Organization Learning and Information Technology Management

Introduction In the modern world, the increase of advanced information and technological solutions has made way for automated office, teleworking, and e-commerce as some of the organizations’ way of life. Information systems way of working can only be appreciated by understanding the information technologies used and the way they can be merged to create a system (Perry, 2008, p 3)Advertising We will write a custom coursework sample on Organization Learning and Information Technology Management specifically for you for only $16.05 $11/page Learn More Organization learning can be described as a process followed by organizations with the main aim of improving the organization’s performance. Outcome measures, one or more goals, relevant people, and knowledge are just but a few of the elements that are involved in performance process. In the organizational learning process, the organization is expected to anticipate, act on the feedback, and ext ract knowledge from the feedback attained and act accordingly based on the knowledge acquired. Not only is the organizational learning involved in adaptive learning, it is also involved in generative learning that entails creation of the future. Organizational learning can hence be summarized as processes used to improve an organization’s competence and are inseparable from organizational performance (Smith, Salvendy, 2001, p 306) Educators have often faced challenges in finding better ways of incorporating business managers in getting to know about information systems and information technology’s way of working. The advancement of modern information technology and information systems has offered new solutions of rethinking, the present business strategies, practices, and approaches. In the last few decades, IT has opened up doors for new business opportunities (Barta, Tatnall, Juliff and International federation for information processing, 1997, p 12). Organization le arning and information technology management The radical change in the world’s business environment has arisen from three phenomena:Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More networking of organizations and their information systems global emphasis in business operations increasing utilization of market mechanisms in mutual transactions. In the organization context, businesses are expected to manage the design and implementation of information resources. In the modern digital economy, operators perform electronic transactions with their partners in the international market (information resources management association. International conference and Khosrowpour, 2002, p 314) In the modern economy environment, learn has been acknowledged as the best alternative for a company to be competitive in maintaining knowledge. These companies are hence called learning organizations because they create structures in order to increase organizational learning. Organizational learning is hence considered as a process based on acquisition of knowledge, sharing of knowledge and utilizing that knowledge. The development and growth of information and communication technologies has led to new learning and working forms of industrial challenges. In the modern times, becoming a learning organization is considered as the best way of remaining competitive. Indeed, the roots of a learning organization are normally anchored in a culture that that provides training at different levels (Lytras, Pablos, Ziderman, Roulstone, Maurer, Imber, 2010, p 306) According to Wilson, the hunger for knowledge management has paved way for creation of software, consulting services and systems. Knowledge databases are common in the modern world as consulting firms are introducing relating services e.g. Ernst and young-center for business knowledge, pricewaterhouse-knowledge view and Accenture- knowledge Xchange (Wilson, 2005, p 115). According to Sage and Rouse, learning involves several processes: situation assessment Detection of a problem synthesis of probable solution implementation of the solution Evaluation of the results 60 discovering patterns among preceding processes. This is hence described as a formal process of learning. Organizational learning occurs when members of a certain organization reacts to change of internal and external environment by detecting and correcting the errors (Sage, Rouse, 2009, p 1444)Advertising We will write a custom coursework sample on Organization Learning and Information Technology Management specifically for you for only $16.05 $11/page Learn More Learning by doing is a type of learning that the learner is expected to participate in processes that result to real change. The learner in this case controls the stage and plays a role in controlling the activities happening in the environment. If the i ndicated interaction fails to occur, the learner will be merely enduring the learning process. This type of learning is also referred to as â€Å"action learning† (Barta, Tatnall, Juliff, and International federation for information processing, 1997, p 3). Organizational information systems Information technology helps organizations to deal with a number of various types of organizational informational systems that are designed to aid in decision-making. The organizational information systems include different categories: Data processing systems or transaction processing systems (DPSs/TPSs): The DPSs and the TPSs are systems that are involved in processing of tasks that are repetitive in nature. Use of well-structured information is employed as the data is easily captured and stored in large volumes (Perry, 2008, p 15). Management information systems (MISs): This system provides the middle- level managers with information to monitor to track and control organization’s progress and to report to the senior managers (Perry, 2008, p 15). Executive information system (EISs): This system aids senior managers with strategic information that helps them in making concrete decisions. In addition to this, the EISs possess powerful software that supports the various types of high risks and unstructured decisions. This is achieved by the ability of the EISs to merge information from the organization, analyze it and finally represents it. An example of EISs is the Key performance indicators (PLs) (Perry, 2008, p 15). Decision support systems (DSSs): Provide information to managers of supporting unstructured decisions by retrieving and analyzing data. Its interactive capabilities aid in solving ad hoc queries. The mathematical model incorporated in DSSs is designed to adapt to the behavior of organizational activity. By generating various kind of potential solutions the DSSs enable the managers to conduct the â€Å"what if analysis† (Perry, 2008, p 16). Expert systems (ESs): There are situations that require a more sophisticated support than the EIS or the DSS. The ES system adapts to problem solving techniques of human expertise. Among the benefits of ESs is the preservation of knowledge, effective training, and distribution of knowledge. Examples of ESs include tax and investment appraisal, credit control systems and auditing (Perry, 2008, p 16). Strength of organization learning and information technology management Competitive advantage: According to Wilson, the reason for learning and knowledge management is that it provides a competitive advantage. The traditional competing methods have been improved, as they are faster and cheaper in the modern world. Currently, firms compete by doing things in a better and smarter way. This is achieved by attaining knowledge and applying it accordingly. Thanks to the competition created many goods and services are now cheaper than years ago (Wilson, 2005, p 115). Explicit and tacit knowle dge: The tacit and explicit knowledge are innovated and acquired through the operations undertaken in the organizational learning and information technology management. In tacit knowledge, the technical skills are acquired through experience gained. Explicit knowledge on the other hand can be communicated and shared in specifications of products (Wilson, 2005, p 118) Teleworking: Office automation technology has brought about a big impact of staff working from home. Staff has now the ability to communicate to clients and colleagues by using a combination of communication technology. Operational costs of the firms are hence reduced (Perry, 2008, p12). Electronic data interchange: Network technology has been implemented by many organizations i.e. data can be transmitted from computer to computer electronically using electronic data interchange (EDI). EDI has in time replaced conventional business documentation (Perry, 2008, p.12)Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Challenges of organization learning and information technology management In comparison with other new technologies, the technologies involved in information technology management cannot lack its share of challenges. The challenges involved are not technical related but instead they are non-technical components related (Khosrowpour, 2002, p ii). These challenges include: Expensive software: The software used in the in the process of information technology management is expensive and too proprietary. This is because specialized software must be created by the participating organization to convert in an understandable format to other business (information resources management association, International conference and Khosrowpour, 2002, p 348) High installation and maintenance fees: The cost of installing and maintaining this modern technology is high as it is commonly installed in large and well-financed companies. High-qualified expertise is also needed in the implementation and mai ntenance of these technologies. Conclusion Information technology (IT) has become a way of life in the modern world. The rapid growing information technology sector has drawn more and more organizations into the technology industry. Organizational learning on the other hand has been incorporated into the organizations system in order for the members to mobilize collective knowledge in the organization. The main aim of learning is to develop the capacities of acquisition, processing, storage, and use of information of the members in the organization (Lytras, Pablos, Ziderman, Roulstone, Maurer, Imber, 2010, p 307). Organizational structure perspective and management system focuses on collective learning processes that are elaborated by formal organizational structures and management systems inform of control and planning processes. This means that an organizational learning process requires: Learning process: Despite the fact that individual learning is not classified as organizatio nal learning, organizational learning cannot take place without individual learning. Social process: It includes diverse actors who collaborate to allow expression and discussion of ideas. Knowledge management: This is the process whereby knowledge is acquired, shared and capitalized (Lytras, Pablos, Ziderman, Roulstone, Maurer, Imber, 2010, p 308). Managing learning and measuring learning outcomes are considered difficult tasks although they can be more problematic with the inclusion of complex learning domains (Khosrowpour and Khosrow-Pour, 2006, p223). According to Leinder and Galliers, information systems development and design process has developed, from the early stages of analysis and design to active participation of user knowledge. In spite of knowledge management being considered as a new topic, it is in fact a broader extension of the organizational learning (Galliers, Leidner, 2003, p 425). However, the organizational learning and information management have their share of strengths and weakness/challenges that accompany them. Reference List Barta, Z. B., Tatnall, A. Juliff, P., 1997. Place of Information Technology in Management and business education. London, TJ International limited, Padstow, Cornwall. Web. Available from: https://books.google.com/books?id=EOZTZOnGRzcCpg=PA1dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=7ved=0CFQQ6AEwBg#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Galliers, R. Leinder, E. D., 2003. Strategic information management: challenges and Strategies in managing information systems. London, British Library Cataloguing Publication Data. Web. Available from: https://books.google.com/books?id=1d04ak479S0Cpg=PA425dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=8ved=0CFoQ6AEwBw#v=onepageq=challenges%20of%20organizati on%20learning%20and%20information%20technology%20managementf=false . Information Resources Management Association, International Conference, and Khosrowpour, M., 2002. Issues trends of information technology management in contemporary organizations. Philadelphia, Idea Group Publishing England, Idea Group Publishing Web. Available from: https://books.google.com/books?id=SazD_hoEDfcCpg=PA314dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=6ved=0CE4Q6AEwBQ#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Khosrowpour, M., 2002. Web-Based Instructional learning. Philadelphia, IRM press England, IRM press. Web. Available from: https://books.google.com/books?id=drNk0PnlKcMCpg=PR2dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=4ved=0CEQQ6AEwAw#v=onepageq=challenges%20of%20organization%2 0learning%20and%20information%20technology%20managementf=false . Khosrowpour, M. Khosrow-pour, M., 2006. Cases on information technology: lessons learned. Philadelphia, Idea Group Publishing England, Idea Group Publishing Web. Available from: https://books.google.com/books?id=71PAiMZyWqQCpg=PA223dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=7ved=0CFQQ6AEwBg#v=onepageq=challenges%20of%20organization%20learning%20and%20information%20technology%20managementf=false . Lytras, D. M., Pablos, O. P., Ziderman, A., Roulstone, A., Maurer, H. Imber, B. J., 2010. Knowledge Management, Information systems, E-learning, and Sustainability Research. Berlin, Springer-Verlag. Web. Available from: https://books.google.com/books?id=WeHJToIVSCkCpg=PA308dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=4ved=0CEUQ6AEwAw#v=onepageq=organisat ion%20learning%20and%20information%20technology%20managementf=false . Perry, B., 2008. Organizational Management and Information Systems, Page 4. London, Elsevier limited. Web. Available from: https://books.google.com/books?id=EZfId9eRYtkCpg=PA3dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=8ved=0CFsQ6AEwBw#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Rouse. B. W. Sage, A., 2009. Handbook of Systems Engineering and Management. New Jersey, John Wiley Sons Inc. Web. Available from: https://books.google.com/books?id=eFRwQuzPnEcCpg=PA1457dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=9ved=0CGAQ6AEwCA#v=onepageq=challenges%20of%20organization%20learning%20and%20information%20technology%20managementf=false . Smith, J. M. Salvendy, G., 2001. Systems, social and internationalizat ion design aspects of human-computer. New Jersey, Lawrence Erlbaum Associates, inc, publishers. Web. Available from: https://books.google.com/books?id=dVUJqSo9IBgCpg=PA306dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=10ved=0CGUQ6AEwCQ#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Wilson, P. J., 2005. Human resource development: learning training for individuals organizations. England, British Cataloging in Publication data. Web. Available from: https://books.google.com/books?id=zpNc_GZIiikCpg=PA115dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=5ved=0CEkQ6AEwBA#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . This coursework on Organization Learning and Information Technology Management was written and submitted by user Elle Q. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Sodium Thosulphate essays

