Understanding Yourself as a Facilitator of Learning Research Paper

Understanding Yourself as a Facilitator of Learning - Research Paper Example This improved their psychological degree of viability (Pappamihiel, 2002). I likewise needed to fill in as a facilitator in bunch conversations sorted out inside the study hall condition when we used to speak with one another in English yet officially. Students, in such a situation had a sentiment of being watched and judged, which frequently made them anxious just as over cognizant, upsetting their degree of certainty. What's more, with one student performing remarkably in examination with others, the moderate students used to get demotivated at specific examples. As the procedure used to influence learners’ certainty level hugely, particularly for the moderate students, I would term this procedure as insufficient lacking enthusiastic and subjective worth attribution (Koulouriotis, 2011). Intriguingly, I accept that intelligent casual or semi-formal training technique will be increasingly compelling for the grown-up students who will in general acquire classes on English as their subsequent language. Strategies that permit nonstop learning and learning through encounters will be most useful I accept. It won't just touch off intellectual improvement and enthusiastic quality for the non-English speakers yet will likewise inspire long lasting learning among them that will guarantee in building up their separate aptitudes persistently, much after the finish of their courses. Whenever given a choice, I could never utilize the customary content deciphering technique for the students, which makes the whole learning process morally basic just as frequently disheartening being exceptionally dull in nature. Furthermore, such strategies don't give satisfactory chance to the students to share their perspectives that would thusly allow powerful appraisal of their intellectual and passionate turns of events. In this manner, I will attempt to keep away from the instrument in my learning approach (Cumming,

Decisions in Paradise Part II Research Paper Example | Topics and Well Written Essays - 750 words

Choices in Paradise Part II - Research Paper Example The present examination takes a gander at applications and arrangements concerning the case, concentrating on explicit strides in the Step-stepping stool strategy for dynamic. The circumstance we face in the association, with my accomplices, is one in which the organization must be cautious about its venture into Kava. Since our organization is thinking about Kava truly as an area of intrigue and elevated nearness, â€Å"That more noteworthy nearness could take different structures, in view of what’s useful for our organization and what’s useful for the individuals of Kava. You and I find the opportunity to dissect, incorporate, and recommend with respect to that decision† (Case, 2009). Remember that what we are doing is going into another domain. We have to leave a portion of our suppositions about predominance and initiative behind, and be increasingly collective, on the off chance that we will be regarded in this new region. The Step Ladder strategy for dynamic can help us in Kava, since it levels choices and ensures that there is full commitment and cooperation among invested individuals. â€Å"This brings about a more extensive assortment of thoughts, it keeps individuals from covering up inside the gathering, and it assists individuals with abstaining from being stepped on or overwhelmed by more grounded, stronger gathering members† (Stepladder, 2009). One of the principle issues tended to in the proposed development of our organization, is that of perceiving how the Step-stepping stool strategy influences dynamic in associations. Pioneers can innovatively help along the group dynamic by deciding, in characterizing what they do. There might be a time of value appraisal wherein the board heads may talk about different manners by which to help cooperative individuals feel an expanding feeling of inspiration and the drive to prevail in a positive setting by helping pioneers with criticism and step ping up and present new thoughts. The Stepladder strategy focuses on that a loose and adjusted climate is

Spring Admission Notes #4 COLUMBIA UNIVERSITY - SIPA Admissions Blog

Spring Admission Notes #4 COLUMBIA UNIVERSITY - SIPA Admissions Blog Admitted applicants for the spring term face a tight time line when it comes to enrolling.   Therefore, I want to provide a bit of insight so that those who are admitted can be prepared to act quickly.   As stated in a previous entry, admission decisions will be published via the online application site in early November.   Applicants will receive an email when an admission decision is ready to view. Admitted applicants will then have until December 3rd to pay a non-refundable enrollment deposit of $1,000.   This deposit acts as a credit toward tuition when applicants enroll.   Orientation for new students will then begin on January 10th and classes will start on January 18th. We will start a Google Group for admitted students as soon as offers go out and include current students for admitted applicants to interact with.   There will also be a welcome page for admitted applicants with important information about the steps that need to be completed prior to arriving on campus. There will be one more entry on the nuts and bolts of spring admission . . . Ill leave it to readers to guess the topic . . .

Race And Racial Relations Racial Discrimination,...

Race and racial relations have been a historic battle in our society. Although racial relations have greatly improved within the last century, or even the last sixty years, racial perceptions still persist. These perceptions can be seen in several forms across society varying in intensity, policy and practice on an institutional level as well as an individual level. While racial relations can be taken positively in the form of equality, or negatively as segregation and prejudice rise between racial groups, racial perceptions have lead to issues of police-citizen relations, profiling, criminalization, and neighborhood context. While these facets can be self-inflicted or society inflicted, racial perceptions hold a strong grip on several factors and roles that individuals may encounter in everyday society, as well as feelings of racial inferiority and superiority. The African-American community has been subject to racial perceptions for centuries. With the progression of race-coded politics and the criminalization of African-American men, it is said that even crime has taken on a stereotypical racial relationship. Within the racialization of crime, crime and race are nearly inseparable; defining race in terms of crime and crime in terms of race (Pickett, 2012). Linking race to crime, several studies have found that non-minority populations, such as Caucasians, frequently view African-Americans as a criminal threat, a threat to their economic interest and a threat to theirShow MoreRelatedThe Disproportionate Number of African-American Males Incarcerated Within the United States2992 Words   |  12 Pages According to the US Department of Justice, by the end of 2010 black non-Hispanic males had an imprisonment rate seven times higher than white non-Hispanic males (United States Department of Justice, 2011). In fact, when comparing the three maj or races in the United States, a 2005 study conducted by The Sentencing Project found that â€Å"African Americans are incarcerated at nearly six (5.6) times the rate of whites† (Mauer King, 2010). In November 2010 this lead to the United Nations Human RightsRead MoreUnited States V. Arizona14319 Words   |  58 PagesUnited States v. Arizona: The Support Our Law Enforcement and Neighborhoods Act is Preempted and Discriminatory Melissa Goolsarran Table of Contents I. Introduction 1 II. Perspective: Immigration, Discrimination, and Limitations on State Laws 3 III. Background: United States v. Arizona 9 A. S.B. 1070 and the Legislature’s Justification 10 B. The Decision: United States v. Arizona 18 IV. Analysis: S.B. 1070 is Preempted by Federal Immigration Law and Also Discriminatory 23 A. TheRead MoreRacism and Ethnic Discrimination44667 Words   |  179 PagesRACISM AND ETHNIC DISCRIMINATION IN NICARAGUA Myrna Cunningham Kain With the collaboration of: Ariel Jacobson, Sofà ­a Manzanares, Eileen Mairena, Eilen Gà ³mez, Jefferson Sinclair Bush November 2006 Centro para la Autonomà ­a y Desarrollo de los Pueblos Indà ­genas Center for Indigenous Peoples’ Autonomy and Development Racism and Ethnic Discrimination in Nicaragua November 2006 Contents 1. 2. Introduction Structure of the study 2.1 Scope and methodology 4 7 7 3. RacismRead MoreRastafarian79520 Words   |  319 Pagesoddities that would seem to suggest that Rastafarianism is an absurd religion include: 1. Rastafarianism has been around for only about seventy years. Yet in that time it has gained inexplicable fame around the world, boasting converts from all races and nationalities. 2. Adherents of the faith appear to be relatively small in number. One study suggests that less than one percent of Jamaicans describe themselves as Rastafarians. Yet the average non-Jamaican assumes that Rastafarianism is the

The Labelling Theory Movement Among Criminologist And...

