Beethoven Annotated Biblography - 1525 Words

Ludwig Van Beethoven An Annotated Bibliography All These Notes Don t Pay My Needs!! Beethoven-Haus Bonn. Beethoven-Haus Bonn, n.d. Web. 15 Oct. 2010. This article is named from a quote taken directly from Beethoven. It details the composer’s financial situation throughout his life. Included are the events that had an impact on Beethoven’s finances, the value of money, cost of living, and inflation. Beethoven-Haus Bonn is a museum located in the birth house of Beethoven. Information is based on documents onsite. Ardley, Neil. Music, an Illustrated Encyclopedia. New York, NY: Facts on File, 1986. Print. Gives all the pertinent details for a novice in classical music. Distinguishes the differences in types of music written by a†¦show more content†¦Web. 16 Oct. 2010. Blog that cited an experiment to see if classical music helps in treating depression as it does in many other areas. The subjects listened to Piano Sonatas 3 and 5 for 15 minutes twice per week. The subjects depression scores went down a significant amount concluding that the music indeed has value in the treatment of depression. The article only stated the findings of the study. The author uses studies that have been published in reputable academic journals and is a researcher at the University College London. Doc Linked to Composer s Demise. Current Science 93.7 (2007): 15. Academic Search Complete. EBSCO. Web. 16 Oct. 2010. Forensic scientist, Christian Reiter, tests Beethoven’s hair for lead. He measured the lead levels in the hair at specific times and found that the spikes matched with the times that Beethoven’s doctor prescribed treatment. He concluded that the medicines prescribed were probably laden with lead which was not uncommon at the time. This was a peer reviewed article. It was accessed through Galileo. Lane, William. â€Å"The Heiligenstadt Testament†. Beethoven: The Immortal. n.p, 16 Jan. 2006. Web. 11 Oct. 2010 This section of the site contains a letter known as the Heiligenstdt Testament. It was written by Beethoven to his brothers, Carl and Johann, on October 6, 1802. It gives context to all that I have read about his demeanor in other sources as he describes his despair and

A Symbolic Activity Essay - 1517 Words

Memorialization as a Symbolic Activity There is a growing awareness that addressing past injustices are crucial for the process of healing and reconciliation. In order to move towards a peaceful future, governments must acknowledge and respond to the wrongs and injustices of the past. While there is an agreement between people that the process of reconciliation must acknowledge the wrongs of the past and the victims, many scholars debate about how such acknowledgments are best communicated, so that they will be sufficiently credible and effective in improving future relations. In fact, many argue that memory is crucially important as a response to past injustices, especially when dealing with human rights violations. Memorializing the past, through memorials, commemorative ceremonies, etc., is widely promoted as a valuable way of redressing the wrongs of the past. But what kind of redress can memorials provide, and how can they advance in transitional justice? Indeed, I consider thes e symbolic reparations to be a double-edged sword due to the strengths and weaknesses, it presents as a practice for redressing the losses that were suffered by victims. In recent years, forgiveness has attracted attention as a possible response of victims to perpetrators in past violent human rights abuses. Moreover, transitional justice focuses on the effective and legitimate ways of addressing past wrongs and moving towards achieving political reconciliation and re-establishing societiesShow MoreRelatedSymbolic Interactionism Theory and the Ground of Routine Activities: Ethnomethodology as Portrayed by Harold Garfinkel and Herbert Blumer681 Words   |  3 Pagesrelationships in their day-to-day activities. This essay aims at identifying the relationship existing between the symbolic interactionism theory and the ground of routine activities, ethnomethodology as portrayed by Harold Garfinkel and Herbert Blumer. Harold confers on ethnomethodology as a way through which people make sense and find ways in which to act in their daily routine activities. He considers the various settings, which dictate stable features of daily activities. First, he considers that thereRead MoreSymbolic Interactionism Was Proposed By J. Mead1440 Words   |  6 PagesThe theory of symbolic interactionism was proposed by J. Mead. He identifies two levels of interaction: non-symbolic and symbolic. The difference between them is that non-symbolic interaction is a characteristic of living nature, whereas a symbolic interaction is common for human society only. The scientist believed that people react not only to the actions of others but also to their intentions. It means that they unravel the intentions of other people, analyzing their actions, putting themselvesRead MoreDodd Frank As An Effective Measure Against1640 Words   |  7 PagesDodd-Frank as a symbolic piece of legislation that does nothing more than give lip service to those who demand more stringent regulations. After a careful examination of the Dodd-Frank, it can be shown that Dodd-Frank is not a symbolic piece of legislation, but a law that will give the government the ability to mitigate the chances of systemic risk from tanking the financial system. When discussing symbolic pieces of legislation, one must clearly mark the line that differentiates symbolic laws fromRead MoreThe Science Of Human Physical Activity901 Words   |  4 PagesIntroduction to Kinesiology the Science of Human Physical Activity by Stephan Wallace. We are introduced to three major types of movement, Sportive movement, symbolic movement, and supportive movement. 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For example, when people eat hot dishes, they will not directly use their handsRead MoreLeadership Is The Most Important Factor That Drives The Existence Of A Learning Institution?1417 Words   |  6 Pages Leadership is the most important factor that drives the existence of a given organization such a school or a learning institution. The aspect is possible because the leaders act like the directors of the activities undertaken in given school. Furthermore, the success or failure of a particular organization depends primarily on the aspects of leadership that control the internal operations of that system. This paper will discuss the concepts of the leadership paradox according to Deal andRead MoreUsing A Human Centered Design Research Approach, The Emotional Impact On Cancer Patients1475 Word s   |  6 Pageson cancer patients within a healthcare environment. (Mullaney, 2012 p 27). The second investigation, from a social and psychological research point of view, dives into symbolic meaning and user experience relating the two concepts. The case studies use the sentence completion method on participants to gather data on the symbolic meaning on certain products. The third article evaluates visual and audible nosiness and the impact it has on product experience the research intending to reveal relativeRead MoreAnalysis of the Sociological Theories1282 Words   |  5 PagesThe four sociological theories are (1) Functionalisms, (2) Conflict Theory, (3) Symbolic Interaction and (4) rational choice. Functionalism believes that each part of society works in its own way and that the whole is interrelated so that one feeds into the other and the whole works together harmoniously as a unit. The government, for instance, provides education and libraries for its citizens and citizens, in turn, pay taxes to the government so that the whole country profits. Schools provide educationRead MoreAudens The Unknown Citizen and Michies Dooley is a Traitor983 Words   |  4 Pagespoets to indirectly criticize the stupidity and vices of a specific person or group of people. Satirical works typically involve tools of satire, such as symbolic characters, symbolism, and irony, to simplify the understanding of who this â€Å"satirical target† is. In â€Å"The Unknown Citizen† by W. H. Auden and James Michie’s â€Å"Dooley Is a Traitor,† symbolic characters, symbolism, and irony are all used to indirectly criticize the target of each satirical work. In â€Å"The Unknown Citizen,† Auden is criticizingRead MoreThe Effect Of Symbolic Play On Children s Cognitive Development Of Children754 Words   |  4 PagesThe social element of symbolic play is a vital aspect to be taken into account in the cognitive development of children. Vygotsky (1978) theorised that children learn and practice social skills with their parents, and they develop this learning through social interactions. Piaget also emphasised the significance of social interaction so the child can progress outside of their egocentrism that is linked to the pre operational stage. (London, 2001) Similansky 1968 also supported Piaget theory, and

