarized as follows: (1) information availability and distribution; (2) the pace of technological advancement; (3) the growing availability of technologies; (4) increased business competition; (5) rapid shifts in the global labor and product markets; (6) changes in environmental responsibility and requirements; and (7) changing customer expectations and demands (John, Cannon & Pouder 2001). More often than not companies operating in the present day business environment pursue change to align their strategic goals with the emerging information capabilities and, consequentially, use them to meet the rising consumer demands. As the number of companies in the logistics industry increases, the ability to satisfy customer satisfaction in the most cost-effective manner becomes the main source of companies’ competitive advantage. Nevertheless, the number of challenges faced by companies in the global market does not decrease. â€Å"Integrating activities both within and beyond organizational boundaries has become a major challenge at century’s end and will likely continue for the foreseeable future† (John, Cannon & Pouder 2001, p.145). ... The diversification of companies in the logistic market had the potential to distract UPS consumers with more attractive rates, prices, and services. Second, before the 1990s discipline and efficiency had always been the company’s top strategic priorities. According to Garvin and Levesque (2001), along with discipline and efficiency, continuous improvement had been the company’s principal legacy. The company had historically operated in the atmosphere of constructive dissatisfaction, which further instilled the values of continuous improvement and service excellence on company employees (Garvin & Levesque 2001). The historical commitment to efficiency and discipline and continued attention towards operations left many customers dissatisfied. Apart from the fact that UPS failed to envision changes in customer preferences and demands, discipline and efficiency left little room for monitoring changes in the external business environment. Finally, UPS had never had a formal strategic planning process, which made the implementation of strategic innovations difficult and problematic. As the entire world was changing, UPS definitely needed a fresh breath, and the new CEO had to restructure the company’s basic operations. Since the beginning of the new millennium UPS was constantly trying to define how exactly it could develop and sustain a competitive advantage. The creation of the new strategic planning process became part of the strategic innovations within UPS. Looking further into 2017, UPS anticipates that understanding the factors and forces affecting its market position will become its main strategic goal for years ahead (Garvin & Levesque

The Symbolism Of The Journey

The Symbolism Of The Journey The symbolisms in the poem The Road Not Taken by Robert Frost and the short story I Used to Live Here Once by Jean Rhys have a similar contextual moral aspect. Each piece of literature represents a journey that is taken by the character. The contrasts of the two literary works are the theme and tone of the works. The comparison of both works utilize the third person point of view. The third person view variation in The Road Not Taken is the utilization of the objective point of view. According to Clugston, 2010, The third person technique is used in both the poem The Road not Taken and the short story I Used to Live Here Once; which is successful in allowing the reader to comprehend, empathize and visualize every aspect of the journey and how it was dealt with it. (Kindle Locations 2423-2439) According to Clugston, 2010, these literary works utilize An external narrator who takes a detached approach to the action and characters, usually to create a dramatic effect, and does not enter into their minds is using an objective point of view. (Kindle Locations 2437-2439) The allegory and motif aspects of symbolism used in both; I Used to Live Here Once, and The Road Not Taken provide insight in to the characters present and past life. Another symbolism in the story I Used to Live Here Once, is the after death implication. This story implies the character has moved from life to death. It explores what the deceased is feeling and what they are experiencing after death. Another difference between the poem and the short story is the author Jean Rhys writes with a somber tone, reflecting on death and the afterlife. The depiction of the characters stance reveals the somberness of her spirit. Her arms fell to her sides as she watched them running across the grass to the house. That was the first time she knew. (Kindle Locations 3792-3795) This is also the moment she realizes she has crossed over. While the poem The Road Not Taken by Robert Frost represents life and its choices to pattern or construct your life by or after. Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same. (Kindle Locations 783-784) The comparative literary works use metaphoric symbolism throughout the content. The use of these metaphors is very simplistic. According to Aragno, 2009, The classical view of metaphor (since Aristotle) as a product of languageà ¢Ã‹â€ Ã¢â‚¬â„¢the device of dramaturges and fruit of the poetic imaginationà ¢Ã‹â€ Ã¢â‚¬â„¢has given way to a modern understanding of metaphor as the way we initially process and articulate new concepts. (p. 1) In the comparative literature the metaphoric symbolism is represented differently. In the poem by Frost, the metaphor is characterized by trees and roads. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth. (Kindle Locations 778-780) The allegory concept is displayed through the entire poem, which is a representation of the moral aspect of choices and decisions that are a factor of life. The poem infers two stages of life, younger and older. Frost uses basic allegory references to emphasize his point and view. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I- I took the one less traveled by, And that has made all the difference. (Kindle Locations 791-793) According to George, 1991 Readers of The Road Not Taken have been warned by Frost himself against casual readings; he stated that the poem is very tricky and that its subtle mockery contains a hit. (p. 230) This allegory reference in the poem allows the reader to reminiscence on personal choices that were made during similar periods and phases in life. Likewise in the short story I Used to Live Here Once also, allows the reader to envision dà ©jà   vu experiences encountered during life. Pursuant to George, 1991, the literary speaker of this poem refers to an older version of self whom he attacks. In many ways the speaker older and younger selves are alike. (p. 230) This motif is similar to the short story motif where the speaker refers to life and death. Each speaker is referring to a journey in life that must be taken, whether wanted or not. Both literary works use a subliminal symbolism that resonates within the reader. These literary works both implement a metaphoric and persona allusion of the author. Pursuant to Wolfe, 1977, In the short story I Used to Live Here Once, Rhys returns in spirit to the Caribbean home she had revisited materially in the third story of the book, The Bishops Feast, a description of her first homecoming, as a middle-aged woman, in twenty-five years. This is symbolic of the border she has just crossed, and looking at the local landmarks. (p 300) The persona technique utilized all through the poem and short story allows the reader to postulate appearances of the character from the narrative theme. According to Newman, 2009, fictional characters are fully embedded in their discrete fictional contexts, their intelligibility is enlarged by the application of framing principles their study shares with our understanding of real human beings. Newman further claims that fictional characters, in addition to benefiting cognitively from the projection of actual-world structures onto them, contribute to our understanding of actual-world configurations by returning the projection back to their real-world prototypes. (p. 73) This concept thereby provides credence to many readers conceptualizing the characters association to the authors. Each literary work bears some resemblance in a stage of the authors life cycle. There is a comparative commonality of the recurring motif of various depictions of familiar and unfamiliar articles in both literary works. According to Aragno, 2009, After Goethe, he showed that scientific, as well as literary, acuity may express itself through poetic imagery: the mark of this vital, spirited envisionment is that it results from the fine-tuned, creative observers efforts to concretize and convey new patterns of understanding. (p. 31) This continual use of symbolism allows the reader to conceptualize different aspects of life. By continually viewing different aspects the reader obtains varied clarifications of the poem. According to Gibbs, 2011, Allegory is a cognitive action in which people apply a metaphoric mode of understanding to situations and discourse that typically does not contain metaphoric language per se. My claim is that allegoresis is not a specialized mode of interpretation, but a fundamental human impulse to draw diverse connections between concrete and more abstract experience. (p. 121) This theory in essence would account for readers interpretation of Robert Frosts The Road Not Taken as a depiction of only one phase of lifes regrets. When in actuality the poem is reflective of lifes entire journey; it is like looking into a mirror at whats behind you. Viewing this same principle with Jean Rhyss I Used to Live Here Once, readers must rely only on the abstract experience to conclude the characters death. This complementary use of the allegory theme allows the writer to draw the reader in for exploration of the poem or storys contextual and conceptual meaning. One comparative stance for these literary works is the use of an inexplicit empathy response from the reader. In The Road Not Taken the readers empathy is piqued by the text, I shall be telling this with a sigh Somewhere ages and ages hence: (Kindle Locations 791-792) This section is inferring regret for choices made during an earlier stage of life, which invokes empathy and thoughts of broken dreams. In the short story I Used to Live Here Once, the readers empathy is vexed with the verse Her arms fell to her sides as she watched them running across the grass to the house. That was the first time she knew. (Kindle Locations 3792-3795) This last stanza of the story leaves the reader empathizing with the characters realization of looking from the eyes of death. According to Coplan, 2004, Several recent empirical studies indicate that readers tend to adopt a position within the spatiotemporal framework of narratives that is based on the position of the protagonist. (p. 141) In addition, Coplan, 2004, also states Empathy integrates cognitive and affective processes, creating a complex and dynamic psychological experience that draws on different capacities we have for connecting and responding to the world and those in it. The cognitive component of empathy involves using the imagination to undergo a shift from ones own cognitive perspective to the cognitive perspective of the target individual. (p. 143-144) This natural psychological perspective trait allows the readers to identify and empathize with the narrative characters in both literary works. By empathizing in their imagination readers can experience the characters pain, emotions, and perspectives. This allows for the readers visual association without actual physical association. This is evident in The Road Not Taken in which it states, Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth. (Kindle Locations 778-780) This invokes the readers visual imagination of looking down a road or street. In the poem I Used to Live Here Once, the following excerpt allows the reader to envision the characters excitement of being home. The road was much wider than it used to be but the work had been done carelessly. The felled trees had not been cleared away and the bushes looked trampled. Yet it was the same road and she walked along feeling extraordinarily happy. (Kindle Locations 3759-3761) The metaphoric, allegory and symbolic theme of the poem and short story assists readers in their cognitive and figurative visualization of the characters, their emotions, surroundings and the subliminal tone of the work. According to Gibbs, 2011, he states My aim in this article is to explore some of the ways that everyday language reflects the allegorical impulse, as a general mode of understanding, and to offer some empirical evidence from psycholinguistics that suggests peoples unreflective abilities to draw allegorical connections. (p. 122) In many respects each literary selection provides its own moral conceptualization for the reader to internalize and reflect upon their own lifes experience. New concepts and perceptions are realized as the text is reviewed by the reader. Pursuant to Gibbs, 2011, One of the reasons poetry offers us meaningful insights about our lives is because they, too often allude to enduring allegorical themes. (p. 123) In conclusion, whether it is poetry or short story, a readers perception will determine how the literature is perceived. The comparative view of the poem The Road Not Taken and the short story I Used to Live Here Once, offers similar themes, motifs and symbolisms with a basic moral aspect to lifes journey. The literary works portrayed the facets of the difficult journey of life and the realization of the journey after life.