Sodium Thosulphate essays Plan an investigation into the rate of reaction between Sodium thiosulphate and hydrochloric acid. The equation for the rate of reaction is 1/time. The rate of reaction measures the speed of reaction. It is a measure of the loss of reactants and gain of products. The faster a reaction takes place, the shorter the time needed for the reaction to finish. An example of a slow reaction is rusting An example of a fast reaction is sodium and water. This predicts what will happen to the speed of a reaction if a variable like surface area, concentration and temperature. This theory says that when particles collide a reaction occurs. With a greater surface area a solid, particles collide far more frequently and as a result the reaction rate is greater. If there is a higher concentration the particles are closer and they have a greater chance of colliding. The more collisions, the faster the reaction. The higher the temperature the faster the particles are going to move. This means that there are many energetic collisions that will speed up the reaction. The word and chemical equation, for this reaction, which takes place in a solution: The variables you can change in this experiment are: The variables that we will be keeping constant are: I predict that the rate of reaction would get faster, if the volume of sodium thiosulphate was increased. This is because a higher concentration of sodium thiosulphate would mean that the particles would be closer together and as a result there would be more collisions, which would make the reaction faster. This can be scientifically proven using the collision theory. For my investigation I will use 1/time for the rate of reaction. I decided to do a preliminary experiment to investi ...

3 Additional Services Law Essay Writers Can Provide You with

3 Additional Services Law Essay Writers Can Provide You with 3 Additional Services Law Essay Writers Can Provide You with When you are trying to solve a problem, you need the best assistance possible. You want to find an experienced person to help you, having some background knowledge in the field you need the help with. This concerns almost any situation in your life. Of course, due to the Murphys Law, if you have some friends, who are law essay writers, you never have to deal with a paper on this subject. But wait, do not fall apart. These experts are not just good at writing; they are also masters at a wide variety of legal topics and can offer crucial insights into almost any issue concerning the law. There are three key services that these experts can provide you with. 1.  Ã‚   Academic Insights It is impossible to succeed in writing if you do not have the right tools. Fortunately, legal essay writers do not study just law, they also deal with other subjects, so can help you acquire the knowledge you need. They can also have some academic experience in writing different papers, thus, can lead you to the best books, articles, and other resources on the particular subject that you have to cope with. Therefore, you do not have to spend much time, searching for the material to use in your piece, and your studying becomes a lot easier. 2. Professional Experience Most law students spend much time interning or working to gain some experience. While this is a great learning opportunity, it can be overwhelming. There is a huge difference between studying law in the classroom and implementing the knowledge that you have learnt on practice. If you make a decision to become a lawyer, you will have the person who is going to share his/her experience with you as well as provide you with some advice on how to gain the best practice in the particular sphere. This gives you a huge advantage over your classmates. As you are already armed for the most difficult issues that you can face, while your group mates live in the ignorance. 3. Full-Time Guidance and Support You never know what kind of issues you are going to face during the life. As the adult life is full of tricky situations, when you need some law consultation, having such friends will be really handy. You can refer to them for help in order to know how to act in the particular situation to be legally correct. Asking your friends, who are aware of this item is the best way to get any kind of confusion. Nothing can be more useful in your life than the friendship with law essay writers, as there are so many benefits that you can gain in addition to the educational assistance. Moreover, you do not pay money for the assistance that is also a great advantage.

Reading reflection Article Example | Topics and Well Written Essays - 750 words

Reading reflection - Article Example Applied statistics is defined as statistics but with more emphasis on practically applying statistics rather than studying its theoretical basis (Business Dictionary, 2013). There are numerous areas where statistics is used by statisticians to make sense of a situation including weather forecasting, stock prediction of market prices and market research to find demand of a product. In Chatfield’s paper, there are two main themes that are discussed. The first theme, understanding strategy is as important as knowing technique, and the second theme, avoiding trouble is complementary to and perquisite for, achieving optimally and therefore deserves at least equal attention (Chatfield, 1991). There are ways in which these two main themes can be implemented when working with clients. A client who owns a health clinic may want to know the relationship between types of patients that come to the clinic and the diseases they have. Before examining the first theme, we should understand wh at understanding strategy is. Understanding strategy is seen as being based on factors including processes, mechanisms and forces. In implementing the first theme, the first step will be to apply understanding strategy to find out the patients diseases and demographics of the patients (age, height, eye color, weight). The second step will be to go through the patients’ diseases data detailing the type of disease, where the disease came from, the circumstance leading to getting the disease among others. The third step will be to know the relationship between disease and the patients’ information or data. Since, the data had been understood while examining the demographics of the patients and the disease the patients are having, it becomes easy to know the relationship between disease and the patients’ data. Moving on to the second theme, avoiding trouble while conducting statistical study is crucial in order to obtain uncompromised results. There can be a scenari o where a client has a running sports shoe as a product and wants to know its demand before launching it in the market. In order to avoid the trouble of introducing this product that is not needed in the market, a proper statistical research has to be conducted. Just as Chatfield (1991) suggests, questions will need to be asked concerning the background of the product and the objectives it wants to accomplish in the market. In this case the objectives may be concerned with selling the shoes to a demographic group that loves running sports shoes. The demographic group will consist of people from ages 18 to 35 years living in the United States living in the rural or urban areas. This will ensure that good data is collected that best describes the demographic group. In case the demographic data collected is not sufficient or is not trusted, questions concerning untrusted information should be asked to clarify any issues. In the end, examinations should be carried out to address whether the objectives have been fulfilled or whether there are some changes that have to be carried out to make the collectable statistical data even better. This will ensure that the client gets the best statistical results concerning the demand of running sports shoes in the market before launching it. Chatfield (1991) approaches statistics in a more elaborate sequential manner. The first step he takes is formulating the problem by asking relevant questions about the background