A Balanced Score Card Free Essays

The most important thing to having a successful business is to have the most up to date information. If you have all the information at your fingertips it can help you to make the best possible decisions. What kind of information is available and how do we sort through it and use this information? In the hospitality industry the amount of information received everyday is overwhelming, and it isn’t possible for staff to be able to sort through it and organize it properly. We will write a custom essay sample on A Balanced Score Card or any similar topic only for you Order Now In the hospitality industry the information technologies are the tools that the staff uses to sort and manage the information and the balanced score card is just one such tool. The Balanced Score Card is a very useful tool for managers because it organizes information from different departments to create a picture of the hotels operations and the success of those operations. The Balanced Score Card is a tool that is used by business professionals, the information that this found on this card is useful to the managers for a variety of reasons. However the primary use is to monitor the organizations progress towards it vision and its mission. The information is like a snapshot of the health of the business. This tool allows manager to identify areas that need improvement, ones that are doing well and what might be future opportunities. (Nyheim McFadden, 2007) In the balanced score card the data that is used is collected by many different departments. One of the main types of information found on the balanced score card is financial information. Some other information that can also be found on the card includes such things as information on employees, the turnover rate, and also promotions. There is also equipment functionality and learning and growth of the company that is found on the card. One last thing that is present on the card is customer information and it may include such things as customer satisfaction; 3 returning customers, and the overall experiences and suggestions made by the customers. With all the information collected from many departments in the hotel this is used to create the finished product which is known as a balanced score card. There is a vast amount of information that is collected by departments using a PMS or RMS that deals with customers such departments includes housekeeping, front desk and the food and beverage department. There are some other departments that collect data such as accounting, marketing, and sales. All the information that is collected from these departments is used to create the balanced score card, and this information is used to show strengths and weakness within the hotel. The different departments can then focus on their area of information that pertains to them; this allows emphasis to be focused where it is needed to make the changes necessary to get the departments where they need to be with goals, missions and visions for the future of the hotel. One important thing that the balanced score card can do is determine room rates for different times of the year and different days of the week. These initial rates of a room are computed by using wage cost per room, annual operating profit per room, and the cost of maintenance on each room, then by comparing the score card from prior years management can tell where occupancy is higher or lower and be able to adjust for that with the room rates. If the hotel has a slow time then marketing and sales can create special packages or rates to get people to fill the rooms. It is better to rent the room at a lower rate than to fill the room instead of leaving rates the same and the room stay empty, because if it’s empty there is no profit. Within the hotel industry the food and beverage department uses a form of RMS, it contains three components to compile data for their department, a point of sales system, inventory and 4 menu management, and also reservation and table management. The information is then taken and is used to create the balanced score card along with information from other departments. There are many ways the food and everage department can use this information, such as staffing needs, and also the efficiency of the current staff. It can also help to access the relationship between the food and beverage department and its vendors and then changes can be made if necessary. Managers can use the information to make sure that the department is meeting their budget and its goals for the hotel. There is also customer experiences that are collected on the balanced score card, and this information can help managers improve to better fit the needs of customers. The information on the card can also show the managers the busy time of year and the slow time which helps in ordering inventory, when specials need to be ran and when the department may need to hire more staff. The balanced score card information is very helpful for managers to be able to know when to hire for different departments. Because of the hotels off seasons in spring and fall, the hotel may need less employees for one department and still need the same amount in another department so by looking at the balanced score card it is easier to determine. It can be used by managers for staffing, such as extra weekend staff during the busy season, or a holiday weekend and this information is all found on the balanced score card. There are some other examples of information that can be found such as to much staff in one department, unnecessary overtime, if a full time employee is receiving hours due to the off season, and even if a staff can be promoted or moved to a different department. The success of any hotel is dependent on its staff and the information provided by the balanced score card is valuable in learning this information. 5 When management looks at the balanced score card they have many choices they should consider. Some of these choices might include profit and employee satisfaction within the company. It is very important as far as profit because a company needs profits to stay open, and as far as employees it is important because to do a job to the best of their ability it helps to have happy employees. The profit is one of the information that is shown on the balanced score card, accounting can look at this and know if marketing and sales need to make adjustment in rates of rooms, or other areas. One way to increase profits through marketing would be making changes to rooms, what kind of amenities are offered and doing promotions or discounts to help bring the profits up. The satisfaction of employees and their environment the input of employees are also included in the balanced score card. This will help management to adjust the environment to help with the employees so they are happy and more willing to perform well on their job and that is an important key in customer service. The Balanced Score Card is a very important tool for the use of management to make changes and improve areas or departments when needed. The information or data that is found on a balanced score card has so many valuable uses for all departments of the hotel and is so important in all areas from staffing to making up profits. It is by far one of the most useful tools in the hospitality industry today. References Technology Strategies- Nyheim,P.D.,F.M., Connolly,D.J. (2007) http://www.prenhall.com/nyheim Technology Strategies for the Hospitality Industry http://www.hospitalityguild.com/books.technology_strategies_for_the_h.htm How to cite A Balanced Score Card, Papers

Group Strategy in Presentation

Question: Discuss about the group strategy in presentation, difficulty encountered in making plan, difficulty in collecting data and information an trying to solve conflicts and disputes? Answer: Introduction The objective of this report is to reflect the group working and learning that I have learnt and absorbed from the carrying out group presentation with our group members. This includes the specific group approach strategy that we used and show troubles that we have encountered during discussion and gaining knowledge in Human Resources Management. Group Strategy in Presentation The improvement of our group strategy in Presentation might by no means be smooth job for group members, it involve a different kinds of peoples for the development of an effective work, because it needs for finding data, collecting information, and communication and discussion for thoughts and effective way for the group presentation. The approach of our work via our organization had used the teamwork strategy to make sure completeness, effective operations, and as well as consistency of works. The teamwork approach for strategy is to allow our organization members to broaden strong our unity and efforts for making better performance, and this enables us to work in group mission from each component to the cease (Erik, 2012). For example, before we start work, we sit down together to talk about the key factors that must be included inside the our presentation, having understanding what specific things ought to be covered in each element, and what information need to be collected for every factors to complete the group work. We work hard on basic format and outline of the presentation files, and we tried together to complete part by part for the group work. For instance, when we are doing the first element in the presentation, one of the our group member became the editor who enter the sentences and phrases into the Microsoft word, and other members correct grammar or information, and discusses whether the data entered are appropriate and suitable to this presentation over an d over. Although this might spend a lot of time for completing the work, as many conflicts might occur, but the quality of the information can be reliable ensured, and avoid the duplication of work if we delegate the work to each of the group member. Difficulty Encountered in making plan During the making plans of the group task, we had faced with problems and issues which are participation of one of our group members. To be detail, we are intended to combine component when every person is finished with their own work. So, we were trying to contact this member to complete our presentation slide files. However, she has ignored message and making excuses for her work. So, these problems and troubles have affected our team and group works, and a few things are related to the difficulty of tasks for understanding work. Conflicts and Disputes The work as group is quite hard workloads and amounts of works that we have to adapt, and consequently it additionally implies the big quantities of group discussions that every group member has to participate in and give opinions, agreements for ideas and data during group discussion. But, disputes and conflicts had typically happened to unexpectedly, going on to trouble our group works; it's always hard for all members to agree at the same ground. Our group members are keeping their suggestion and ideas to be adopted, and consequently this had prompted us to spend longer time issues in discussing each ones data and reviews, and to finally make conclusions to pick and adopt. Now and again, this had brought about the interpersonal conflicts among groups, but we solved this problem effectively (Erik, 2012). Difficulty in collecting data and information The development of group work needs to have considerable amounts of data and information for using to provide reasonable, correct, and reliable information for the high quality of presentation. However, some of information is tough to be received. Consequently, we searched again and again from internet, and to the end we used dependable records and theory for the group paintings (Brian, 2006). For instance, it is tough for us to discover examples and apply concept to examples. As a result, it had led us to spend massive of time to look for data and to support. Slow progress The other issue that we confronted with is the slow progress in development. The factor which induced to the slow progress in the improvement of our group might also due to strategy we used. We agreed to work each component, and then combine the works. When we want to finish our slide documents, but we couldnt finish because one of our group member didnt reply our message. Additionally she was absent regularly. Consequently, we couldnt make a progress for discussion, agreements, also encountered disagreements, and disputes over data and ideas, and this took us taking longer time to finish our work. Trying to solve conflicts and disputes At first, Solving this disputes in the group, we were trying to speak to her because we thought this is the best solution to remind her of how importance it is. Consequently , she told us Dont worry about this! I've already made some work which is about our topic and I will send it to you guys no later than tonight. So we couldnt help trusting her. But she didnt do it. After that, she was absent from class many times. As a result, we didnt have any opportunity to discuss work with her. Therefore, this way turned into no longer working out properly. Second, we notify lecturer of issues what we faced with because we didnt have sufficient time and options. When we got email from Paul Leonard, He advised us to clear up this trouble is one of key elements in assessment. We determined to complete work cooperatively and emailed her about our presentation. Afterwards, she carefully checked and went over group working and we possibly proceed with presentation session. Learning from this presentation To begin with, I think this module is vital to an organization, and in addition to, are significant factors in making an effective and efficient company. By doing this presentation, I have broadened specific expertise and gaining knowledge of from each of the procedure, and how it affected the organisation of success. Specifically, HR is workers required as enter to operate and function the firms; they're the peoples who involved within the business managing (Stone, 2008). Despite the fact that technologies are noticeably placed in todays management of business, but without representatives, it cant be involved in. Therefore, the planning of proper wide variety of workers used to manage a sort of business operation is to ensure the future business operation may successfully make predicted values and benefits. Second, I have learnt from difficulty with one of our group members. To be specific, we faced with issues which are about commitment to group work and this situation will take place to us in actual working environment. So, it made me realise that's we are getting ready for answer of unexpected situation. Sooner or later, if I am confronted with this sort of context, I might solve it better than earlier than. It was found into very useful time to recall it. Conclusion This group presentation for this module had delivered know-how and studying to me and other group members. Although, we confronted issues and troubles, and inducing great intense problems that impacts our relationship, but I though it is elements of the studying in life which meant we should settle problem by analysing. Consequently, I could higher and further understanding of functions of HR in Employment Cycle, and why those are crucial in company. I respect that lecturer had gave us the opportunity to examine through our own development of HRM.