Voices :: Biology Essays Research Papers

Voices What is your worst nightmare? What if the entire human population thought of you as defective and criticized you harshly? How about having several voices screaming at you for any little thing that you did wrong? What would life be like if you couldn't decipher reality from imagination? These are common scenarios that schizophrenics deal with every hour of the day -- they can't wake up from their nightmare. A living hell. A torture chamber devoid of walls. Like a schizophrenic poet wrote, "I live in a closet. Unlike most closets, mine is invisible. No one else can see it or touch it or even come inside to keep me company. Nevertheless, its imprisoning walls and terrifying darkness are very real," (3). The loneliness that this poet, Pamela Wagner, feels is excruciating, yet what is it about schizophrenia that makes the victim so alone? What makes the disease so isolating and detrimental to one's existence? These questions are answered here by the voices of those who have first-hand exp erience as paranoid schizophrenics. Not only are some symptoms of schizophrenia discussed, but also the turmoil one goes through with medication as well. Albeit that their have been many case studies performed by psychologists, the words of a schizophrenic give new meaning to the disease. For paranoid schizophrenia, an increase in recent literature reveals the point of view of the ill person. No two cases are exactly the same, so what follows is a conglomeration of experiences of paranoid schizophrenia survivors. As one schizophrenic has stated: "The schizophrenic experience can be a terrifying journey through a world of madness no one can understand, particularly the person traveling through it. It is a journey through a world that is deranged, empty and devoid of anchors to reality. You feel very much alone. You find it easier to withdraw than cope with a reality that is incongruent with your fantasy world. You feel tormented by distorted perceptions. You cannot distinguish what is real from what is unreal. Schizophrenia affects all aspects of your life. Your thoughts race and you feel fragmented and so very alone with your 'crazine ss,'" (6). Paranoid schizophrenia is a very debilitating disease -- it takes over one's life and creates a downward spiral into one's own surreal world. No longer can one communicate or relate to other people. Reality is distorted to fit the pattern of paranoia inside one's mind.

The Children’s Health Fund of New York City

The Children’s Health Fund is a national non-profit organization that was founded on providing health care to the nation’s needy and underprivileged children. The CHF began over 25 years ago by reaching out to homeless kids in New York City and delivering health care through a mobile medical clinic (MMC) driven around the city to locations and neighborhoods seeking out children to provide basic health care to.Over the years, the organization has expanded across the country with MMCs in different cities with the CHF offering a full range of programs, from not only children healthcare, but healthcare for needy families, health education and preventative care, to the diagnosis and management of acute and chronic diseases (â€Å"Health Care for Kids† n. d. ). More recently, the CHF and MMCs have expanded their service to include mobile clinics in response following national disasters and crisis events.The CHF and the mobile health care service it provides has had its number of challenges in implementation over the years. With the main challenge of reaching out and expanding coverage to help those of need, there are several other areas that challenge the organization and its operation. The MMCs face the challenge of accommodating the proper amount of space and medical equipment needed to provide high quality healthcare. This challenge is a goal of each MMC to provide a central home for individuals to receive care and come back to for continued treatment.With this concept presents another challenge in that each MMC need of keeping up to date, and secure medical records for those who visit, so that they may continue to come back for care and treatment when the MMC comes back to their neighborhood or area (Brown, DeHayes, Hoffer, Martin, & Perkins, 2012). In order to accomplish the goals of meeting these challenges, the CHF must have network systems that can support the operations of running medical equipment and communications networks needed to o perate a MMC.That is why over the years CHF has been working to continue to upgrade and keep their MMCs up to date with the latest technology and communication that can power these mobile healthcare hubs. According to Healthcare IT news, the CHF has recently partnered with Verizon to create its first telemedicine clinic in providing 4G LTE wireless broadband connections to new mobile sites (Monegain, 2013). The CHF and Verizon plan to continue forward in the coming months and continue to deliver new uses of technology to mobile units across the nation.For the CHF to be able to roll out new technology and software to support their mobile units, the organization naturally needs strong financial support. The CHF is very fortunate to have a number of private individuals and corporate partners who help secure funds for the organization. However, a large quantity of financial aid comes from Congress and other government programs. One such government program is the HITECH stimulus. The sti mulus is for healthcare providers that exhibit having meaningful use of certified electronic health records (â€Å"Healthcare IT Index† n.d. ).With EHRs already a practice of the MMCs, the CHF should be entitled to financial assistance that can continue to facilitate software and technology improvement. A common concern with many organizations is whether or not the implementation of new technology and software will cause a loss workers or staff, or if conditions will emerge that will render parts of their operation obsolete. In dealing with the CHF and doctors offices, this is not believed to be the case.With new software applications, doctor office staffs and MMCs will not become obsolete, but will have their jobs reinforced with easier ways to handle patient information and documents (Brown, DeHayes, Hoffer, Martin, & Perkins, 2012). With help in this area, the staff can shift attention to more important areas such as giving patients the personal care and treatment they nee d. Overall, the CHF is a successful organization that provides valuable services and assistance to many citizens of need in our nation.With its continued focus on quality service, growth, and improvement over the last 26 years, the CHF is a well known entity that many people depend on. With the CHF prepared to continue its legacy and service in years to come, recommendations could be made regarding their future efforts. Continued expansion of their crisis and natural disaster mobile assistance would be desirable action. Just like with the number or under privileged children and their families, natural disaster events will continue to be unfortunately present, and it’s important to help others rebuild and get the necessary assistance when nothing else is available.Also, the CHF as it continues to grow and expand across the US into new cities, the organization needs to continue partnerships with local corporations and medical institutions. These corporations can offer their ser vices and expertise to possibly facilitate the MMCs operations, and working with local medical institutions can help staff MMCs and other locations with med students, nursing students and others in a partnered-learning environment.

Breaking the Unspoken Gender Rule Essay

â€Å"I keep trying to integrate my life. I keep trying to make all of the pieces into one piece. As a result, my identity becomes my body which becomes my fashion, which becomes my writing style. Then I perform what I’ve written in an effort to integrate my life, and that becomes my identity, after a fashion, (Bornstein, 1994, p. 1). † For Theatrical Writer and Author Kate Bornstein, born Albert Herman, being a gender outlaw is about breaking the general gender rules and stereotypes. According to Bornstein and many other gender outlaws the current association of gender and sex is limiting in scope. Furthermore, gender in itself is a socially constructed ideology that fails to associate sexuality beyond the confines of anatomy. Bornstein gives the detailed account of her transformation from a man into a lesbian woman. In addition, Bornstein looks at the issues surrounding trying to establish oneself according to societal gender roles. She says that as a man she was continually looking to â€Å"integrate† herself into the norms but finally came to the conclusion that this was not possible. Bornstein is not alone. There are many transsexuals and gender outlaws that are living their lives in defiance of common gender related stereotypes. â€Å"It feels like everything should have been obvious when I look back. But everything was so confusing as I grew up. It’s like one day I was absent and everybody else was taught the crucial aspects of being a boy or girl. I would lie in bed at night practicing and rehearsing how to be a boy, (Wyndzen, 1998, p. 1). † Both Wyndzen and Bornstein describe the emotional aspects of trying to fit their transsexual bodies into a single sex social stereotype. From an outsiders point of view they both provide the context that could make gender outlaws more understandable for mainstream society. Yet, neither addresses what makes them different from the normal stereotype. Esseintially both claim to be classified in the wrong gender category based on their sexual genitalia. Both were born with the working parts of men but psychologically they identified with women. For gender boundary breakers such as Bornstein it has become a personal mission to show that gender in itself can not be classified simply as male or female. However, scholars such as David Geary claim that sexual stereotypes are accurate. â€Å"Gender stereotypes such as the belief that men never help out around the house and women gossip, are generally true, David Geary, a psychology professor at the University of Missouri concludes after reviewing more than 1,200 studies by psychologists, biologists and anthropologists, (Researcher Finds Gender Stereotypes to be Accurate, Part of Nature, 1998,  ¶ 1). According to Geary, stereotypes are rooted in nature and ways in which the species attract the opposite sex. â€Å"The sexual strategies men and women use in their drive to procreate cause many of the stereotypical sex differences in males and females, including physical attributes and development, play patterns, social behavior and development, parenting interests, motivational and emotional patterns, cognitive abilities, and brain structure and functions, (Researcher Finds Gender Stereotypes to be Accurate, Part of Nature, p. 5). † Yet, Geary does not define the gray area which includes people who have an innate feeling of being classified incorrectly. Can there be a gender classification for people born as males but who participate socially as females and vice-versa? In conclusion, there are many examples of the emotional devastation caused by inflexible gender classification. And although there is evidence that current gender stereotypes have roots in human instinct there is no classification or category for transsexuals who either identify with the opposite sex as a source of identity or who were born into an ambiguous state of sexuality. Currently there is no gender category for gender outlaws. References Bornstein, K. (1994). Gender Outlaw: On Men, Women and the Rest of Us. New York: Routledge. Researcher Finds Gender Stereotypes to be Accurate, Part of Nature. (1998). American Psychological Association, 29(19). Retrieved from www. apa. org Wyndzen, M. H. (1998). All Mixed Up. Retrieved April 28, 2009, from www. genderpsychology. org