INTRODUCTION Howard Becker is renowned as the person who established the modern labelling theory. Becker also developed the term moral entrepreneur to portray the person in power which campaign to make certain deviant behaviour outlawed (Becker, 1963). He suggests that most laws are founded on that basis, and the behaviour that is classified as criminal is ever changing. Thus, the criminal behaviour is impertinent to the labelling theory. What actually matters is which outlaws are arrested and processed by the criminal justice system (Becker, 1963). Due to the belief that societal and personal factors do not kick in as motivations for criminal behaviour, there has been little study of the aforementioned factors. This facet of Labelling Theory is still debated. Becker’s work has become the focus point of the labelling theory movement among criminologist and sociologists. In his introduction, Becker writes: ...social groups create deviance by making rules whose infraction creates deviance, and by applying those roles to particular people and labelling them as outsiders. From this point of view, deviance is not a quality of the act the person commits, but rather a consequence of the application by other of rules and sanctions to an offender. The deviant is one to whom that label has been successfully applied; deviant behaviour is behaviour that people so label. Society uses the religion to justify its moral action whereas the deviant actor uses it to justify hisShow MoreRelatedLabel Theory4470 Words   |  18 Pagescurious to know if the labeling theory was a useful theory. I have always considered the labeling theory to be a hard theory to measure. It is hard to measure if a label becomes the cause for a person to become delinquent. Is it the label or some other factors? This paper will go into detail about some of the main contributors to the labeling theory. It will explain how the contributors applied the labeling theory. This paper will also explain how the labeling theory grew into what it is today.Read MoreAn Essay Against Anti - Social Activities Not More Than 350 Words? Read More: Http: //Wiki.Answers.Coan Essay Against Anti Social Activities Not More Than 3505893 Words   |  24 Pagessocial problem in and of itself, pointing instead to the social problems thought to underlie it. Significant sections of the left, influenced in part by radical criminologists in the USA, challenged the panics - as they saw them - promoted by the so-called New Right. They questioned the official statistics on crime, challenging the labelling of deviants by agents of social control, and attacked the moral and political basis of these panics (6). Thus, the idea that crime was a broader social problem

Political Economies Free Essays

Contemporary political economies are mixtures of fascism, socialism, capitalism, anarchism, etc. Most of them stress aspects of certain systems more than those of others but in each one will find a mixture. Recent largely fascist systems are those of Mussolini’s Italy, Peron’s Argentina, Hitler’s Third Reich, Chavez’ Venezuela, and several of recent Middle Eastern regimes (e. We will write a custom essay sample on Political Economies or any similar topic only for you Order Now g. , Libya), Egypt, et al. So called communist regimes are also effectively fascist since they tend to be ruled by an undemocratic group of rulers†e. . , North Korea, Cuba. Welfare Statism The welfare state or, from the economic viewpoint, the mixed economy, may be understood as a combination of the principles of capitalism and socialism. Sometimes the emphasis in this system is placed not so much on economic as on certain moral considerations. Basically the welfare state consists of a legal system that aims at securing for everyone the negative right to liberty and the positive right to well being. The welfare state, which is to say most Western countries, balances the two values that together seem to its advocates to be the bedrock of a civilized society. No one ought to have his or her sovereignty seriously compromised, nor should anyone be permitted to fall below a certain standard of living. This is difficult to maintain ecause at different times one or another of these objectives will probably take priority and in mostly democratic systems political leaders will vacillate between giving more support to one or the other. The right to strike, for example, which is the negative liberty to quit one’s Job in an effort to gain respect for one’s terms of employment, may conflict with the positive right to be provided with various services–e. g. , health care, mail delivery or education. It is indeed a prominent feature of the welfare state that both negative and positive rights receive their legal protection. Negative rights involve respect for a person’s life, liberty and property–that is, everyone is by law supposed to abstain from interfering with these. Positive rights, in turn, involve respect for a person’s basic needs–that is, everyone who is unable to secure the requirements ot survival and even tlourishing is supposed to have those provided by way of the appropriate public policy (e. g. , taxation, mandated services, public education, national health care). The moral underpinnings of the welfare state can be utilitarianism, altruism or certain intuitively held moral precepts. Utilitarianism requires that all pursue the eneral welfare and whatever public policies to facilitate this were needed would be justified. Although many utilitarians believe that the general welfare is best achieved when government operates in a largely laissez-faire fashion, there is no objection to government intervention in social affairs if without those many in the society may fail to achieve a decent and prosperous form of life. Altruists, in turn, often hold that to make certain that people fulfill their primary obligation to help others, it is necessary to introduce public measures that will secure such help, given that many might wish o breach their duty to do the right thing. Finally, there is the claim that by our common intuitions it is evident that both a measure of personal liberty and social welfare must be guaranteed to all, lest the quality of life in society fall below what it should be. While people object to the welfare state from several other perspectives, it is thought by its supporters to be the most stable modern political orders. Although it is characterized by much dispute and controversy, in the long run, its supporters maintain, the system seems to be overall satisfactory and Just. How to cite Political Economies, Papers