True hadiths and the fabricated ones

Introduction Muslims derive the laws that govern them from many sources. The Qur’an is the most important source of law for the Muslims, followed by the Hadith. Hadith is the compilation of the words and deeds of Prophet Muhammad and his companions.Advertising We will write a custom essay sample on True hadiths and the fabricated ones specifically for you for only $16.05 $11/page Learn More The companions were the students of Prophet Muhammad. These compilations have been passing down many generations up to the present. Many scholars have tried to expound on the hadith throughout history. Their writings have also been included in the hadith. However, some hadiths are not authentic because their writers either altered their original meanings or falsified some facts. This discussion therefore looks into the efforts of scholars in trying to distinguish between the true hadiths from the fabricated ones in order to prevent the Muslims from being misled . The Science of Hadith The hadith is divided into two parts. The first part includes the words and deeds of Prophet Muhammad and his companions (matn) while the other part contains the chain of transmitters of the information from Prophet Muhammad through many generations (isnad). Muslims look at the chain of transmitters in determining what text are authentic. Each hadith has the text, the chain of reporters and the first sentence of the text (taraf). The hadith is classified by Muslims into four sections. The first consists of the statements of the Prophet Muhammad, the second includes his deeds, the third includes the deeds of the Prophet Muhammad’s companions, and the fourth contains Allah’s inspired words through Prophet Muhammad, which are not written in the Qur’an (Kamali 7). The science of the hadith involves the quest of hadith scholars to assess the narrations contained in the hadith in order to separate the true accounts from the ones that have been fabricated. The science of hadith enhances the understanding of the Qur’an by the Muslims.Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More There is a raging controversy on whether the hadith should continue being used as a source of religious instruction. Opponents of the hadith cite reasons like its inaccuracy and irrelevance in the modern setting. Authentication of the hadith was necessary as some hadiths contain misleading facts due to inaccuracy of the text, forgetfulness of some facts by the reporters and deceitfulness and fabrication of other texts. Since the days of Prophet Muhammad, authenticity of the hadith was a matter of great concern. For instance, Prophet Muhammad told the companions not to write down his teachings because he did not want people to confuse his words with those of Allah. Later the Prophet asked the companions to write down his teachings but emphasized on truthfulness and accuracy in their recordings (Hasan 23). When assessing the authenticity of the narrations of the hadith, the scholars examine various aspects. They examine the reference to a certain authority, the number of reporters involved in the narration, the memory strength and reliability of reporters, whether the links of isnad are interrupted or not, and the nature of the content and the isnad (Khan 40). Four categories of hadith can be derived when examining them according to the reference to a certain authority. The hadith that is a revelation from God is classified as divine or Qudsi while that which is a narration from Prophet Muhammad is termed as elevated or Marfu. A hadith that is a companion’s narration only is classified as stopped (or Mauquf) while that which is from a successor is referred to as severed or Maqtu. The successors were the students of the companions (Khan 43). When assessing the authenticity of the hadith according to the links of isnad, se veral categories are obtained. The first category is the Supported or Musnad, which refers to a hadith narrated by someone on the basis of the knowledge he gained from his teacher at a suitable learning time, and the chain of reporters proceed to a well known companion and finally to Prophet Muhammad. Another category is Continuous or Muttasil, which describes a hadith with an uninterrupted chain of reporters going back only to a companion or a successor. The hurried or Mursal hadith is one in which there is no link between the successor and the Prophet. The successor directly quotes the Prophet without the link of a companion.Advertising We will write a custom essay sample on True hadiths and the fabricated ones specifically for you for only $16.05 $11/page Learn More A broken hadith or Munqati is one with a missing link before the successor. In a perplexing hadith or Muadal, the reporter does not include two or more successive reporters in the isnad. Another category is Muallaq or hanging hadith in which the reporter omits the whole chain of reporters and directly quotes the Prophet. He does not quote anyone else in the chain of reporters (Hasan 32). Another approach that the scholars use in determining the authenticity of the hadith is through examining the number of reporters at each stage of the isnad. From this assessment, the scholars have come up with five categories. The scholars classify a hadith as consecutive or Mutawatir if a very large number of people were involved in its reporting. The scholars assume that a large number of people is not capable of coming up with as consistent fabrication, and therefore that hadith is declared authentic. A hadith that is narrated by fewer reporters than the Mutawir is referred to as an isolated hadith or Ahad. Isolated hadiths can fall in three classes. The first one is Mash’hur or famous hadith, which is narrated by more than two reporters. A rare or strong hadith (Aziz) is narrated by only two reporters at any stage of the chain of reporters. A hadith that is narrated by only one reporter at any stage of the isnad is referred to as a strange hadith or Gharib. The fewer the reporters of a hadith, the less authentic it becomes (Hasan 37). In assessing the authenticity of the hadith according to the nature of the isnad and the text, two categories are derived. A denounced hadith or Munkar is used to refer to a hadith whose narrator is weak and the narration contradicts another hadith, which is considered authentic. An interpolated hadith or Mudraj is a narration that is an addition to the hadith being narrated (A’zami 49). The scholars also gauge the authenticity of a hadith based on the memory strength and reliability of the reporters. This procedure is used as the final test of whether a hadith should be declared authentic or not. From this assessment, four categories of hadiths are obtained. A hadith is termed to be sound or Sahih if its narra tor upholds his religion, has a reputation of reporting true narrations, fully understands what he is reporting without changing anything, and reports the exact words of the hadith. Moreover, the isnad of a sound hadith should be continuous, and the reporters at each stage of the chain should have a good reputation and strong memory. The text should also not have any inconsistencies or mistakes.Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another category is a good hadith or Hasan. This is one whose reporters are clear and the source is known. A weak or Da’if hadith is one that does not meet the requirements of Hasan or good hadith. The reasons for the weakness of a hadith could be due to discontinuity or if one of the reporters has a negative reputation of either fabrication of ideas, differing with authentic sources or lacking clarity in his reporting. Another category is the Maudu or fabricated hadith. A hadith is termed as fabricated if the text is inconsistent with the known Prophet’s words or some of the reporters have a reputation of lying. A fabricated hadith will also have inconsistencies in the dates that certain well-known events took place. Such fabricated hadiths can mislead the Muslims and therefore should be identified and abandoned (Azizullah 37). Conclusion The science of hadith is concerned with examining the hadith and determining which ones are authentic and which are fabricated. The hadiths were passed down from Prophet Muhammad, to the companions, then the successors and other reporters through many generations and therefore, there is a possibility of distortion of the message. Therefore, scholars have used several methodologies to find out which hadiths are truly authentic and to discard the fabricated ones. Authentication of the hadiths is important because it prevents the Muslims from being misled by forged hadiths that give falsehoods and contradict the truth. Works Cited A’á ºâ€œami, Muá ¸ ¥ammad, Muá ¹ £Ã¡ ¹ ­afa. Studies In Hadith Methodology And Literature. USA: American Trust Publications, 1977. Print Azizullah, Muhammad. Glimpses of the Hadith. UK: Crescent Publications, 1973. Print Hasan, Suhaib. An introduction to the science of Hadith. Riyadh: Darussalam, 1996. Print Kamali, Mohammad, Hashim. A Textbook of á ¸ ¤adith Studies: Authenticity, Compilation, Classification, And Criticism Of á ¸ ¤adith. Great Britain: Islamic Foundation, 200 9. Print Khan, Israr, Ahmad. Authentication of Hadith: Redefining the Criteria. London: International Institute of Islamic Thought, 2011. Print This essay on True hadiths and the fabricated ones was written and submitted by user Dulce Q. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Narrative Essay Ideas and Advice

Narrative Essay Ideas and Advice Narrative Essay Ideas and Advice A narrative essay is a person anecdote or story. It is usually written in the first person and almost always is an account of the writer’s personal experience. Writing a narrative essay allows students to express themselves creatively and address issues that they have personally experienced. These essays are quite popular among students as it is impossible to be factually wrong about a personal story. This limits the need for research. This does not mean that there are no pitfalls that exist, however. For example, before a student can even begin to write, they must have a few interesting narrative essay ideas. They must also use good spelling and grammar, descriptive language, and write with a purpose in order for their essay to be deemed a success. With this in mind, we have created this post with two goals in mind. The first is to provide students with a lot of great essay ideas. The second is to help each student reading this post to write an organized, well-formatted, and extremely readable essay. Great Ideas for a Narrative Essay Here are some ideas that you can use as food for thought as   you begin selecting the perfect topic for your narrative essay: What has been your best experience so far as a college student? Write about a time when you were really frightened? Describe meeting your current boyfriend or girlfriend. Has anybody thrown you a surprise party? What was that like? Describe your favorite place What did you do on your last road trip? Plan the ideal week long vacation What was the last thing you did with your best friend When was the last time that you were completely unsure of how to handle a problem? What was the best piece of advice you ever received? How did you use it? Have you ever traveled to a foreign country? Have you ever climbed a mountain, gone backpacking, or experienced some other travel adventure? Technical Advice on Writing a Narrative Essay A student who has a great idea and a creative mind is already off to a good start when it comes to writing a great narrative essay. However, before they get started, it is very important to think about some technical issues. A big part of this is spelling and grammar, but there is more to it than that. Students must put a lot of thought into the way that they are going to tell their story to their readers. One way to write a narrative essay is to use a storytelling format. If a student wants to use this format that is fine. They simply must include all of the elements that one would expect in a story. This means a plot, climax, introduction, and conclusion. Another option that students have is to write their narrative essay as a classically formatted essay. This would mean starting with an introductory paragraph that includes a thesis. The thesis could be related to a lesson that was learned or a conclusion the writer reaches after experiencing something. How to Begin a Narrative Essay Starting an essay can be quite difficult. This is no different when it comes to the narrative essay. Sometimes the best way to begin is with a bit of a sneak peak. Here is an example: I felt my stomach jump into my chest when I saw the red and blue lights flashing behind me. What I didn't know was that the speeding ticket I was about to receive would be the best thing that ever happened to me. This is an easy and excellent way to kick off any narrative essay.

