Hypothetical population Essay Example | Topics and Well Written Essays - 750 words

Theoretical populace - Essay Example All things considered, the hereditary harmony thought shapes an essential rule or rule of populace hereditary qualities, which gives a gauge to deciding hereditary change. The Hardy-Weinberg harmony idea has an assortment of names, which incorporate HWP, Hardy-Weinberg law, or HWE. In spite of the standard being pertinent generally in theoretical cases, the conditions of the guideline can be utilized on a very basic level to decide imperative yet difficult to-gauge realities with respect to a populace. For a situation where mating is by some coincidence (arbitrary) in an enormous populace having no problematic conditions, the standard estimates that both allele and genotype frequencies will stay steady inferable from the way that they are in harmony (Nature Education). Accepting that the Hardy-Weinberg balance presumptions are met the figuring for the accompanying speculative populace is resolved. p2 in this condition will be equivalent to the part (portion) of the populace that is homozygous for p and q2 being equivalent to the division of the populace that is homozygous for q while 2pq equivalents the division of the populace that frames the heterozygotes. Utilizing the data from the computation to clarify the events in the speculative populace, it is understood that the latent quality much of the time is never lost from a given populace independent of how little the quality is spoken to. In this way, quality proportions and quality frequencies in an arbitrarily reproducing populace typically stay consistent from a solitary age to another. Advancement involves changes inside the populace genetic supply. Be that as it may, in Hardy-Weinberg harmony a populace demonstrates no specific change. What the rule proposes is that populaces can keep up a changeability store so that in the event that the future conditions need it, at that point the genetic stock changes. For a situation where the passive alleles were vanishing persistently, the populace would become homozygous soon. Along these lines, under the states of

My Graduation Day Free Essays

Dear Alice, Hi, what about your scholarly outcome? Getting full stamps again in Mathematics paper? It’s alright you didn't go to my graduation day as you were sitting for your last year assessment. All things considered, I will give you a distinctive record of what occurred on that day. Perhaps the greatest snapshot of my life was the day of my graduation. We will compose a custom exposition test on My Graduation Day or then again any comparable point just for you Request Now I was strolling towards a fresh start throughout everyday life, another part that filled my body with fervor. At that point I understood how quick the time had cruised by, and that I was not, at this point a youngster, yet a grown-up. As the graduation day was a significant second in my life, I should spruce up pleasantly to â€Å"to kill†. I went out on the town to shop with my companions to pick some delightful garments. I additionally picked some appealing accomplices to get into my garments. It will give me a pleasant look during the graduation service. Accepting some card and messages from the companion and family members, I felt satisfied and enchanted. They saluted me for effectively moving on from a renowned college. Other than urging me to pursue my fantasy, they additionally wanted me to be effective in my new part of life. The day of graduation at last showed up. I woke up ahead of schedule to go get my hair, nails, and make up prepared for the huge day. I spruced up in a purple and red robe. I was joyous beyond words when Professor Tan said that I was dressed â€Å"to kill†. Let you know covertly, I was not used to wearing the high-obeyed shoes. It caused me to feel awkward when strolling. Wearing the outfit and mortar board, I felt additional exceptional and sure. Understudies and their folks blocked the corridor. Bliss was composed all over. I scoured the lobby, paying special mind to daddy and mummy. I attempted to spot them yet without any result as the crowd of individuals swarmed the lobby. I at last discovered them by utilizing the cell phone. Mummy doesn’t for the most part go through make. However, on my graduation function, she did it. I was really amazed that mummy looked twenty years more youthful than her genuine age. My companions even adulated that we didn’t look like mother and little girl yet sisters. The roar of praise from the understudies shook the lobby when the visitor of respect entered. After a progression of discourse was conveyed, it was an ideal opportunity to convey the looks to the alumni. Many stood by energetically for their chance to go onto the phase to get their parchments. I began having butterflies in my stomach. Daddy and mummy just gazed at me and that simply made me significantly increasingly anxious on the grounds that I comprehended what they were thinking â€Å"our child young lady is grown up now†. So I just grinned directly back to conceal my apprehension. However, truth be told, my heart was pounding tirelessly. â€Å"Nancy Yeow†, my name was at last called. Approaching the stage, I got the parchment. At that point, I felt a feeling of accomplishment. Everything was over in no time flat. For me, the photograph taking meeting was a lot of magnificent. Daddy, mummy and I grinned extensively and took photographs before the corridor. I caught numerous photographs with my companions also to keep as loved recollections. I ate in an eatery with daddy and mummy and I imparted my joy to them as well. I likewise went to a graduation celebration at friend’s house at night. Playing and visiting, we appreciated the social occasion without question. I was cheerful that I graduated with every one of my companions and proceeded onward to something greater, as in the general public. Be that as it may, I couldn’t help the way that I was tragic about leaving the college and being isolated with my amigos. I won't overlook the important occasion. I love the college life without question. Alice, consistently put in your absolute best effort in scholastics and make the most of your optional school life. It will be your prized memory. Till at that point, do fare thee well. Your caring sister, nancy Instructions to refer to My Graduation Day, Essay models

Borderline Personality Disorder and Self-Mutilation

Borderline Personality Disorder and Self-Mutilation BPD Print Self-Mutilation and Borderline Personality Disorder By Kristalyn Salters-Pedneault, PhD Kristalyn Salters-Pedneault, PhD, is a clinical psychologist and associate professor of psychology at Eastern Connecticut State University. Learn about our editorial policy Kristalyn Salters-Pedneault, PhD Medically reviewed by Medically reviewed by Daniel B. Block, MD on November 25, 2019 twitter linkedin Daniel B. Block, MD, is an award-winning, board-certified psychiatrist who operates a private practice in Pennsylvania. Learn about our Medical Review Board Daniel B. Block, MD Updated on February 19, 2020 Petar Chernaev/Getty Images More in BPD Diagnosis Treatment Living With BPD Related Conditions Warning: The content of this article may be very triggering if you engage in self-mutilation. Please consider this carefully before reading on. Self-mutilation is very difficult to understand if you have never experienced the urge to engage in this behavior yourself. If you have a friend or family member with borderline personality disorder (BPD) who self-mutilates, it can be scary, confusing, and frustrating. By understanding why self-mutilation occurs, you can help your loved one cope with these urges and act as a support network for her. What Is Self-Mutilation? Self-mutilation involves the direct and deliberate destruction or alteration of the body. Examples of these behaviors include cutting, burning, sticking oneself with needles, and severe scratching. The research frequently uses the term nonsuicidal  self-injury (NSSI). Self-mutilation is usually very different than other self-harming behaviors.  Research has shown that individuals who engage in self-harm are usually not trying to kill themselves when they engage in the behavior, although some may report that they have mixed feelings about the intent of the act. This is not to say that people who engage in self-mutilation are not suicidal; many people who self-mutilate also have suicidal thoughts or even make suicide attempts. In addition, in cases of very severe self-mutilation, people have died from their injuries. Why People Engage in Self-Mutilation Many believe that people engage in self-mutilation to get attention. This is a myth. Most people who self-harm do it in private and make sure that the marks or scars are hidden. They often will wear long sleeves to cover these signs. They are often ashamed of the behavior and keep it a secret. Particularly for those with BPD who have rejection sensitivity, they worry continuously about people finding out about their secrets. Research has shown that most people self-mutilate in order to help regulate internal experiences such as intense emotions, thoughts, memories, and physical sensations.?? Who Engages in Self-Mutilation? Unfortunately, self-mutilation is a common behavior, particularly among those with BPD. One study found that, among college students (not necessarily with BPD),?? attachment issues (insecure attachment, childhood separation, and emotional neglect) along with sexual abuse and dissociation, were significant risk factors for self-injury, and that the risk factors were gender-specific. Evidence suggests that significant gender differences exist in prevalence, method, and where on the body the self-harm is inflicted.?? Females reported higher numbers of the behavior overall, more cutting and scratching, and more damage to arms and legs than males. Males reported more burning and self-hitting, and more damage to the chest, face, or genitals. In another study of youth in the third, sixth, and ninth grades in one community,?? ninth-grade girls were most at risk, with a similar injury pattern of more cutting and scratching, and engaging in self-harm three times as much as boys. People who have experienced maltreatment during their childhood, such as through sexual abuse or neglect, or who were separated from a caregiver in childhood, are at greater risk for self-mutilation than the general population.?? Effects of Childhood Trauma Treatment Because self-mutilation is often an attempt to manage intense feelings,??  cognitive behavioral treatments for self-mutilation focus on helping the person find new, healthier ways of managing emotions and thoughts. For example, one cognitive-behavioral treatment for borderline personality disorder, dialectical behavior therapy, addresses unhealthy attempts at coping by helping the patient learn and practice a new set of coping skills. In some cases, a doctor may prescribe medications to help regulate emotions and feelings and decrease the urge to self-harm. Medications for Borderline Personality Disorder What to Do If a Friend or Loved One Self-Mutilates If you are going to talk to your friend or loved one about self-mutilation, its important to do it in a non-judgmental fashion. Approaching them calmly and with care can make the person feel heard and understood. Before talking with a loved one, it may be a good idea to consult with a therapist who specializes in treating BPD and self-mutilation. He can give you professional advice on the best way to approach the situation without frightening or upsetting your loved one. Getting Treatment for Self-Mutilation If you or someone you know is struggling with self-mutilation, there are a variety of treatment resources available including finding a therapist to talk to.   Seek Help With An Online Therapy Program