Ethical Dilemmas Business Perspective †Free Samples to Students

Question: Discuss about the Ethical Dilemmas Business Perspective. Answer: Introduction The Information technology sector has been increasingly utilized across the world. Just like any other area, be it in the administrative sector, education, governance among others, ethical scenarios always ensue and the need to handle them uncannily always knocks on the door (Backus, Spinello and Tavani, 2016). Therefore, the judicious utilization of such scenarios in the enhancement of ethics can be of great help to the society as a whole (Migga, 2015). Situations that are designed in a careful manner allow perceived and real conflicts to be handled in no-consequence and safe environments. Relying on the Actor Network Theory and the use of research into scenarios, the Doing Ethics Technique is broadened to take good care of macro and microenvironments in the technology sector in a bid to present a better alternative for an ethical dilemma (Migga, 2015). In this regard, a case study of a computer company has been considered to be viewed through the lens of Doing Ethics Technique in o rder to provide a better and ethical solution without harming any of the involved partys emotions (Simpson, Nevile and Burmeister, 2014). From the perspective of the computer professional who is tasked to develop the accounting system, system efficiency is needed so as to be used by the government and the need is of great importance since it saves much money. In this regard, there is a need for delegation, and as the lead project person, the professional assigns different tasks to her other workers. The first person handles the reports; the other takes care of the systems internal processing and the last one takes care of the systems interface of the user. However, this does not go well as the employees report to the senior management that it is so difficult to use the interface (Cellucci, 2015). The problem ensues where the upper-level management decides not to use the system and even inject any more finances, and as such, they choose to resume their previous system that was expensive. What are the facts? Evidently, the difficulty to use the new accounting system interface is real as the employees have reported. The upper-level management has refused to provide more finances for the deployment of the new system. It is only the person in charge of the development of the interface that messed up the entire project. The new system was only at its first stage of writing. The government needed to use the system due to the expensive nature of the previous system. The new system is expected to save massive amounts of money belonging to the taxpayer. The manager agreed to the architecture of the new system and gave the go-ahead. The management at the upper level has the option of resuming to the previous but expensive system of accounting (Deneulin, 2013). The persons who handled internal processing and the reports were proficient, and no complaints have been reported on their part. The upper-level management may revert their decision if good sense about the problem is made to them and if the possibility of readdressing the system interface is assured. What are the issues? Resumption to an expensive method of accounting. Lack of finances for the project (Management no longer want to invest in a flawed process). Unclear procedures to guide the deployment of newer systems in cases of failure. People have lost confidence in the new systems of IT (The reason the managers want to go back to the old system). Change of technology attracts uncertainties such as the employees having difficulties to adjust to a newer interface, which could, in fact, be easier (Christiansen, 2015). Lack of computer literacy and awareness of diverse systems (Including interfaces). People are susceptible to the new looks of different aspects of society and therefore need to be taken through a gradual process of change. Anxiety is exacerbated by change (Fisher, 2013). Professional handling of projects sometimes poses a challenge to the experts. Who is affected? Government: The people may view the resumption to the old system as an expensive move by the government that is expected to be the custodian of the taxpayers money (Fisher, 2013). The government itself may have problems in the efficiency of a new system thus slowing the accounting processes (Koehn, 2016). The employees: They may have difficulties in executing their duties due to a complicated interface. On the other hand, they may be wrongly judging the new system interface due to the fear of change around them thus sending a wrong signal to the management. The upper-level management: They may be faulted for contracting an incompetent computer expert to develop the new accounting system. However, they may also be victims of their employees fears of a change to a new system (Engineering Council, 2017). They may also be blamed by the computer expert contracted to effect the project due to their rushed decision to dismiss the project without carrying out a background audit and questioning of the employees, or to the bear minimum, at least go through the interface themselves (Koehn, 2016). The computer expert: She may be blamed for not coordinating her team that was working on the project to ensure swiftness and effecting corrections. Also, she did not carry out a background check to understand what the employees need or are used to. The public: Their taxes may be misused on expensive projects, yet there are simpler options for the accounting systems (Migga, 2015). The person tasked to handle the interface: He/she may be faulted for using a complicated interface even after knowing that the employees are not experts in computer matters (Migga, 2015). Therefore, he/she operated under the assumption that others may find the interface easy as he does as well. What are the ethical issues and implications? It is the governments duty to safeguard the taxpayers money. The understanding between lack of education and faults brought about by technology. Adverse suffering of the innocent public due poor tax money management. A poor reputation for the upper-level management. A bad reputation for the computer expert and her team who worked on the project. Employee conspiracy to harm the projects reputation due to fears of change. What can be done about it? Education of the employees on the gradual process of change from the previous system of accounting. Reevaluate and make necessary changes to the entire interface of the system in order to introduce an easier one suitable for the employees (Migga, 2015). Upper-level managers to repeal their move to stop funding and resume the older, expensive system. After that, then they should allow the experts to make corrections to the new system. Do background checks on employees to eliminate chances of sabotage. Monitor the whole process of restarting the project. Replace the expert who handled the interface stage with a competent one. What are the options? Restart the entire process of making a new interface (Simpson, Nevile and Burmeister, 2014). This option is useful because it will make an easier way of satisfying the upper-level managers, the employees as well as the reputation of the computer expert. However, it will consume more time. Initiate employee education to make them familiar with the interface. This option is amenable and easy because it will not necessitate restarting the entire interface development process (The European Business Cooperation 2013). It also saves time for the computer expert and the government. However, it means subsequent employees shall have to undergo a training program before doing their job. Conducting a thorough audit to establish the reasons behind the failure of employees to comprehend the new interface (McDermid, 2015). It helps understand whether the developer of the interface was the problem or the employees just feared the change of a system that they are used to. The best solution is to do a background audit to identify the reasons that inform the employees option of finding the new interface hard to comprehend (Simpson, Nevile and Burmeister, 2014). Furthermore, this move would ensure that the primary cause of the problem is established instead of relying on conjecture. For instance, if the employees give a feeble reason such as a given feature of the interface, then it will be clear that the problem was not entirely with the developer of the interface but the employees (Simpson, Nevile and Burmeister, 2014). Again, if they give a genuine reason that substantiates its complex nature, then the developer will have to make the necessary adjustments to the system (Quigley, 2013). Conclusion The establishment of a proper accounting system was marred with problems of interface caused by its developer as assigned by the computer expert. The upper-level managers quickly refused to fund the project further but resume the previous process which is expensive for the taxpayer. As such, there was a big problem. The available options to solve that ethical dilemma included; conducting an audit, educating the employees on the new process, restarting the interface-development process, repeal of the decisions by the managers among others. The best of these options was to do an employee-audit. Works Cited Backus, A., Spinello, R. and Tavani, H. (2016). ICT Sector Ethics. Ethics and Information Technology, 6(1), pp.1-3. Cellucci, T. (2015). Raising the ethical floor: Ethical dilemmas today. PsycCRITIQUES, 60(46). Christiansen, D. (2015). Doing Ethics in Business. Business and Professional Ethics Journal, 3(2), pp.79-83. Deneulin, S. (2013). Ethics and Development: An Introduction from the Perspective of the Capability Approach. Geography Compass, 7(3), pp.217-227. Engineering Council (2017). Ethics in ICT - EPSRC website. [online] Epsrc.ac.uk. Available at: https://www.epsrc.ac.uk/funding/calls/ethicsinict/ [Accessed 27 Aug. 2017]. Fisher, C. (2013). Business ethics and values. Pearson. Koehn, J. (2016). Accounting Ethics. Accounting Ethics Ronald F. Duska and Brenda Shay Duska Malden, Mass.: Blackwell Publishing, 2003, 277 pp. Business Ethics Quarterly, 15(03), pp.521-529. McDermid, D. (2015). Ethics in ICT. Frenchs Forest, N.S.W.: Pearson Education Australia. Migga, J. (2015). Ethics in Computer Companies. 39(2), pp.271-271. Quigley, M. (2013). ICT ethics in the 21st century. Hershey, PA: Information Science Reference. Simpson, C., Nevile, L. and Burmeister, O. (2014). Doing Ethics: A Universal Technique in an Accessibility Context. Australasian Journal of Information Systems, 10(2). The European Business Cooperation (2013). What Makes a Company Ethical?. Business Ethics: A European Review, 1(1), pp.1-3.