Endangered African Wildlife Research Paper Example | Topics and Well Written Essays - 1500 words

Endangered African Wildlife - Research Paper Example There are so many factors that are causing wildlife extinction in the African continent. Rapid human population growth, unsustainable use of wildlife resources, lack of local support for conservation policies, inadequate government funds allocation for enforcement policies against illegal activities, commercialization, and so on are few of the reasons that are endangering African wildlife. So, the central issue of endangerment of wildlife species in the African environment and its causal factors is discussed. Furthermore, the impacts of habitat loss, over-exploitation, and poaching of the endangered species along with its conservation measures are also analyzed. Africa is a continent rich in biodiversity because it harbors thousands of species of flora and fauna. â€Å"Africa is home to some one quarter of the world’s 4,700 mammal species, including 79 species of antelope. It also has more than 2,000 species of birds – one fifth of the world’s total – and at least 2,000 species of fish, alongside 950 amphibian species†.1 The International Union for the Conservation of Nature (IUCN) has over 2 million km of protected eco-regions mainly for their biodiversity values. These eco-regions include the Savannah habitats, Ethiopian montane forests, Western Guinean lowland forests, the succulent Karoo and Bioko area. According to the Red List categorization of IUCN, some of the endangered species of Africa include the Giant Golden Mole, white-tailed Rat, Riverine Rabbit, African Wild Dog, and Mountain Zebra. Threats of wildlife species extinction continue to increase, despite global measures to reduce the impact of the external pressures. It is estimated that among â€Å"the 44,838 species included in the 2008 IUCN Red List database, about 17,000 (38%) are threatened with extinction†.2 Killing and exploitation of these wildlife species and importantly habitat loss are the major reasons for the increase in endangered species count. The