How personality affect organization Essay Example | Topics and Well Written Essays - 4500 words

How personality affect organization - Essay Example The examination of the influence of personality on the organizational behaviour has led to the assumption that the interaction between the firm and the employee is intensive and constant. Moreover, it has been found that the diversity as a phenomenon does not occur only in the lower organizational levels but can equally appear in the managerial department. On the other hand, the existence of differences among a firm’s employees cannot be considered as disadvantage but should be viewed instead as a challenging experience for every organization. In this context, it has been proved that the existence of diversity is not connected with the negative phenomena that can be often observed in an organizational environment, like the fraud or the sabotage which are more individual – related. However, because the existence of diversity may create problems to the daily organizational operations – particularly when there are not the mechanisms for the successful operation of s uch a business strategy, it has to be noticed that in order for an organization to apply a diversity schema to its employment sector, the relevant measures have to be taken in advance. It should be noticed here that any relevant measure has to be tested in advance not only as of its financial cost to the company involved but mainly as of its effects to the firm’s employees.

New Products Adoption in the Contemporary Market Essay

New Products Adoption in the Contemporary Market - Essay Example Because of such differentiation, a bifurcation has been observed in the process of buyer behavior related theoretical development. Although beneficial for the purpose of teaching and planning, according to the author, such divergence has prevented the development of theoretical structures that act as generic to both forms of buyer behavior. Although traditionally consumers are distinguished from organizations particularly in case of buying behavior due to the implicit understanding that while the consumer as an individual decision maker tends to be whimsical and responsive to sudden bursts of irrationality, organizations do not and professional organizational behavior is bound to be rational as it is the result of joint decision making in the presence of constraints like set objectives and priorities which prevent irrational and indulgent choices, the author argues against such distinctions pointing out the individual buyer although does not have to abide by constraints faced by professional organizations, has to make choices always being constrained by being a part of another organization – society. The differentiation is disagreed with by questioning the assumption that same individuals act differently under organizations that are contextually different, one being a professional organization while the other is the society the individual is embedded in. It is posited that theoretical enrichment is to be derived if buyer behavior is studied without differentiating between consumers and organizations. That in spite of consumers and organizations exhibiting different motivations and patterns in buying at times there are significant overlaps which lead to enhanced perceptions regarding the necessity of development of a general theoretical framework that can elucidate the differences of buying practices which are observed in different contextual settings.

Labeling Theory Essay Example | Topics and Well Written Essays - 7000 words

Labeling Theory - Essay Example This theory deals with the relationship of the individual with the society. This theory is based on the concept of 'Dramatization of Evil" which argues that an individual must look at all stages of the deviant's life from childhood to adulthood, so that the individual can understand the nature of a crime. Based on the works of Tannenbaum, Howard Becker developed the theory of labeling also known as social reaction theory. Labeling theory was outlined in his 1963 book "Outsiders: Studies in the Sociology of Deviance". Labeling theory was evolved in a period when there was widespread social and political power struggle which was developed within the world of college campus (pfohl). During this period many of the college students and faculty embraced liberal political movements and Becker harnessed this political influence and associated it with the labeling theory and its symbolic interaction theoretical background of Lemert. Becker has shaped his theory based on the prevailing social reaction approach of Lemert, symbolic interaction foundation of Cooley and Mead and the labeling influences of Tannenbaum and Lemert. Charles Cooley used the personal perception of individuals through studies of children and their imaginary friends to explain the human nature and the social order. The theoretical concept of Cooley was developed based on the idea of an imaginary sociability in which people are characterized to imagine the view of themselves through the eyes of other people living in the society. People based on such imaginary observations form judgments of themselves. "The main idea of the looking glass self is that people define themselves according to society's perception of them." Works of Mead combined with the ideas of Cooley formed the foundation for labeling theory and its approach to the acceptance of an individual of a label forced by the society. Pfohl is of the view that the work by Mead is more focused on the macro-level process of distinguishing the conventional and the condemned, rather than a micro-level approach on studying the deviant. Wright has observed that Mead describes the "perception of self as formed within the context of social process." The self is identified as the product of social symbols and interactions of the perception of the mind. Wright points out that the self exists in objective reality and is then internalized in to the conscious. "The idea of shifting the focus away from the individual deviant and looking at how social structure affects the separation of those persons considered unconventional has a great influence on how Becker approaches labeling theory." Frank Tannenbaum studied juvenile participation in street gangs for presenting his own approach to the labeling theory. Tannenbaum observed a different deviant behavior among the juvenile delinquents and conventional society. This different behavior causes the 'tagging' of juveniles as delinquent and separates them from mainstream society. This stigma of delinquency attached to the juveniles forces a person to move more towards deeper non-conformity. Even though Lamert does not recognize the influence of work of Tannenbaum in developing labeling theory, many other social reaction theories have been worked basing on the Tannenbaum's postulations. Edwin Lamert not quite comfortable with theories that take the concept of deviance for granted has diverted his focus on the social construction of deviance. Lamert has considered deviance as "the product society's reaction to an act and the affixing of a deviant label on the actor." According to Lamert it is the initial incidence of an