The Future of Fiat

Leadership Term Paper Writing Guide Learn How to Write a Leadership Term Paper with Ease

Leadership Term Paper Writing Guide Learn How to Write a Leadership Term Paper with Ease A leadership term paper is a joint assignment for students at the end of the semester. It implies a practice of a research paper having a central question, argument, and hypothesis. A leadership term paper is often aimed at applying leadership theories to examine their effectivity on the actual setting. The concept of leadership often gets mistaken for the notion of management. However, the direction is the ability to apply the managerial roles and tasks efficiently as stated in Investopedia. It embodies the ability of an individual to lead by example, provide positive associations and define the quality of interactions. Leadership term paper writing explores such notions as granting attention to the identification of the most suitable means of exercising effective leadership. There are several steps necessary in regards to writing a successful leadership term paper. Jump all over this guide to succeed in each of these effective steps. Choosing a Topic The first step refers to the choice of a topic for the term paper. It is the most significant primary point to understand and decide because it defines the purpose of research, its tangibility, methodology, and other. Therefore, selecting a topic that you find exciting and relatable will simplify and direct the research and writing processes. These are some of the suitable subjects for a leadership term paper: Leadership in Organizational Behavior; Self-Identity of the Followers in a Leadership Process; 10 Paths to Leadership Growth and Success; Mediating Organizational Commitment through Leadership; Emotional Intelligence in the Future of Leadership Theories; The Identification of Gender Differences in Leadership; Personal Attributes in Successful Leading. The choice of a topic often depends on the given assignment. Do not hesitate to clarify the matter with your instructor to identify its suitability to the course. The Pre-Writing Stage Is Worth to Stay at Before you start writing a leadership term paper, consider the steps necessary to succeed in the writing process. The essential stage is research one. Once you decide on the topic, research all the literature, websites, and all available sources of information to understand and learn about the subject. For instance, when researching the topic of emotional intelligence in leadership examine thoroughly such resources: EmeraldInsight, namely the article under the title Transformational Leadership and Organizational Citizenship Behavior: The Moderating Role of Emotional Intelligence; SpringerLink, namely the series of article named Leadership Today; Harvard Business Review on Leadership That Gets Results. Each of the suggested sources is scholarly identified in the platform of Google Scholar. However, do not limit your research to solemnly online sources. Visit your school or university library to get printed journal articles and books relating to the topic of your choice. A leadership term paper requires a careful research process with the application to varying settings. Therefore, before you start writing the term paper, identify the key terms, theories, styles, and other helpful ideas for the further convenience of the writing process. A Word of Warning About Pre-Writing There are several common mistakes that most students do when starting a leadership term paper. It is essential to identify such to minimize the fallacies and get a better grade. Familiarize with the following errors to avoid in your term paper: Don’t neglect research. Devote time to reading and learning about the selected topic to come up with the strong ideas or arguments. A proper term paper is based only on credible resources. Avoid any sign of the subjectivity. Do your best to avoid using personal pronouns, opinionated arguments, and unproven ideas. An objective term paper will reflect the topic better and improve the validity of your research. Get rid of a rambling structure. A thoughtful outline reflects the quality of the term paper. By neglecting to work on the structure of the paper, you put it as the risk of being overwhelming or chaotic. Don’t omit a response to research question. A term paper must answer a research question that you will insert at the beginning of writing. If the planned content of the text does not match the idea presented at the beginning of the writing, the term paper will not be successful. Don’t use poor grammar and word choice. The focus on the clarity of writing is as important as the clarity of thought. If your grammar and language style is complicated to understand, then you need to reevaluate your writing. You can turn to grammar rules and guidelines to simplify the writing process. The mistakes above represent the overall limitations of term papers. However, they are not limited to these. Keep attention on the subject and mind the term paper instructions given by the professor to comply well with. Moreover, there are several helpful recommendations to turn into strategies that will contribute to your understanding of the term paper writing process. 5 Useful Recommendations from Our Leading Writers The strategies for effective leadership term paper writing include the understanding of the process. As you start with the research part, you will need to identify suitable sources and utilize the found information for your text. A successful term paper will provide an objective overview of the topic while researching the set of questions and finding connections between different concepts. Below you will see recommendations to create a successful leadership term paper. Find credible sources. The selection of credible sources can be simple if you choose them from acknowledged databases. There are scholarly journals and libraries with books. Take notes. Once you settle with several sources, take notes about the critical pieces of information presented. Write out the arguments and discussion presented in the resource. Such step will simplify the construction of the outline at the further stages. Create rough drafts. Writing is a creative process that demands corrections. A leadership term paper will provide a foundation for new ideas to integrate along the script. Therefore, do not hesitate writing several drafts before finalizing the work. Take enough time. Writing a leadership term paper can be overwhelming. The range of literature and interconnection of the concepts can prove to be a significant challenge for many students. Therefore, make breaks while researching and writing. Return to the text in several days to read it over and provide necessary improvements. Get feedback. When you turn in the leadership term paper, your instructor will provide feedback based on the grading rubric. However, feel encouraged to give your term paper to family or friends to read it in advance. They will be able to assess the clarity of your thought and organization. Feedback is the best incentive to advance the writing. Adhering to such guidelines will ensure your focus on the quality of the text and the resources used for its completion. A leadership term paper requires immersion into the topic to provide an in-depth analysis and its application to practice. An Outline of 7 Steps to Take in Term Paper Writing An outline for a leadership term paper will depend on the selected topic. For instance, leadership in business often refers to the qualities of the managerial staff and the CEO. Therefore, it provides an incentive for structuring the term paper based on the research of the leadership styles, executive successes and overlapping incidents that highlight the topic. A proper outline consists of an introduction, body paragraphs and conclusion. However, it is essential to adapt based on the complexity of the leading term paper. Title The selection of a title is one of the most challenging aspects of the term paper. It should define the idea of the text without having too many details. A successful title will hold the central argument of the topic. The choice of the title refers directly to the problem. Mind that making up the claim should not be the first stage of your writing process. You can leave it till the finalizing stage to make sure that it complies with the text and presented ideas. Abstract Once you begin the writing process, you will need to gather all information into an abstract. It implies a short paragraph of text that identifies the central ideas of the leadership research paper. If your writing relates to the business industry, you can highlight the methods used to determine the claims. For instance, hand-on founders prove to be the most successful heads for startups. The abstract of your paper will include information about the purpose for researching such hypothesis, methods for studying it and the result of the findings. Introduction The introduction paragraph reflects the reason for the choice of the topic of the term paper. It is one of the most critical parts of the text because it sets the tone for reading the leadership term paper. It is essential to focus on the hooking sentences to make the readers excited about the following body paragraphs. Therefore, when writing an introduction, provide the relevance of the topic to the current state of the industry, highlight its significance and reveal the leading hypothesis to be explored during the term paper. Thesis Statement A thesis statement refers to the identification of the central ideas in your term paper. It sets the foundation for the structure of the document and critical arguments. A thesis statement will not answer your research question. However, it will provide an overview of the central points used to give a thorough reply. The following thesis statement relates directly to a leadership term paper, representing examples of proper writing. A border-less business reality demands the development of transnational leadership to provide safety, ensure the mutual understanding and cooperate for the provision of a better future. Global economy disregards the diversity of political leadership styles as a result of interest in the unification of managerial approaches through the liberal concepts and ideas. The modern American workplace highlights the feeling of community and spirituality tiring both in leading through responsibility and motivation. However, if a student neglects the objectivity and does not proceed with extensive research, it is possible to find a text with the following examples of a wrong thesis statement: You define your leadership style; Organizational behavior is driven by leadership; Servant leadership has no good results; Development of leadership skills is hard; Social capital does not correlate with emotional intelligence. Therefore, pay extra time to write the thesis statement. Check several times its compliance with the topic and relevance to the text. Literature Overview One of the first body paragraphs following your instructions will refer to the literature overview. It is a tentative identification of the relevant literature that pertains to the topic. You will discuss the main findings from the books, research articles and websites found during the research stage. However, a successful literature review will focus directly on the topic. Each source should contribute to the overall understanding of the research questions and the identification of limitations that motivate you to proceed with the research. Methods The methodology of the term paper is one of the most critical parts of the text. It identifies the means of gathering information for each claim. In the methods, paragraph writes about the key results of the literature review and its applicability to your topic. Your term paper should not base explicitly on the theoretical overview. Do not hesitate to incorporate empirical findings from the journal article and compare them to those made by you. You could be quantitative, qualitative, or a mixture of both. However, consider adding the surveys or interview questions to the appendix section of the term paper. For example, if you interview an executive, describe in the methods section the process of setting it up. Provide a discussion of the ways you analyze each response. If you explain in detail, it will better to realize the survey results obtained from people. Overall, the methods section where you describe the means of handling the data proves your credibility as a potential good re searcher. Results and Discussion The results and discussion sections are not obligatory to all leadership term papers. However, if you advance your writing to include such paragraphs, consider the organization of these sections through the use of credible sources. The results section refers to the identification of the main conclusion made from the research. It serves as an assertion of each claim presented in the term paper. The discussion section identifies the limitations of the study. You should consider further ways of enhancing the research. Editing and Proofreading Finalizing a leadership paper refers to the editing and proofreading stage. It is one of the crucial steps to ensure the clarity of through and compliance with the guidelines. The editing part refers to the analysis of each body paragraphs and their logical sequence. The proofreading is necessary for identification of grammar and stylistic mistakes. A leadership term paper should have a smooth flow. Therefore, to ensure such notion, read the entire text several times before turning it into the teacher. Referencing The final part of the writing relates to the construction of the reference page or bibliography. Each source that you used during the research stage holds information with the name of the author, publisher, title, and other valuable information. It is essential to give credits to the sources ideas of that you used in the text. There are several ways of citing the resources. The most common ones include MLA, APA, Chicago, and Harvard. However, mind the grading rubric distributed by the teacher to ensure compliance with the style. Below is a proper citation of a book in an APA style. Owings, W. A., Kaplan, L. S. (2011). Leadership and Organizational Behavior in Education: Theory Into Practice (1st ed.). New York: Pearson. Moreover, consider inserting in-text citation at placed along the text, where you used information from the sources. An in-text citation in an APA style would include the last names of the authors and the date of publication. When writing a leadership term paper, consider all of the leadership term paper prompts mentioned above and enjoy the process!