Harrison Bergeron Essay Example for Free

Harrison Bergeron Essay Is the conception of equality with gender, economic status, and talents truly achievable or simply a myth? The idea and possibility of equality appeals human’s emotional nature. It’s everyone ideal image and vision of how the world should be. However, can equality in every aspect potentially handicap one who’s potentially gifted? In the passage, â€Å"Harrison Bergeron† by Kurt Vonnegut (1961), he creates a strictly equitable society. In this â€Å"utopian† society, each person is treated equally despite each person’s characteristics or talents. Those who could be considered gifted or highly intelligent receive handicaps. One cannot compete, and display the talents or beauty granted to them at birth. Every individual is normal and rendered below-average in intelligence, strength, and ability. Concept 1: Characteristics of Giftedness The federal Elementary and Secondary Education Act defines gifted and talented students as â€Å"Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities. [Title IX, Part A, Definition 22. (2002)] (www. nagc. org ). However, there are other definitions of giftedness from other pioneers of gifted education. There are common characteristics and attributes of gifted individuals. However, gifted individuals are not one and the same. These characteristics may vary depending on the individual’s cultural background, ethnicity, socioeconomic status, and domain of giftedness (i. e. artistic, musical, dramatics, etc). Various empirical studies have been completed in regards to identifying common characteristics of students who are gifted. The characteristics have been subdivided into intellectual/academic, affective and emotional, and creative. The following academic characteristics are recurring but not limited to: early and rapid learning, rapid language development as a child, superior language ability, academic dominance, superior analytic ability, keen observation, advanced reasoning/problem solving, extrapolates knowledge to new situations, long attention span, communication skills, and a well-developed memory. The affective and emotional characteristics of students who are gifted include: high career ambitions, expanded awareness, over excitability, strong mpathy, moral thinking, reflectiveness, independent, inquisitive, perfectionism, excessive self-criticism, and nonconformity. Creative characteristics of a gifted student include: imaginative, creative, solves problems, and preference for novelty (Karnes Stephens, 2008). Throughout the story â€Å"Harrison Bergeron†, both Harrison and his father George, are above average, and Harrison is considered a genius. Harrison is a fourteen-year-old, who possesses intelligence so immense that he is arrested â€Å"on suspicion of plotting to overthrow the government. Harrison harbors superior academic ability, and thinking that is abstract, complex, logical and insightful. Harrison had the heaviest handicaps, and outgrew hindrances faster than the H-G team could construct them. Yet again, this demonstrates his high-level thinking skills and ability to solve problems. Harrison is unusually strong and athletic as well, and was exactly seven feet tall. Harrison demonstrates his incorrigible strength by tearing his straps guaranteed to support five thousand pounds. Harrison’s superior academic ability, ability to analyze, nonconformity, and rebellious demeanor affected his socially, academically, and emotionally. He was isolated from his family and friends due to his intelligence. This separation affected him socially and emotionally. However despite the separation and confinement, he was still resilient. The text stated that he continued to outgrow each hindrance that the H-G men created for him. Academically, Harrison was denied his capability to live up to his true potential. Concept 2: Potential Giftedness The State of Texas defines Gifted and Talented student as, â€Å"someone who gifted AND talented describes a child or a youth, who performs at, or shows the potential for performing at, a remarkably high level of accomplishment when compared to others of the same age, experience, or environment†. Potentially gifted students are those whose talents are emerging but not consistently demonstrated or evident (Rinn, 2011). These students have the capabilities to perform at a higher academic level, but their current academic performance does not display those capabilities. These students hould be provided with opportunities to develop and stimulate their thinking. Their knowledge, skills, and conceptual understanding can be developed through instruction. These students have that ability, must it must be encouraged to drive them to achieve at their â€Å"full† capacity. In the story â€Å"Harrison Bergeron†, every person with above-average knowledge was negated of their â€Å"potential† intelligence, talent, strength, or beauty. Helen, Harrison’s mother was not given a handicap because she was foreseen as normal. In the story Helen states, â€Å"Who knows better’n I do what normal is? (Vonnegut, 1961, pg. 1) However, she could be potentially gifted, but sub-par performance and normalcy was the norm. The story also implies the strong resemblance of Diana Moon Glampers, the Handicapper General with Hazel. Both were â€Å"normal† without a handicap. There was not an attempt to elevate them from average to above average. An individual can have the potential to perform well if encouraged or prodded. The ballerina in the story had the potential to defy gravity. However, she would have never tapped into that potential if Harrison had not prompted her. Having the potential to be gifted can affect you emotionally, socially and academically. The ballerina had the potential to be graceful, beautiful and strong, yet she was handicapped of those abilities in order to be equal to the others. The ballerina had to be conscious of her abilities in order to fit in with the others. Being self-conscious also affects you emotionally. You’re constantly criticizing yourself and holding back, in order to seem â€Å"normal†. Concept 3: Highly Gifted Highly gifted individuals are those that have an IQ score of about 145 or higher, or three standard deviations above the mean. Highly gifted individuals may also be referred to as exceptionally gifted or profoundly gifted (Rinn, 2010). The population of highly gifted students are small, as few as 1 in every 1000. Those who are highly gifted display characteristics such as: early mastery of gross motor skills, superb memory, intense interest areas, keen attention span, early mastery of verbal and written language, advanced logical thinking skills, extreme sensitivity to the feeling of others, and a vivid imagination (Karnes Stephens, 2008, pg. 118). These students have a great need for precision and exhibit a range of their cognitive abilities. These students also have the ability to make the simple, complex. This ability differs in a moderately gifted student and a highly gifted student. Harrison Bergeron, would be considered as highly gifted. Harrison possessed such a vast intelligence that he was arrested â€Å"on suspicion to overthrow the government†. Harrison is much more intelligent, physically capable, and appealing to the eyes in comparison to the rest of society. Harrison’s ability to tear the harnesses off his body and carry three hundred pounds of weight signifies his physical abilities. He defies the laws of gravity and the laws of motion by leaping high enough to touch the thirty-foot ceiling. Harrison had the capability to outsmart the hindrances of those the H-G men constructed. Using the model of everyone being the same/equal, places a limitation on highly gifted student’s intellectual growth. This can cause issues in their psychological well-being. These limitations had an emotional affect on Harrison. Because he was arrested and isolated from the rest society, he decided to cause a rebellion and name himself as Emperor. After breaking into the studio Harrison declares, â€Å"Even as I stand here crippled, hobbled, sickened – I am a greater ruler than any man who ever lived! Now watch me become what I can become! † (Vonnegut, 1961, pg. 2) He was physically caged and mentally caged, which caused him despair. Concept 4: Multiple Intelligences The Multiple Intelligence Theory, developed by Howard Gardner, proposes that intelligent behavior does not arise from a single unitary quality of mind, but are generated from separate metamorphical pools of mental energy (Karnes Stephens, 2008). This theory suggests there are eight different types of intelligence. Those intelligences include, linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist. An individual may display strengths in one area and weaknesses in a different area. Linguistic intelligence enables individuals to read, write, and speak well. Logical-mathematical intelligence encompasses logical thinking as well as mathematical and scientific problem solving. Spatial intelligence is displayed when an individual has the capacity to perceive the visual-spatial world accurately and to perform transformations on one’s initial perceptions. Musical intelligence allows one to produce and appreciate rhythm and pitch, as well as appreciate musical expression. Bodily-kinesthetic intelligence is the ability to control one’s body movements and to handle objects skillfully. Interpersonal intelligence is the capacity to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people. Intrapersonal intelligence is the ability to access to one’s own feelings and the ability to discriminate among one’s emotions. Naturalist intelligence is the ability to recognize patterns in nature and differences among natural objects and life forms (Karnes Stephens, 2008, 44-45). Harrison Bergeron displayed various intelligences of the Multiple Intelligence Theory. He displayed bodily-kinesthetic strength by jumping thirty feet into the air. He was also able to tear the harness and straps that were guaranteed to support five thousand pounds. In addition to having bodily-kinesthetic strength, he demonstrated logical-mathematical intelligence as well. He was able to problem solve by eluding others. He also exhibited interpersonal and intrapersonal intelligence. He knew the desire of the ballerina, and knew of his inner hunger to break away from the â€Å"chains† of the government. He yearned for freedom and power. The Multiple Intelligence’s that Harrison exhibited impacted his emotions. He longed to be free of handicaps, and establish himself as Emperor. His rebellious nature wanted to force others to break the law and be free of their handicaps. He demonstrated this with the ballerina and musicians. After announcing himself as Emperor, he selected an Empress.  This demonstrates his need to intermingle with others. Concept 5: Triatric Theory The triatric theory proposes that intelligent behavior arises from a balance between analytical, creative, and practical abilities and that these abilities function collectively to allow individuals to achieve success within particular sociocultural contexts (Karnes Stephens, 2008, pg. 44). The analytical abilities allow the individual to assess, analyze, compare, and contrast information. Creative abilities allow the individual to generate invention, discovery, and other creative endeavors. Lastly, practical abilities connect each facet together by enabling the individual to generalize in the appropriate setting. In order to have successful intelligence the individual must utilize their strengths, and simultaneously compensate their weaknesses in any of the areas. The central feature of the triatric theory is adaptability both within the individual and the individual s sociocultural context (Karnes et. al, 2008). There are three subtheories of this model, called mechanisms. The individual must first have the competence to learn to do things. The second involves both planning the act, as well as the necessary steps. The final mechanism involves implementing the action. In the story, Harrison illustrates the triatric theory. He exhibits strengths in the areas of analyzing and practicality. He is able to evaluate, analyze, compare and contrast. He demonstrates his analytical ability when the band begins to play. He realizes that in the beginning they aren’t playing to their full ability, and forcefully demands they play as he asked. The text states, â€Å"He listened gravely, as though synchronizing their heartbeats with it† (Vonnegut, 1961, pg. 3) This portion of the story validates his emotions. He again makes decisions based on his current feelings. He’s angry when the band plays mediocre and joyful when he determines the music is to his liking. His vast intelligence of music and dance is manifested during this particular part as well. He knows the appropriate beat and synchronization of the music. Concept 6: Galton’s Hereditary Genius British psychologist Francis Galton, investigated the work of Charles Darwin and the theory of natural selection. Darwin believed that natural selection applies to the mental traits because of the inherited changes of brain structure. Galton reported that eminence ran within family. In his study, approximately 10% of the eminent individuals had at least one relative who was also eminent. Galton concluded that intellectual characteristics must also have a hereditary origin. He furthered his researched and concluded that the human race could be improved through selective breeding, coined as eugenics. He hypothesized that society could evolve in a positive direction if eminent individuals could be encouraged to intermarry and produce large numbers of children. This suggested the opposite for those with mental defects. In â€Å"Harrison Bergeron†, above-average individuals were given handicaps so every individual would be considered equal in society. George, Harrison’s father had above-average intelligence. He bears multiple governmental handicaps in order to repress his intelligence, especially his ability to analyze. Every twenty seconds, the transmitter would send out a sharp noise to disrupt his train of thought, and to keep him from thinking at a higher level. Based on Galton’s study, Harrison is highly gifted based on hereditary origins. Harrison would fall into that 10% of eminence. George’s traits were passed on to Harrison, even though Harrison’s abilities are exponential. This example would affect the academic intelligence of the individual. Because George, Harrison’s father possessed above-average intelligence, Harrison received those traits. Therefore, his eminent intelligence is passed down. George was able to analyze before the handicap, essentially those traits were inherited, and therefore Harrison is able to analyze effectively. Concept 7: Twice Exceptional Twice exceptional individuals are those who are both gifted and have a learning disability (Rinn, 2008). These individuals can be grouped into four categories: (a) identified gifted students whose learning disability is undiagnosed, (b) identified learning disabled students whose giftedness is unrecognized, (c) students whose giftedness and disabilities are both identified, and (d) the student whose giftedness and disability have both been recognized (Karnes Stephens, 2008, pg. 121). Twice-exceptional students are characterized as having advanced reasoning skills and the ability to generalize. These students are also intelligent, impulsive, fail to complete assignments, poor study skills, and are highly motivated in areas of interest. In the story, it’s an abstract thought that those who are gifted are receiving a handicap, and now they are deemed as learning disabled. The announcer in the story also had a speech impediment. He was not able to deliver the important news because of the impediment. Harrison displays some of the characteristics of a twice exceptional individual. Harrison is intelligent, impulsive, and has advanced reasoning skills. His impulsiveness and demonstrated when he escapes from jail and declares himself as Emperor. Individuals who are twice exceptional experience frustration when they aren’t able to be successful. Their self-efficacy must be encouraged. Academically, these students may have various learning styles. Concept 8: Fluid Intelligence Fluid abilities drive the individual’s ability to think and act quickly, solve novel problems, and encode short-term memories. This intelligence can be described as the source of intelligence when that individual doesn’t know what to do. Fluid abilities are the individual’s biological components. Fluid abilities change with age (Karnes Stephens, 2008, pg. 43). Fluid intelligence is the ability to think and reason abstractly and solve problems. This ability is considered independent of learning, experience, and education. Examples of the use of fluid intelligence include solving puzzles and coming up with problem-solving strategies (http://psychology. about. com/od/cognitivepsychology/a/fluid-crystal. htm). In this story, Harrison displays his fluid intelligence by his ability to act quickly. He is able to escape from jail. He is also able to reason abstractly and solve problems. He solved the problem of the band not playing correctly, even though he was rather rough. George also demonstrated fluid intelligence, even though it was marred due to the handicap. These examples demonstrate academic intelligence. Being able to complete an activity, when you don’t know what to do is a true source of intelligence and common sense. Concept 9: Crystallized Intelligence Crystallized intelligence represents intentional learning. Crystallized intelligence is the knowledge you gain through instruction. Crystallized intelligence is learning from past experiences. This type of knowledge is based upon facts. Crystallized intelligence is the ability to use skills, knowledge, and experience. It should not be equated with memory or knowledge, but it does rely on accessing information from long-term memory. Crystallized intelligence is indicated by a persons depth and breadth of general knowledge, vocabulary, and the ability to reason using words and numbers. It is the product of educational and cultural experience in interaction with fluid intelligence. Harrison demonstrates crystallized intelligence when he used his prior knowledge of music. He knew the synchronization of beats, and the proper way the music should be conducted. He also used his prior knowledge of dancing, when he danced with the ballerina. Crystallized intelligence along with fluid intelligence work together to create academic knowledge for both long and short-term memories. Both are factors in the ‘G’ Theory. Concept 10: PASS Theory In Das and Neglieri’s PASS theory, intelligence is divided into four interrelated cognitive processes, planning, attention-arousal, simultaneous processing, and successive planning (Karnes Stephens, 2008, p. 45). This theory centers around planning. Planning is the ability to make decisions about how to solve problems and perform actions. Essentially information can be processed in multiple ways through the use of planning. It involves setting goals, anticipating consequences, and using feedback. Planning also involves attention-arousal, simultaneous processing, and successive processing. Attention-arousal allows the individual to focus on one component, and not be distracted by others. Simultaneous processing allows the individual to integrate certain stimuli into an interrelated whole. Information can be processed multiple ways through internal and external sources. In this story, Harrison’s actions revolved around planning. He planned his escape from jail. After escaping from jail, he was determined to let the world know that he was the new emperor, and was essentially causing a rebellion. His goal was to free everyone from the chains of oppression. This example hypothetically affected his emotions more so than academics. His goal was to be free of the handicaps and rule the world. He yearned for power, and power stems from emotion.