The Effectiveness Of The Jigsaw Approach

The Effectiveness Of The Jigsaw Approach The purpose of this research was to study and analyze the effectiveness of the jigsaw method and other cooperative learning strategies for students with learning disabilities. A 20-question survey about cooperative learning strategies, including the jigsaw, was used to determine educators knowledge of the jigsaw approach and the effectiveness they have had using it with students with and without a disability. Research findings indicate that educators believe cooperative learning does have a positive impact on their students learning new material. Concerns still exist with educators knowledge of cooperative learning strategies and how to properly implement them in the classroom setting. Cooperative learning strategies have been used to improve student achievement for many years. The effectiveness of these strategies, for students with and without disabilities, has been debated. The jigsaw method is a specific strategy that involves students working together and teaching their peers new material. Educators knowledge of cooperative learning is an important aspect for implementing specific strategies, like the jigsaw method. This study is focused on educators knowledge and their opinion on the effectiveness of cooperative learning for students with and without disabilities. The concern of a need for professional development was also examined as a way to increase knowledge of cooperative learning strategies. Review of Literature Cooperative learning is a strategy that has been a part of the education world for many years. It was developed out of the theory of constructivism. It has expanded from its original design of just having students work together with a partner or small group. The effectiveness of cooperative learning has been demonstrated through numerous studies as an effective strategy to increase students comprehension (Bigge Stump, 1999, Law, 2011, Santos Rego Del Mar Lorenzo Moledo, 2005). Law (2011) found, that students higher-order reading performance could be enhanced through engaging in cooperative learning activities with well-planned scaffolding by their teachers (p. 416). Cooperative learning has traditionally been looked at in the general education classroom, but it can also be used for working with students with special needs. Numerous strategies fall under the category of cooperative learning. One particular research-based strategy that has demonstrated effectiveness for increasing student understanding is the jigsaw method. The jigsaw falls under cooperative learning because it allows students to work together to learn new material. According to Bigge and Stump (1999), for cooperative learning to be effective, students need ample opportunities to solve problems as a group first and then resort to teacher assistance (p. 121). Gà ¶Ãƒ §er (2010) suggests the jigsaw approach should be used mainly in teaching grammar and literature. The jigsaw approach is just one of many cooperative learning strategies that has demonstrated effectiveness, but does have weaknesses as a strategy for students in general education as well in special education. The jigsaw approach was first developed by Elliot Aronson (1971) to help students develop their social and cooperative skills. The original purpose was to deal with desegregation issues in Texas, but as it was being implemented, it was discovered that students were gaining a better understanding of the content. There have been numerous studies since then to demonstrate its effectiveness in increasing student understanding. To implement the jigsaw approach, a step-by-step process needs to be followed. Step one is that each student must be a member of two groups. The first group is the home group where students will begin and end the activity and there should be no more than five students in each group. The main responsibility of each member in home group is to teach a portion of the assigned reading/work. Once students are assigned their section they will move to a second group called the expert group. During this step, students discuss the reading/work and gain an understanding until they feel comfortable with presenting the material to their home group. In the final step, students return to their home group and take turns presenting the information they became experts on and listen as other students present their material. In the end, all students have been taught the reading/work without having to do all the work on their own (Fisher, Brozo, Frey, Ivey, 2007). Research provides guidelines for how long students should work in their expert group before they return to their home group. Most studies support part of a given class period, but one study suggests much longer. Young, Hadgraft, and Young (1997) support using shorter periods of time between bringing the expert groups back to their home groups because when the time was expanded they encountered more problems in getting all the material together. The jigsaw approach has also been evaluated for use in the online setting, which is becoming more important to the educational system due to an increase in online education. Weidman and Bishop (2009) found mixed results when using the jigsaw in an online classroom. The struggle came with the individual accountability component of the assignment that was amplified in the online setting. One positive was that it demonstrated increases in student understanding. Benefits of the Jigsaw The jigsaw approach has demonstrated numerous benefits for students of multiple ability levels. Santos Rego and Del Mar Lorenzo Moledo (2005) indicate that the jigsaw technique improved academic performance with students at the beginning of secondary school (ages 12-14 years). The authors connect this finding to students having a higher self-esteem and self-efficacy. They demonstrated that the jigsaw method can be effective at the high school level with both general education and special education students. A similar strength of the jigsaw is that it can do more than just teach students content material. It can help motivate them and teach them to enjoy learning which can increase self-esteem and self-efficacy. Mengduo and Xiaoling (2010) concluded that, The jigsaw classroom reduces students reluctance and anxiety to participate in the classroom activities while increasing self-esteem and self-confidence (p. 122). This is important to learn at the high school level because students are preparing for their future and need to learn how to participate in group activities. Efe and Efe (2011) analyzed how students assigned as group leaders in the jigsaw helped motivate the rest of the group. Results suggested that when given the title of group leader students worked to motivate other students to complete their work. Education is not just about learning the four core content areas (math, science, English, and social studies), it is also about learning how to interact in society and be a produ ctive citizen. In addition to helping students learn new material, the jigsaw helps build social skills. Anderson and Palmer (2001) reports that the jigsaw approach is backed by research showing it to motivate students to work together, share ideas, pursue common goals, and develop self-esteem. Learning the material, being able to work in groups, and knowing how to motivate people are all positive attributes for success in the work place. Whether it is learning material, building self-esteem, or knowing how to motivate, the jigsaw can be utilized to help students with and without disabilities. A final strength of the jigsaw is that it can decrease students anxiety levels. Many students deal with anxiety throughout their educational careers either in a specific subject, in all subjects, or with test anxiety. Oludipe and Awokoy (2010) examined students anxiety levels in relation to participation in chemistry class. Students were divided into two groups; one in a cooperative learning classroom that used the jigsaw approach and the other using a traditional lecture approach. The results showed that students in the cooperative classroom had lower levels of anxiety due to the positive interdependence attribute of the jigsaw method. Positive interdependence allows students to see that success is dependent on their effort and the contributions of the group. Oludipe and Awokoy (2010) conclude that students became more confident and felt secure participating actively in chemistry lessons (p. 35). The jigsaw method also provides a way to help students become active in classroom activities and/or lessons. When students are anxious or sometimes even afraid to contribute, they are going to miss information that is needed to fully understand the material. The jigsaw allows students to work with one another and develop a sense of being needed. When students are needed by their peers, they are more likely to do the work and contribute to the group, and when they do the work, they are less anxious to become involved in future activities. It can also be used early in the school year to help students get to know one another, as it is useful for social skill development as well. Limitations of the Jigsaw The use of the jigsaw approach does have several limitations as well. The first relates to the teacher. A jigsaw is dependent on a teacher explaining how to properly implement the approach and if not done properly, the likelihood of success is limited. Souvignier and Kronenberger (2007) aimed to determine the effectiveness of the jigsaw approach at the elementary level by comparing three conditions of instruction (i.e., jigsaw, jigsaw with a supplementary questioning training, and teacher guided instruction). The results showed that students used the jigsaw method with average results. The authors determined that younger, elementary-aged students could benefit from the jigsaw, but only if certain conditions were met. The authors suggest that, cooperative learning in younger children needs as well explicit (preparing experts as teachers; questioning and explanation training) as implicit (fostering interdependence by adequate learning materials) support (p. 769). The jigsaw seems to be limited in its use with elementary students due to the fact that it requires more specific training for the students before it can be used as successfully as it is for older students which can be a deterrent due to time limitations and classroom demands. Another limitation of the jigsaw approach is the actual data that supports the use of the jigsaw method. As previously noted, the jigsaw approach can be time consuming and difficult to implement. A study examined the jigsaw approach and found that students using the jigsaw performed better than students using a traditional teaching method (Dollard, Mahoney, 2010). Then results showed only a 0.9% increase on a test favoring the jigsaw method. Thus Dollard and Mahoney (2010) concluded, 0.9% is not enough of a difference to conclude with certainty, that the Jigsaw Method is a stronger academic tool than the traditional method of lecture and note taking (p. 12). The participants were in the 8th grade, supporting the finding that the jigsaw method may not be as effective with younger students. A final limitation is related to the findings of Souvignier and Kronenberger (2007), in that it deals with the proper implementation of the jigsaw steps by younger students. This study involved a group of seventh graders who, according to their science teachers, had experience using the jigsaw approach. The purpose of the study was to determine the effect on student learning of the jigsaw approach and another cooperative learning approach. Results showed that neither approach enhanced students understanding of specific science concepts (Zacharia, Xenofontos, Manoli, 2011). However, a major component of the jigsaw approach was left out by the students involved in the jigsaw method. According to Zacharia and colleagues (2011), In particular, after the students returned to their home groups from their expert groups, they engaged in a working mode similar to the TCA one, in which students visit together all the websites, discuss and take notes, rather than teaching each other about the portion of websites they were assigned to them for study (p. 417). These results again support the idea that younger students have a more difficult time following the precise steps involved in the jigsaw method. Teachers in the study reported that students knew the jigsaw method, but when put into action, they skipped the important step of teaching the other members of their group about the area they became an expert on. The step of teaching information to the other students is the main component in the jigsaw approach. If this step was left out, it is clear the students in this study were actually not comfortable or skilled in using the jigsaw approach. Cooperative learning has its roots in the constructivist approach, which entails using experience-based activities. The jigsaw approach allows students to experience learning and contribute to their learning. Tamah (2007) states, Students are encouraged to learn from their fellow students in their expert team and when they go back to their home team they are encouraged to teach one another the material they have worked on in the expert team (p. 13) which describes exactly how the jigsaw approach should work in a classroom. This approach sounds ideal for teachers because it allows the students to be actively engaged in teaching one another. The jigsaw also allows the teacher to be a facilitator, not a director in the classroom, which is a trend in schools today. As outlined, the jigsaw has multiple strengths and limitations. The overall strength is that it is most effective with older students and effective in motivating students to learn as well as to become more confident in their abilities. The jigsaw is an approach that needs to be taught by the teacher and even modeled to ensure every student fully understands the process. A major limitation of the jigsaw is that if it is not fully and properly implemented, students will not gain an understanding of the material they need and perhaps even miss information because it was not taught to them by their other group members. This weakness tends to be amplified when dealing with younger, elementary students. Current research on the jigsaw approach has mainly been done at the middle to high school level with a balance in learning abilities. However, there are many questions that still exist with regard to the effectiveness of the jigsaw approach. Students with Disabilities One remaining question that is becoming more important to schools, relates to the effectiveness of the jigsaw approach for students with learning disabilities. McMaster and Fuchs (2002) concluded that, studies