Mid-life crisis Research Paper Example | Topics and Well Written Essays - 500 words

Mid-life crisis - Research Paper Example Lifestyles adopted by people, especially in modern urban centers, as well as sedentary working styles are also said to contribute to the onset of mid-life crisis. Stress, either work related or due to strained relationships, also plays a role.(Bishop, 1999, p.417) In popular culture, mid-life crisis is often associated with break-up of relationships, divorces, etc, especially when it happens between long-term partners. The usual age range for the onset of the crisis is 35 to 50. Identifying the crisis can be a challenging task for physicians or affected individuals, for there are usually no definite symptoms to look for. The manifestation of the crisis can be rather vague, such as sleep disturbances, excessive drinking, lack of intimacy with partner, loss of interest in work, etc. Author Karsten Siebert gives us a glimpse of what mid-life crisis entails through the hypothetical case of Frank. The following is Frank's case, which is typical of the phenomenon. â€Å"Frank, a 35 year o ld Caucasian male was referred to counseling by his primary care physician who, after an appropriate investigation, could not fully explain Frank's multiple complaints as a general medical condition or the effects of substance abuse. Frank has a history of many physical complaints, including head, back and joint pains that have worsened over the last several years.

Self-evaluation Global climate changes are manmade Essay

Self-evaluation Global climate changes are manmade - Essay Example Therefore, this argument is not valid. How I would make this argument valid would be to cite more broad-based examples of extreme weather pattern which are linked to human activities. In this case, the case of the Texas farmers who have experienced extreme weather events is too narrow of an example, because the extreme weather events experienced by the Texas farmers could be due to any number of causes(Crook, 1999). Presenting examples which are broader based, more tied to the issue of global warming, and are less likely to have any number of causes for these observed phenomenon, would be a better way of illustrating this point. Conclusion #2 – that the industrial revolution influenced the world in significant ways. First of all, this conclusion is poorly written, because, as written, this conclusion does not support the overall argument of the paper, which is that human beings are responsible for internal and external changes in weather. A better way of writing this conclusion so that it is more supportive of the overall argument would be to write the following: â€Å"The emergence of the industrial revolution, in the 19th Century, accelerated the global warming process in different ways.† As for the premises to support the conclusion – one of the premises is that the industrial activities, such as the burning of fossile fuel and coal, and the utilization of natural gas and oil, led to large emissions of toxic gases into the atmosphere. This particular premise is sound, because it links the activities in the industrial revolution directly with the conclusion that the industrial revolution contributes to greenhouse gases. However, the next argument, that the energy sector contributes to 20 percent of methane and 75 percent of carbon dioxide emissions, does not support the conclusion. The conclusion relates specifically to the industrial revolution, which is a specific period of time. The above

