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.