conducted in special education classrooms were associated with smaller effects for cooperative learning (mean effect size = 0.27), than those implemented in regular education classrooms (mean effect size = 0.44) (p. 115). McMaster and Fuchs (2002) study supports the premise that cooperative learning can have an impact on student achievement for both students with and without disabilities. The aforementioned question can be answered with research focused on teachers knowledge of cooperative learning, specifically the jigsaw approach. Additional questions focus on the use of jigsaw in co-teaching environments, whether the jigsaw is as effective for students with disabilities as it is for those without disabilities, and whether teachers understand cooperative learning strategies a nd if not, is there a need for professional development. There are several questions that need to be answered before an absolute answer can be given regarding the effectiveness of the jigsaw approach. Current literature supports and questions the jigsaw, but the questions posed above may become more important to the future of education as the wave of inclusion continues to change the way students are educated in the United States of America. Method The principle issue investigated in this study was how effective cooperative learning could be for students with learning disabilities. The knowledge educators have about cooperative learning strategies is key to proper implementation leading to increased student achievement. This study assessed educators knowledge of cooperative learning, specific strategies (jigsaw, think-pair-share, and numbered heads together), and the need for professional development. Participants This research was conducted with teachers in a Southeastern Ohio school district and with members from a cohort of masters level preservice teachers. Participants were recruited through email invitations sent to a Southeastern Ohio school district (n=98) and members of a masters level cohort of preservice teachers (n=20). A total of 54 surveys were submitted for a response rate of 46%. All participants were currently educators or working on licensure to enter the field of education with years of teaching experience ranging from 0 to 35 years. The participants reported a variety of teaching experiences, ranging from elementary to college. Eighteen of the 53 participants reported having experience teaching special education and 47 of the 53 participants (87%) reported they work with students with special needs daily. Instrument The aforementioned survey (Appendix A) was constituted of 20 questions, both open-ended and forced-choice, including demographic information, educators knowledge of cooperative learning and specific strategies, and opinions regarding cooperative learnings effectiveness for students with and without disabilities. The fourth question asked educators to define cooperative learning. This information was important because of the varying definitions of cooperative learning. The survey asked how often participants used cooperative learning in general, and then for specific cooperative learning strategies. The survey asked about their understanding of the jigsaw method. Additional questions related to preferred cooperative learning strategies and their opinion regarding how effective cooperative learning is for students with and without disabilities. The survey concluded with a question to determine the need for professional development in the area of cooperative learning. Procedures After receiving approval from the universitys Internal Review Board, the researcher obtained approval from the school districts superintendent to distribute the survey via email. One email was sent to the educators in the school district, while another email was sent to the members of the masters level cohort of preservice teachers. The participants were informed that the online survey (created using Qualtrics, an online survey tool) would take no longer than 10 minutes to complete and were completely anonymous. Two reminder emails were sent asking those that had not completed the survey to do so. Results After the survey was closed, the researcher analyzed the qualitative and quantitative data collected with the survey. The qualitative data was used to determine educators definitions of cooperative learning and the jigsaw approach, as well as educators preferred strategy they used in their classrooms. Quantitative data determined how often specific cooperative learning strategies were used in the classroom, as well as ratings for how effective teachers believe cooperative learning is for students with and without disabilities. The results from 54 surveys are reported, but not every question was answered by each participant so the response rates vary by question. The results demonstrated a variety of responses in how educators defined cooperative learning as well as in their understanding of the jigsaw method. Overall, educators agreed that cooperative learning strategies are effective for helping both students with and without disabilities. Table 1 shows how often participants use cooperative learning in their classroom. The mean value is 2.26 (between 1-2 times per week and 3-4 times per week), with the majority of participants (53%) using cooperative learning 1-2 times per week. Table 2 shows how often participants use the jigsaw method in their classroom. The mean value is 1.31 (between 0 times per week and 1-2 times per week) with the majority of participants (69%) choosing 0 times. Table 3 shows how often participants use the think-pair-share method. The mean is 2.00 (1-2 times per week), with the majority (51%) of choosing 1-2 times per week. Table 4 shows how often participants use the numbered heads together method. The mean score is a 2.4 (between less than once a month and once a month), with the majority (45%) of participants choosing never. Table 5 shows how effective participants think cooperative learning is for students without disabilities. The mean score is 4.10 (between somewhat effective and very effective), with the majority (59%) of participants choosing somewhat effective. The participants were asked to give an explanation for their rating and there were several similarities in their wording. Many referred to it being dependent on the type and age of the students. There was also a common response that not all students are able to learn in groups and need the opportunity to work independently. Table 6 shows participants perceptions of the effectiveness of cooperative learning for students with disabilities. The mean score is 3.96 (between neither effective or ineffective and somewhat effective), with the majority (51%) choosing somewhat effective. The participants were asked to give an explanation for their rating and resulting in several similarities in their responses. Several participants indicated the effectiveness was dependent on students willingness to work with others. Others indicated it was effective because it helped build students social skills through interaction with other students. Defining Cooperative Learning Each participant was asked how he/she defined cooperative learning. Fifty-one out of the 54 participants (94%) completed this question. Of the 51, 34 mentioned that cooperative learning was focused on student grouping or students working together, while three participants defined it as teachers working together. The remaining responses did not specify who was involved in working together, but just that it involved working in groups or together to solve a problem. Understanding the Jigsaw Method. Educators were asked to explain their understanding of the jigsaw method. Forty-four educators answered this question, and off the 44, 17 (39%) explained the jigsaw as putting students into one group to learn material and then join another group to teach the material they learned in their first group. Nine of the 44 (20%) responded as not knowing what it is. The others explained the jigsaw as group work, but did not specify the nature of the groups. Why Some Do Not Use Cooperative Learning Educators who responded that they do not use cooperative learning were asked to explain why. Nine participants responded that they do not use any form of cooperative learning strategy. Four of the nine mentioned time as being the main reason for not using cooperative learning strategies. Other responses included lack of skills by students and forgetting to use them. One response indicated the individual was not familiar with enough strategies and how to implement them. Professional Development for Cooperative Learning. The remaining survey questions dealt with the need for professional development in order to learn more about cooperative learning. Fifty-one participants responses to a question asking whether they would benefit from professional development. Twenty-eight responded, yes (55%), 17 said no (33%), and six responded that they might benefit from professional development. This question was followed by another asking why or why not they would want professional development. Many responses indicated participants have learned about cooperative learning, but forget the specific strategies. Other responses indicated that there is always room to learn new ideas and methods for the classroom. The final question asked participants to indicate where they would like to receive professional development. Of the 34 participants who completed this question, 24 would prefer a workshop with the remaining respondents indicating a webinar as the preferred method of delivery for professional development. Discussion The results indicate there is a concern with educators knowledge about cooperative learning and how to implement specific strategies. The educators had a basic understanding, but did not fully understand cooperative learning. Many explained it as simple group work, when it involves more of an understanding that it is student-led and student-centered instruction. The participants were also asked to give their preferred cooperative learning strategy and only 14 of 49 or 29% were able to identify a specific strategy outside of normal grouping. The participants also had a basic understanding of the jigsaw method, but did not all fully understand the idea of creating a home group and an expert group and students are focused on learning new material. The other area that demonstrates a weakness in their knowledge is the fact that 32 of the 51 or 63% of the participants indicated they would benefit from professional development in the area of cooperative learning. Several participants responded that they know they need to learn more and want to have a better understanding of how the different cooperative learning strategies work. The majority of the participants would also like to attend a workshop to learn about the different cooperative learning strategies. The results also demonstrated that educators believe cooperative learning is effective for students with and without disabilities. Forty-four of the 51 or 86% of the responses indicated that cooperative learning is either somewhat effective or very effective for students without disabilities. This demonstrates that educators have confidence in these strategies for students without disabilities. The results also show that 41 out of 51 or 80% of the participants believe cooperative learning is somewhat effective or very effective for students with disabilities. The study demonstrates the effectiveness of cooperative learning, but there is still the concern of the participants not fully understanding what cooperative learning is and how to implement the different strategies. The primary purpose of this study was to determine the effectiveness of cooperative learning for students with disabilities. The researcher believes that cooperative learning strategies can have a positive effect on student achievement, but educators need to fully understand the strategies and how to properly implement them. Many of the participants (80%) support the idea that cooperative learning is effective for students with disabilities. Some participants cited social skill development and self-esteem building as reasons why they think cooperative learning can be effective for students with disabilities. The results from this study also indicate participants (86%) believe cooperative learning is effective for students without disabilities as well. The researcher believes this is important and demonstrates why educators need to understand cooperative learning and how to implement the different strategies. The results did not show the effectiveness of the jigsaw method specifically, as only 17 out of 44 participants were able to define the jigsaw method. The researcher believes this indicates that the jigsaw cannot be effective if educators are not even sure what it is or how to implement it correctly. The literature supports the idea that the jigsaw method is more effective for older students, but this study does not support that by the fact that the majority of respondents in this study did not know what or how to implement the jigsaw method. The research does show and support the study by Santos Rego and Del Mar Lorenzo Moledo (2005) that the jigsaw can create a higher self-esteem and self-efficacy for students with disabilities. Several participants stated that cooperative learning helps students develop social skills and build self-esteem. The researcher believes this is important and supports the effectiveness of cooperative learning for students with disabilities. Implications for Practice The implications for this study show that there is a need for educators to gain a better understanding of cooperative learning and the variety of strategies that it entails. Professional development would benefit educators in the area of cooperative learning. The best form would be a workshop to provide them with an interactive approach that allows them to learn the strategies firsthand. Recommendations Further research of a larger sample might provide a better insight into the need for professional development. This could result in more generalization for teachers nationally to receive professional development on cooperative learning. Due to the small sample, this study is only able to determine the needs of one high school. Conclusion In conclusion, this study provides evidence that educators knowledge of cooperative learning is adequate, but there is a need for professional development on specific strategies. Educators realize cooperative learning can have a positive impact on students with and without disabilities, but they are not confident in implementing a variety of strategies. It would be to the benefit of the students for educators to attend a professional development workshop on different cooperative learning strategies.