Lord Of The Flies Freud Analysis - 884 Words

Freud’s Personality Theory in Lord of the Flies William Golding’s novel, Lord of the Flies, showcases Sigmund Freud’s personality theory. This theory states that there are three major personalities that everyone can fit into. Three characters from Lord of the Flies: Jack, Ralph, and Piggy, fit into Freud’s personalities of id, ego, and superego respectively. The id is Freud’s definition of the irrational, animalistic part of the mind (Structure of Mind: Freuds Id, Ego, Superego). Jack, the lead choir boy from the group, is a cruel, selfish, and primitive boy-- the perfect example of an id personality. In Lord of the Flies, this boy executes multiple actions which prove that he truly has an id personality. For example, Jack stops his†¦show more content†¦People with ego personalities are rational and understand the need for compromise (Structure of Mind: Freuds Id, Ego, Superego). Ralph is the character in Lord of the Flies with this temperament. He exercises this characteristic, for example, by telling the group that they will be rescued (Golding, Ch. 3). All of the boys are scared of or worried about the unfamiliarity of the island, and Ralph is trying to comfort them and reassure them that everything will be okay. He also tries to create and maintain order throughout the group because he understands that, if they†™re going to live on the island, then they’ll need some sort of organization amongst them. Later in the book, when Jack’s tribe ransacks Ralph and Piggy’s makeshift hut and steals Piggy’s glasses, Ralph confronts him. He says that Jack should have just asked to borrow his glasses to start a fire and that stealing them was unnecessary because he would have been allowed to borrow them. Ralph is continuously trying to make Jack see the rational part of things throughout the story; he’s trying to convince him that there are other, better ways to do things. But Jack can’t see through his animalistic personality and pushes Ralph’s reasoning and insight aside, despite himself. Piggy, the most picked-on of the group of boys and the opposite of Jack, fits into the personality of superego. The superego personality consists of the moral, parental partShow MoreRelatedThe ID, Ego and Superego in Lord of the Flies1468 Words   |  6 Pages The exemplification of Freud’s id, superego, and ego: A look at Jack, Piggy, Simon and Ralph within The Lord of the Flies Freud primarily subscribed to the idea that there are two energies that drive human behavior. These two energies are sex – the pleasure principle and aggression. The human mind is comprised of the conscious, preconscious, and unconscious. Within the realms of the mind, the human personality is controlled by the id, the ego, and the superego. The id is drivenRead MoreComparing The Novel Lord Of The Flies And Heart Of Darkness2292 Words   |  10 PagesTopic: Comparing behavior of two main characters from two different books Introduction There are both similarities and differences between the protagonists of the Novels Lord of the Flies† (Golding) and â€Å"Heart of Darkness† (Conrad). In each case we have the supposedly civilized individual(s) degenerating into savagery. As well, other characters are involved and highly influenced by the protagonist(s). This report discusses these two books and what can be observed from comparing works of essentiallyRead MoreUnfulfilled Desire Of Widow : A Psychoanalytic Reading Of Seto Dharti Essay2743 Words   |  11 PagesDevghat for lifelong settlement. Tara, from her childhood, has her ideal figure, Govinda, in her mind. Each and every moment, she is memorized by the image of Govinda unconsciously. She sees the image of Govinda in different characters like young sage, lord Krishna, Sanyasi, and other handsome men on the way. Different questions can be posed in the novel: 1 what is the desire of the widow, Tara? 2 how is her desire reflected in the novel? 3 why does Tara repeatedly wish to wear colorful dress especiallyRead MoreAnalysis the Use of Stream of Consciousness in Mrs Dalloway8784 Words   |  36 PagesAnalysis the use of stream of consciousness in Mrs Dalloway BY Qian Jiajia Prof. Zhang Li, Tutor A Thesis Submitted to Department of English Language and Literature in Partial Fulfillment of the Requirements for the degree of B.A in English At Hebei Normal University May 8th , 2009 Abstract As one of the representative writers of novels of stream of consciousness, Virginia Woolf has made important contributions to the development of the technique of stream of consciousnessRead MoreDeveloping Management Skills404131 Words   |  1617 PagesLine 58 Understanding and Appreciating Individual Differences Important Areas of Self-Awareness 61 Emotional Intelligence 62 Values 65 Ethical Decision Making and Values 72 Cognitive Style 74 Attitudes Toward Change 76 Core Self-Evaluation 79 SKILL ANALYSIS 84 Cases Involving Self-Awareness 84 Communist Prison Camp 84 Computerized Exam 85 Decision Dilemmas 86 SKILL PRACTICE 89 Exercises for Improving Self-Awareness Through Self-Disclosure 89 Through the Looking Glass 89 Diagnosing Managerial Characteristics

Your Baby Can Read - 1679 Words

Exaggeratory Claims of Infant Linguistic Developing Programs Raymond Mattison PSYCH 600 September 22nd, 2014 Debbra Jennings Exaggeratory Claims of Infant Linguistic Developing Programs For as long as human records show, there has been the stereotypical ‘Snake Oil Salesman’. These stereotypical parts of society thrive off of the ignorance of the masses in order to sell an item or theory that may seem as though is works but in reality doesn’t. Examples of these include an early 1900’s method of weight control in which people bought pills containing tape worms and were told to take one pill to start losing weight and then take an anti-parasitic pill that would hopefully kill the tapeworm (Winterman, 2013).†¦show more content†¦While in utero, a child starts to develop its auditory senses. This is supported by the findings that show fetuses responding to sounds that they heard in utero after birth (Feldman, Jankowski Rose, 2003). While this may be viewed as a good basis to teach reading to infants, it does not provide a wide enough basis to actually comprehend complex linguistics. Memory and attention is another section of cognition that is necessary in order to comprehend reading. The research in infancy recognition of visual stimuli has recently had a lot of attention. One such experiment compared infant’s abilities to immediately recognize objects they have been familiarized with. The results showed that the older the child, the less time it took to establish recognition that was combined with reduced recognition time (Feldman, Jankowski Rose, 2003). This study shows that an infant develops visual recognition through time, that their brain needs time to mature into the ability to be able to establish permanent recognition. Tied in with visual recognition, object permanence is absolutely needed in reading. Object permanence is the ability of a person to form a mental model of an item. An example of this is that when you ask someone what a chair looks like, an immediate image of a small platform of an appropriate size to sit on with support legs to keep itShow MoreRelatedMy Ad For An Anti Smoking Campaign894 Words   |  4 PagesMy ad for an anti smoking campaign shows a picture of a baby smoking a cigarette as half the baby s face is decaying. To the right of this image there is text that states, I smoke second hand. Right below that in smaller text is a warning that reads, Warning: may kill your baby. After closely analyzing this image I found that the argument for this advertisement is: Smoking not only effects you but the people around you too. This ad is very effective due the fact that the distinctive featureRead MoreEssay about Analyzing Karp ´s Happiest Baby on the Block941 Words   |  4 PagesIntroduction There is no greater feeling a new mother can have than a smiling baby. Every new mother struggles with making their babies happy, because they cannot speak just yet. The first form of communication they have is crying, but parent are not able to always able to figure out what the baby wants at first. When I read â€Å"The Happiest Baby on the Block† by Harvey Karp I was very intrigued. The step to making your baby happy was not only helpful, but simple as well. This book takes a psychologicalRead MoreAbortion Is Unsafe And Should Be Illegal1487 Words   |  6 Pagesever known. Everything is pure bliss as you are currently living in Utopia. Then in one violent moment, you feel the greatest amount of pain imaginable and you can see this blinding light and then your limbs are ripped apart from your body and you are now struggling to survive and then in one quick snap, it s all over. Your life is done. Your only thought was  ¨mommy, how could you do this to me ¨. Abortion is a horrific experience, that no one should ever endure. I am Pro-Life because of the consequencesRead MorePopular Mechanics By Raymond Carver : Lesson Plan Of Questioning1628 Words   |  7 Pagesminutes) Show an example of asking and answering questions video to hook the student’s attention to put her into a receptive frame of mind. https://www.youtube.com/watch?v=C2fWZHaNugc Input- Teacher Directed Lesson (12.00 minutes) The teacher (Aide) will read a short story to explicitly communicate to the student the concept of questioning while reading Popular Mechanics by Raymond Carver ________________________________________ Early that day the weather turned and the snow was melting into dirty waterRead More Developing Through the Life Span Essay668 Words   |  3 PagesPrenatal Development and the newborn: The focal point of this section was conception and the development of life before birth. I’ve read that every woman is born with a number of eggs that will later be released. Out of that number 1 in 5,000 eggs will essentially mature. Contrary to women, a man begins producing sperm at puberty, which gradually decreases along with age. During the actual conception, over 200 million sperms head towards the egg and try to break through. One is successful, theRead MorePersonal Narrative : My Sister s Keeper By Jodi Picoult1424 Words   |  6 Pagesimportant role in my life, they helped me get through some tough times. The books that I read while I was in high school helped me to find courage, to find faith, to find myself, and to understand love. I read most of these books while I was in high school as a part of my summer reading projects. At that moment, I did not know how important each book was going to be to me. One of the first books that I read that summer was My Sister’s Keeper. Jodi Picoult wrote the story of young girl named AnnaRead MoreThe Infant And Toddler Is Very Important For Early Development1125 Words   |  5 Pagesentire book. An infant won’t be able to fully comprehend what is being read. Infants may want to hold the book and chew on it or try turning pages themselves. All of these actions are appropriate and help your child become well-known with books and how to handle them. Reading out loud to your baby is an ac activity that can enhance their vocabulary among other skills. General Information: On Wednesday, October 5th, I read to an infant during my placement time at the Cortland Child Care CenterRead MoreThe Best Things About Earning A Passive Income1085 Words   |  5 Pagesor knowledge glass ceiling when it comes to doing so. It does not matter if you are a PHD student, a doctor with 20 years of experience, or a person who did not finish high school, anybody can earn a passive income. A good demonstration of this is EBook writing; it may sound daunting at first, but anyone can do it. †¢ Experts (job recruiters, psychologists, marriage counselors, dietitians, personal trainers, hypnotists, etc.) †¢ Instructors (yoga, piano, etc.) †¢ Coaches (sports coach, vocal coachRead MoreBringing Up Bebe By Pamela Druckerman802 Words   |  4 Pagestime to pick it up at your local book store and start reading. And if you’re very busy, or overwhelmed with your daily tasks and don’t have time for another parenting book, believe me, this one is a very easy read. You can literally finish it in one day. There, you won’t find any tutorials on how to burb the baby or a vaccination schedule. The book is a simple yet very ineteresting overview of the French parenting philosophy and a phylosophy of life in general. I’ve read this book 2 years ago.Read MoreThe Problem Of Child Birth876 Words   |  4 Pagesthe past I might focus more on the baby, focus on the way to make baby healthy, but after this lecture, read some articles and watched some information on TV, I start to concentrate more on the mother herself, because she is the one give birth to the baby, we should consider the well-being of herself. According to my observation these years I found our people’s view also have changed a lot. Nowadays on the TV show about mothers they talk about both how to keep baby healthy and how to maintain a good