The Importance Of Education In Malaysia Education Essay

The Importance Of Education In Malaysia Education Essay Education in Malaysia has gone through extensive changes throughout the years. These constant changes or reforms are carried out with perhaps only one vision in mind, and that is to improve the current existing teaching and learning procedures in schools and higher institutions of learning. Such action highlights the governments endless efforts in trying to improve the quality of education for its people. After a decade into the New Millennium, the education scenario is more pressed to undertake even more improvements in trying to cope with the demands and expectations of education in the 21st century. We can no longer be satisfied with what we have, but instead there is a need to constantly compare ourselves to that of more developed nations, and this is especially true with the field of education. This is to ensure that our people will be able to compete internationally in this borderless world. This is very much in-line with the vision of our longest-serving Prime Minister Tun Mahathir Mohammad. Tun, back in the 90s shared his vision and dreams for this nation through Wawasan 2020 or Vision 2020. According to his article Malaysia on Track Vision 2020, as a doctor he is attracted to the optometrist measurement of Vision 2020 which indicates 100 percent perfect vision. He further explains that Vision 2020 in relation to the future of this country would be the quest for Malaysia to have clear vision of our future as in where we want heading and what we want to be in the New Millennium. As Malaysia plans to transform into fully-developed nation, education becomes the priority of the government since it is one of the most powerful entities that would determine the success or failure of the nation. The future of any country depends on its people. It is therefore important to ensure that everyone is equipped with the necessary knowledge, skills and values to survive in this highly competitive and globalised world which is impacted by rapid development in science, technology and information. The importance of education has become more paramount especially in our Nations process of moving from an economy-based on labor-intensive and lower-end manufactured products to k-economy or knowledge economy. The Ministry of Education (MOE) and The Ministry of Higher Education (MOHE) are two bodies which are responsible in ensuring that nation is moving towards the specified target. This is clearly outlined in the 2 key thrusts under the National mission (Mid-term Review of Ninth, 2008); Thrust 2: to raise capacity for knowledge and innovation and nurture first class mentality. Thrust 3: to address persistent socio-economic inequalities constructively and productively. In line with the drive towards developing the nations K-Economy, the current economical trend is to focus on the advancement and rise in emphasis on the area of science and technology. As a measure to achieve this vision, the government has adopted a holistic approach in Malaysian education system by emphasizing on mastery knowledge, intellectual capital and developing technology and entrepreneurial skills. Since science and technology play a major role in contributing to a more developed nation, the government seems to give more emphasis on teaching and learning process of science in the primary, secondary and higher education. It is coherent with Malaysias aim which to produce more experts in science or in general to produce a future generation of intellectuals. Therefore, as science educators, it is important to be aware of the demand of the nation. There is a need to ensure that the teaching and learning process is focused in producing individuals who fulfill the governments aspiration. Hence, it requires teachers to have passion, creativity, intelligence and determination to make sure that the delivery of knowledge is truly effective. Among other things, methods in teaching, teachers knowledge and performances are frequently being observed to ensure that teachers remain excellent in their teaching. This is because; teachers play a major role in ensuring the effectiveness and the success of the actual delivery and implementation of the Malaysian curriculum. Therefore, when planning a lesson, teachers need to be aware of the objectives of the curriculum by incorporating good content values into the lesson, implement the curriculum designed by the ministry and at the end of it all, assess the outcomes of the curriculum. But it is not enough to focus only on the teacher without looking at the relevancy of the Malaysian science curriculum, which actually contributes to the success or failure of science education. In fact, it is actually a major issue that is constantly discussed among science educators and academicians in Malaysia. Is the Malaysian science curriculum measurable to that of the standards of other countries? This is pertinent question that needs to be answered. Therefore it would be useful to compare Malaysian science curriculum with other developed countries in order to determine the standard of Malaysian curriculum. 1.1 Background of Study This comparative study between the Malaysian science curriculum and the Steiner Waldorf in science curriculum was conducted primarily to gain insights on the much-researched and discussed about Steiner curriculum. Having experienced the Malaysian science curriculum and after pursuing an honors degree in science education, the researcher is very familiar with the countrys science education curriculum, especially issues pertaining to its content and pedagogical approach. However, the researcher is with the opinion that new knowledge of new educational curriculum can be useful in ensuring better quality of science education. This is important in view of providing the best in science in the context of Malaysian schools. In view of trying to improve the existing curriculum it would be interesting to find out the standard of Malaysian science curriculum in comparison to other developed countries. This is important to ensure that our students will be able to compete globally. Comparative study of curriculum across countries provides background information about how to understand existing strengths and weaknesses of the present curriculum (Moosa Che Azura Che An, n.d). Therefore, this research can suggest ways to help students to perform in the subject of science and also help science teachers in their teaching. This is crucial as over the past few years, there have been a lot of problems discussed about the Malaysian science curriculum and the major part of the discussion revolves around the teaching and learning process. As a result, it raised the researchers interest to look into the matter so that the researcher could discover ways to improve the Malaysian science curriculum in order to create effective lessons yet in enjoyable environment for the students to learn science. In Malaysia, the idea associated with science education is intended to be in-line with existing policies which is specifically to prepare students for examination. There are a few officially recommended practices for science teaching such as constructivist teaching, mastery learning, science process skills, thinking skills, and metacognition, self-directed, self-paced and self-assessed learning and others that, if carried out properly can ensure the successful and effective lessons. Current thinking in science is looking towards a paradigm that is more inclusive of the diversity that exists in our life-worlds (Revathi, R et al, 2003). Science is also perceived as a process of meaning-making and countries such as the United States, Canada, Australia and South Africa (Aikenhead, 2000) are implementing science teaching approaches that incorporate learners cultural and linguistic bearings. For example the science classroom needs to be one that is interesting and multi-discursive which pe rmits the teacher and students to work together in creating knowledge. However, such an approach or a feature is not common in the Malaysian science curriculum. The idea to produce a generation that is ideally competent in science seems difficult and this seems to suggest that there is need for Malaysian science curriculum to be reviewed. From the objectives of the curriculum to the issues of assessment, everything becomes crucial and needs thorough reevaluation. The features and function of science discourse include formulating hypotheses, designing investigations, collecting data, drawing conclusions and communicating results (Chamot OMalley, 1994) and these are the skills which are basically being emphasized by the teacher in the classroom. Sadly, the application is not obvious in the students daily life especially in the context of Malaysia. By conducting this research, the researcher hopes to be able to get some insights into the Steiner Waldorf curriculum and the Malaysian science curriculum. Having done this, it is hoped that the research suggestions may highlight existing gaps in curricular, pedagogical or other aspects through comparison between Malaysian science curriculum with Steiner Waldorf education. From the suggestions made, hopefully the teaching and learning of science will be more effective and more enjoyable for the students. By having a good time in learning science through effective methods employed by the teacher, the researcher believes that it will help students to perform better in all the science subjects and at the same time acquire scientific knowledge in a wider perspective. Apart from that, it will also help to produce all rounded students as outlined in the National Education Philosophy. 