The Metamorphosis By Franz Kafka Essay -- Metamorphosis Kafka Essays

"The Metamorphosis" By Franz Kafka Throughout literary history, certain authors are so unique and fresh in their approach to the written word that they come to embody a genre. Franz Kafka is one such author; â€Å"Die Verwandlung† or â€Å"The Metamorphosis† is one of his works that helped coin the term â€Å"Kafkaesque.† Through this novella, Kafka addresses the timeless theme of people exploit-ing others as a means to an end. He demonstrates this point through showing that a family’s unhealthy dependence on the main character results in that character’s dependence on the family.   Ã‚  Ã‚  Ã‚  Ã‚  Kafka’s unorthodox beginning of â€Å"The Metamorphosis† reads as what would seem to be a climactic moment: â€Å"As Gregor Samsa awoke one morning from uneasy dreams he found himself transformed in his bed into a gigantic insect.† The reader is henceforth bound to the story in search of the reason for and meaning of this hideous metamorphosis. Shortly thereafter, the reader may also notice that although Gregor is quite aware of his condition, given these bizarre circumstances he is not at all in the state of panic one might expect. On the contrary, the insect is frustrated that it cannot get out of bed to go to work! As Gregor tries to rouse himself from bed in his â€Å"present condition,† his observation that â€Å"he himself wasn't feeling particularly fresh and active† is macabre in its passive acknowledgment of the absurdity of his state (p. 855). This sets the tone for the remainder of the first chapter of the story. Grego r, a person typically not a hindered by â€Å"small aches and pains,† (p. 857) clings to his rational nature as he struggles with the slow-in-coming realization that he is more than â€Å"temporarily incapacitated† (p. 863).   Ã‚  Ã‚  Ã‚  Ã‚  The first chapter ends shortly after Gregor reveals his new form. The sight of the insect elicited an expected reaction; its mother understandably retreated aghast and in shock. Correspondingly, the chief clerk that had been sent by Gregor’s employer, scrambled in flight as he â€Å"had quite slipped from his mind† (p. 864). Gregor’s father was â€Å"relatively calm† (p. 865) until the chief clerk had completed a hastened retreat. Gregor’s father, spurred into action by this flight, consequently repelled the insect aggressively and injuriously back into the bedroom from which it had come.   Ã‚  Ã‚  Ã‚  Ã‚  The second chapter illustrates a family and a human-insect trying to adju... ... a perfectly normal thing to do.   Ã‚  Ã‚  Ã‚  Ã‚  Kafka uses a unique method of metaphor. He does not say, â€Å"Gregor is like a bug.† He does not say Gregor is bug in a traditional metaphor; rather he says Gregor is a bug – literally. The effect is dramatic, as the reader, by virtue of the absurdity of the literalness of situation, is swept-up in trying to stay footed in reality. The effect of this technique is that the reader continues throughout the story to ask the question: why? It is in this pursuit of ‘why’ that the reader sees Kafka’s message: Don’t treat people simply as a means, or life will have a way of turning it back on yourself. Through the transformation of Gregor, and the transformation of the family’s life, Kafka wants the reader to observe that despite Gregor’s metamorphosis into something very un-human, he remains the model of humanity when compared to his family. Not only did the family leech from Gregor, society itself seemed to call up on Gregor not as a person, but to serve as a tool to satisfy their needs. Once transformed, Gregor no longer served well in this capacity. Rather, he became the one in need, and he quickly became more of a burden than he was worth to them.

Learning and development Essay

Learning can be treated as either a product or as a process, with the latter giving rise to numerous competing learning theories about how it may take place. On the other hand, when learning is treated as a product, it is approached as an outcome or an end product of a process, which can be seen or recognised. This approach highlights a critical aspect of learning, which is change (Bruner, 1977). Many questions have arisen as regards the product theoretical model of learning. Some have questioned if it is really necessary to perform for learning to have taken place. Furthermore, others have wondered if there are other factors that may lead to behaviour change other than the product approach to learning, with more wondering if the change talked about also includes the potential for change. Questions like those driven us to qualification, with some looking to identify relatively permanent change in behaviour due to experiences. Conversely, not all behaviour change due to experiences involves learning since conditioning may also achieve similar results, although that from experience could generate some new knowledge. It is no wonder therefore that many theorists have not concerned themselves with overt behaviour, but rather with changes in how people conceptualise, experience and understand the world around them. To them the focus is about attainment of ability or knowledge using experience. For instance, a man who knows nothing about medicine cannot be a good surgeon, even though being good in surgery is not the same as having knowledge in medicine. Even though the surgeon learns from instructions, observations or his own inductions, he also learns by practicing numerous other aptitudes. Improving or learning an ability is different from acquiring information in that facts can be imparted unlike procedures which can only be inculcated. Moreover, while imparting knowledge is fairly abrupt, inculcation is a slow and continuing process. The difference between the two learning models is that one focuses on ‘knowing that’ while the other on ‘knowing how,’ according to Gilbert Ryle (1949). Learning as a process In this approach, one is usually concerned with whatever happens after learning has taken place. Learning is considered as a process by which behaviour changes due to experiences. One of the most important questions arising is the extent to which those involved are aware of what is happening. More questions have also been asked as to whether the learners know that they are engaged in learning, and if so, what significance it has to them. Questions such as these have featured in numerous guises for a long time, especially in debates around the controversial informal education notion. A useful way of approaching this area was put together by Allan Rogers (2003), mainly drawing on what was earlier done by those studying the learning of language. Rodgers contributed by setting out two divergent approaches namely formalized learning; also known as the learning-conscious approach, and the acquisition learning approach; also known as task-conscious learning. Acquisition learning or task-conscious approach This type of learning is considered as on-going all the time and does not concern itself with general principles, but is rather restricted to a specific activity, is immediate and concrete (Rodgers, 2003). Examples of this type of learning include that employed in parenting or running a home, with some referring to it as implicit or unconscious learning. Nevertheless, Rogers (2003) is of the suggestion that it may be better to consider this kind of learning as containing a consciousness of the task as opposed to lacking consciousness. He argues that even though the learner is not usually conscious of the learning, he or she is usually fully conscious of the particular undertaking at hand. Formalised or learning-conscious learning This kind of learning is as a result of learning of a facilitation process, and is commonly known as educative learning as opposed to accumulation of experience. Here, the learners are fully aware that they are engaged in the task of learning, and therefore strive to enhance it. It engages the use of channelled learning chapters with a specified scope and depth of coverage. The two models are considered as supplementing each other rather than contrasting. These dissimilar learning models are can be observed in both families and schools. At one end is an unintentional and normally accidental learning occurring as one walks through life. The other end has an incidental type of learning, which is usually unconscious and takes place during the performance of some other activity. Then there are numerous experimental activities resulting from instantaneous concerns of life, although the focus remains on the responsibility at hand. There are also more dedicated activities where one is out to learn more systematically, making use of whatever is available to achieve this objective, but quite often ignoring involvement of teachers and official learning establishments. Further along the line are self-directed learning ventures with so much literature about them. There is also distance learning and open learning programs that are more generalised, where some aspects of acquisition learning are usually transformed into the designed education program. As one approaches towards a the extreme, he encounters a more formal education programme of extremely de-contextualized learning that uses materials universal to all students, disregarding their personal preferences, needs or agendas. It is important to note that there are no distinct boundaries separating these categories (Roger, 2003). Learning theories By treating learning as a process, we encounter various learning theories about how or why change takes place. These theories try to explain various orientations to learning and include the behaviourist, the cognitive, the humanistic, and the social or situational orientations to learning. Just like any categorisation, these orientations are somewhat arbitrary since there may be some more additions and subdivisions, and these categories could also overlap. Behaviourist orientation to learning This approach to learning is based on three key assumptions that distinctly characterize it. They include manifestation of learning by a change in behaviour; an observable behaviour as opposed to an internal thought process, the view that the environment helps in shaping one’s behaviour and their principles of contiguity and reinforcement are important for one to explain a learning process (Merriam and Caffarella, 1991). According to this orientation, the responses can either be weakened or strengthened by the outcomes of behaviour. This notion is better referred to as operant conditioning because it reinforces what one wants people to do repeatedly and ignores or punishes what one does not want people to do. With regard to learning, James Hartley (1998) identified four important principles coming to the forefront. These principles include a stressing on the importance of activity; learning improves when the learner is active, the importance of generalisation, repetition and discrimination; skills can only be acquired through practising frequently, the importance of clear objectives in learning, and use of motivators to reinforce learning.