Housekeeping and Record Keeping Tasks for Teachers

Housekeeping and Record Keeping Tasks for Teachers The job of teaching can be divided into six teaching tasks. One of these tasks is dealing with housekeeping and recordkeeping. Each day, teachers must take care of the business of teaching before they begin their daily lesson plan. While required daily tasks might seem monotonous and at times unnecessary, they can be made manageable through the use of effective systems. The main housekeeping and recordkeeping tasks can be divided into the following categories: AttendanceCollecting Student WorkResource and Material ManagementGradesAdditional Teacher Specific Recordkeeping Tasks Attendance Tasks There are two main housekeeping chores related to attendance: taking daily attendance and dealing with students who are tardy. It is very important that you keep accurate attendance records because the situation might arise that the administration needs to use these to determine who was or was not in your class on a particular day. Following are some key tips to remember when taking attendance: Use attendance at the beginning of the year to learn students names.If you have students complete warm-ups at the beginning of each class period, this will give you the time to take attendance quickly and quietly without disrupting learning.Assigned seats can speed up attendance because you can quickly glance at the class to see if there are any empty seats. Tips for Taking Attendance Dealing With Tardies Tardies can cause a lot of disruption for teachers. It is important that you have a system ready and waiting for when a student is tardy to your class. Some effective methods that teachers use to deal with tardies include: Tardy CardsOn Time QuizzesDetention Learn more about these and other methods for dealing with tardy students with this article on Creating a Tardy Policy Assigning, Collecting, and Returning Student Work Student work can quickly balloon into a housekeeping disaster if you do not have an easy and systematic way to assign, collect, and return it. Assigning student work is much simpler if you use the same method every day. Methods might include a daily assignment sheet either posted or distributed to students or a reserved area of the board where you post each days assignment. Some teachers make collecting work completed in class a real time waster without realizing it. Dont walk around the room collecting work unless this serves a greater purpose such as during an exam or to stop a cheating situation. Instead, train the students to do the same thing each time they complete their work. For example, you might have them turn their paper over and when everyone is done pass their work to the front. Collecting homework should be done at the beginning of class to stop students from finishing their work after the bell rings. You might stand at the door and collect their work as they enter the class or have a specific homework box where they are to turn in their work by a certain time. Collecting Homework Tips and Ideas Late and Make Up Work One of the biggest thorns for many new and experienced teachers is dealing with late and make up work. As a general rule, teachers should accept late work according to a posted policy. Built into the policy is a system for penalizing late work to be fair to those who turn their work in on time. The problems arise around how to keep track of late work and ensure that grades are correctly adjusted. Each teacher has their own philosophy about late work though your school might have a standard policy. However, whatever system you use has to be easy for you to follow. Make up work is a different situation entirely. You have the challenge of creating authentic and interesting work on a daily basis which might not translate easily into make up work. Often quality work requires a great deal of teacher interaction. You might find that to make the work doable for the student, you have to create alternative assignments or provide detailed written instructions. Further, these students typically have extra time to turn in their work which can be hard in terms of managing your grading. How to Deal With Late and Make Up Work Resource and Material Management As a teacher, you may have books, computers, workbooks, manipulatives, lab materials, and more to manage. Books and materials have a tendency to walk away quite often. It is wise to create areas in your room where materials go and systems to make it easy for you to check whether all materials are accounted for each day. Further, if you assign books, you will probably want to do periodic book checks to make sure that students still have their books. This will save time and additional paperwork at the end of the school year. Reporting Grades One of the key recordkeeping tasks that teachers have is to accurately report grades. Typically, teachers have to report grades to their administration a couple of times a year: at progress report time, for student transfers, and for semester and final grades. A key to making this job manageable is to keep up with your grading as the year goes on. It can be tough sometimes to grade time-consuming assignments. Therefore, it is a good idea to use rubrics and if possible to space out assignments that require a lot of grading time. One problem with waiting until the end of a grading period to finish grading is that students might be surprised by their grade - they have not seen any previously graded work. Each school will have a different system for reporting grades. Make sure to double check each students grade before finally submitting them because mistakes are much easier to fix before they are finally submitted. Creating and Using RubricsTips to Cut Writing Assignment Grading Time Additional Recordkeeping Tasks From time to time, additional recordkeeping tasks might arise for you. For example, if you are taking your students on a field trip, then you will need to efficiently collect permission slips and money along with organizing buses and substitutes. When these situations arise, it is best to think through each of the steps and come up with a system for dealing with the paperwork. Tips for Field Trips

Prosperos enemies Essay Example

Prosperos enemies Essay Example Prosperos enemies Essay Prosperos enemies Essay On the other hand, Prospero did rescue Ariel from the wrath of The foul witch Sycorax or the blue-eyed hag Also, despite Ariels desire for freedom, he is still obedient to Prospero and he seems to take pleasure in his work:  All hail, great master, grave sir, hail! I come  To answer thy best pleasure; bet to fly,  To swim, to dive into the fire, to ride  On the curled clouds. To thy strong bidding task  Ariel, and all his quality.  Throughout the play, Prosperos attitude towards Ariel is indefinite. Sometimes he seems affectionate, calling Ariel bird, chick, my fine spirit. But, at other times, he calls Ariel moody or malignant thing. Ariels language often expresses rapid movement and breathless excitement. There is sometimes a childlike eagerness to please in What shall I do? Say what? What shall I do? as if he enjoys his chores and he is excited to do more. It is Ariel who teaches Prospero forgiveness and pity or reminds him that he has forgiveness and pity. Describing the troubles of Prosperos enemies, Ariel says that the sight of them would make Prospero feel compassion:  Ariel if you now beheld them, your affections  Would become tender.  Prospero Dost thou think so, spirit?  Ariel Mine would, sir, were I human.  Prospero And mine shall. Throughout the play, Prosperos art is driven by desire for revenge against those who usurped him as Duke of Milan. Prospero himself proves this when he says, They being penitent, The sole drift of my purpose doth extend Not a frown further. Here he admits to having a different aim throughout the play. He declares this immediately after he has announced that he is going to reconcile with his enemies rather than take an action of vengeance. Although he makes out that all he wants is to have reconciliation and forgiveness, there is no clear indication that his intention from the outset has been to forgive his usurpers, until Act 5, after he has been persuaded by Ariel, he says; The rarer action is in virtue, than in vengeance. However, what Prospero does not realise is that for all his power, all that he can achieve by his plan is destruction and revenge. He can punish men and make them fear him but he cannot produce true repentance until he gives up his revenge and appears before those who have wronged him not as a magician but as a man, as he does at the end of the play. Prosperos form of punishment does not allow for true penitence as it does not teach them why they were wrong or what the right thing to do was. Therefore, Alonso only feels regret because he is scared of his discovery of Prosperos powers and because he believes that his son is dead. From the moment that Alonso is released from Prosperos spell, and familiarised with Prospero, he talks only of the death of his son and of how he simply can not believe that Prospero has caused this business more than nature Was ever conduct of. In addition, Prospero merely introduces himself and Alonso is already apologising and asking for forgiveness. As it says above, he does not truly know why he is saying sorry or why he has to be penitent, though he obviously feels he does. Also, as for Sebastian and Antonio, they never learn and never repent and, in doing so, do not really regret what they have done. Since being released from the charm that Prospero placed on his enemies, Antonio speaks only one line before the end of the play and that is one which makes fun of Caliban, One of them Is a plain fish, and no doubt marketable. This shows that he does not even think about his brother never mind apologising to him and asking for forgiveness. The same goes for Sebastian as, although he says more, his lines have comedy in and not a hint of repentance. Evidently, although Prospero can place his enemies in circumstances advantageous to his plan by exposing them to the storm and tormenting them with his magic, he can not force any of them to repent. His supernatural art enables him to control them physically but their minds are resistant to his influence. The powers of this remarkably talented ruler are limited and, in the end, his project is only a partial success as not everybody is happy and not everybody wants to be forgiven. Although he has won control, he has not won happiness, nor, with the exception of Miranda who lies largely outside that scope of his art, has he won love. He has been able to see the evil inherent in life clearly, such as Antonio, Caliban and Alonso, but the good has been largely obscured, such as Miranda, Gonzalo and Ariel, by too great a preoccupation with his aspiration for revenge. His decision to forgive the villains, or at least not punish them too severely, is difficult. However, he has not redeemed the world; his project appears to be much smaller than that. All he has done is make something which was very wrong, for which one could say he is largely responsible, a little bit better, and has provided a chance for another generation to make a new beginning with evil still present. However, Prospero did learn about himself. In the last Act, Prospero finds within himself the desire to bring about the process of reconciliation rather than seek revenge, to which he has devoted the latter part of his life. He also finds that, in forgiving his enemies and abandoning his own position of power, he finds his freedom. Therefore, although he has not found repentance off everybody, he has fulfilled his dream, to be free. Though with their high wrongs I am struck to thquick,  Yet, with my nobler reason gainst my fury  Do I take part. The rarer action is  In virtue, than in vengeance. They being penitent,  The sole drift of my purpose doth e xtend  Not a frown further. Go, release them, Ariel.  So, is Prospero an angry man or a divine ruler? Is he a good person or a bad person? Shakespeare portrays Prospero as an individual who learns a very important lesson throughout the play. At the beginning, Prospero is preoccupied with revenge, for the latter part of his life, he has been intent on teaching his enemies a lesson and showing them what is right and wrong, however, he does not do this, instead, he forgives them and, the majority of the party reconcile. At the end of the play, where a change in Prospero is evident as he has reconciled with his enemies, he is free from the island and has resolved any anger he had, he stands in the middle of the stage, without his magic power, for the epilogue, where he proceeds to almost whisper a plea for our indulgence. This is the final stage of the reformation of Prospero. This final speech illustrates Prospero as a man, devoid of any magic powers. The cast off role of magician becomes a foil against which a fragile human self is formed and defined:  Now my charms are all oerthrown,  And what strength I haves mines own   Which is most faint.  Ã‚  To conclude, Prospero is a very angry man who manipulates his power as a magician to have slaves and perform an act of revenge. However, throughout the play, his character goes through changes and, at the end, when he is reconciled, though he has not got everybodys repentance, he finds freedom and realises that in forgiving his enemies and abandoning his own position of power, he has managed to see that he has been a slave to the purpose of revenge as much as the spirits he has commanded. Also, if at the end, he is without power and servants, he is also without anger, therefore he has fulfilled his dream. He set out to get his Dukedom of Milan back, and that he did.