Philosophy of Education Free Essays

Reflecting on the different principles of my personal philosophy as an educator, it revolves around the manifestations and actions that is in-line with student needs in enhancing competency, achievement, and understanding of the principles associated in a specific discipline. To effectively guide myself in the process, I also have to take into consideration the parameters that determine the creation of this philosophy and how it can be manifested in actual practice as an educator. Especially this time that the current environment depicts the need for rethinking policies of public education and increasing risks that influences students, it is necessary for teachers to take a stand and actively combat these factors (OCRE, 2007). We will write a custom essay sample on Philosophy of Education or any similar topic only for you Order Now Understanding student culture is one important element that can shape my personal philosophy as an educator. With the current trends that are happening within the realm of education such as diversity and increased connectedness, teachers must realize the significance of culture as a binding force that cultivates the process of involvement and cooperation. However, this action cannot be easily realized. These symbols and different values can either create conflict or increased cooperation. The challenge remains rooted on exploring the possibilities that can be used to depict these two outcomes. Furthermore, it is essential that one understand that subgroups consist of smaller groups that, in addition to sharing the values and traditions of the culture have traditions, and values, and language unique to the members of their group. â€Å"No individuals have exactly the same understanding of it in all respects† (Goodenough, 1981, p. 97). This subjectivity in disciplines helps us rethink of what approaches can be used to bridge together these varied opinions and actively coincide with mandated rules and content provided by the curriculum. That is why experiences play an active role in recognizing student culture. â€Å"Out of his own experience as each individual develops his private, subjective view of the world and of its contents his personal outlook† (Goodenough, 1981, p. 111). Such can help educators correlate topics that can influence competency and learning. It is through this process that I see the need to develop a philosophy that acknowledges and embraces culture. As an educator, I must be dynamic in creating active scenarios wherein I can learn the significant elements fostering culture and seek to find ways to reach out to these subjective preferences. Though such process can be burdensome at first, it can help solidify my approach in facilitating and creating new ways to learn inside the classroom while at the same time being sensitive about their respective value-sets and ideals. Instruction and active learning is another significant element that influences my educational philosophy. This approach looks into the capability of teachers to actively instill motivation and drive to learn the topic discussed. These are rooted on the ability to portray institutional goals and objectives that is provided by the curriculum. However, the main challenge is actively catering instruction on the capability of each learner. Since there are various factors that can affect this process, it is essential that educators look into ways to revitalize and reinvent methods that can make lessons favorable for all. In addressing this, the idea remains to be embedded on the ability of teachers to communicate and interact with their students. John Dewey, a pragmatist, believed and advocated that students continuously need interaction to cope with the challenges of education. Realizing this facet, I must continue to find ways of reinforcing my capability to interact with students to maximize their ability to appreciate and extract information. Such idea can help education progress in dynamic and holistic manner. It is in here that the approach of progressive educators becomes feasible. These involve â€Å"(1) Stimulating children’s growth and development through activities that encourage initiative, creativity, and self-expression. (2) An experience-referenced curriculum that features activities, process learning, inquiry, and problem solving. (3) Collaborative learning that features group cooperation. Teachers who act as facilitators of learning rather than a task masters and, (5) Education that is multifunctional and geared to the whole child-emotionally, physically, socially, and intellectually-rather than exclusively academic† (Gutek, 2004, p. 300). Providing effective and fair assessments are also significant in shaping my personal philosophy. Under this facet, this is relevant in my practice because it can help determine whether or not students acquire the necessary information provided and develop insights of how to improve instruction. Due to this, I must be cautious in creating assessments and actively align them with standards provided by the school. Likewise, on the part of students, I must also remain creative to consistently increase participation and appreciation in assessments. More often than not, students see this process to be difficult, strenuous and stressful. However, as an educator I have a role of ensuring that these ideas be changed. The actions committed must focus less on transmitting information but rather necessitate areas wherein students can gain new skills, thinking and activities that can develop their values (McKinney, 2009). Having the ability to become a leader and a forerunner of student needs is also another aspect of my philosophy. Under this process, since I am responsible for ensuring that students can the most out the classroom, I must foster increased avenues wherein they can be immersed into different experiences; shaping and honing their individual capabilities (Kossof, 1997). I must not only take part on the provided tasks and goals on my part but also make sure to go beyond these prescribed objectives and seek to understand how these set of actions can be manifested in a classroom setup and strengthen facilitation and teaching (Kouzes, 1987) Doing this requires the dedication and resilience of educators in combating and addressing the hurdles impeding effective classroom instruction. Despite the increasing challenges brought about by diversity and other forms of problems such as inequality, inclusion, etc, it is essential that educators take a stand in honing new strategies and taking the lead role in making these ideas a possibility (National Commission on Teaching Americas Future, 1999). It is in here that I must function as a listener and facilitator of student needs. I should actively participate in discussions and forums that seek to enlighten and improve ways of my practice. â€Å"Through their participation in a professional learning community, teachers become more effective, and student outcomes increase – a goal upon which we can all agree† (Hord, 1997). Enhancing student support and professional development are also relevant facets to consider in generating improved outcomes for students. The first idea revolves around making sure that each student can have the capability to acquire information. This can help make educational institutions responsive on different problem areas by offering each one the ability to cope up with the challenges of education (Fullan, 1982). Also, such actions can help ease the burden of teachers in addressing multiple tasks and responsibilities. By setting up a support system for students, it can allow both the facilitation of new strategies in teaching and foster new ways to generate feedback on the effectiveness of the current curriculum and system (Rossman, 1988). On the other hand, professional development is also an important component among educators because it can help improve on ways educators provide information to students. Keeping each one updated about new rules and standards in teaching can solidify the aim of being adaptive and responsive to the needs of students in the current times (Reed, 2000). Likewise, advocating this objective can also spell increased satisfaction and fulfillment among educators. Having the ability to expand and increase competency can be supplemental in increasing motivation and create the expertise to formulate new and better strategies in interacting and teachings students. Lastly, partnerships with schools, family, and communities are also influential in shaping and understanding the needs of students in the classroom. Having a good idea of how these actors can contribute insights to overall practice and some relevant issues such as diversity and inclusion can be vital in expanding the horizons of each educator as far as opinions and ideals are concerned (McKinney, 2009). This opens up communication and cooperation among members that helps increase the likelihood of success and support among students. It is through the contribution of these ideas that students can progress and grow in a more holistic fashion and become experts in their own respective fields. To conclude, these elements create the active parameters for my personal philosophy. It is through these factors that I must align my values and objectives in teaching to help me become dynamic to changes. Such actions can not only implore on the changing perspectives in education at the 21st century but also seek to convey a teaching practice that is accountable and responsible in nature. I deem that this is my way to transcend over the conventional practice of education towards harnessing a classroom that caters appreciation and increased competency in their respective fields of expertise. References Fullan, M. (1982). The meaning of educational change. New York: Teachers College Press. Goodenough, W. H. (1981). Culture, language, and society. Menlo Park, CA: Benjamin/Cummings. Hord, H. M. (1997). Professional Learning Communities: What Are They and Why Are They Important?: Issues About Change, Volume 6, Number 1. Retrieved July10, 2009 from http://www.sedl.org/change/issues/issues61.html Kossoff, L. (1997). From Manager to Leader. Retrieved July 17, 2009 from http://management.about.com/od/leadership/a/FromMgr2Ldr05_2.htm Kouzes, James M. Posner, Barry Z. (1987). The Leadership Challenge. San Francisco: Jossey- Bass. McKinney, K. (2009). Active learning. Retrieved July, 16, 2009 from http://www.cat.ilstu.edu/additional/tips/newActive.php National Commission on Teaching Americas Future. (1996). What Matters Most: Teaching for Americas Future retrieved July 16, 2009 from http://www.nctaf.org/documents/WhatMattersMost.pdf OCRE (2007) Meth Epidemic Moves from Rural Places to Cities. Retrieved July 23, 2009 from http://www.ruralschools.org/news/survey.html Reed, R., Johnson, T. (2000) Philosophical documents in education. Addison Wesley Longman, Inc. Second edition 2000. Rossman, G. B., Corbett, H. D., Firestone, W. A. (1988). Change and effectiveness in schools: A cultural perspective. Albany: State University of New York. Press How to cite Philosophy of Education, Papers Philosophy of Education Free Essays My philosophy of education is based on the ideas that I have about education that are framing my critical goals as an educator at this moment. As a teacher I believe that it is important to be aware of the individual needs, strengths and abilities of each of my students. With this awareness, I will be able to challenge each student in what Vygotsky calls their â€Å"zone of proximal development. We will write a custom essay sample on Philosophy of Education or any similar topic only for you Order Now † At the same time, I will use this information to help build the self-esteem of each child, by creating experiences in which he or she will be successful while growing as a learner. Further, I believe that as a teacher I should focus on the whole child and not just teaching a particular subject matter. As a result I do believe that I should divorce their academic lives from their personal lives. Therefore I will utilize methods and strategies that caters to the child’s interpersonal, social and emotional needs. As a teacher at the elementary level I recognize that I should strive to help my students make interdisciplinary connections. Not only should the various subject areas be connected, but also what the child learns in school must have some relevance or importance in the child’s experience of the world. One of my primary goals as a teacher is making sure that students are questioning the phenomena in their worlds, and learning to analyze and think critically about their worlds. This goal holds important for any discipline area, be it science, math, social studies or language. I will strive to create a safe classroom environment which is conducive to learning, where students may take risks and be supported by their peers and teacher. I will also strive to At the same time, it is my responsibility to ensure that my lessons are not limited to the child’s direct experience but is striving to give each child a broader global view. In addition I see multiculturalism, as a process that consumes the classroom and should be embraced by the teacher. Rather than simply being an additive item in the classroom, multiculturalism should consist of critical and analytical thinking and building multiple perspectives on the worlds. Finally, children need to be active and involved in the classroom, instead of being passive receptacles of knowledge. They should be constructing knowledge and involved in activities that engage all of their senses and modalities. Therefore, in my planning I try to ensure that that lessons are geared at allowing students to take responsibility for their learning. Aha Moment! Throughout the early stages of my teaching practicum experience, all of my assessors kept on singing the same tune; plan more activities for your students; get them involved. Though my lessons were well planned, they lacked student centred activities and as a result I noted that my students seemed very quiet, docile and lacked interest in what I was trying to teach them. Upon reflection of my lessons I realized that I could do much more to make the teaching –learning experience more meaningful and fun for the students. I then decided to take a different approach towards my lesson planning. Instead of planning lessons that were teacher centred, I began to make the focus of my lessons be the students; as it rightfully should. From the moment that I began to plan lessons that were more student centred, I noticed a drastic change in my students’ behaviour, demeanour and their general response as the lesson progressed. My first aha moment came during a science lesson on the five senses. Throughout that lesson, from start to finish the students were actively engaged in building their own knowledge (add something about schemas here) The students were excited, energetic, they came alive and were very eager to learn more about the topic. After the lesson was finished the students wanted to know when the next science class was going to be and what they would be doing. It was then that I realized that I had the students where I wanted them to be; captivated and engrossed in what was happening in and around the classroom. It was as if all of their senses had been awakened to the teaching-learning experience. Through my ‘aha’ moments I was reminded of the old adage which says we remember 10% of what we hear, 15% of what we see, 20% of what we both see and hear, 40% of what we discuss with others, 80% of what we experience directly and 90% of what we attempt to teach others. How to cite Philosophy of Education, Papers