1.2 Statement of the Problem The Integrated Curriculum for Secondary School (Kurrikulum Bersepadu Sekolah Menengah, KBSM) is the continuation of the New Primary School Curriculum (Kurikulum Baru Sekolah Rendah, KBSR). This change in the curriculum structure is the governments strategy to shift the emphasis of education that existed in 1970s to a more contemporary holistic concept of learning that encompasses moral, religious, social, physical, and intellectual development of a person (Rosnani.H, 2004). In science education, holistic education aims to produce students who are able to relate the content that they learned in the classroom to their daily life. It refers to their ability to use scientific thinking and processes in a wider context so that it will highlight the effectiveness of the KBSM which subscribes to the principles of lifelong learning. After having informal interviews with a few seniors teachers and lectures with science education background, the researcher found out that Malaysian science curri culum somehow does not support the holistic education as being mentioned and fails to achieve the intended outcomes. The following is the opinion given by the senior lecturer who was interviewed by the researcher; My hunch is the general population of the students does not relate what they learn to everyday situation because many studies have shown that students do not like science and they find science isolated or do not associate with them. So we can infer from that the students do not related what they learned nor practice their scientific attitudes. (personal communication) This is further supported by the results of Trends in International Math Science, TIMMS assessment in science taken by Malaysian students in 2003. The TIMMS assessment is designed to help to improve students learning in math and science where the assessment generally focuses on the students mathematics and science skills. In the assessment, our students scored an average of 504 which exceeds the international average of 474 (Martin et al, 2004) and placed Malaysia to be at 19th out of 44 participating countries. The performance actually is not truly impressive if compared to the performance of students from other developing countries in Asia pacific such as Singapore Chinese-Taipei and Republic of Korea. The line of argument is what are the aspects that lacking in Malaysian students since those nations secured the top 3 placing and therefore have clearly performed better than our students. Another interesting insight which the researcher gathered through informal interviews with the senior teachers and lectures, as well as his personal experience as a science student and in-service teacher is the fact that Malaysian education system gives too much focus on examination. In order to survive in the Malaysian education system, students need to excel in public examinations (UPSR, PMR, SPM). Somehow the situation affects teaching and learning process which is a part of the curriculum. Teachers admitted that the focus is only to finish the syllabus within the time allocated by the school administration. Through informal interviews with the students, the researcher also discovered that students think it is easier for them to focus and prepare themselves for the examination instead of engaging in meaningful learning. The researcher also found out that because of the need to finish up the syllabus, the lessons were not conducted properly by teachers. Teachers rarely make reflections on their teaching. Even though the accomplishment of the objective and learning outcomes are the measurement to a successful lesson in Malaysian education system; most of the time, teachers do not have attempt to find out whether their students have actually acquired the specified learning outcomes. An effective science classroom should be able to make students think and process the knowledge received in the classroom. Ironically, the scenario does not happen in most Malaysian classrooms. Because of the examination matter, the researcher believes that teachers tend to neglect their method in teaching science. In true fact, a science class should be filled with interesting and varying activities so that students will enjoy the class. However, in reality most science lessons, more often than not, are not only plain and d ull but also could kill students excitement in learning the subject. This is another concern of the researcher since there is a tendency that the situation mentioned above could cause the students to lose interest in learning science. The Steiner Waldorf education is similar to the Malaysian education system in terms of its emphasis on the development of human beings and in the provision of holistic education. What is different is in terms of the implementation and the effectiveness of the curriculum. Scieffer and Busse (2001) in their research discovered that the students from Steiner school did better than students in state school in United States. Other research (Easton, 1997; Oberman, 1997; Uhrmacher, 1993b) also suggested a positive relationship between Steiner school education, learning and students achievement. Moreover, research on Steiner education also mentioned about consistency of Steiner students performance in National test from 2000 to 2004. Ogletree (2000) in investigating the creative ability among the students in England, Scotland and Germany through the use of Torrance Test of Creative Thinking Ability; found that generally Steiner school students obtained significantly higher creativity scores than their state school peers. It actually reflects the effectiveness of the emphasis on creativity in Steiner curriculum. Jalinek and Sun (2003) in research that they conducted which aimed to compare the education in Steiner and mainstream schools revealed that, the Steiner children who tested in logical reasoning and science activity which developed by TIMMS international comparative study performed better than students from other schools. The scientific reasoning of Steiner school students was found to be outstanding. The research suggested that the result of the test is actually influenced by the culture of the Steiner education which taught less content to the students and the Steiner education itself creates less examination pressure to the students. Indeed, the Steiner Waldorf science curriculum has its own unique approach and method which proved to encourage effective learning. Such a situation ceases to exist in the Malaysian science curriculum. It is with this problem in mind that the researcher has decided to embark on this comparative research study with the hope to draw on some of the best practices to be incorporated into Malaysian classroom. 1.3 Research Objectives The main objective of the research is to compare the Malaysian education and Steiner Waldorf education in science curriculum with respect to objective, content, implementation or instruction and the assessment. In comparing both curriculums, the researcher wish to find out the characteristics of Steiner education science classroom and wish to look at their strengths and uniqueness which is present and try to see how this is different from the Malaysian science curriculum. From the data gathered, a thorough analysis will be made by the researcher, and the findings of the research could be the basis for the researcher to give suggestions for the betterment of Malaysian science curriculum as well as to bridge the gap between these two curriculums. Research Questions Two research questions are as follows: What are the characteristics of Steiner Waldorf science class? How does the Steiner Waldorf science curriculum differ from the Malaysian Secondary Science Curriculum with respect to their objectives, content, implementation/instruction, and evaluation/assessment? 1.4 Significance of the Study This research aims to look at the Malaysian science curriculum. By doing this, it will help us to have a clear picture of how a curriculum functions and at the same time, it allows us to measure the success of the curriculum. Many teachers have expressed their discontentment over current problems faced by the teachers and students in science education, and the blame is usually on the ineffectiveness of the curriculum. This is an alarming problem as it could affect the number of students who are interested in science subjects and if this happens, Malaysia will actually sway from its efforts to achieve Vision 2020. This comparative study of the Malaysian science curriculum and the Steiner science curriculum is crucial in realizing our dreams of producing human beings who know their ability and self-potential. This is the core value stressed in the Steiner Waldorfs curriculum which aims to provide learners with meaningful learning and turn them into deep learner. Steiner Waldorf students are encouraged to generate creative ideas and this indirectly nurtures the students to be critical thinkers. Therefore it is very crucial for the researcher to find out in what aspects that the Malaysian science curriculum can be improved by adapting the Steiner Waldorf education. Hopefully, the findings of the comparative research will help to improve science education in Malaysian schools. 1.5 Research Limitations Time constraint is the major limitations of this research. The researcher believes it is ideal to have longer time for the researcher to collect data regarding Steiner Waldorf education in United Kingdom, UK. Longer period of study will able the researcher to do observations in greater depth and visit more schools to be included in study. Instead of time constraint, monetary is also one of the limitations in this research. Since the research was funded by the university, the researcher has to complete the process of data collection within the stipulated time. However, what is done by the researcher is sufficient to have a general picture of the difference between the two curriculums. 1.6 Scope of Study The focus of the research is only to compare the Malaysian education and Steiner Waldorf science curriculum. This study involved data collected from one school in Plymouth and a Steiner Waldorf Department in University of Plymouth. Since this is a preliminary comparative study of these two curriculums, focus will briefly highlight the four parts of the curriculum which is the objectives, contents, implementation and the assessment of both curriculums. However, extra emphasis will be given on the implementation and assessment procedure as compared to the first two parts in the curriculum. Though it would have been ideal to be able to carry out observation and interviews in more schools across the UK, these two chose are sufficient to give a clear preliminary picture of what Steiner Waldorf education involves. 1.7 Operational Definition Malaysian science curriculum Malaysian science curriculum refers to science curriculum which developed and implemented in Malaysia for secondary level. However, in order to show the continuation and the development or progression of this curriculum the researcher wills sometime highlights the science curriculum at the primary level. Steiner Waldorf Education Steiner Waldorf Education refers to the education that founded by the Rudolf Steiner in 1919. This education is worldwide and does not refers or belong to a specific country. The part of this education that being discuss in this research is its science curriculum. Science Education Science can be defined as knowledge attained through study or practice, or knowledge covering general truths of the operation of general laws, especially as obtained and tested through scientific method and concerned with the physical world. It may also refer as a system of acquiring knowledge where the system uses observation and experimentation to describe and explain about natural phenomena. Science also term which can refer to the organized body of knowledge people has gained using that system. Therefore, the term science education that been using in this research refers to the process of educating science to the students or may refers to the field of science itself. Which the field of science in education that being discussed in this research covers the major branches in science such as biology, physics, chemistry, general science and natural science. Source: Websters New Collegiate Dictionary cited in http://www.sciencemadesimple.com 1.8 Conclusion As a conclusion, review and reform in Malaysian science curriculum is necessary or perhaps a need as we refer to the current educations condition in Malaysia. It has been 53 years that Malaysia achieved its independence, and throughout the 53 years, Malaysia had gone through lots of transformation and changes. However, the researcher believes that, in order for Malaysia to reach to the level of developed country, education should be the foundation of the aspiration. Education in Malaysia requires more changes as well as ideal and realistic policies and implementation, so that it will be able to produce human capitals that are scientific, knowledgeable and competent.