Grammar Tips What Is a Sentence Fragment - Get Proofed!

Grammar Tips What Is a Sentence Fragment - Get Proofed! Grammar Tips: What Is a Sentence Fragment? Being proofreaders, we’re keen on keeping things grammatical. As such, we feel sad when we see a sentence that’s been left incomplete. It’s like the linguistic version of an abandoned puppy. But what is it that makes a sentence complete? And is an incomplete sentence always wrong? Our guide to sentence fragments can answer your questions and help you avoid errors in your work. The Sentence Fragment A sentence fragment is, quite simply, an incomplete sentence. At its most basic, a sentence needs a subject (i.e., something or someone to perform an action) and a verb (i.e., an action or state of being). Subject Verb Phrase The bird†¦ †¦flew away. If a sentence is missing a subject or a verb, it will be incomplete (i.e., a sentence fragment): Fragment (No Subject): Flew away. Fragment (No Verb): The bird. Neither of these is a complete sentence, so we don’t know what the author meant. In other cases, though, sentence fragments may have a subject and a verb while still being incomplete. For example: The bird pecked my. Here, we have the subject â€Å"bird† and verb â€Å"pecked,† but there is something missing after â€Å"my.† This is because â€Å"pecked† is a transitive verb, so it needs an object (i.e., something that is being acted on). The more complex a sentence gets, the easier it is to miss something like this. Are Sentence Fragments Always Wrong? No! Sentence fragments are common. In literature, for example, using a short sentence fragment can be a good way of changing the pace or tone of a piece of writing. Compare the following: No Fragment: The budgie was small, but loud. Fragment: The budgie was small. But loud. In the second, â€Å"But loud† is technically a sentence fragment. But by using a period instead of a comma, the author adds a dramatic pause before the fragment to emphasize how loud the budgie is. I am budgie. Hear me roar. More generally, we all use sentence fragments in our own lives. And you’ll find them used in advertising and pop culture all the time! As long as you can understand them, this isn’t a problem. How to Avoid â€Å"Bad† Fragments Sentence fragments become an issue when it is hard to tell what someone is saying. For example: The canary was singing because. Here, there’s obviously something missing from the sentence, since â€Å"because† is meant to introduce a reason. As such, this fragment would need completing before it makes sense. In other cases, we might understand what the author means by a sentence fragment, but unless there is a good reason for using one, it is still better to write in full sentences. For instance: The study examined several species. Including canaries, budgies and doves. Here, the clause that starts with â€Å"Including† is a fragment, though we can guess that it’s a list of birds included in the study. However, since there’s no reason to use a sentence fragment here, it would be better to remove the period and join the clauses with a comma: The study examined several species, including canaries, budgies and doves. The most important thing is that every sentence has a main clause including a subject and verb, but watch out for other sentences that seem unfinished or ambiguous throughout your work.

Law - Restitution Essay Example | Topics and Well Written Essays - 6750 words

Law - Restitution - Essay Example ges now recognize that there is an important subject called restitution and that in general terms, it concerns the removal of benefits that would otherwise unjustly enrich the defendant. It is not difficult to imagine that jurisprudence surrounding the much more limited principle of free acceptance is even narrower. To aspire for universality or even, less ambitiously, coherence, would be a futile exercise. The only discernible trend is, as Hedley somewhat cynically puts it, â€Å"the willingness to make quite spectacular changes in the law when the judge’s moral feelings are sufficiently outraged.†2 What this paper will attempt to do is to present a comparative overview of free acceptance, and to some extent, unjust enrichment, as it is applied in common law jurisdictions. By way of providing some form of context, it will also explore how the common law countries perceive these two principles, as opposed to civil law countries. The jury is still out on the question of what the future holds for these two intertwined doctrines, dependent as it largely is on the vagaries of the legal system and the constantly-shifting winds of judicial discernment and discretion. To quote Birks, â€Å"a free acceptance occurs where a recipient knows that a benefit is being offered to him non-gratuitiously and where he, having the opportunity to reject, elects to accept.†3 It is an alternative to incontrovertible benefit that cannot be disputed by the defendants, as in benefits that have accrued due to a clear and unmistakeable meeting of the minds. Birks proceeds from Goff and Jones4 who first propounded the idea of subjectively-determined benefit. The most famous example of free acceptance is of a window cleaner who cleaned the windows of a homeowner, the homeowner being fully aware that the window cleaner believed that he was performing the service for valuable consideration and yet doing nothing to stop the cleaner from cleaning the windows. Per the argument of Goff and Jones

Big Data is a relative topic for most industries Research Paper

Big Data is a relative topic for most industries - Research Paper Example Such is the importance of getting valuable and timely insight nowadays that the exploitation of big data is considered a crucial component in the chances of success of a firm (Lynch, 2008). Investment in big data however does come with significant risks which participants must account for. A recent report published by Transparency Market Research indicates that the global big data market is expected to grow at an average annual rate of 40.5% from the years 2012 to 2018 (PR Newswire, 2014a; 2014b). Seemingly great news on the outset, it does have some important connotations. Given the affordable rates of internet subscriptions, service providers do not necessarily have the cash to invest in their network bandwidth. This creates the possibility of speed deficiencies, network overload and collapse as the upsurge in the availability of big data will not be matched by requisite bandwidth to support it. Without the necessary ancillary services present, revenues of the big data industry could be affected. Moreover, the big data industry is warm towards new entrants. Hadoop, the open source software utilized by major market players such as IBM and Oracle, is available for free for use by other parties as well (Sonderegger, 2014). This proposes a great competitive risk to current players in the market, especially with corporations such as Yahoo, Facebook, LinkedIn and eBay all applying this technology nowadays as well (Sonderegger, 2014). This could also give impetus to the industry giants to acquire patents to secure their place in the market by squeezing out competition. Halting technological innovations and breakthroughs will be an important repercussion of this type of action. The emergence of cyber crime poses a great threat to the progress of the big data industry. Customers should have complete faith in the ability of companies dealing in big

Education Annotated Bibliography Example | Topics and Well Written Essays - 2500 words

Education - Annotated Bibliography Example The purpose is to help educators cope with the trend of increased scrutiny and testing in America’s public schools. Au, W. (2009). Social Studies, Social Justice: W(h)ither the Social Studies in High-Stakes Testing?Teacher Education Quarterly, 36(1), 43-58. High stakes testing is one of the most prevalent trends in education since the inception of the No Child Left Behind legislation was enacted in 2001. The author, researching from California State University, Fullerton presents findings on how this trend has affected social studies instruction in the classroom. The research reveals that social studies are losing class time in elementary school due to the NCLB mandate for proficiency in Math and Reading only. Other findings include changes in pedagogy in the social studies classroom that place emphasis on memorization of approved content and lessens the focus on critical thinking. This research is valuable in studying the impact of high stakes testing on the one subject that traditionally challenges social and societal assumptions. Baker, B. D., & McIntire, J. Evaluating State Funding for Gifted Education Programs. Roeper Review, 25(4), 173. The authors in this article offer a systematic analysis of Gifted Education spending at the state level. Five methods of funding are examined and explained.The authors then undertake an analysis of laudatory combinations of funding. This is an outstanding article for understanding how children of different ability levels have their needs met or ignored by state funding agencies. The analysis reveals that Virginia has the best system for funding Gifted Education. Baker, M., & Johnston, P. (2010). The Impact of Socioeconomic Status on High Stakes Testing Reexamined. Journal Of Instructional Psychology, 37(3), 193-199. Recent trends in education have seen an increase in high stakes testing as a result of NCLB legislation. All fifty states now utilize high stakes testing to meet NCLB requirements. The authors review the arguments for and against including Social Economic Status as a predictor of high stakes testing ability. The article is valuable for reviewing other studies and analyzing their meanings, but does not offer and new information of this recent educational trend. Boubsil, O., Carabajal, K., & Vidal, M. (2011). Implications of Globalization for Distance Education in the United States. American Journal Of Distance Education, 25(1), 5-20. Globalization and distance education are two recent trends in education. They seem to go hand-in-hand and should lead to the exporting of American style higher education around the world. The authors, writing from the University of Maryland University College and the University of New Mexico, argue that there are some barriers to exporting American higher education overseas. Barriers of language and the perception of American higher education institutions as de facto representatives of Americanism keep the growth in check in some regions. The authors po int out the globally, the demand is present so they predict continued growth despite the barriers. This is a useful and insightful research article dealing with a current recent trend in education. Elen, J., Clarebout, G., Leonard, R., & Lowyck, J. (2007). Student-centered and teacher- centered learning environments: what students think. Teaching In Higher