My Ideal Classroom Essay Sample free essay sample

â€Å"We want all immature people to hold a successful life. This means success in worthwhile activities and relationships which they have freely engaged in and which they pursue wholeheartedly. † ( White. 2007: 26 ) I entirely agree with Professor John White and believe that the chief intent of the educational system should be to advance and help in the development of all-around persons who are capable of encompassing the challenges of life in a modern society. In the past decennary the universe has experienced. what Drucker calls a â€Å"transformation† . The passage from the Industrial Age to the Knowledge Age requires one to take a fresh expression at the really intent of instruction. ( Trilling and Hood 2001: 9 ) . In position of this transmutation. I will get down this paper by looking at the deductions on the Education System of the alleged Knowledge Age and the demand to redefine the indispensable intent. range and procedure of instruction to accommodate the dem ands of the future coevalss. We will write a custom essay sample on My Ideal Classroom Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After set uping the demand for educational reform. I will show to you my position of. â€Å"The Ideal School† . I will look into the nucleus values of my ideal school. the course of study aims. content and organisation and the instruction teaching method that will enable my ideal school to carry through its aims. Based on the dogmas of. â€Å"My Ideal School† . this paper will than look into what will efficaciously interpret as. â€Å"My Ideal Classroom† . I will concentrate on a foundation phase schoolroom as the premiss for my paper. This subdivision will place the design of the schoolroom. the schoolroom environment and instruction pattern. Last. this paper will foreground the importance of developing plans for continual betterment in instruction and schoolroom pattern. Overall. this paper attempts to pull a image of â€Å"My Ideal schoolroom in my ideal school† based on professor John White’s stating that. â€Å"One purpose of instruction is to unlock many doors. to introduce immature people with constituents of a booming life and to promote contemplation on them. the grade of value they contain. and to prioritise among them† ( White 2007:39 ) . Globalization A ; the IT Invasion – Are we ready?â€Å"The challenges that our cognition Age brings to larning and instruction are great. but the promise of a new Renaissance of larning and cognition in our society is even greater† ( Trilling and Hood. 2001:28 ) . The first measure in educational reform is to acknowledge current and future tendencies brought upon by globalisation and the cognition revolution and its deductions on universe economic systems. the environment. communicating. engineering. wellness and eventually instruction. Having entered the Knowledge Age. our response to each of these ends shifts dramatically. disputing our full instruction endeavor ( Trilling and Hood. 2001:9 ) . â€Å"Redundancy and volume of information. the outgrowth of new engineerings in media ; new signifiers of individuality. both our ain and those of the people that we teach. inter-act with and work with mundane ; volatile economic environments and work topographic points that require we be fancy on our pess and juggling cognition and information ; competitory environments that are paradoxically extremely competitory but besides necessitating that we work together in squads and collaboratively† . ( Luke. 2012 ) I agree with the above statement made by Allan Luke. In visible radiation of the current scenario confronting our society we need to take a fresh expression at the intent of instruction. the topographic point of schools in modern society and to plan a new course of study to accommodate the demands of the Knowledge Age. As information and communicating engineerings become portion of our day-to-day lives we must larn to get by with its benefits and its possible dangers such as habit-forming in writing force and titillation. feelings of societal isolation and even depression from over-immersion in electronic media infinite. etc. ( Trilling and Hood. 2001: 10 ) . In the past decennary. many schools have included ICT as one of the nucleus topics. However. successful ICT work requires careful thought as portion of a whole school scheme combined with specific. structured schoolroom readying. It is paramount that the school teaches its students accomplishments referred to by Trilling and Hoo d as the Knowledge Age Survival Skills. These accomplishments include communicating. traverse cultural apprehension. creativeness. critical thought. coaction. computer science and calling and larning autonomy. This has of import deductions on schoolroom pattern. teaching method and the content being taught. Where larning through facts. drill and pattern. and regulations and processs was so adaptative in the Industrial Age. now larning through undertakings and jobs. enquiry and design. find and innovation is more fitting for the times. ( Trilling and Hood. 2001: 16 ) My Ideal School The English School course of study purposes at assisting every immature individual to populate a fulfilling life and to assist others to make so. ( White. 2007:32 ) However. how efficaciously it achieves this purpose is extremely problematic. In world. schools are widely seen as spheres of competition for success in public scrutinies and entree to well-paid occupations ( White. 2007: 32 ) . In order to set up a model of my ideal school I believe. we must get down by specifying what is basically the intent of instruction in today’s universe. Core Valuess of My Ideal School A positive school ethos can significantly impact on the well-being of its students and staff. In order to construct a value system it is of import to set up a strong sense of community within the school and an ambiance that encourages citizenship. ( The Highland Student Council. 2010: 2 ) . After all it is through instruction within a community that kids would go members of a moral universe. ( Hirst and White. 1998: 68 ) . As the first measure in developing a course of study. which would enable the school to accomplish its purposes we must foremost find the nucleus values the school is meaning to instill in its students. Rational Planning for educational course of study begins with consideration of those qualities in head that are required for a all-around complete instruction. ( Hamm. 1989:62 ) . I believe that my ideal school should develop its pupils to be planetary citizens and scholars who strive to be: Inquirers. Thinkers. Communicators. Knowledgeable. Principled. Open-minded. Caring. Risk-takers. Balanced and Reflective ( IB learner Profile Booklet. 2009:5 ) . The Ideal Curriculum for My Ideal School Harmonizing to Marsh. â€Å"Curriculum is all planned acquisition for which the school is responsible† ( Marsh. 1997:7 ) . However. in A Life in Classrooms. Philip Jackson has identified the things that pupils learn that are non explicitly taught in the formal course of study. inexplicit messages about values. attitudes and norms of behavior that emerge through a school ethos itself ( Jackson. 1998 ) . He calls this unintended larning the ‘hidden curriculum’ . Harmonizing to Ivan Illich in his 1971 book Deschooling Society. there was a concealed course of study in western instruction that indoctrined students. smothered creativeness. induced conformance and encouraged credence of the ‘status quo’ ( Illich. 1971:1 ) . My ain school experience was really similar to the one described by Illich and therefore. I strongly believe that the course of study needs to be rectified. The cardinal constructs in planing the course of study are to find its intent. co ntent and organisation ( Marsh. 1997:7 ) . The Curriculum Aims John White of London’s Institute of Education says schools should be instilling cognition relevant to modern society such as the ability to populate healthily. to pull off money and to happen fulfilment ( Bloom. 2007: 2 ) . His course of study aims come under four headers that are as follows: personal fulfillment. societal and civic engagement. part to the economic system and practical wisdom. I entirely agree with Professor John White. Students should be taught the accomplishments they need to win in the hereafter. non merely in their callings but besides in their societal and household life. I believe that the school course of study is non self-contained but has its topographic point in the wider upbringing of the kid ( White. 2007: 31 ) . Last but non the least. schools should develop a love in pupils for womb-to-tomb acquisition. and the ability to go natural enquirers and minds. Persons who can reflect upon their ain strengths and restrictions and besides understand the i mportance of rational. physical and emotional balance to accomplish personal fulfillment for themselves. I would wish to reason by emphasizing that the course of study must provide for every facet of the pupils demands. non merely allow them a making. ( hypertext transfer protocol: //willfoxoneducation. blogspot. com )The Curriculum Contentâ€Å"Statements about what should be in the course of study represent what things powerful groups in a peculiar society think pupils should larn. and encapsulate value opinions about what kinds of cognition are considered of import and what attitudes pupils are expected to emerge with. It is assumed for illustration that what is most of import is the acquisition of topics and some topics are given precedence over others† ( Dr. Paechter. 1999:1 ) . I believe Dr. Paechter has taken a really negative position of forming the course of study content into a assortment of countries of survey or topics. In my sentiment. this allows a sound construction and organisation to the wide countries of cognition. For the intent of the Foundation Stage Classroom. Language A ; Literature and Mathematics A ; Logic should be considered the nucleus topics. Science and Social Studies should be taught as Unit of measurements of Inquiry. Language Other than English. Art. Drama. Music. IT and Health A ; PE should be considered foundation topics. The one topic I would wish to include in the current school course of study is Global Citizenship. Citizenship is a really of import topic because its gives kids a sense of the society in which they live. how it works and the portion they can play in. doing it better ( Anon. 2009 ) . The intent of this topic would be to develop pupils to go planetary citizens and to learn them about universe issues such as poorness. predicament of the underprivileged. environmental issues such as planetary heating. depletion of natural resources. democracy. political equality and a regard for diverseness. Most significantly it would learn pupils international mindedness and the importance of giving back to the community as a portion of life. The Child’s character must be shaped by offering the right types of experiences to make a concern for society and community ( Bloch A ; Kennedy. 2001 ) . My Ideal Teaching method Teaching method means the method of learning interpreted in the widest sense ( Winch A ; Gingell. 1999: 170 ) .Harmonizing to Freire the ‘banking’ construct of instruction where the instructor is the depositor and the range of action allowed to the pupils extends merely every bit far as having. filing and hive awaying the sedimentations must be rejected in its entireness ( Pollard. 2002: 365 ) . Harmonizing to Mike Bottery there are four educational doctrines ; Cultural transmittal. Child centered. Social Reconstruction and GNP codification ( Bottery. 1990: 6 – 16 ) . I believe that consideration of course of study building should be from the position of the kid ( Hamm. 1989:73 ) but at the same clip it should non wholly disregard the elements of the other educational doctrines. This is because cultural heritage demands to be retained ; the involvements and capablenesss of the kid demand to be taken into history. the school must originate the student into rationa l unfavorable judgment for the betterment of society as a whole and students must be given an instruction. which enables them to derive a occupation once they leave school ( Bottery. 1990: 6-16 ) . My ideal Pedagogy is built on an old thought expressed by a Chinese philosopher who more than 2000 old ages ago said:â€Å"Tell me and I forget. Show me and I remember. Let me make and I understand† ( Abbott A ; Ryan. 2001: 9 ) .My Ideal teaching method is based on the undermentioned dogmas:The Teacher as a Guide – The Role of the Teacher is to move as a facilitator. The instructor is to contrive state of affairss or to present stuffs. which are so structured. that appropriate experiences must be provided for the kids ( Hirst A ; White. 1998: 202 ) . Learning through Inquiry – The course of study is implemented through a rich agenda of find. presentations. undertakings. presentations. treatments. field trips and experiments ( Trilling A ; Hood. 2001: 22 ) . Child as an agent of his ain acquisition – The Child is seen as active. involved and responsible for his acquisition and behaviour ( Pollard. 2002:143 ) . Promote success and surrogate intrinsic moti ve – a whole school focal point on acknowledging and observing positive behaviours whether it is an academic accomplishment. an athletic victory or an act of kindness. A Parental Involvement plan – This is really of import because after all parents are a child’s foremost and main pedagogues ( White. 1997: 101 ) . A Global Community Concern Program – This plan would supply chances for students to acquire involved with community work. This could affect junior school pupils running an Eco Committee. under the counsel of a instructor. etc. School responsible for development of the student as a whole individual – The school has appropriate support constructions in topographic point to supervise the personal. societal and emotional facets of larning in the signifier of pupil counsellors. group activities. â€Å"Theme of the Month† . for illustration Say No To Bullying. etc. Social. emotional and behavioural accomplishments underlie about every facet of school and are cardinal to school betterment ( DFES. 2005 ) . Learning is Fun and Lifelong – Learning through drama. narrative stating. role-playing. games. and ac tivities. Play is critical to a child’s acquisition and hence critical to school ( Pollard. A. 2002: 143 ) . My Ideal ClassroomThe schoolroom represents ‘home’ for five or more hours of each weekday during term times for kids and instructors likewise ( Moyles et. Al. 2003: 173 ) . The schoolroom environment is an built-in portion of the acquisition procedure and no instructor or pupil can be unaffected by it ( Marsh. 1997: 125 ) . Harmonizing to Moyles. the critical elements that affect a schoolroom environment are the physical environment both indoors and out-of-doorss. the construction ; which includes the category modus operandis. resource direction. behaviour and the communicating of the rights. duties and regulations. â€Å"Classrooms are non inactive environments in which instruction and larning happens to take place- they should be designed to advance and heighten larning. They should actuate and excite. and they should be planned to do the most efficient usage of the most of import resource – viz. the teacher† . ( Pollard. A. 2002:196 ) The Class LayoutMultimodal Semiotic Analysis. an attack developed by Professor Gunther Kress. can be used as a agency of understanding the instruction and acquisition procedures in any schoolroom. ( Kress et al. 2005 ) . Harmonizing to this attack the factors that contribute to the overall effectivity of the schoolroom include schoolroom layout. teacher motion. ocular shows. address. regard and gesture. voice quality and besides student’s position and motion ( Kress et al ; 2005. 