Seven Brides for Seven Brothers :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  A lovable, heartwarming story of love is one of â€Å" Seven Brides for Seven Brothers†. A story of seven men who have no guidance find themselves in love. The two main characters in the play are Adam and Millie. By being husband and wife they help the story out with their own love and romance. The seven brothers fall in love with seven beautiful woman and through out the play we see al the ways they try to get their gals. The singing in this play helps us figure out the songs: â€Å"Bless Your Beautiful Hide†, â€Å"Goin Courtin†, and â€Å"Sobbin Woman†. The style of music they use to get this point across is old fashion, traditional music.   Ã‚  Ã‚  Ã‚  Ã‚  This live performance of â€Å"Bless Your Beautiful Hide† by Adam is a confident and arrogant way to find love. In this song Adam explains how he is here to find himself a wife. That’s just what Adam does too. By hearing this song the viewer gets the hint that the play is a love story about him and this beautiful lady that he is staring at. Adam uses his bass voice to keep the tempo moderately constant. The dynamics change throughout the song with a grand finish of a chershendo. Adam uses accents in the song to emphasize his feelings of getting a wife. An orchestra is accompanying him with the instruments like: trumpets, banjos, and trombones. This sets the mood for the story to take place.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Goin Courtin† has a different kind of tempo to it than does â€Å"Bless Your Beautiful A Hide†. The tempo in this song is a little faster than the other song. Millie is explaining to the brothers how to get a girl. How to get a girl in nice, gentleman way. Millie uses tone color in this song to make the mood very happy and exciting. Millie uses a slow calm voice to get the instructions across to the boys on how to get a girl. When she get to the â€Å"Goin Courtin† part of the song she speeds thing up to make it more dramatic and to get the brothers to think this is the fun way of getting the gals. She uses body language to help the brothers realize all the excitement that is involved in getting the girls.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Sobbin Woman† is Adam’s way of explaining to the brothers how to get the woman.

Female Education And A Nations Development Education Essay

Female instruction is indispensable for the development of a state. This is chiefly because adult females are involved in all kinds of activities both at a regional degree and at the community degree such as kid bearing and family jobs etc. Hence it is really of import to supply quality instruction to adult females to assist them lend to the development of the state in a meaningful manner. Assorted surveies show that adult females ‘s instruction is really of import in order to better the socio-economic place of their households. It is the inequality in entree to instruction for female pupils that prevents them from obtaining the indispensable instruction necessary for their well being and their household ‘s development. The traditional thought of many societies that adult females are merely supposed to make the family work has contributed mostly to the low degrees of female instruction around the Earth. It is seen nevertheless that the societies that have focused on suppl ying better instruction to adult females have better indexs of societal public assistance. These societies for illustration have lower infant mortality rate apart from that the issue of lower birthrate rates, besides increased life anticipation, improved nutrition and most significantly better chances for their kids. Other factors such as residential position and parent ‘s concern and attitude towards female pupils besides plays an of import function in bettering the educational position of female pupils in any society. Parent ‘s degree of instruction besides has a direct impact on their girl ‘s instruction. The nexus between the female parent and girl is the strongest. Poverty, parent ‘s professional position, deficiency of skilled instructors and deficiency of inducements such as scholarships for adult females, want of parental attention and proper educational policies affect the criterion of female instruction. ( I.A. Adetunde, 2008 ) Therefore Women ‘s instruction is a really of import issue. Womans who are educated can do profound picks in the affair of wellness, nutrition and basic upbringing of a kid. There is great impact on infant mortality wellness, birthrate, productiveness and a kid ‘s academic public presentation if adult females are educated. On 8th March 2004 Laura Bush ( the first lady at that clip ) said on the adult females ‘s twenty-four hours that when a adult females is denied instruction â€Å" you ‘ve denied half of the population the opportunity to win and the opportunity to lend to a society and to a civilization. † she besides said that â€Å" Womans are more likely to be able to do informed pick so that their kids do n't endure from malnutrition or other diseases and guarantee that their kids can have best wellness attention. † In Every civilization, the duty of the upbringing and nourishing of a kid lies in the custodies of the female parent. Due to this duty the adult females ‘s instruction has gained rather an importance globally. Surveies reveal that adult females ‘s instruction has strong deductions on every facet of a kid ‘s upbringing and one of them is the kid ‘s academic public presentation. Children of educated female parents are seen to hold better academic public presentation as compared to kids of less or uneducated female parents. ( Tahir Andrabi, Jishnu Das, Asim Ijaz Khwaja: March 2009 ) Educated female parents can assist their kids throughout their life, but most significantly they can assist their kids in their early yearss of instruction. They try to indulge their kids in more productive educational activities apart from what they study at school. This enhances the kid ‘s educational capablenesss and helps them achieve success. Harmonizing to a survey an extra twelvemonth of station compulsory schooling of a female parent has a positive impact on their kid ‘s academic public presentation i.e. â€Å" female parents who stay in full clip instruction beyond the minimal school go forthing age are more likely to show positive educational attitudes and behaviors such as reading to their kids † . ( Leon Feinstein and Ricardo Sabates: January 2008 ) â€Å" Higher instruction is systematically associated with a higher likeliness of matrimony, whereas less instruction is associated with a higher likeliness of divorce † ( Jennifer March Augustine, 2010 ) . Therefore educated female parents tend to hold more stable relationships and household position. This in bend affects their kids ‘s academic public presentation. Children have a healthy environment to populate in and therefore can concentrate more on their surveies and execute good. The flow of resources such as clip, money and socio-emotional support etc from the female parent to kids is affected by this relationship position. ( Jennifer March Augustine, 2010 ) . Marital and birthrate forms have been seen to alter over the last few decennaries. Womans who are more educated ( college alumnuss ) have been the least likely to acquire married and have kids historically. Today nevertheless, the state of affairs is altering and this matrimony spread is gnawing The returns to marriage hold changed. College educated adult females marry subsequently, do non see matrimony as a â€Å" fiscal security † , have fewer kids and worsening divorce rates since 1970 ‘s as compared to adult females without college grades. These factors help adult females to hold a better and a healthier household life which in bend helps them in their Childs upbringing. The kids of more educated adult females therefore can concentrate more on their surveies as they have a healthier environment to analyze in and so they perform good ( Adam Isen Feb. 2010 ) . A Mothers instruction influences a kid largely during the kid ‘s early old ages of instruction ( primary instruction ) . Educated female parents make their kids pass more clip in out-of-door activities, reading etc and are concerned about their kid ‘s advancement at school and have outlooks of the kid ‘s future educational accomplishments.This encourages the kid to concentrate more on h is surveies and enhances his capablenesss. ( Leon Feinstein and Ricardo Sabates: January 2008 ) . Furthermore there are significant intergenerational returns to instruction. An extra twelvemonth of a female parent ‘s schooling makes a positive part to the Childs academic public presentation. It increases the Childs public presentation on a standardised math trial by about 0.1 of a standard divergence and reduces the incidence of behavioral jobs particularly for kids aged 7-8.There are assorted channels that transmit the consequence of maternal instruction to the kid, including parental investings throughout different phases of a Childs life and household environment. Educated adult females tend to hold a healthier place environment with better and more stable household lives which so contribute to their Childs educational excellence. Maternal instruction besides reduces grade repeat and the incidence of behavioral jobs. Educated female parents fundamentally avoid early childbirth, are more likely to be married to educated work forces and tend to hold higher incomes. Thus th ey can lend in several ways to their Childs instruction for illustration through books, affecting them in extracurricular activities or purchasing them a computing machine. This extra investing pays off in the signifier of improved child public presentation in all academic facets of his life. Even if educated female parents work more they do non pretermit their kids as they are cognizant of the negative effects of making so ( Pedro Carneiro, Sep 2007 ) . Besides educated female parents tend to pass more clip with their kids and their kids tend to pass more clip analyzing outside school therefore there is a strong impact of maternal instruction on their kid ‘s trial tonss. ( Tahir Andrabi, Jishnu Das and Asim Ijaz Khwaja, March 2009 ) . Educated female parents bring in more encouragement and ability for their kids to win in life. Children of educated female parents are normally more confident, free from anxiousnesss, ambitious, self reliant and more focussed. It is seen that an addition in female parent ‘s instruction leads to an addition in the pupils ‘ accomplishment at school.Those female parents who stayed on in instruction instead than merely holding the basic primary instruction can assist their kids in a better manner. A direct relationship is seen between a female parent ‘s instruction degree and their kid ‘s academic public presentation. ( Azra Parveen & A ; Muhammad Tayyab Alam 2008 ) . Traditionally it has been thought that an addition in investing in adult females ‘s schooling wages off in the signifier of increased schooling of the following coevals. Some writers have a different position nevertheless. Harmonizing to them the positive relationship between mother-child schooling can non wholly be considered true as it is slightly colored upward due to the correlativities between schooling and assortative coupling and heritable â€Å" ability † . The other surveies, they argue have non considered these factors and therefore reason demoing a positive relationship between mother-child schooling and instruction. â€Å" An addition in the schooling of adult females does non hold good effects in footings of the schooling of kids † ( Jere R. Behrman and Mark R. Rosenzweig, 2002 ) . Increases maternal schooling and instruction alternatively makes the female parents concentrate less on their places, household and specifically their kids. It is emphasize d that the clip of the adult females is an indispensable factor in childbirth and therefore adult females should concentrate more on their households and non on instruction. This, they argue will take to a better academic hereafter for their kid. Better schooling of the female parent nevertheless can better a Childs wellness in certain state of affairss. Basically the consequence of puting in adult females ‘s schooling requires attending to the function played by schooling in the labour and matrimony market for adult females. ( Jere R. Behrman and Mark R. Rosenzweig, 2002 ) Literacy position of female parents besides strongly affects the wellness and nutritionary province of their kids therefore literate female parents can take better attention of their kid ‘s wellness and protect them against several diseases. With illiterate female parents nevertheless there are opportunities of kids developing malnutrition particularly kids less than three old ages of age who are scraggy. Malnutrition negatively affects the kid ‘s academic public presentation. An educated female parent takes better attention of their Childs wellness and therefore their kid is more successful throughout his life. Although there is a positive correlativity between a female parent ‘s instruction and their Childs wellness some surveies reveal that there is barely any important consequence of a female parent ‘s instruction on Childs wellness if female parents have got merely primary instruction. Further it has been found that the first three old ages of female pare nt ‘s instruction has no impact on the Childs wellness. The impact is seen after the first three old ages and the consequence is non additive in instruction. After 4 to 6 old ages of instruction, the magnitude of this consequence becomes little but so once more picks up after 1 old ages of instruction. ( Meherun Ahmed May 2009 ) . However, some bookmans do non wholly back up the correlativity that there is a strong causal relationship between maternal instruction and child wellness. Harmonizing to them this nexus has barely been analyzed decently utilizing the most appropriate statistical theoretical accounts. They are utilizing the community-level fixed-effects theoretical accounts and therefore reason â€Å" maternal instruction may be a placeholder for the socioeconomic position of the family every bit good as for features of the community of abode † . Therefore harmonizing to them there is a possibility that the positive relationship between maternal instruction and child wellness may be untrue. By commanding for a few socioeconomic variables the maternal education/child wellness nexus is seen to be weak. Three markers of kid wellness viz. infant mortality, immunisation position and kids ‘s height-for-age have been examined. Maternal instruction has a important impact on height-for-age and inf ant mortality in merely a few states around the universe. However on the other manus maternal instruction has a strong positive consequence on kids ‘s immunisation position in about half of the states of the universe even after implementing the community and single degree controls. ( SONALDE DESAI AND SOUMYA ALVA, 1998 ) Harmonizing to another survey, educated parents tend to hold educated kids. The writer focused on analyzing whether the intergenerational transmittal of human capital is more behavioral ( raising ) or innate ( nature ) . The information collected helped in dividing familial from environmental parental influences. Consequences of the analysis emphasised that the raising constituent is more of import for both parents ( female parent and male parent ) .The instruction of the most educated female grownup in a family has a strong positive consequence on the schooling of the kids in that family. This holds true for a Childs biological parents and for the parents of an adopted kid. It can be said that the more the female parent is educated, the better the Childs academic public presentation. When male childs and misss are analysed individually it is seen that if the raising constituent is isolated, the male parents education affairs more for male childs whereas a female parents instruction affairs more for misss. The positive effects of the instruction of the adoptive parents are merely seen for kids related to the caput of their new families ( Damien de Walque, 2005 ) .Research UndertakingLiterature ReviewByAsna ShahidSection G07U0469Submitted toAnam TahirLahore School of Economics