Write an annotated bibliography of five sources for hydrogen fuel cell

Write an of five sources for hydrogen fuel cell cars - Annotated Bibliography Example Authors in this study highlight diverse aspects related to hydrogen knowhow especially in terms of transportation, conversion and distribution, which experts ought to consider (Corbo, Migliardini & Veneri, 2011). They have also given an analysis of the current and available fuel cell technologies in relation to hydrogen in quest of ascertaining the equipments’ realization of the required efficiency. This source comprises of valid information best for researchers and those who may intend to venture in the field of implementing hydrogen knowhow. In this source, SÃ ¸rensen acknowledges the breakthrough so far made regarding the usage of hydrogen in improving global economy besides safeguarding environment (SÃ ¸rensen, 2012). However, he raises varied and critical concerns regarding emergent knowhow meant to extract hydrogen, store and distribute to various destinies where humanity intends to use it. It is from this perspective that SÃ ¸rensen highlights varied aspects regarding hydrogen knowhow including benefits and obstacles, which the researchers ought to consider. The author of this reference is a global-renowned energy researcher who has offered a rich literature meant for study especially in the energy field (SÃ ¸rensen, 2012). Hwang highlights benefits of utilizing hydrogen as fuel in scooters compared to the tradition traditional based petroleum fuels. According to his study, the new emergent hydrogen knowhow does not pose threat to the environment and it is rapidly replacing petroleum-based fuels. This is because hydrogen cell scooters do not contribute to the emission of GHGs (Hwang, 2012). Therefore, the source’s information is essential in outlining benefits, which the current knowhow posses over the traditional petroleum-based in comparison. Raine in this article reports Europe’s readiness in implementing the Hydrogen knowhow. Since, it is cheap compared to the former fuels especially

Social Media as a tool for Surveillance and gaze How do people consume Essay

Social Media as a tool for Surveillance and gaze How do people consume and watch each other on SM platforms and what are the consequences of such activities - Essay Example Hence given the exceptional participant figures, programs such as MySpace and Twitter represent key targets for security personnel in search of crime-related intelligence (Andrejivic 2005, pp.479-497). However, for the public, the possibility of accessing civic services and funds resourcefully serves as a justification of the SNS and the collective surveillance incentives. Moreover, the progressive advancement of social media has increasingly served as a basis of human empowerment in various ways. The Internet categorically enhances involvement in political activities, permits individuals to cost-effectively share their ideologies, as well as to instantly, store data. Social media can be termed as empowering in contrast to the exploitation of web conferencing, TV shows, and cellular phones by its consumers. Basing on this perception, transforming the user’s responsibility from inert to dynamic; surveillance creates prospects for communication and seeking information as noted by Albrechtslund (2008, pp.1-1). Furthermore, the Central Intelligent Agency (CIA) often relies on the SNS to offer surveillance services given its conservatory and interactive potential. Studies also indicate that most people often rely on the social media to make new friends. As reported by Andrejivic (2005, pp.479-497), participatory surveillance has the potentiality to act as a tool for monitoring companionship by reviewing the data shared by different users online. Social media also entails the idea of exchanging personal details with others. Consequently, the idea of sharing ought not to be despised, since the private data that individual’s share reveals a stage of communication that does not predominantly need

Economic growth in China and its impact on American economy Essay - 1

Economic growth in China and its impact on American economy - Essay Example The developed nations have understood that after the implementation of the quota free regime, the Republic of China has captured and secured major share of the industrial and production activities. The Golden Age of the China started soon after its amalgamation with World Trade Organization. The membership of World trade Organization has been of economic and industrial benefits for the country. Secondly, the normalization of the Communist China’s diplomatic relationship with United States, have further boosted the momentum of Chinese economic activities. These two events are important because they signify the recognition of Chinese economy by United States and the world economic community as an equal partner. Since its membership, the country has become an important member of the world economic community and plays an important role in the global economy. The partnership with WTO has increased the scope of China’s market for international trade and investment, and has opened up the World economy for unrestricted China’s exports. Economic analysts have viewed the so far progress positively, and considered it as a positive force for China’s economic development, however others believed that the competition of foreign imports and foreign enterprises in China might destroy important domestic enterprises in China’s agricultural, manufacturing and service sectors. WTO membership will hasten the relative decline of the agricultural sector and the relative rise of service sectors dealing with financial services and telecommunication. Secondly, the state sector will decline relatively to the non-state sectors and efficiency in Chinese enterprises will increase with foreign competition when tariffs are lowered and foreign firms can enter the Chinese market. Although the concerns of the analysts have come up to be true, however the Chinese government’s investment friendly policy and availability of local, cheap and skilled labor

Social Media as a tool for Surveillance and gaze How do people consume Essay

Social Media as a tool for Surveillance and gaze How do people consume and watch each other on SM platforms and what are the consequences of such activities - Essay Example Hence given the exceptional participant figures, programs such as MySpace and Twitter represent key targets for security personnel in search of crime-related intelligence (Andrejivic 2005, pp.479-497). However, for the public, the possibility of accessing civic services and funds resourcefully serves as a justification of the SNS and the collective surveillance incentives. Moreover, the progressive advancement of social media has increasingly served as a basis of human empowerment in various ways. The Internet categorically enhances involvement in political activities, permits individuals to cost-effectively share their ideologies, as well as to instantly, store data. Social media can be termed as empowering in contrast to the exploitation of web conferencing, TV shows, and cellular phones by its consumers. Basing on this perception, transforming the user’s responsibility from inert to dynamic; surveillance creates prospects for communication and seeking information as noted by Albrechtslund (2008, pp.1-1). Furthermore, the Central Intelligent Agency (CIA) often relies on the SNS to offer surveillance services given its conservatory and interactive potential. Studies also indicate that most people often rely on the social media to make new friends. As reported by Andrejivic (2005, pp.479-497), participatory surveillance has the potentiality to act as a tool for monitoring companionship by reviewing the data shared by different users online. Social media also entails the idea of exchanging personal details with others. Consequently, the idea of sharing ought not to be despised, since the private data that individual’s share reveals a stage of communication that does not predominantly need

Questioning Techniques Essay Example for Free

Questioning Techniques Essay A number of researches conducted recently within the local setting on teaching skills of teachers show that there is a decline of the quality of classroom teaching of many teachers. The prime reason for this decline, as concluded by many researchers, lies in the problems of the training they receive at pre-service training institutions. For example; Lim, Cock, Lock et.al. (2009) state that though there is a practical element of pre-service teacher training, it does not provide enough knowledge and skills for the teachers to handle the challenges they encounter in the classroom brought by globalization and the development of modern technology. Because it is the National Colleges of Education that produce the pre-training to majority of teachers their syllabi were analyzed to understand that heavy theoretical knowledge given through the syllabi deprives the prospective teachers of opportunity of having enough practical teaching experience during their on campus training. On the other hand, no specific attention is paid on developing important teaching skills even though some practical teaching opportunities are given to them. Karaseva (2013) also highlights the importance of giving teachers assistance in getting their problems solved in relation to particular teaching skills of which they show weaknesses in. Among those important teaching skills, questioning techniques are one of the skills to which less attention is paid during pre- service teacher education. Cotton (1989) says that virtually no attention is paid on developing questioning techniques of teachers during their pre-service training period. Further, Aggarwal (2013) highlights the importance of questioning techniques because psychologically and philosophically asked questions help teachers achieving lesson objectives to expected level. Therefore, this research broadly aims at developing the questioning techniques of prospective teachers using a widely recognized technique and evaluating the efficacy of the used technique in developing teaching skills  of prospective teachers. Objectives of the Study; To review the theoretical background of questioning techniques in teaching. To investigate the development of questioning techniques of prospective teachers through the current programme of instruction. To find out innovative techniques that can be used in improving questioning techniques. Methodology/Design; Theoretical background of questioning techniques was reviewed through literature and a check list was used to determine the current states of questioning techniques employed by prospective teachers in their lessons. It was further expected to use the checklist to determine how far the existing methodology of instruction is capable of developing questioning techniques. The check list focused broadly on general aspects of questioning such as tone and accuracy of questions and specific skills such as eliciting, probing and Socratic questions. Lessons were videotaped for further analysis and at the same time descriptive field notes were kept by the researcher for recording and analyzing the questioning techniques employed by prospective teachers. Peer group members too observed the lessons and used an observation schedule to record and comment on the questioning techniques used by their colleagues. An available convenience sample of 30 prospective teachers of English was selected for the research and two lessons of each member were observed using the check list. From the 30 teachers observed, 12 were selected to conduct lessons in the classroom for the peer group. Half the peer group acted as students while the rest was observing the lesson using the observation schedule. Therefore, the data gathering instruments of the research include a checklist, field notes, an observation schedule, videotaping and lesson plans prepared by prospective teachers. Results/Findings; When the theories related to questioning techniques were analyzed it was understood that Bloom’s Taxonomy provides proper guidance for teachers in selecting, grading and using questions to develop the cognitive domain of students(Bloom et.al. cited in Huitt, 2011). Doff, (1988); Alexis,( 2009); and Hyman, (1982) add the importance of wait time to classification of  questions according to Bloom’s Taxonomy. They prove that longer wait time encourages critical thinking. When literature is further analyzed it was understood that probing questions are very important for the subject taught by prospective teachers, i.e. English language as probing questions demand authentic language production (Stepien, 2012). With the light of the theories related to questioning techniques, results of check lists were analyzed with comparisons to the field notes of observed lessons. The results of check list show that prospective teachers use tone appropriately in asking questions which is further verified by the field notes. Though high marks were noticed for the accuracy of questions in the checklist field notes and observation schedules record inaccurate questions especially in complex structures such as, â€Å"Can you tell me what is this colour?† There were five sections of the check list out of which probing questions recorded the least marks for a greater majority of the prospective teachers. This was further noticed in field notes and observation schedules because only a few such questions had been recorded. Teachers seemed to be happy with the received questions or directly corrected the inappropriate answers without attempting to probe into the answer. When research conducted to develop teaching skills were studied it was found out that â€Å"Micro Teaching† has provided effective results in international setting in developing skills such as class control and classroom management Conclusions; Prospective teachers should be encouraged to preplan their questions whenever possible to increase the accuracy of them because inaccurate questions lead to misconceptualization. New strategies must be employed to give more training to prospective teachers to develop aspects such as wait time, using probing questions because the existing method has not been able to develop those aspects of questioning. â€Å"Micro Teaching† is suggested to be used in developing questioning techniques since it has been successful in many other situations in developing several other teaching skills such as class control and classroom management. Reference; 1. Aggarwal, J. C. 2013. Essentials of Educational Technology. Innovations in Teaching – Learning. Dlhi, Vikas Publishing house Pvt. Ltd. 2. Alexis, 2009. A Questioning Strategy, Power of Wait Time/Think Time. Retrieved from http://schoolvisitexperts.com/?p=563 on 10.02.2014. 3. Asking Questions to Improve Listening. The Teaching Center. Washington University.(2009)Retrieved fromhttp://teachingcenter.wustl.edu/strategies/Pages/asking-questions.aspx on 12.02.2014 4. Beare, K. (N.D.) Speaking Skills Asking Questions. About.com English as 2nd Language. (Retrieved on 13.02.2014) 5. Cotton, K. 1989. Classroom Questioning. School Improvement Research Series. NorthwestRegionalEducationalLaboratory.http://www.nwrel.org/scpd/sirs/3/cu5. html. 6. Doff,A. 1988. Teach English: A Training Course for Teachers. Trainer’s Hand Book. Cambridge, Cambridge University Press. 7. Fries-Geither, J. 2008; Why Ask Questions? The Ohio State University. Ohio 8. Hyman, 1982. Teaching Methods. Questioning in the Classroom. How to Ask Questions. Retrieved from,http://www.tea ching.iub.edu/finder/wrapper.php%3Finc_id%3Ds2_1_lect_04_quest.shtml on 14.02.2014 9. Innovations and Initiatives in Teacher Education in Asia and the Pacific Region. (1990).(Vol-II).Bangkok, UNESCO Principal Regional Office for Asia and the Pacific 10. Marzano, R. Pickering, D. and Pollock, J. 2001. Classroom Instruction That Works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. 11. Professional Development among Academic Staff at Selected Malaysian Public Universities: Preliminary Findings of the Impact of the Basic Teaching Methodology Courses, International Journal of Business and Social Science 2(3) 2011.p.125 12. Research Scholar. An Experimental Study to Find Out the Effectiveness of Some Micro Teaching Skills in Teaching Geography at the Secondary Level. West Bengal, Rabindra Bharati University. 13. Rowe, M.B. (n.d.) Wait Time: Slowing Down May Be A Way of Speeding Up. Journal of Teacher E ducation. 1986; 37; 43 Retrieved from, http://jte.sagepub.com/cgi/content/abstract/37/1/43 on 13.02.2014 14. Shomoossi, N(2004),.The effect of teachers questioning behavior on EFL classroom interaction: A classroom research study, The Reading Matrix, 4 pp. 96–104 15. Yang, C.C.R. (2010)Teacher questions in second language classrooms: An investigation of three case studies, Asian EFL Journal, 12 (1) (2010), pp. 181–201 Declaration Form for Corresponding Author Title of the abstract: Asking Questions the Right way; an analysis of the questioning techniques employed by prospective teachers. (Current state of an ongoing action research to develop the questioning techniques of prospective teachers) Name of authors: R.M.D. Rohan Address of institution where the work was carried out: Pasdunrata National College of Education Kalutara Name of the supervisor: Prof. Manjula Vithanapathirana I declare that the above abstract reports the results of original research work and that the work reported in the abstract has not been published or presented elsewhere. Name Signature of the Corresponding Author: R.M.D. Rohan Address: Pasdunrata National College of Education Kalutara Date: Supervisor’s signature:

A Systematic Model Of Training Management Essay

A Systematic Model Of Training Management Essay Introduction The primary reason for evaluation being adopted in any sector is to determine the effectiveness of processes and the ways to improve them. A single meaning for the term evaluation is not easy to find. Weiss (1972; p.1) saw evaluation as an elastic word that stretches to cover judgements of many kinds. We can thus suggest that one meaning of evaluation in LD is concerned with judgements relating to the value of particular processes. Taken in this way, we can see that evaluating is closely connected with peoples view of LD and the criteria use to make judgements. If one accepts that evaluation is an attempt to judge the value that LD adds to an organisation then Bramley (1991) and other as per (Appendix 1) argues that purpose of evaluation is not only to add value but to discover to what extent the learning is useful for the job and has the learning transferred to workplace. Development activities intended to increase the effectiveness of managers can be evaluated at number of levels. The proposed framework for evaluation by Kirkpatrick (1959) is as follows: Reaction: The reaction of learners following an activity. Learning: The skills, knowledge gained as a result of the activity Behaviour: The effect on the performance of the learner within the workplace Results: The effect of changes in performance on measurable results at work This view has become conventional wisdom with regard to evaluation where different levels can be linked in a chain of consequences (Hamblin, 1974). Another level was added by Phillips (1996) to enable a return on investment (ROI) which could provide direct link between LD and an organisations results. Most organisations carry out evaluation at the reaction level, some measure learning in technical skills, but few attempts to assess changes in behaviour or criteria of organisational effectiveness (Ralphs and Stephan, 1986). Representation of Kirkpatricks and Phillips model of learning analytics showing level-wise measurement objectives Fig 1: Representation of Kirkpatricks and Phillips model of learning analytics showing level-wise measurement objectives (http://leanlearning.wikispaces.com/learning_analytics). Methodology will partly depend on the beliefs held about what happens in LD. The two board approaches of methodology can be identified as positivist methodologies which are based on observations and measurements, whereas phenomenological methodologies are based on action and implementation (Mumford and Gold, 2004). The differing perspectives offered by positivism and phenomenology provide evaluators of LD with different thoughts to inform the choice of evaluation models and methods. In UK, for many years a systematic model of training and evaluation has been regarded as the orthodoxy. A typical presentation of this model is shown below. IDENTIFY TRAINING NEEDS AND SPECIFY OBJECTIVES DESIGN ACTIVITIES IMPLEMENT ACTIVITIES EVALUATE ACTIVITIES Fig 2: A systematic model of training (Mumford and Gold, 2004) The four stages model emphasises the need to evaluate at the conclusion of activities. Data collected can then be analysed and decisions made on the value of the activities and the extent to which the objectives set were valid. The data gathered may be subject to bias and distortion, dependent on the feelings of the group at the time of completion (Smith, 1990). The various meaning of evaluation has tended to focus on the outcomes of LD activities. It also suggests that value can change throughout participation and that objectives at the start of process are not the same during the process and on completion of it. Here we could make use of a distinction that is frequently made between (Appendix 2) summative evaluation, which occurs on completion of an activity and formative evaluation, which occurs while the activity is happening. These variations and presence of different interests make evaluation a complex process for it needs to take into account and respond to different interests and their judgements (Easterby-Smith, 1994). Leadership Development It is hard to overstate the importance of leadership in todays corporate environment, especially in the light of business failures. Leadership can play a critical role in almost every aspect of corporate and communal life (Ashkanasy, 2004: 165). There are many models of leadership; a traditional approach is the trait-based model (Bird, 1940; Mann, 1959; Stogdill, 1948; Zaccaro, Kemp Bader, 2004). This approach seeks to find those attributes of persons that are associated with leadership success. There are few problems associated with this approach as it tends to be modest to moderate and hence can account for only a part of what makes a leader successful, also it undervalues the importance of modification and the approach is static, whereas leadership is dynamic (Antonkasi et al, 2004). Stenbergs WICs Model The theory proposed here views leadership as in large part of how one formulates, makes and acts upon decisions (Sternberg Vroom, 2002). According to this model, the three key components of leadership are wisdom, intelligence and creativity (WICS). The basic idea is that one needs these three components working together in order to be a highly effective leader. Intelligence: academic intelligence (memory and analytical abilities) and practical intelligence (ability to solve everyday problems and manage oneself, others and tasks). Wisdom: using intelligence, creativity and experience moderated by values to reach a common good, balance between own, others and organisational interest, over the short and long term to adapt, shape and select environments. Creativity: skill in generating ideas and products that are novel, high quality, appropriate for the task in hand. generation of ideas that others will follow. Leadership Fig 3: Sternbergs WICs model of leadership (Sadler-Smith, 2006) The WICs model is related to many other models which incorporates elements of transformational as well as transactional leadership (Bass, 1998; Bass Avolio, 1994; Bass, Avolio Atwater, 1996), emotionally intelligent leadership (Goleman, 1998), visionary leadership (Sashkin, 1988, 2004), and charismatic leadership (Conger Kanugo, 1998; Weber, 1968). WICS provides a framework that not only integrates many of the models that have come earlier, but also that have individually included only some of these interlocking skills, attitudes, and situational variables. Leadership development is expected to improve these attributes further and also to maintain balance in negotiating situational demands and tensions. All of these theories propose explanations for developing leaders but they have not been scientifically proven and some might require an in depth analysis to prove their effectiveness. Most of these strategies tend to concentrate on the individual leader but they tend to ignore the effects of dynamic or individuals environment on the leaders performance. Day et al. (2003) mentions that due to constantly changing environment with a variety of stakeholders requests and expectations, the possibility of using one best approach to leadership development is unlikely. In todays dynamic environment organisations might need to take a global approach to follow a mixture of some models of leadership development (Ivancevich Matteson 1996). The importance of effective leadership could be emphasised by looking at the LBG leadership model. Lloyds Banking Group (LBG) Leadership Model Creating a high performance culture, identifying future leaders and building the talent pipeline to expand organisational capability are critical areas of focus for all leaders in the group. In challenging economic times, the groups ability to build distinctive leadership capability will differentiate it from its competitors. JDIE (Judgement; Drive; Influence and Execution Appendix 3) is the leadership model that LBG widely uses across all its divisions. Fig 4: Lloyds Leadership Model (https://www.learningatlloydsbankinggroup.com/exec/exec.asp) The model has 4 capabilities that determine outstanding leadership performance and potential. At the centre of the Leadership Diamond are the Values which underpin all the behavioural capability statements. Individual performance rating is based on their total contribution equally assessing what they have achieved against their objectives in the Balanced Scorecard and how they have achieved it using the LBG values and the JDIE leadership model. The JDIE leadership model describes outstanding leadership in the Group and is based around the organisational values, which drives culture, engagement and performance/potential. Benefits of JDIE model: Enables individual to take ownership and accountability for accelerating personal and team development, achieving higher performance and delivering quality. Builds deep and strong relationship among members of the team. Enlightened individual and collective awareness. Improving coaching and feedback skills among team members. Role of Evaluation in Leadership Development: Evaluations have replaced assumptions with evidence. It has used new knowledge to stimulate discussion or debate, have solved practical problems and have proved the feasibility of innovative programs. The following examples demonstrate the kinds of benefits organisations have obtained from evaluation: Evaluations improve performance and promote accountability through monitoring. Evaluations provide important and action-oriented lessons about implementation. Evaluations provide powerful evidence about impacts. Evaluations provide practical information about who participates and who benefits, thereby improving the targeting of services. Evaluations provide crucial information on costs. Evaluations assess the logic and the knowledge underlying the design of new programs. The following examples demonstrate the kinds of issues organisations might face from evaluations: There could be insufficient knowledge of the value of an appropriate pre-course for assessment of individual and organisational needs. Limited support appears to be provided to aid the transfer of individuals learning benefits to organisation. The organisations need to focus on leadership as a social process for developing leadership beyond individual leaders and thus maintaining equilibrium among human and social capital. It is not yet clear of the potential measurement criteria to assess impact on return on investment. Such criteria need to be re-designed to develop a suitable framework. Currently available leadership development models and theories lay a lot of emphasis on the importance