21 ) . However. even though Kress et Al ; show in their book â€Å" English in Urban Classrooms† . two illustrations multi-modally described. there is no information or grounds in finding which manner is better or contributing to classroom acquisition. This brings us to the inquiry. â€Å"Is there one best expression? † The first measure in planing the ideal schoolroom is to make up ones mind upon a category layout that is contributing to larning. My ideal schoolroom would let the instru ctors the flexibleness to set up the desks based on the types of activities taking topographic point. Collaborative group work requires tabular arraies to be organized in such a manner that cooperation and interaction between kids can take topographic point ( Moyles. J. 1995: 35-40 ) . Each desk will sit a group of three to four students and each desk will hold colour pencils and stationary to let pupils to finish their work. There would be a reading country for the students to be able to pick up a book of their pick and read after they have finished an activity every bit good as an IT station. A rug country is necessary to convey the whole category together for carry oning circle clip. units of enquiry. or treatment of category events or subject subjects and the sharing of thoughts. Routines should be established and clearly communicated. Each student should cognize where to travel. what to make and where everything belongs. â€Å"A quality schoolroom is one where there is a topographic point for everything and everything is chiefly in its place† ( Moyles et. Al. 2003: 176 ) . Each student will hold his ain tray to maintain his work and students will be given duty to maintain the schoolroom clean and organised. Train and Trust the Children ( Moyles. J. 1995:35-40 ) . Each category should hold easy entree to H2O and lavatories. which at this age can do students dying and uncomfortable. Classroom Displays has three distinguishable utilizations: it can observe. stimulate and inform ( Pollard. A 2002: 198 ) . Wall shows can be used to expose pupils work which would be a beginning of pride for the students and to present the unit of enquiry and besides give a clear description of the day-to-day category modus operandi. clip table. regulations and duties. And last but non the least as portion of their day-to-day school everyday Foundation Stage students should hold entree to an out-of-door drama country or a garden to interrupt the humdrum of the schoolroom and to let for free drama. Pupil Grouping As the grounds sing the impact of the assorted student grouping schemes on attainment and acquisition remains inconclusive ( Kutnick et al. . 2006: 7 ) . I believe it is safe to presume that the chief motive behind make up ones minding on an effectual student grouping scheme is to make a stimulating and safe acquisition environment. My preferable attack is however based on the premiss that there is â€Å"no best way† . and that. â€Å"one manner does non suit all† . I believe that students in Foundation Stage should be organized in assorted ability schoolrooms. This enables that all pupils learn from each other and enhances inclusivity. Teachers can use within-class grouping by forming students on tabular arraies of four based on the undertaking or undertaking. This attack to grouping should be flexible and should take into history non merely the pupil’s ability but besides their personality and societal interaction. The groups should be restructured as the unit of enquiry or subject alterations to let for enhanced equal interaction and societal development. Bettering Classroom Practice Continuing professional development is critical for personal fulfilment and for developing the quality of educational proviso ( Pollard. A. 2002: 346 ) . In order. to continuously strive to better schoolroom pattern the educational system must be flexible to the altering demands of society. School Management must actively work on and implement a instructor development plan to back up professional enrichment. This can be done in a assortment of ways ; by set uping a civilization of coaction in school so the instructors can larn as they take portion in the ‘community of practitioners’ within the school state of affairs ( Pollard. A. 2002: 354 ) . Another manner of bettering schoolroom pattern is through coaction with a spouse school someplace else in the universe affecting a teacher exchange plan. As seen in the assorted pictures on Teachers Television there is a batch we can larn from seeing how educators/teachers in different states approach learning and larning. Last. p rofessional development can be achieved through preparation workshops and through carry oning in category observation. â€Å"Observation is a cardinal portion of preparation for early old ages practicians. It is cardinal to the procedure of appraisal. rating. contemplation on pattern and action research† ( Hargreaves A ; Wolfe. 2007: 209 ) . DecisionHarmonizing to Trilling and Hood there are four traditional purposes of instruction in our society. Education empowers persons to lend to society. carry through their personal endowments. carry through their civic duties and carry tradition frontward. ( Trilling and Hood. 2001:9 ) . I believe my ideal school should take to develop asking. knowing and caring immature people who help to make a better and more peaceable universe though intercultural apprehension and regard and who strive to go active. compassionate and womb-to-tomb scholars. In order to accomplish this. careful consideration must be given to the building of the course of study purposes and content. learning teaching method and the schoolroom environment. Though for the intent of this paper I have attempted to pull a image of â€Å"My ideal schoolroom in my ideal school† . I am to the full cognizant that there is no best or ideal manner. Still we must exhaustively analyze the demands of a altering society. the influence of globalization and the cognition age and reflect upon how to accommodate the instruction system to run into the demands of the hereafter in a more effectual mode. â€Å"Knowledge emerges merely through innovation and reinvention. through the restless. impatient. go oning. hopeful inquiry human existences pursue in the universe. with the universe and with each other† . ( Pollard. 2002:365 ) . Mentions Anon ( 2009 ) Private CommunicationAbbott. J. and Ryan. T. ( 2001 ) The Unfinished Revolution: Learning. Human Behavior. Community. and Political Paradox [ online ] . Alexandria. VA: Association for Supervision and Curriculum Development. Available at: hypertext transfer protocol: //site. ebrary. com/lib/uon/Doc? id=10120212 [ Accesses 3 June 2011 ] . BBC ( undated ) World Class [ online ] . Available at: hypertext transfer protocol: //www. bbc. co. uk/worldclass/getstarted/ [ Accessed 7 February 2011 ] . Barnard. R. C. G. ( 1998 ) Classroom observation: some ethical deductions. Modern English Teacher 7 ( 4 ) : 49-55. Available at:hypertext transfer protocol: //hdl. grip. net/10289/871 [ Accessed 17 June 2011 ] . Barrow. R. and Woods. R. ( 1998 ) An Introduction to Philosophy of Education ( 3rd erectile dysfunction ) . [ Online ] . London: Routledge. Available at: hypertext transfer protocol: //site. ebrary. com/lib/uon/Doc? id=5003537 [ Accessed 3 June 2011 ] . Bloch. M. . Kennedy. D. . Lightfoot. T. and Weyenberg. D. ( explosive detection systems ) ( 2006 ) Child in the World/ The universe in the Child: Education and the constellation of a Universal. Modern. and Globalized Childhood [ online ] . New York: Palgrave Macmillan. Available at: hypertext transfer protocol: //site. ebrary. com/lib/uon/Doc? id=10167469 [ Accessed 3 June 2011 ] . Bloom. A. ( 2007 ) A Curriculum out of Time [ an interview with John White ] . Times Educational Supplemment. 23 February [ online ] . Available at: hypertext transfer protocol: //www. Tes. co. uk/article. aspx? storycode=2348252 [ Accessed 15 June 2011 ] . Bottery. M. ( 1990 ) The Morality of the School. London: Cassell. DfES ( 2006 ) Pupil Grouping Strategies and patterns at Key Stage 2 and 3: Case Studies of 24 Schools in England. Available at hypertext transfer protocol: //www. criterions. dfes. gov. uk [ Accesses 7 February 2011 ] . Fisher. T. ( 2006 ) Educational Transformation: Is it. like ‘Beauty’ . in th e Eye of the Beholder. or Will We cognize It When We See It? In: Education and Information Technologies. 11 ( 3-4 ) : 293-303. Available at: hypertext transfer protocol: //www. springerlink. com/content/7410318w4w463h27/ [ Accessed 18 February 2011 ] . Gatto. J. T. ( 2005 ) Dumbing us Down: the Hidden Curriculum of Compulsary Schooling ( 2nd erectile dysfunction ) [ on-line ] . Gabriola Island. BC. Canada: New Society Publishers. Available at: hypertext transfer protocol: //site. ebrary. com/lib/uon/Doc? id=10096145 [ Accessed 3 June 2011 ] . Hamm. C. M. ( 1989 ) Philosophical Issues in Education: an Introduction [ online ] . London: RoutledgeFarmer. Available at: hypertext transfer protocol: //www. myilibrary. com/ ? id=5538 [ Accessed 3 June 2011 ] . Hargreaves. L. and Wolfe. S. ( 2007 ) Detecting Closely To See More Clearly: Observation in the Primary Classroom. In: Moyles. J. ( ed ) Get downing Teaching. Get downing Learning in Primary Education ( 3rd erectile dysfunction ) [ on -line ] . Hymen: Open University Press. Available at: hypertext transfer protocol: //www. myilibrary. com/ ? id=118175 [ Accessed 10 June 2011 ] . Hartley. L. ( 2011 ) Classroom Displays Blog [ online ] . Available at: hypertext transfer protocol: //usefulwiki. com/displays/ [ Accessed 7 February 2011 ] . Hirst. P. H. and White. P. ( explosive detection systems ) ( 1998 ) Doctrine of Education. Major Themes in the Analytic Tradition. Volume IV: Problems of Educational Content and Practices [ online ] . London: Routledge. Available at:hypertext transfer protocol: //site. ebrary. com/lib/uon/Doc? id=5004881 [ Accessed 3 June 2011 ] . IB Learner Profile Booklet ( 2009 ) Available at: hypertext transfer protocol: //www. Igbo. org Illich. I. ( 1971 ) Deschooling Society [ online ] . New York: harpist A ; Row. Available at: hypertext transfer protocol: //preservenet. com/theory/Illich/Deschooling/intro. hypertext markup language [ Accessed 3 June 2011 ] . Jackson. P. ( 1968 ) A Life in C lassrooms. New York: Holt. Rinehart A ; Winston. Kress. G. . Jewitt. C. . Bourne. J. . Franks. A. . Hardcastle. J. . Jones. K. and Reid. E. ( 2005 ) English in Urban Classrooms: A Multimodal Perspective on Teaching and Learning [ online ] . Abingdon: RoutledgeFalmer. Available at: hypertext transfer protocol: //www. myilibrary. com/ ? id=6400 [ Accesses 3 June 2011 ] Kutnick. P. . Hodgkinson. S. . Sebba. J. . Humphreys. S. . Galton. M. . Steward. S. . Blatchford. P. . and Baines. E. ( 2006 ) Excellence and Enjoyment: Social and Emotional Aspects of Learning. London: DfES. Available at: hypertext transfer protocol: //nationalstrategies. criterions. dcsf. gov. uk/node/65879 [ Accessed 7 February 2011 ] . Luke. A. ( 2012 ) Globalisation. New Learning A ; the Need for Educational Reform. Available at: World Wide Web. national precedences. org. uk. Marsh. C. J. ( 1997 ) Perspectives: Cardinal Concepts for Understanding Curriculum 1. London: Falmer Press. Moyles. J. ( 2007 ) Geting it S orted! Forming the Classroom Environment. In: Moyles. J. ( ed ) Get downing Teaching. Get downing Learning in Primary Education ( 3rd erectile dysfunction ) [ on-line ] . Hymen: Open University Press. Available at: hypertext transfer protocol: //www. myilibrary. com/ ? id=118175 [ accessed 10 June 2011 ] . Paechter. C. ( 1999 ) Issues in the Study of Curriculum in the Context of Lifelong Learning. Pollard. A. ( erectile dysfunction ) ( 2002 ) Readings for Reflective Teaching. London: Continuum. Pring. R. ( 2004 ) Doctrine Of Education: Aims. Theory. Common Sense and Research. London: Continuum. Available at hypertext transfer protocol: //site. ebrary. com/lib/uon/Doc? id=10224933 [ Accessed 3 June 2011 ] . Teachers TV ( 2006a ) Wider Horizons – Four Go to Kenya . Retrieved from: hypertext transfer protocol: //www. instructors. tv/videos/wider-horizons-four-go-to-kenya [ Accessed 3 February 2011 ] . [ Teachers TV picture now available at: hypertext transfer protocol: //schoolsworld. tv/videos/ ] . Teachers Television ( 2006b ) Sweden – early old ages . Retrieved from: hypertext transfer protocol: //www. instructors. tv/videos/sweden-early-years [ Accessed 3 February 2011 ] . [ Teachers TV picture now available at: hypertext transfer protocol: //schoolsworld. tv/videos/ ] . Teachers Television ( 2006c ) Hungary – Primary Maths . Retrieved from hypertext transfer protocol: //www. instructors. tv/videos/hungary-primary-maths [ Accessed 3 February2011 ] . [ Teachers Television pictures now available at: hypertext transfer protocol: //schoolsworld. tv/videos/ ] . Teachers Television ( 2006d ) Germany – Vocational Education . Retrieved from: hypertext transfer protocol: //www. instructors. tv/videos/germany-vocational-education { Accessed 3 February 2011 ] . [ Teachers TV picture now available at: hypertext transfer protocol: //schoolsworld. tv/videos/ ] . Teachers Television ( 2006e ) Cuba – Performing Humanistic disciplines . Retrieved from: hypertext transfer protocol: //www. instructors. tv/videos/cuba-performing-arts [ Accessed 3 February 2011 ] . [ Teachers TV picture now available at: hypertext transfer protocol: //schoolsworld. tv/videos/ ] . Teachers Television ( 2006f ) China – Sport and PE . Retrieved from: hypertext transfer protocol: //www. instructors. tv/videos/china-sport-and-pe [ Accessed 3 February 2011 ] . [ Teachers TV picture now available at: hypertext transfer protocol: //schoolsworld. tv/videos/ ] . Teachers Television ( 2006a ) Classroom Environment . Retrieved from: hypertext transfer protocol: //www. instructors. tv/videos/they-didn-t-teach-me-that-classroom-environment [ Accessed 3 February 2011 ] . [ Teachers TV picture now available at: hypertext transfer protocol: //schoolsworld. tv/videos/ ] . Teachers Television ( 2006b ) KS1/2 PSHE- SEAL . Retrieved from: hypertext transfer protocol: //www. instructors. tv/videos/ks1-ks2-pshe-seal/www. instructors. tv/videos/ks1-ks2-pshe-seal [ Accessed 3 February 2011 ] . [ Teachers TV picture now available at: hypertext transfer protocol: //schoolsworld. tv/videos/ ] . The Highland Council ( 2010 ) Learning and Teaching Toolkit Ethos [ online ] . Available at: hypertext transfer protocol: //www. upland. gov. uk/learninghere/supportforschoolstaff/Itt/issuepapers/ethos. htm [ Accessed 7 February 2011 ] . Tokoro. M. and Steels. L. ( 2003 ) The Future of Learning: Issues and Prospects [ on-line ] . Amsterdam: IOS Press. Available at: hypertext transfer protocol: //site. ebrary. com/lib/uon/Doc/id=10116509 [ Accessed 3 June 2011 ] . Trilling. B. and Hood. P. ( 2001 ) Learning. Technology. and Education Reform in the Knowledge Age ; We’re Wired. Webbed. and Windowed. Now What? In: Paechter. C. . Edwards. R. . Harrison. R. and Twining. P. ( explosive detection systems ) Learning. S pace and Identity. London: Paul Chapman Publishing Ltd. University of Nottingham ( 2011 ) Semiotic analysis – David’s lesson . Available at: hypertext transfer protocol: //video. nottingham. Ac. uk/ttzmcn-edu2. xml [ Accessed 8 February 2011 ] . White. J. ( 1997 ) Education and the End of Work: A New Philosophy of Work and Learning [ online ] . London: Continuum International Publishing. Available at:

My Restaurant Experience

My Restaurant Experience While I generally consider myself a good person, there are some incidents in my life which greatly contradict this notion that I have of myself. One incident which quickly comes to mind involves my encounter with a waiter at a restaurant I frequent a few months back. I had decided to take a couple of my friends for a treat and I chose Horizon Restaurant as the venue of choice; more because of the friendly rates than anything I must admit.Advertising We will write a custom essay sample on My Restaurant Experience specifically for you for only $16.05 $11/page Learn More When we arrived at the restaurant, it was virtually empty and the ambience was more than I could have hoped for. The waiter, who introduced himself as Gregory, came around to take our order. My friends and I placed our orders and sat back waiting to be served. The waiter came back in five minutes laden with our hot dishes. I am not certain what caused him to trip but he lost balance and while h e managed to recover in time to salvage most of the dishes he was carrying, he couldn’t avoid pouring a bowl of soup on me. How dare you! I exclaimed with all the indignation I could muster. Im I very sorry! Let me help you get cleaned up, replied the waiter who was obviously distressed by the turn of events. â€Å"Oh, that won’t be necessary you incompetent fool!† I shouted leaving my friends all very visibly shocked. â€Å"Excuse me, but this was an honest accident. Let me at least get your shirt cleaned for you† â€Å"What exactly do you know about expensive silk shirts?† My tone was condescending at best as I said this.Advertising Looking for essay on rhetoric? Let's see if we can help you! Get your first paper with 15% OFF Learn More By now the commotion had attracted the attention of the person I assumed was the manager in charge of the restaurant and he promptly made his way to our booth. Before the waiter could plead his case, I had bombarded the manager with my complaints. I accused the waiter of incompetence and proceeded to indignantly demand that I should be compensated for having been made to bear through such poor services. I must have thrown quite a feat since the manager actually proposed that I pay only half of the bill. Needless to say, my lunch with my friends was ruined and I could sense their disapproval at my actions. As we ate, the air around was tense and I cursed myself for the outburst which had messed what would otherwise have been a memorable lunch. My friends finished their meals in a rush and politely declined my offer for drinks. We left the restaurant and as I walked homewards, I couldn’t help feeling remorseful for my actions. The next time I visited the restaurant, I did not see Gregory the waiter. On asking around, I was told that he had been fired following some incident with a customer. It was then that the repercussions of my actions hit me. I felt very bad about my behaviour and more so the results. Since then, I am always keen to be polite and overly accommodative to waiters at all the restaurants I visit. As a matter of fact, I tip generously and generally try to be cordial with the waiters. I know this is mostly as penance for what I did to the waiter at Horizon restaurant but I must admit; I am a better person because of this experience.