Sartres nausea and essence Essays

Sartres nausea and essence Essays Sartres nausea and essence Essay Sartres nausea and essence Essay Human beings adapt to many deferent environments w/o benefit of deliberate farming or animal husbandry NOT agricultural revolution yet. They mostly gathered foods like berries, nuts, roots and gain and scavenged dead animals (kind like vultures ), and hunting live animals Paleolithic: stone, not metal tools?stone age Cultural and learned skills of the Paleolithic age- define history Out of Africa to the Ends of the Earth: First Migrations Human life started in Africa Culture: learned or invented ways of living, became more important than biology in shaping behavior Humans started inhabiting life in new places- lead to technological innovation Stone blades, sharp points on sucks, tools from bones and grindstones Moving from scavenging dead animals C] hunting live animals Hunter gatherer life meant following your food supply which means nomadic life kick to ask years ago, migration out of Africa happens Eurasia, Australia, Americas were main places inhabited Ice Age creates ice bridges which facilitated migration Into Eurasia From Africa D middle east D west into Europe (southern France, northern Spain) or east into Asia Ice age pushed people southward into warmer areas. Altered their hunting habits and hunted reindeer and horses Technologies: spear thrower, bow and arrow, mainly stone tools Cave paintings were considered having a history/record of their world more east: bone needles, multilayered clothing, weaving, nets, storage pits, baskets, and pottery?to combat the Ice age cold Into Australia the use of boats was the main huge innovation of Australian migratory there were ever 250 languages, they gathered bulbs, tuber, roots, seeds, and cereal grasses. They hunted large and small animals and birds, fish, and marine life DERMATOME: a complex outlook on the world Dermatome: recounted the beginning of world, how things happened, nature stuff (religion sis) Exchanged stones, pigments, materials, baskets, wood for spears, feathers, shells, drugs (pitiful) Clevis point people Hunters of large animals Cultural diffusion (spread of Clevis) communication networks Environment: diversity. Great plains had large animals, bison and mammoths. Some used smaller animals like fish and birds The Ways We Were The First Human Societies societies were small, bands of 25-50 people very low population density (because of available technology) very slow population growth Paleolithic bands were seasonally mobile or nomadic societies were highly egalitarian they worked fewer hours deliberately set fires to encourage growth of certain plants Pale peoples had a rich ceremonial life Comparing Paleolithic Societies Both the San and the Chums preserved their ancient way of life into modern times. The San of Southern Africa northern fringe of the Calamari Desert (present-day Angola, Iambic, Botswana) gathering and hunting way of life, with stone tools The San Iranians) still practiced their ancient life with few borrowings when anthropologists started studying them in the sass and sass use some twenty-eight tools, including digging stick, leather garment for carrying things, knife, spear, bow and poisoned arrows, ropes, and nets men hunt, women do most of gathering healthy diet.

Free Essays on Women Of The Odyssey

Women of the Odyssey When Homer wrote â€Å"The Odyssey† he wrote about many women, all of which were similar but had distinct personalities or opposed motives. Each woman used these different traits to help Odysseus get home, whether intentional or not. These women are Eurykleia and Melantho; Circe and Kalypso; and Penelope and Clytemnestra. Eurykleia and Melantho are both maidservants in Odysseus’ home. They both help Odysseus make the decision to kill the suitors. Although Eurykleia and Melantho do this in very different ways, they each have a very strong impact on the end of the story. Eurykleia is Odysseus’ old nurse. She has raised him up from childhood. Eurykleia is not rude to Odysseus when he comes to the house dressed as a beggar, instead she bathes him. While bathing him, she recognized the scar on his thigh from the boar. Eurykleia immediately knows who it is yet she keeps quiet. Even though Eurykleia does not like the suitors being in the house, she is not rude or cruel to them. Melantho is another maidservant in the house. Unlike Eurykleia, Melantho judges the beggar, Odysseus, and taunts him along with the suitors. Melantho has befriended the suitors and became accustomed to them being in the house. Melantho shows Odysseus how cruel the men are and shows Odysseus that there are traitors in the house. This gives Odysseus just one more reason to kill the suitors. Circe and Kalypso also help Odysseus get home faster. Both Circe and Kalypso are beautiful goddesses and seductresses. They both fall in love with Odysseus and want to keep him there for their own sexual pleasure. Circe is a goddess that lives in Aiaia and keeps Odysseus at her house for a year. When Odysseus and his men first arrive, Circe intentions are to harm Odysseus and his men. Circe uses drugs to turn Odysseus’ men into pigs, but then falls in love with Odysseus. She bathes, feeds, and clothes Odysseus. Circe te... Free Essays on Women Of The Odyssey Free Essays on Women Of The Odyssey Women of the Odyssey When Homer wrote â€Å"The Odyssey† he wrote about many women, all of which were similar but had distinct personalities or opposed motives. Each woman used these different traits to help Odysseus get home, whether intentional or not. These women are Eurykleia and Melantho; Circe and Kalypso; and Penelope and Clytemnestra. Eurykleia and Melantho are both maidservants in Odysseus’ home. They both help Odysseus make the decision to kill the suitors. Although Eurykleia and Melantho do this in very different ways, they each have a very strong impact on the end of the story. Eurykleia is Odysseus’ old nurse. She has raised him up from childhood. Eurykleia is not rude to Odysseus when he comes to the house dressed as a beggar, instead she bathes him. While bathing him, she recognized the scar on his thigh from the boar. Eurykleia immediately knows who it is yet she keeps quiet. Even though Eurykleia does not like the suitors being in the house, she is not rude or cruel to them. Melantho is another maidservant in the house. Unlike Eurykleia, Melantho judges the beggar, Odysseus, and taunts him along with the suitors. Melantho has befriended the suitors and became accustomed to them being in the house. Melantho shows Odysseus how cruel the men are and shows Odysseus that there are traitors in the house. This gives Odysseus just one more reason to kill the suitors. Circe and Kalypso also help Odysseus get home faster. Both Circe and Kalypso are beautiful goddesses and seductresses. They both fall in love with Odysseus and want to keep him there for their own sexual pleasure. Circe is a goddess that lives in Aiaia and keeps Odysseus at her house for a year. When Odysseus and his men first arrive, Circe intentions are to harm Odysseus and his men. Circe uses drugs to turn Odysseus’ men into pigs, but then falls in love with Odysseus. She bathes, feeds, and clothes Odysseus. Circe te...

HR Strategies for Hotel Management Essay Example | Topics and Well Written Essays - 1250 words

HR Strategies for Hotel Management - Essay Example The most significant feature in the management of this chain of hotels is the availability of well trained, efficient and motivated work force. The company understands the necessity of the keeping the spirits of its employees high to realize its business dreams in the most acceptable manner. The hospitality industry and more specifically hotel industry is one of the most dynamic and sensitive business sector which performs very high during the favourable business environment while experiences a very sharp fall during the periods of recession or economic slow down. Thus being one of the leading hotel chain in China, Metropark hotels company need to create a unique style of management leadership that could set benchmarks in the hospitality business segment (Grand Metro Park Hotel, n d). The major domains the HR practices need to be reinforced is in the domain of delegation of work. The concept of right work to right people needs to be promoted well. As the hotels have different target clients based on the brands attached to it, the employees capabilities expected shall also differ from one type to the other. The Grand metro park hotels has most of its visitors from US and European Union, mostly the business executives who have their business operation expanding in China. Thus the capability of all the staff who are placed to handle different tasks must be highly capable to ensure not only to deliver their responsibilities well but also to ensure the retention during their future visits. The customer relation team shall also work in tandem with them to ensure the future business too. In addition to their skills to use English, language, the linguistic abilities of the front office staff shall include their abilities to handle other foreign languages like Spanish, French, Russian, Italian and also Arabic. Further, the

The impact of effective training on a company Essay

The impact of effective training on a company - Essay Example In order to gain a full understanding of what training is, it is imperative to begin by explaining the meaning of the whole concept. Mullins (2010, p 502) define training as â€Å"content based activity, normally away from the workplace with an instructor leading and aiming to change individual behaviour or attitudes. Training and development are beneficial for both firms and the employees. In most cases, the performance of the employee is shaped by their attitude or behaviour towards something. Of notable concern is the fact that these attitudes and behaviours are not static since they are subject to change. Managers that are concerned about improving productivity as well as performance of their employees ought to identify the areas in which the employees need training so that they can improve their performance at work. This will also help the organization to achieve its desired goals and objectives. In most cases, successful training begins with the needs assessment which is used to determine the number of employees that need to be trained and what they need to be trained in order to accomplish. A set of objectives is often formulated and these state the purpose of the training and the competencies that are required by the trainees. . Swanepoel et al (1998) suggest that the needs analysis of training requires time, money and expertise. Successful training ought to be properly planned since it may negatively impact on the employees if poorly conducted. When the managers have identified the employees who need training, a proper program is put in place and this ought to be properly followed in order to obtain the desired results. Training is not an event but it should be a continuous process that is aimed at constantly improving the performance of the employees. Schultz et al (2003) posit to the effect that the viability of the organization can be achieved if it has programs that are intended to train and develop the employees such that they are in a position t o deal with the challenges they may encounter in their dispensation of their duties. The employees’ skills should be upgraded in order for them to be able to meet the demands of the ever changing environment in which they operate. Therefore, it is imperative for the HRM to make sure that basic training is provided to the employees so that they are equipped with the required knowledge and competencies to deal with challenging tasks that can arise in their work. This also helps the employees to come up with amicable solutions that can help to deal with problems they may encounter in their operations. It is quite obvious that we are moving into a knowledge economy where employees should be trained so that their skills and competencies are improved. Hurn (2007) posits to the effect that training can help to improve the performance of people who come from different cultural backgrounds. This will help them to generate knowledge about different cultural aspects that can impact on t heir performance in the workplace in different areas. Basically, the purpose of training is to improve the skills and to change attitude (Mullins, 2010). Training can be a great motivator in the workplace and it can lead to many possible benefits for both the individual and the organization. For instance, training can increase the confidence, motivation and commitment of staff (Mullins, 2010). Motivated employees are committed to their work and