of change, but they may not operate scientifically to validate the change framework. Effectiveness of most of these existing leadership models tends to lay prominence on the initial stages of the change cycle, which assumes that individuals would be able to change themselves at the wrap-up phase of the programme (Bernal, E. 2009). As there is no perfect model for leadership and organisations may tend to use views of different models to achieve their strategic goals, so further we will look at the strategic human resources development models in an organisation. Strategic Human Resources Development Strategic human resource development (SHRD) focuses on integrating HRD activities with organisational goals and values to develop core capabilities that enhance firm competitive advantage (Garavan, 1991). Competitive advantage is secured when organisations have skills and capabilities that are unique, difficult to replicate and imitate by competitors (Rainbird, 1995). It promotes practices that enhance the strategic performance of employees and organisations. It also emphasizes proactive change in management which enables organisations to survive in an increasingly complex, unstable, competitive, and global environment (Grieves, 2003). Garavan (1991) proposed a prescriptive model of SHRD outlining three characteristics: focus, orientation, and strategies. Furthermore, the model acknowledges the importance of multiple stakeholders that have emerged in the design, development, and implementation of SHRD, both internal and external to the organization. The model emphasizes horizontal and vertical linkages throughout and suggests various stakeholder-focused outcomes. Fig 5: Conceptual Framework of SHRD (Garavan, 2007) In the period since the original definition, several notable contributions have been made by Horwitz (1999),Walton (1999), McCracken and Wallace (2000), Harrison (2004), Maxwell,Watson, and Quail (2004) and Sadler-Smith (2006). A number of themes emerge from these models: SHRD facilitates the development of core capabilities that are critical in developing and maintaining sustained competitive advantage. SHRD enables the firm to make the best use of existing firm-specific capabilities and through the development of new capabilities and skills enables it to cope with change. SHRD must be sensitive to both emergent and planned strategies. Any of these three SHRD strategies can be adopted to facilitate the focus on organizational learning, organizational change, and organizational performance. LBG has preferred to use organisational performance SHRD strategy along with a small percentage of organisational learning change strategy. Lloyds Banking Group SHRD Model Organizational performance-focused SHRD strategies emphasize skills training, job and competency analysis, and management and leadership development. A key role for organizational SHRD is to identify performance needs and thereby developing core competencies to meet the demands of organizations. Fig 6: Lloyds SHRD Model (https://www.learningatlloydsbankinggroup.com/exec/exec.asp) Leading in the Human Resources function Leading by example within the HR function, role modelling LBG values and one HR approach to work thereby build the capability and structure of the HR function. Strategy, Insights and Solutions Uses deep understanding of the business and the HR function to deliver strategy and sustainable solutions that meet the needs of the business, colleagues customers. Learning and Talent Development Ensures that people at all levels possess the skills, knowledge and experience to fulfil the short and long term ambitions of the organisation and that they are motivated to develop and perform well. Evaluation of LBG SHRD model: Uses and analyses a full range of information and knowledge, using judgement to identify options and make robust decisions. Evaluates information from multiple sources, applying judgement to weigh their value and relevance to the decision at hand. Makes effective decisions in the absence of complete information, ensuring things can move forward while further analysis is conducted. Identifies how best to distil a mass of complex data into distinct, clear and concise concepts others can understand. Maintains a helicopter view of the situation, identifying the key elements while keeping an overview of the detail. Gives concepts meaning, often using powerful illustrations and comparisons. Creates an environment where others can make decisions by clarifying roles and responsibilities and providing appropriate support. Knows the different key questions to ask in complex situations to extract information, view points, risks and potential solutions. The above model emphasises on assumptions in absence of complete information thus the strategy might not be completely effective under the phase of these assumptions. Evaluating the strategy requires a complex skill set which is difficult to acquire. Different organizational stakeholders, such as owners, investors, employees, suppliers, and customers, are likely to evaluate the contribution of SHRD differently. Conclusion: No matter which of the evaluation approaches or models is followed, there are at least two features that need to be considered, namely the credibility and trust, as well as externalization and replication of the validation carried out. SHRD can contribute to the development of both operational capability and enhanced capacity to learn. Appendix 1 The Purpose of Evaluation Source Purposes Bramley (1991) Feedback, research, intervention, power, control Easterby-Smith (1994) Proving, improving, learning, controlling Gibb (2002) Pragmatic, ethical, intellectual, social, business, personal Newby (1992) Quality control, efficient LD design, professional self-esteem, track record, identification of assessment criteria, intervention Reid and Barrington (1999) Investment appraisal, feedback, improvement, learning, achievement of objectives Stewart (199) Promoting (in addition to proving, improving and learning) Source: Sadler-Smith, E (2006, p.382) Appendix 2 Appendix 3 Source: Lloyds Intranet (Internal Database)

The Confusion Behind Computer Advertisements :: Media

The Confusion Behind Computer Advertisements Advertising is the key ingredient to a company’s success, so it’s pretty common for a company to go to extreme levels to sell their products. â€Å"There are six basic consumer behavior decisions when it comes to creating a desire for a brand name or product. 1. Problem Recognition: The consumer decides that he or she needs something. 2. Search: The consumer gathers information about ways to satisfy this need. 3. Evaluation of Alternatives: He or she weighs the plusses and minuses of the alternatives. 4. Decision: The consumer decides what to buy. 5. Purchase: He or she buys it. 6. Post purchase Evaluation: The consumer decides whether he or she bought the right thing. In realty, human beings are resourceful enough to find what they need without ads† (Kaufman, 2004). However, ads do as much damage as it does good. Pushing more and more ads down consumers’ throat is not going to necessarily make them want to buy that product; Internet pop-up ads are a prime example. The abundance of ads is not the only problem. Many ads can be misleading in what they are really trying to sell you; Dell is a good example of misleading ads. Travis a dell computer customer writes in an Internet complaint, â€Å"we ordered a dimension 8200 series but we were late in receiving the camera kit. When we did receive the camera kit it wasn’t the right one for that computer, but Dell still wouldn’t take it back because it was already past the 30-day warranty† (Travis of Kalispell, MT, 2004). Best Buy is also guilty of using misleading advertisement, which leads to even more serious accusations. Katherine of Hartsdale (2004), NY wri tes, â€Å"for Christmas my mom bought me a Playstation 2 and several games. One of the games wouldn’t work so I tried taking it back to Best Buy.

Students Should Study Twain’s Adventures of Huckleberry Finn Essay

Mark Twain published what scholars still consider one of the greatest American literary works in 1885, and in that same year it suffered its first banning (Zwick). â€Å"Adventures of Huckleberry Finn is essential to the understanding of the American soul,† Victor Doyno states on the jacket of Random House’s comprehensive edition of the novel. If Huckleberry Finn is so indispensable, then its having been opposed from the beginning of its life seems more than a little surprising. At first, the strife was caused by many objecting to the friendship between Huckleberry Finn, the white protagonist, and Jim, an escaped African American slave, in addition to the grammar upon which many critics of the time frowned. As our society experiences changes in priorities, taboos, and social trends, the points of concern shift, and no longer do critics grimace at an interracial friendship; instead, they attack the racism supposedly present (Chadwick). A number of students, parents, and, on less frequent occasions, teachers claim that Huckleberry Finn possesses racist overtones and try to have it removed from school libraries and the curriculum. Despite the controversy, Huckleberry Finn, in which Twain delivers an honest depiction of the 1800’s, maintains its stance as a classic piece of literature beneficial to a student’s education (Chadwick). The shallowest and most prevalent argument involves the repeated, some attackers say excessive, use of the word â€Å"nigger,† which appears over two hundred times (Zwick). Today, the word is unquestionably one of the most offensive expletives in use; the book, however, was not written for this decade, or even this century, and it certainly was not intended to be a written prediction of the future. Huck... ...nd hopefully in another century, his writing will continue to enlighten future students. WORKS CITED â€Å"Blackface: The Minstrel Tradition.† Louisville University. 12 March 2003 http://www.louisville.edu/~afcren01/blackface.html>. Chadwick, Jocelyn. â€Å"Why Huck Finn Belongs in Classrooms.† Harvard Education Research Letter Online. November 2000. 10 February 2003 http://www.edletter.org/past/issues/2000-nd/huckfinn.shtml>. Gregory Leslie. â€Å"Finding Jim Behind the Mask: The Revelation of African American Humanity in Mark Twain’s Adventures of Huckleberry Finn.† Ampersand. 13 July 1998. 12 March 2003 http://itech.fgcu.edu/&/issues/vol1/huckfinn.htm>. Salwen, Peter. â€Å"Is Huck Finn a Racist Book?† Salwen Business Communications. 1996. 10 February 2003 http://salwen.com/mtrace.html>. â€Å"Stereotype.† Def. 2. Webster’s New Collegiate Dictionary. 1997.