Ethical Theories in Business Environment

The Energy Corporation is a non-profit organization dedicated to providing to the community. Our organization is made of 400,000 members as I am a part of the board of directors. One of the directors has asked to address himself as a director of the Energy Corporation to personal potential clients. I have been asked to review this matter. Before giving the rest of the board a review I shall look into the perspectives of philosopher's theories on ethics.The first philosopher I will bring up is Emmanuel Kant. Kant was one of the most influential philosophers of western philosophy. In Cant's perspective, the sole feature that gives an action moral value is not the outcome that is attained by the act, but the cause that is behind the action. So in this case if the director is trying to make himself seem important or his actions benefit him more then the company then Kant wouldn't agree with this decision. His actions should be pure and for the best interest of everyone.When thinking abou t this situation we can discuss Practical Imperative. â€Å"Act to treat humanity, whether yourself or another, as an end-in-itself and never as a means. (Kant). Individuals or groups of people are not to be used unjustifiably in demand to acquire your goals or pursue an edge or unfair benefits. People have rights that shouldn't be violated. In other words Kant would ask, â€Å"Do my actions respect the goals of human beings rather than Just using them for my own purposes? † If not then it's not prohibited. Simply that using others for ones benefit is wrong.If the action is what is seems to be, then Kant would identify it as Hypothetical Imperative. The goal is not based on pure reason but based on desire. For example if someone wants to confident in a class hen they have to study hard. If this director wants to address himself as a director he has to earn that privilege. I believe that Kant would approve this action only if the action was not for the director's benefit in a ny way which seems difficult. A person with a different view will give his perspective on the situation and his view on ethics, this man is John Stuart Mill.John Stuart Mill was the most well-known and influential British moral philosopher of the nineteenth century. Mill concentrates on consequences of actions and not on rights or ethical opinions. Mill is known for his ethical theory of Utilitarianism. Utilitarianism is explained by examining the outcomes of actions and comparing those decisions with what would have occurred if some other action had been performed. Mill believes that the measures of an action can evaluate agents not the act that is committed. Mill focuses on the Principle of Utility.Principle of Utility is defined as an action that can be allowable if and only if the consequences of that act are at least as moral as those of any other action existing to that agent. So relating this to the situation the director hasn't done any wrong because he may have the same goa ls as us. According to Mill if no other actions or decisions can be made then there is nothing wrong with the director's request. Mill states that everyone's happiness is taken into account, and given equal weight (SIS). Mill's theory describes that happiness is to be spread amongst many people.It seems that Mill is describing that when someone is making a decision that the decision should bring happiness and if it does then it is right. He believes there is no limitation on consequences. All of the happiness and unhappiness must be taken account in an action no matter how timely it can be. After listening and eating about Mill I believe that he would let the director have his way. For that reason I believe he wouldn't mind because he would think that his decision wouldn't cause unhappiness to others. After all, the director is helping the organization in the long run.We all have the same goals and are trying to achieve the same things. Thought we can't predict the consequences of e verything this seems to have minor unhappiness. A decision in this situation needs some moral reasoning. The perfect person for that is Lawrence Goldberg. Lawrence Goldberg born in the state of New York was known for his contribution to the stages of moral reasoning. The stages of moral reasoning consist of 3 levels which are Pre-conventional, Conventional, and Post-conventional. His studies suggest that overtime everyone progresses with their moral reasoning.Though people cannot Jump stages overtime they make their way to the later stages. So according to the studies from Goldberg adults should have a better grasp on moral reasoning. The theories show that adults have gone though some stages and should be able to make better decisions. The level Goldberg believes that society is in is second conventional stages. The first level is an attitude seeking to be approved by others. The second stage is one focused on abiding by the law and responding to the obligations of duty. So thinkin g about all of this in the current situation makes us think critically.If according to Goldberg we abide to our duties then requesting permission address oneself as the director of the organization is connecting to the duties. Goldberg would use his moral reasoning to understand the perspective of everything and find the good in the situation at hand. â€Å"At this level, the individual perceives the maintenance of the expectations of his family, group, or nation as valuable in its own right, regardless of immediate and obvious consequences† (Goldberg). Goldberg would believe that the decisions of each individual member of the board are for the best interest of the organization.Goldberg would allow the director to continue with his request because if the director is in a part of the chart of moral reasoning then his actions must be in the best interests of others. â€Å"Right action tends to be defined in terms of general individual rights and standards that have been critic ally examined and agreed upon by the whole society' (Goldberg). When we make decisions we want to make sure there is a Justice behind them. Maybe applying the Justice theory can help understand the situation. John Rails theory of Justice revolves around two fundamental principles.The first principle promises the right of each person to have the most general basic right agreed with the liberty of others. The second principle states that social and economic positions are to be to everyone's advantage and open to all. The Justice Theory focuses on what it sounds which is not to treat others unfair, the individual rights of others come before cooperate needs. Rails would say that we are in the Original Position. In this Original Position we are self-interested cantonal people that are motivated to select in a knowledgeable and progressive way for whatever seems beneficial for ourselves.Leading to the Difference Principle which is described as â€Å"Social and economic inequalities shou ld be arranged so that they are both, to the greatest benefit of the least advantaged persons, and attached to offices and positions open to all under conditions of equality of opportunity'(Rails). The Difference Principle means that society may start projects that require giving curtain people more power. Though this can only happen if two conditions are met. The first Ewing that the project has to improve the lives for the people who are now worst off.For example raising the standards to live so the less advantaged are better off. Second, access to the advantaged positions is not blocked by discrimination according to immaterial standards. So after discussing the Justice Theory it seems that in certain situations giving power to others is appropriate. In doing this everyone else's rights are not being taken away. In the long run the decision to let the director to continue with his request will indeed benefit the organization in the end. It is in this certain situation that all of the conditions are met. Justice is happiness according to virtue† (Rails).Justice will bring happiness to others and everyone around it. As human beings we all have rights. Rights to life, a right to choose, a right to vote, to work, to be free. Rights are entitlements in which we can perform certain actions. Talking about this is all leading to the Rights Theory. We are all people and we have rights. If others affect our rights then things are unethical and can be illegal. â€Å"Rights structure the form of governments, the content of laws, and the shape of morality as it is currently perceived† (Stanford Encyclopedia of Philosophy, 2014).In accepting our rights we accept our freedoms. Having a right is the ability to determine what others may and or may not do and to exercise authority over certain aspects of situations. The use of authority can be exercised as long as no rights are being violated. Maybe the director is using his authority in his request in speaking with the personal potential client? The director has a right to make his request from his position. No one can take away that right from him. If his request does impact the rights of another person then the request is not allowed and is unethical.Everyone has rights and so does the organization. A person who says to another ‘l have a right to do it' is not saying that it is not wrong to do it. He is claiming that the other has a duty not to interfere† (Razz, 1994). I feel this quote can open doors to the situation. It says that you may have the right to do something which is k but can confuse if the act is wrongful to others. The director does have a right to say he is a director of the organization because he is a human being and its part of his natural rights as a person of the company. Yes it is his right but is it ethically right?It only takes one person to make something ethically or morally wrong. If none of the other directors in the organization have a problem wi th the situation then it can be considered ethically acceptable. All of these theories have a lot of ideas and beliefs. I believe after reading about all of the theories about ethics and moral reasoning it gives insight and enlightenment on many situations in the business community. It is easy to make a quick decision and settle with it. As fast as the decision may be it could be making a mistake even faster. All of these theories force different perspectives.Kant would approve this action only if the action was not for the director's benefit in any ay which could seem difficult. It's one thing if it was a regular business but the fact that the organization is non-profit changes things. It changes people's perspective about the business. Non-profit does what's best for the community. I believe Kant would approve of the request. I believe Mill wouldn't mind this request because he would think that his decision wouldn't cause unhappiness to others. If it did cause any it isn't enough to outweigh the good from it. The directors' request will help the organization in the long run.Goldberg would believe in moral reasoning to guide the road of directors to make the right decisions for the organization. The Justice Theory would allow the request because sometimes it allows an individual power for the greater good. Finally though the Rights Theory everything would be allowed as long as no rights are violated. So after all of the theories I hope that all of you can follow my ideas. I find that the request is for the best of the organization. Ethically the cause behind the request outweighs the bad. We are a non-profit organization and we are made of many people and that is hard to miss.We all have the same goals and ideas or bettering the community. This response describes to everyone why the request should be allowed.