Fresh Meat and Fish in the Middle Ages

Fresh Meat and Fish in the Middle Ages Depending on their status in society and where they lived, medieval people had a variety of meats to enjoy. But thanks to Fridays, Lent, and various days deemed meatless by the Catholic Church, even the wealthiest and most powerful people did not eat meat or poultry every day. Fresh fish was fairly common, not only in coastal regions, but inland, where rivers and streams were still teeming with fish in the Middle Ages, and where most castles and manors included well-stocked fish ponds. Those who could afford spices used them liberally to enhance the flavor of meat and fish. Those who could not afford spices used other flavorings like garlic, onion, vinegar and a variety of herbs grown throughout Europe. The use of spices and their importance has contributed to the misconception that it was common to use them to disguise the taste of rotten meat. However, this was an uncommon practice perpetrated by underhanded butchers and vendors who, if caught, would pay for their crime. Meat in Castles and Manor Homes A large portion of the foodstuffs served to the residents of castles and manor homes came from the land on which they lived. This included wild game from nearby forests and fields, meat and poultry from the livestock they raised in their pastureland and barnyards, and fish from stock ponds as well as from the rivers, streams and seas. Food was used swiftly usually within a few days, and sometimes on the same day and if there were leftovers, they were gathered up as alms for the poor and distributed daily. Occasionally, meat procured ahead of time for large feasts for the nobility would have to last a week or so before being eaten. Such meat was usually large wild game like deer or boar. Domesticated animals could be kept on the hoof until the feast day drew near, and smaller animals could be trapped and kept alive, but big game had to be hunted and butchered as the opportunity arose, sometimes from lands several days travel away from the big event. There was often concern from those overseeing such victuals that the meat might go off before it came time to serve it, and so measures were usually taken to salt the meat to prevent rapid deterioration. Instructions for removing outer layers of meat that had gone bad and making wholesome use of the remainder have come down to us in extant cooking manuals. Be it the most sumptuous of feasts or the more modest daily meal, it was the lord of the castle or manor, or the highest-ranking resident, his family, and his honored guests who would receive the most elaborate dishes and, consequently, the finest portions of meat. The lower the status of the other diners, the further away from the head of the table, and the less impressive their food. This could mean that those of low rank did not partake of the rarest type of meat, or the best cuts of meats, or the most fancily-prepared meats; but they ate meat nonetheless. Meat for Peasants and Village-Dwellers Peasants rarely had much fresh meat of any kind. It was illegal to hunt in the lords forest without permission, so, in most cases, if they had game it would have been poached, and they had every reason to cook it and dispose of the remains the very same day it was killed. Some domestic animals such as cows and sheep were too large for everyday fare and were reserved for the feasts of special occasions like weddings, baptisms, and harvest celebrations. Chickens were ubiquitous, and most peasant families (and some city families) had them; but people would enjoy their meat only after their egg-laying days (or hen-chasing days) were over. Pigs were very popular, and could forage just about anywhere, and most peasant families had them. Still, they werent numerous enough to slaughter every week, so the most was made of their meat by turning it into long-lasting ham and bacon. Pork, which was popular in all levels of society, would be an unusual meal for peasants. Fish could be had from the sea, rivers and streams, if there were any nearby, but, as with hunting the forests, the lord could claim the right to fish a body of water on his lands as part of his demesne. Fresh fish was not often on the menu for the average peasant. A peasant family would usually subsist on pottage and porridge, made from grain, beans, root vegetables and pretty much anything else they could find that might taste good and provide sustenance, sometimes enhanced with a little bacon or ham. Meat in Religious Houses Most rules followed by monastic orders limited the consumption of meat or forbade it altogether, but there were exceptions. Sick monks or nuns were allowed meat to aid their recovery. The elderly were allowed meat the younger members were not, or were given greater rations. The abbot or abbess would serve meats to guests and partake, as well. Often, the entire monastery or convent would enjoy meat on feast days. And some houses allowed meat every day but Wednesday and Friday. Of course, fish was an entirely different matter, being the common substitute for meat on meatless days. How fresh the fish would be depended on whether or not the monastery had access to, and fishing rights in, any streams, rivers or lakes. Because monasteries or convents were mostly self-sufficient, the meat available to the brothers and sisters was usually pretty much the same as that served in a manor or castle, although the more common foodstuffs like chicken, beef, pork and mutton would be more likely than swan, peacock, venison or wild boar. Continued on Page Two: Meat in Towns and Cities Meat in Towns and Cities In towns and small cities, many families had enough land to support a little livestock usually a pig or some chickens, and sometimes a cow. The more crowded the city was, however, the less land there was for even the most modest forms of agriculture, and the more foodstuffs had to be imported. Fresh fish would be readily available in coastal regions and in towns by rivers and streams, but inland towns could not always enjoy fresh seafood and might have to settle for preserved fish. City dwellers usually purchased their meat from a butcher, often from a stall in a marketplace but sometimes in a well-established shop. If a housewife bought a rabbit or duck to roast or use in a stew, it was for that mid-day dinner or that evenings meal; if a cook procured beef or mutton for his cookshop or street vending business, his product wouldnt be expected to keep for more than a day. Butchers were wise to offer the freshest meats possible for the simple reason that theyd go out of business if they didnt. Vendors of pre-cooked fast food, which a large portion of city dwellers would frequent due to their lack of private kitchens, were also wise to use fresh meat, because if any of their customers got sick it wouldnt take long for word to spread. This is not to say there werent cases of shady butchers attempting to pass off older meat as fresh or underhanded vendors selling reheated pasties with older meat. Both occupations developed a reputation for dishonesty that has characterized modern views of medieval life for centuries. However, the worst problems were in crowded cities such as London and Paris, where crooks could more easily avoid detection or apprehension, and where corruption among city officials (not inherent, but more common than in smaller towns) made their escapes easier. In most medieval towns and cities, the selling of bad food was neither common nor acceptable. Butchers who sold (or tried to sell) old meat would face severe penalties, including fines and time in the pillory, if their deception was discovered. A fairly substantial number of laws were enacted concerning guidelines for proper management of meat, and in at least one case the butchers themselves drew up regulations of their own. Available Meat, Fish and Poultry Though pork and beef, chicken and goose, and cod and herring were among the most common and abundant types of meat, fowl and fish eaten in the Middle Ages, they were only a fraction of what was available. To find out the variety of meats medieval cooks had in their kitchens, visit these resources: Types of MeatTypes of FowlTypes of FishMedieval Food Preservation

The Tay Bridge Disaster Essay Example | Topics and Well Written Essays - 1000 words

The Tay Bridge Disaster - Essay Example Also, the paper will discuss how modern engineering project management should prevent these from occurring and how the construction safeguards could prevent accidents like this. The collapse of the bridge brought into the picture the failure to maintain, optimum Engineering standards or practices by Thomas Bouch and his team. The first standard that has been not followed is the lack of strong cross bracing and fastening. That is, there is an insufficiency in cross bracing and its fastenings through out the bridge, which is very insufficient to sustain the force of strong gale. The next standard that has been missed is not testing the bridge for wind pressure according to appropriate levels. That is, Bouch used a wind pressure of just 10 lbsf/sq ft to test the design of the Tay Bridge. On the other hand, the well known fact is, Bouch, after completing Tay Bridge worked on the Forth Bridge and while working on the design of a proposed Forth bridge, he had used wind pressure up to 30 lbsf/sq ft. Another standard that have been given a go by, is the practice of moulding lugs into the wrought iron, when lugs are attached to it. Because of this mistake, the lugs were proved to break at loads of only 20 tons, while it is expected to withstand loads up to 60 tonnes (taybridgedisaster.co.uk). From the ethical perspective, Bouch, being the person in-charge, seems to have not shown great interest in the successful and foolproof completion of the project. That is, Bouch as well as the contractor appears to have not regularly visited the on-site foundry, where the iron scrap retrieved from the previously half-built bridge was recycled and remade into new structures. Because of this lack of commitment and ethical responsibility from Bouch’s side, the cylindrical cast iron columns, which supported the bridge, were of bad quality. All these inefficiencies only contributed to the collapse of the bridge, leading to many repercussions. The main result is that, the

MIS Essay Example | Topics and Well Written Essays - 3000 words

MIS - Essay Example Each of these ERPs have their own unique infrastructure of the operating system, interfaces and databases hence making the modification of new inter-organizational systems to suit with the available ERPs expensive and time consuming. This leads to reluctance of the business partners in integrating with these inter-organizational system. (Chuo & Vincent, 2008, p.117-118) The second challenge facing inter-organizational systems is heterogeneity of the IT environments, technical skills, and financial resources of its trading partners. Most companies in an extended supply chain have the ability to some type of electronic transmission e.g. Electronic Data Interchange (EDI), file transfer etc. but with varied specific capabilities. Many small suppliers, may not have the internal infrastructure required to adopt the IOS. Therefore, each of the business partners will, have to incur cost of converting their infrastructure to comply with the new inter-organizational system. With the partners a dopting the new infrastructure, they would benefit from the ability to use the same approach to connect to any other business partner or even to disparate internal systems. However the implementation of these new architecture will require time, money, and technical knowledge that not all partners might be able or willing to commit to. (Chuo & Vincent, 2008, p.117-118) Solutions to the Challenges For the organization to succeed in encouraging its business partners for an electronic integration with its heterogeneous IT architecture, there has to be way of insulating these partners from the complexity and dynamism of its enterprise IT architecture. Therefore, the solution here is to create a reusable middle-ware platform to enable passing of standardized information between its backend systems and those of the business partners. This platform will also ensure that the initiator is also insulated from its business partners’ changing technologies which they use to connect to the initiator. (Chen &Chin, 2006, p.87) The solution to heterogeneity of the infrastructure of the business partners will be to not requiring each of the business partners’ upgrade to the new architecture but give them a range of options of electronic transmission to choose from i.e. EDI, File transfer and any other suite for web-based transactions. The development of a platform for managing these IOS will requires outsourcing so as to help in standardization on a single technology e.g. web-based service hence reducing the costs associated with developing and running the platform by themselves. (Chen &Chin, 2006, p.87) Advantages of Inter-organizational systems Adoption of IOS can create new ways of achieving vertical integration apart from merging the firms. IOS reduces the transaction cost between the buyer and the seller and when this occurs, technology could be a catalyst in altering the optimal size of the firm hence allowing it to focus on its main core business without wor ry on the high transactions costs with the partners. The IOS has advantage of promoting highly coupled relationships between the trading partners in the supply chain. This is driven by the need for total quality management where manufacturers and retailer must develop close relationships with the suppliers and realize their importance. This is necessitated by intense foreign competition that has resulted in a shrinking market hence need for close relationshi