Christian Leadership to Change the World

Christian leadership in my opinion is operating in and by Christ. We must be his hands and his feet with precepts. In order to lead and present change God must be in us and its evident must be known. Matthew 5: 13 -16 clearly proclaims the significance of our existence and Gods requirement of every believer. 2 Timothy 2:15 expresses the need for every believer to be approved by the Lord first and then going forth to preach the word throughout to Gods people. Leadership is the duty of the person who is in charge to take charge with courage and character while risking leading the people where they need to go. In doing this Christian leaders will need vision, opportunities, and needs. Then you will have to motivate others to get it done by providing resources, using their talents, and having them contribute their time, however we should be pragmatic of timing. As leaders we must understand the value of forgiveness, redemption and restoration and how essential they are to producing change in society or the world. Also identity and integrity are paramount as well in effective Christian leadership. This will equip us for the non believers who have a desire to come into the kingdom as well as the believers. To be effective Christian leaders we must seriously take our lead from scriptural principles and not from popular trends. We must maintain our focus on what the scripture says in spite of situations and circumstances. 2 Timothy1:7 reads â€Å"God has not given us the spirit of fear but of power and of love†¦Ã¢â‚¬ when we fully recognize that God has given us the power and authority to create change it will then allow us to progress and elevate greatly towards change in society. Furthermore Proverbs 4 and 5 specifies the importance of gaining knowledge and wisdom from the Lord and Proverbs 3: 5 instructs us to trust God in all things so he can direct our path. We must as leaders become selfless and allow the Lord to speak to us so we can get to the people and back in front of society providing the church a forum to determine the direction of society. Christian leadership recognizes that the achievement of the vision is a contribution towards the coming and building of Gods kingdom and understands that where God rules it will then govern the behavior of the world. As Christian leaders we are to remain as a relevant influence providing Gods unchanging and everlasting word to an ever changing society. As the world continues to change the impetus for Christian leadership remains the same. Yet we must also acquire new leadership techniques as both the church and the world changes. SUBMITTED BY: RENEE D. SOBERS

Ational aconomy Essay

A joint venture is a partnership created by agreement between the parties to share in the losses and profits of the venture. But it is unlike a partnership in that the venture is for one specific project only, rather than for a continuing business relationship. If we speak about two great artists: Anrie Matisse and Pablo Picasso the idea about their joint venture could be expressed in the words: â€Å"History of success or How they never worked together but influenced upon each other†. When Picasso met Matisse, his French was poor and he was not so experiencied as his older college. Fernande Olivier said: † Matisse, beaucoup plus age, serieux circonspect, n’avait pas les idees de Picasso. † Pole Nord † et † Pole Sud â€Å", disait-il en parlant d’eux deux. † He characterized Matisse in those words: † Le type du grand maitre: visage aux traits reguliers, a la forte barbe doree, Matisse etait sympathique. Il semblait cependant se derober derriere ses grosses lunettes, reservant l’expression de son regard mais parlant longuement des qu’on l’entreprenait sur la peinture. Il discutait , affirmait, voulait convaincre. Il avait deja pres de 45 ans, tres maitre de lui a l’encontre de Picasso, timide, toujours un peu maussade et gene dans ces sortes de reunions. Matisse brillait et s’imposait. Ils etaient les deux artistes de qui on attendait le plus. † Leo Stein, collector and mecenate said that disorder and dust (â€Å"le desordre et la poussiere†) was usual medium for Picasso versa order and calms (â€Å"l’ordre et le calme†) for Matisse. They were competitors but they were were friendly competitors. Matisse’s focus was color and lines while Picasso put form above all. And it is so strange to read words of some art experts (Robert Rosenblum) about their competition: â€Å"This is like the heavyweight championship of the art world†¦ like the battle of the titans, like the Montagues and Capulets. One of the exciting things about it is the friction, the rivalry, the give and take. † Well, what art production was the result of two or more artists working together as a joint venture? Historically the first examples of joint venture were seven wonders of the ancient world. I can not recollect names of all authors of the Great Pyramids at Giza, the Hanging Gardens at Babylon, the Statue of Zeus at Olympia, the Temple of Artemis at Ephesos, the Mausoleum at Halicarnassus, the Colossus of Rhodes and the Pharos (Lighthouse) at Alexandria. Nobody can. But I should try. The biggest and the most successful project is Khufu’s pyramide. So, what parties we have in this joint venture? Producer and general director: Great King Pharao Khufu. Architect and executive director – Khimeun. Other participanys: hundreds of unknown artists. Tourists want to look at this specimen of ancient art and they ready to pay for this pleasure. Some kinds of arts are syntetic by their nature. Like opera, which is â€Å"a drama set to music and made up of vocal pieces with orchestral accompaniment and orchestral overtures and interludes† (www. m-w. com). So several persons participate in developing opera: composer and conductor (music), writer (libretto), scenograph and director (performance). Success of the performance depends not only on music or text but on every participant. Painters usually work independently. Leonardo da Vinchi made picture â€Å"Babtize of Christ† (Andre Veroneze’s workshop) to be more expensive when he put his hand to an angel and landscape. But when young Leonardo worked with Veroneze he was only his apprentice. Some artists created consortium which became brend name of their production. Soviet caricaturists Kupriyanov Mikhail, Krilov Porfiri and Sokolov Nikolay were teamed up during second world war and their caricaturs signed as KUKRINIKSI. Work in harmony – is ideal. But artist team creates atmosphere of inspiration which helped individuals to produce true chedevre. â€Å"This was a project conceived of with joy and optimism, it was carried out with faith and love†¦ faith that we could, as a team, work collectively to create something much greater than each of us individually and love because that’s why we make street paintings – we love what we do. † – these words of participant of street painting festival demonstrated advantages of team work and joint venture in the art. So, the oldest story is relationship of master and apprentice. The apprentice system, through which new artists learned the trade ensured that styles of art were continued from master to apprentice. An apprenticeship was an obligation of future painter members and normally lasted from four to six years. This period spent in a recognized master painter’s workshop insured the young artist a thorough familiarization with the complexities of his craft. Laborious task like hand grinding of mineral paints was often left to the apprentice. In the master’s studio the apprentice was exposed to the many thoughts, opinions and artistic theories which circulated with great fluency from one artist’s studio to the other’s. Painter’s studios were often lively places frequented by artist, patrons and men of culture. Animated artistic debates as well as exchanges of information concerning the art market were the norm. The apprentice, within the space of a few years, was personally exposed to an endless stream of ideas and information which passed every day through the master’s studio. He was allowed to work on the less important areas of the master’s own paintings such as large areas of unmodulated color or monotonous areas of foliage in the background. The master closely followed his pupil’s progress and corrected him when needed. Some extremely talented artists were able to leave the master’s studio within a few years. Rembrandt progressed so rapidly that he already had pupils of his own at the age of 21. An apprentice’s first tasks were humble: sweeping, running errands, preparing the wooden panels for painting, and grinding and mixing pigments. As the apprentice’s skills grew, he would begin to learn from his master: drawing sketches, copying paintings, casting sculptures, and assisting in the simpler aspects of creating art works. The best students would assist the master with important commissions, often painting background and minor figures while the Master painted the main subjects. The few apprentices who showed amazing skill could eventually become masters themselves. A very few became greater artists than their masters. As the apprentice’s skills improved he worked on the more complex areas such as drapery and the secondary objects seen in the painting. Once the apprentice had gained sufficient mastery, he was allowed to conceive and execute his own paintings, but could neither sign nor sell them. This could be done only after he had undergone the entrance exam of the guild. Another advantage of being a guild member was permission to sell paintings of other artists as well in order to increment his earnings. It’s very difficult to call this relationship true joint venture. But we could find some parallels in the modern business. For example iFIDs. com is a joint-venture partnership between Thunder Bay International Airport Inc. and Aviation InterTech. iFIDs. com came about when the airport went looking for a flight information display system for the terminal to fit their budget and Aviation InterTech came up with a low-cost Internet-based solution. Another axample: the joint venture have been formed recnetly between BBC Worldwide Americas Inc. (BBCWA) and New York merchant banking firm Veronis Suhler. The venture will initially focus on acquiring consumer lifestyle and informational publishing properties with cross-media expansion potential. It incorporated the BBC’s existing and future North American businesses in publishing including video, books and magazines. The 50/50 joint venture is being capitalized at $100 million of equity, with significant purchasing power beyond this. The company will be managed jointly by both partners. You see: joint venture in the art is always virtual. But JV in the business – is very important part of world and national aconomy.