Every AP US History Practice Exam Available Free and Official

Every AP US History Practice Exam Available Free and Official SAT / ACT Prep Online Guides and Tips If you want to do well on the AP US History test, you have to practice! Practice tests can help you organize your prep logically around areas of the curriculum that are most challenging for you. This article provides a complete list of all official and unofficial AP US History practice test materials available online,as well asdetailed instructions and tips on how to use them in your studying. Official AP US History PracticeExams This section lists all the free official practice tests available online for AP US History.All of these practice tests and free-response questions come directly from the College Board.You can use the free-response questions to practice writing essays at any point during the year, but I’d save the full exams for the final stages of your study process. The closer you get to the exam, the more important it is to understand exactly where your weaknesses lie and which aspects of the test present the most significant challenges. Official materials provide the best practice because the questions are a consistently accurate representation of the content and format of the real test. Full-Length AP US History Practice Exam This is a practice exam released by the College Board that aligns with the format and content of the latest version of the test.This test is the best free practice exam available online, so try to save it for when you’re closer to the real exam and want to get an accurate estimate of your score level. One caveat: there's no answer key for the free-response questions, so you might have a tough time scoring them. Refer to the College Board's general scoring guidelines to get an idea of how you did or ask your teacher if he or she would be willing to grade your essays. AP US History Free Response Questions, 2015-2017 The free-response questions for the three AP history exams have undergone some minor changes, but these sample questions will still closely resemble the format of the free-response section of the test that you're taking.Again, I would encourage you to save the most up-to-date questions for later in the study process so that you can get a better idea of what your scores will look like on the real test. AP US History Document Based Questions 1973-1999 This document includes a bunch of DBQs from past versions of the AP test. This question has remained relatively consistent throughout the years, so I'd say these are totally fine to use as practice materials. You never know exactly what the documents will look like on the test, so you should practice analyzing them until you feel comfortable with all different types of sources. Unofficial AP US History Practice Tests These tests are not directly from the College Board, but they will still help you become familiar with the material. This section includes links to bothfull unofficial practice tests and small-scale topic-specific practice quizzes. The short quizzes may be useful in the early stages of your studying when you want to target certain eras or avoid questions onmaterial your class hasn't covered yet. Prep Books Even though I'm emphasizing online practice materials in this article, it's also worth mentioning that some prep books include high-quality practice tests that are modeled directly after the current version of the exam. If you're willing to part with some of that sweet cash money, check out our list of the best review books for AP US History. Barron’s AP US History Practice Exam This practice exam is in the most up to date format, so it’s one of the highest quality free unofficial practice resources you’ll find online.It includes multiple-choice and free-response sections with answer keys for both types of questions. Full Old Format Practice Exam #1 and Answer KeyFull Old Format Practice Exam #2 and Answer Key These are unofficial practice exams originally createdby the W.H. Freeman publishing company.They each have 80 multiple-choice questions, a document-based question, and two free-response questions. There is some critical reading of historical texts required in the multiple-choice sections of these tests, so they're decent prep materials for your skills in both factual recall and deeper analysis. Full Old Format Practice Exam #3 This is a different old-format practice test created by an AP teacher.It has the same number of questions and includes similar content to that of the two tests in the previous section. Mini Practice Quizzes on Every Topic in AP US History Here, you’ll find practice quizzes for every topic covered in the course.There are multiple-choice questions and, for some topics, â€Å"short answer† questions (there's a drop-down menu of 12 answer choices).These won’t help much with the more analytical elements of the test, but if you want to test your factual recall, they'll serve you well. Multiple-Choice Questions Formatted for 2015 Exam This is a short quiz, but the questions are all similar to the ones you’ll see on the real test (you're asked to reference source materials to come up with your answers).It’s worthwhile to go through it and see how you do! Albert io AP US History Practice Quizzes This is a series of quizzes on every topic covered in the curriculum.As you take them, the site will display stats detailing how you fare on questions of each difficulty level.This should help you figure out the areas where your memory is shakier. GetaFive AP US History Course You can sign up for free for this service and enroll in the AP US History course.There are lots of practice questions and video lessons that may be helpful in your studying! Practice Quizzes for The American Pageant 12th Edition This site has chapter-by-chapter practice quizzes organized around an old edition of The American Pageant textbook.Questions are multiple choice and true/false.Again, this is more helpful for factual recall than for analysis questions. AP US History Notes Multiple Choice Practice Test This test has just 40 questions, but thesite also includes a list of frequently-asked AP US History multiple-choice questions that will prepare you better for the exam. McGraw-Hill AP US History Chapter Quizzes This website contains 32 multiple-choicequizzes,one for each chapter of the McGraw-Hill US History textbook. The quizzes follow the organization of the textbook, but they can still be useful even if your class uses a different textbook. Each quiz is titled so you know what part of US History it's testing you on. More Resources for Short Practice Quizzes on All Topics These are a few additional sites that have a bunch of short practice quizzes on every topic in the curriculum. If you're looking for additional questions that will test your basic knowledge of events in US History (or are looking for more questions dealing with a specific time period), you can refer to these resources. Brief Review in US History and Government: Quizzes CourseNotes Practice Quizzes for AP US History Varsity Tutors AP US History Practice Quizzes Matching and Multiple Choice Short Practice Quizzes Look at you! You're practically drowning in a sea of free practice questions! How to Use AP US History PracticeExams Now you have all sorts of AP US History practice resources, but what's the best way to use them? In this section we go over exactly how you should be studying with practice exams during each semester of the class. First Semester At this point, you can mostly rely on unofficial tests and quizzes that only deal with the topics that your class has already covered.Many of the sites listed above have large collections of questions for each unit of the course.Work on building a strong foundation of knowledge so that you’re prepared to answer more advanced analytical questions in the future. You can also look through the official free-response questions to find some that you feel confident answering based on what you’ve learned so far.It’s never too early to start practicing for the free-response section, especially when it comes to document-based questions.Writing a coherent and argumentative essay that incorporates six or seven different sources in just 50 minutes is a tough skill to master!Try to come up with an essay-writing process that works well for you so that you’re a pro by the time the test rolls around. Second Semester You can start taking full AP US History practice tests and assessing your AP score level midway through the second semester (March is a good time to get the ball rolling on this). By then, you’ve learned enough of the material for your scores on practice tests to be fairly accurate predictions of your final AP test scores. Since the US History test changed in 2015, you won’t have many full official practice tests that reflect the current format.Use your limited resources wisely by carefully assessing your performance on each practice test and studying your weak areas before taking additional tests. Take and score an initial practice test (with accurate time constraints!) before you do any studying.As you take the test, mark any questions you're unsure about; you’ll want to study that material later even if you end up guessing correctly.After you score the test, categorize your mistakes by historical period and theme to see if you can find any patterns. Then, start studying the areas that need work.You can turn to unofficial practice questions during the study process to test your knowledge. You should also practice writing essay outlines, so you're more prepared for the free-response section.Once you feel that you’ve mastered the subjects that stumped you on the first test, you can take another full practice test to see whether you’ve improved. Decide whether or not you want to repeat this process based on your score on the second test.If you haven’t improved much, you should reconsider your prep methods.Spend a longer time checking in with yourself to make sure you've retained information. You can also plan on doing more practice questions between full tests so that you’re prepared for the format as well as the content. Fill in any little holes in your memory. You never know if they'll come back to haunt you on the AP test. *spooky musical interlude* Essential AP US History Practice Testing Tips Tip #1: Read Excerpts Carefully, and Look for Direct Evidence The multiple-choice section is based on excerpts from historical source materials, so it tests both analytical skills and factual recall. You have to read the source materially carefully to find the correct answer.In many cases, several answer choices are historically accurate, but only one is directly supported by the evidence in the excerpt or illustration. Lookfor direct connections, and don't make too many assumptions based on your prior knowledge. Tip #2: Plan Out Your Essays When you have to write an essay on a timed test, it can sometimes end up an unfocused, disorganized mess.This is exactly what you don’t want on the AP US History exam.Hold yourself back from starting the writing process immediately, even if you’re anxious about not finishing in time.Writing a preliminary outline is critical. Without an outline, you risk rambling, going on irrelevant tangents, or getting stuck when you can’t figure out a good piece of supporting evidence!It will be much easier to write the essay if you already have a structure in place that makes sense. Tip #3: Get Comfy With the Document-Based Question The document-based question is different from other essay questions that you’ll encounter on AP tests.In fact, it’s probably the only question of its kind that you’ve ever seen on any test.DBQs can seem intimidating and weird, so make sure you practice them as much as possible before the real exam.Write notes next to each piece of source material to give yourself a basic idea of what it is and how it could be used to support the points you plan on making in your essay.You should come up with a strategy for approaching these questions that works for you before you’re face-to-face with the DBQ on the real AP test. Tip #4: Incorporate Background Information (Wisely) Include outside historical references that support your arguments in the DBQ or long essay questions.Even though you’re given seven sources to use as evidence in the DBQ, making additional outside connections will show that you’ve really mastered the material.Just remember to be careful with using outside information. Don’t fact-vomit all over the essay with everything you've ever learned about a topic.Structure your thoughts so that any outside information relates directly to the main argument of your essay. Always build sturdy conceptual bridges between tidbits of outside knowledge and the main argument of your essay. Conclusion The practice tests in this article should serve as helpful resources for you in preparation for the AP exam and any in-class assessments. Remember, official College Board questions are the highest quality practice materials, so use them wisely. Try to save most of the official practice resources for when you're closer to the AP test. You can use unofficial materials throughout the year to brush up on your memory of specific topics in the course. To recap, the overall study tips I recommend for AP US History are: Tip #1: Read Excerpts Carefully, and Look for Direct Evidence Tip #2: Practice Planning Out Your Essays Tip #3: Get Comfortable with the Document-Based Question Tip #4: Use Background Information, but Don't Overuse It With these tips in mind, you can take full advantage of the practice materials, become a master of US History, and show the AP test who's boss! What's Next? Are you missing some of your notes from class? This article has links to great notes for AP US History that will give you tons of information on every topic in the course. How do you know whether your practice test results are equivalent to a high or low AP score? Learn more about how AP tests are scored. Think you might take the SAT Subject Test for US History in addition to the AP test? Check out our complete study guide for the US History SAT II. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Discussing and analysing key sociological and psychological issues Essay