To Download Or Not To Download :: essays research papers fc

The Internet is an extremely useful resource. Using it, one can obtain information on nearly any topic. A relatively new item of Internet technology for sharing music has emerged and brought with it, countless legal debates: Napster. Napster allows people to share music files, discover new artists, and become part of the online-music community. Although Napster’s opponents argue that sharing music files is immoral and should cease immediately, the positive elements that Napster brings to the Internet overshadow any regret for its use. Marc Geiger, executive of â€Å"Artist Direct,† an online music-marketing firm and Napster champion, states, â€Å"Napster is totally community oriented. It brings artists and fans together, and can allow struggling musicians a chance to be heard; that’s what the program is all about. The more people hear the songs, the more they want {to} buy the CD† (Sullivan). Struggling musicians who do not receive widespread media coverage to enhance their own album sales find Napster invaluable (Sullivan). These avid Napster supporters can use the medium to distribute and publicize their music with literally no cost (Sullivan). Richardson, CEO of Napster, Inc., is promoting the good side of the software, and trying to make upset artists understand that this program is for the little guys (Sullivan). Richardson maintains that Napster will not hinder music sales, but will have an opposite effect (Sullivan). Napster is an MP3 file-sharing program that enables users to share their music with one another. Anyone with a computer can download the program, sign the user agreement contract and then start swapping music. The program includes chat features, top music sharing lists, search capabilities, charts showing the status of the file transfer, and other assisting utilities (Allen). The chat rooms allow users to converse and exchange information with other people â€Å"in† the room (Allen). The search feature allows the music consumer to search by song title, artist, along with a myriad of other variables. The file transfer element of the program allows listeners to manage file downloads (files which they are receiving) and uploads (files which others are copying) (Allen). Napster also includes a â€Å"library,† a utility for sorting and listing music files stored on a given computer (Allen). Napster users can also listen to their newly downloaded files with Naptster’s built in mp3-player (Allen). The program is easy to use and does not contain too much technical jargon (Allen). A Northeastern student named Shawn Fanning developed Napster in his college dorm room to share ideas and music with his friends.

Stone Finch Inc. Case Study Analysis

Stone Finch Inc. is a business in trouble. The organizations top producing division is losing talent and market share because of an innovative company revision that inspires and supports innovative subsidiary groups to sprout up within Stone Finch and then be decoupled from the organization in their infancy but remain tethered by a contract to merge the subsidiary after a period of time. The idea to innovate and grow is an effective one but in this case, does not consider the large differences in corporate team management style, team building characteristics or esprit d' corps. This case report will discuss background, pertinent issues, recommendations and conclusions. Falcons and Buzzards Understanding how to build and lead teams successfully is an ever-changing and full time job. Matching people to different types of employment is very challenging when the reasons for employment are varied. Many organizations use a Myers-Briggs personality analysis or similar tool as a consideration in hiring and making job assignments that consider the strengths of an individual. Finding a job for more money, or location, or to live a certain lifestyle are three possible reasons why a person might pick a specific job. The missing reason should be the most obvious: Job! Many times people sign on to an organization specifically because of the job. Of course other factors might be considered but if the primary reason for employment is job-related, some personal factors need consideration by the employer and the employee. The premise of this case is that Jim Billings has a mandate by the Board of Directors through his selection as CEO to grow and develop Stone Finch Incorporated (SFI). He, after one night of number-crunching, developed this idea of innovative subsidiaries. The concept is sound in theory but in application, requires a deft managerial touch to ensure the right people are in the right places. Objective Relevant Facts Falcons is the term used in the case to describe those entrepreneurial-spirited employees that would be branching out to develop innovative ideas and structures and bring them to the market. One of the falcons, Beth Suarez was made Vice President of the Solutions division, the division where the merged subsidiaries were to be reassigned (Hamermesh 2010). Stone Water Products, the original company, was renamed Water Products (WP) Division under the new parent company, Stone Finch Inc. Water Products was headed by Eli Saunders, a long-time employee who had been with Stone Water for 25 years. A buzzard. Eli provides a great deal of tacit knowledge (Keitner 2010) and now try to convey his concerns to Billings. Water Products is the division that originally produced the financial wherewithal that enabled the solutions division to fund the innovative offshoots (Hamermesh 2010). Financial reports indicate the solutions division is growing and surpassing the income generated by the WP division (Hamermesh 2010). From the open communications exercise, there is a disconnect between personnel of the older WP division and the newer entrepreneur-like structure. The indicators are that three top WP salespeople are leaving and a perceived gap between the â€Å"have's† and the â€Å"have-not's† thus creating an in-group-out-group mentality (Krietner 2010). Subjective Relative Comments The plan to innovate and grow is put in place by the former President/CEO and Founder, Mr. Stone. The idea to hire Billings was specifically to take the risks that he (Stone) was incapable of engineering. The financials indicate growth and improvement with the present system and while that is encouraging, the unintended consequence might actually be the demise of the WP division. WP's ability to produce should not be overlooked and especially now, that expressions of a growing divide appears to exist. Billings is doing the right thing by thinking strategically and seeking to understand what is happening in the corporate culture. In Kenneth Shaw's Intentional Leader, Shaw discusses how a leaders ability to connect with diverse groups is critical in the group-lead process and how effective communications methods are key elements in corporate success (Shaw 2005). Billings reinforces those concepts through his thought process. These are diverse groups. WP personnel are successfully entrenched in their way of doing things. Their mode involved building and maintaining those relationships critical to their divisions success. At one time, they were the only division and their culture was the company's culture. The integration of the newer divisions and their corporate persona were not considered which contributes to the alleged divide that appears to exist. Losing eight personnel in the solutions division should be a planned for and intended consequence of having that many â€Å"birds of prey†. My analogy for what I read in the Stone Finch case is that once the kill is made, the carcass is not nearly as interesting and a new chase must be mounted. These people learned how to design, develop and plan a new business from conception to implementation. It should be obvious that many will look to develop their own niche after already successfully having done it. Beth Suarez was making things happen as the entrepreneur and not as a corporate administrator. There are many other subjective snippets in the case that by themselves are insignificant but as part of a big puzzle, indicate to me that the corporation changed from a team-oriented and focused business to a multi-faceted organization without the appropriate organizational preparation. The time for damage control is now. Recommendations These recommendations are a mix of what I would do along with Jim Billings' way forward. This is a pretty sizeable problem. Trying to combine water and oil does not work no matter how much stirring is done. The ingredients simply reconstitute when the stirring stops. In this case, there needs to be an additional ingredient where the two opposites can bond. It might be a new corporate mission and vision statements along with guiding principles that are jointly developed by the differing corporate philosophies. In the case, there are differing philosophies; one is a traditional corporate design and the other is a progressive, free-wheeling bastion of innovation. Everyone needs to understand the risks that the others are taking and how the end result is a benefit to all concerned and not just a select few. I'm curious to know if there are any falcons in WP's structure that are just dying to help WP make the leap into innovation? Jim Billings has done a good job at this point in realizing there are issues of concern. Mainly, these issues are connected to people and not to numbers. In fact, the numbers presented in the appendices of the case are reasonable and indicate current and projected growth as it pertains to development of the strategic subsidies idea. Billings' task list should include: ? Communicate immediately to the entire corporation the success of the open jam and the number of submissions and thank them for the number of great comments and suggestions. Also communicate a timeline for future communications about issues and suggested improvements and stick to it! ? Conduct follow on interviews and additional data analysis before developing new action plans. Pay specific attention to WP and Strategic Solutions. Also make personal contact with cancelled WP accounts and try to win back their business or at least gain data points on why the business is lost. ? Communicate globally. ? Place special emphasis on the perception of corporate division and determine the if one perception takes precedence over another as an end state or if the corporate culture can be successfully mended and combined. Then determine how to communicate that as policy going forward. ? Interview Suarez and see if she is happy as an administrator. It is apparent from past performance that she is highly competent and successful. If she desires to excel in her current position, she will if given the proper tools. If she is unhappy not soaring like a falcon, set her onto a new project or set her free to soar again elsewhere. At least after the discussion, it might be a relief for all concerned. ? Look into the IT capabilities of WP. If lacking, bring them up to speed with current technologies and knowledge sharing software (Krietner 2010). If they are unwilling because â€Å"this is the way we've always done it†, make them willing through providing a compelling rationale. If the WP culture is unable to adapt and retraining is unsuccessful; that is an indication that WP has outlived its usefulness and as unromantic as it may seem, Billings might have to consider selling off the asset. Personally, I don't think that is the case here. I think WP feels used and abused and could probably use an infusion of capital resources to show they are still important to the organization. Perhaps an IT upgrade and training will show them a more efficient way to work and improve the morale of the group. Or looking for any WP personnel to work in the up and coming subsidiaries if they are so inclined. This could help ease the differences or at least help with understanding. Billings is on the right track because he recognizes there is an issue. Albeit a strongly worded email from SVP Eli Saunders seems to have helped strike a nerve with Billings; the fact is, that it did make an impact. Conclusions The describe Billings to have crunched the numbers in one night and developed his strategic solutions concept. It might be that I misunderstand the context of the case but coming up with a plan like this in a short period of time does not consider the unintended consequences of corporate division as it appears in this case. I conclude that with appropriate planning and communication, many of these problems could be have been avoided. In the recommendations section of this paper, bringing together the affected parties to jointly develop mission and vision would have helped both sides (WP and Solutions) understand the perspectives of their corporate brothers and sisters. As Billings himself is a falcon, he may not have seen that type of collaboration as necessary but at least he has the foresight now to correct the current situation.