Discussing and analysing key sociological and psychological issues which underpin approach to care management - Essay Example s (such as the family of the patient or his/ her gender, race or educational level) should not be criteria for differentiation from the principles and the ethics that govern the health care sector. In this context Arneson et al. (2003, 35) stated that ‘professional nurses experience increasing workplace demands from inside and outside the hospital; The internal pressures of patient care and a traditional organizational hierarchy are coupled with external factors such as medical reimbursement guidelines and competition from other healthcare providers’. Under the above conditions the intervention of the sector’s leaders for change should be considered as crucial. After examining the particular issue Shelley (2003, 13) stated that leaders in the health care industry should ‘understand that staffs reactions to change vary widely; While change itself isnt good or bad, its relative to whomever is experiencing it. Some will feel motivated and energized by change, o thers will feel threatened, anxious, fearful, or a sense of loss of the familiar and status quo. Some may even experience a grief reaction’. The application of the above plan should not be regarded as a permanent solution to the problems that appear in the healthcare industry; however it could be characterized as a primary effort that can lead – if applied successfully - to the delivery of high quality health care services in the future. If we try to identify the particular elements of care management and particular the responsibilities of the care provisioners we will come to the conclusion that although a net of rules and principles exist in the specific area – referring especially to the issues of responsibility and ethical behaviour – in fact the retrieval of evidence for the existence of responsibility regarding the actions of care provisioners can be a very difficult task which in many times is not completed successfully. In this context, Wikler (2002, 48) stated that ‘assessment of the

K6 academic content and ELD standards Essay Example | Topics and Well Written Essays - 750 words

K6 academic content and ELD standards - Essay Example Mathematics Lesson Plan 2 Opening: The lesson will start by discussing the previously learnt lesson where the topic of discussion was conversion of percentages to fractions and percentages to decimals. The day's topic of discussion will be simple financial transactions where the students will learn about simple interest, compound interest, hire purchase, commission, discounts, and money exchange rates and about profit and loss. The lesson will start by quickly reviewing the previously learnt lesson where I will display charts with already solved problems of the previously learnt lesson of conversion of percentage to fraction and percentage to decimals. Statement of Objective: At the end of the lesson, the students should be in a position to do simple financial transaction problems like calculating simple and compound interests, discounts, commission, profit and loss and money exchange. The student should also be in a position to apply the knowledge they will acquire in the topic practically, in their day to day activities. Instructions: The lesson will begin by defining terms like interest, commission, discounts, profit and loss. Then a number of problem will be solved in class and handouts with already solved mathematical problems issued to the students. The students will also be allowed to solve some problems in groups. Assessment: To ensure that the students have understood the day's content, they will be required to solve individual problems in class to assess whether the teachers teaching objectives have been achieved. Connection: To ensure that the day's lesson is relevant, I will connect the lesson with what the student learnt in their previous lesson and the lesson they will... With this kind of a lesson plan, I am very sure my teaching objectives will be achieved in teaching Mathematics since the subject involves a lot of practice by students in order for them to understand. topic of discussion was conversion of percentages to fractions and percentages to decimals. The day's topic of discussion will be simple financial transactions where the students will learn about simple interest, compound interest, hire purchase, commission, discounts, and money exchange rates and about profit and loss. The lesson will start by quickly reviewing the previously learnt lesson where I will display charts with already solved problems of the previously learnt lesson of conversion of percentage to fraction and percentage to decimals. discounts, profit and loss. Then a number of problem will be solved in class and handouts with already solved mathematical problems issued to the students. The students will also be allowed to solve some problems in groups. My teaching objectives will be achieved in teaching Mathematics to students since for the students to understand the subject, it should be prepared to work more mathematical problems on their own rather than being lectured by the teacher.