Effect of violent video games Essay

There are millions of people who play highly controversial games like Grand Theft Auto and other violence video games, realize that it is a game and do not do things they do in the game in real life. If people believe that video games cause behavior problems, they are underlying issues with the gamer himself, and not with the software, but according to American Psychological Association, almost ninety percent of kids between the ages eight and sixteen are addicted to video game especially the violent one. The average girls spends almost six to eight hour week’s playing video games which does not sound bad comparing to boys who spends an average of thirteen hours a week. Some parents reported that video games only describe virtual reality, and should not translate into real world problem. However, children are more likely to imitate the actions of a character with which they classify themselves with. In all violent video games, players are often required to take point of view of the shooter or perpetrator, which show a change of their behavior. Study shows that repetition increases learning and video games required repetition in order to master control characters movement. If the game is violent, then the effect is a behavioral practice for a violent activity. These children who are involve in playing violent video games are more aggressive than who are not involve with these game, which at some point of their life, they will get heart or might die because of their action. Recently, parents become unaware with their kids behavior in real life. Some of them let their kids do whatever they like to do like playing violent video games for long hours or watching brutal shows on television. Report by American Psychological Association â€Å"disagree that violent video games cause behavior problems, because the choices people make cause violent behavior. Video games, even the violent once, can be good experience. † But parents need to teach their kids those video games need to be separate from reality. The choices they make in their daily life have absolutely nothing to do with video games. In fact they may be able to take out any aggressions that they have on a video game, rather than go out and beat someone up, that what their parents believe, but what they do not know is playing video game frequently for long hours has a huge negative on kids because it feed their brain with aggression, violence, and fighting which creates problems such as poor social skills from kids to their parents and the outside world. Sociology studies shows that boys by the age of twenty-one had spend more than 10000 hours or more just by playing video games American Psychological Association wrote â€Å"97% between the age 12 to 17 in the US played video game†¦ top 10 out of 20 were violent. † USA today made study twenty years ago about sixty percent of American family had sat down as family dinners, same study last year the number drop down to twenty percent. Because kids are spending their times on video game, it creates huge problems such as poor social skills, poor grade in school, and live in hostile environment. Psychologist concludes, that video game is nature requirement activities, because it based on reward system and as human we try to be satisfied and achieved all requirements. For example, in video game Mafia 2, the character is required to rob bank which is the basic objective. But if the player kills all securities without triggering the alarm, the player will receive bounce. Since all players love to achieve more, they will do the mission, after completing the mission they will play it again in order to get the bounces. If parents are worried that their children are addicted to violent video game and spending so much time playing it, they should set limits, like playing video game for an hour after completing their homework, also try to encourage their children to play outside, and do other activity. Parents must check the Entertainment Software Rating Board (ESRB) to learn about the video game’s content and what age range it belongs to. Parents should strongly monitor their children about video games that they are buying, and from online games. Violent video games have been blamed for increase bullying, assaulting women, and school shooting, because violent games teach children that violence is way to solve problems and it is acceptable in this world. Studied showed that sixty percent of middle school children who played at least one video game that rated mature has hit, beat, and assault other students. Also it shows that students who committed this violence act were enjoying inflected pain and become less forgiving. For example, in Bully the character have to fight with teacher and other student in order to be popular in school. In other word, this video game encourages kids to be disrespectful to the elder and to the other student. Female in violent video games are mostly present as explore to sexual contact, like being rape, get killed, and thrown behind the bushes. What make it ironic is the player is rewarded by getting some extra feature. For example, in LA Noire the character is homicide, in one of his chapter the player must solve several of cases that women been rape, nude, murder, and thrown in dumpster or tree. In 1998 study shows that thirty percent of violent video games involve women been attacked and rape. Another example, in Grand Theft Auto, which considers one of the best seller games in 2008, player must gain money to be able to buy armor or guns so the player will target female for two reasons. First, they carry more cash, and second they weak. Schools shooting have been connected to shooting video games. Students who have been exposed to violent video games held more violent attitudes, had more hostile personalities, were less forgiveness, and believed that being sadistic with other is normal. Seung-Hui Cho the student who opened fire at Virginia Tech incident. He was addicted to shooting game called Counter Strike, the objective of that game is to kill the other team where character are allowed to buy guns, armor, and grenade. Every time the character kill member of the other team he rewarded with money. If parents and schools are affected by kids who play violent video games for long hours, it means media and society are affected too. Societies are concern with violence and media including the internet have extend worlds of video game, especially the violent one, such as the Hitman series, Grand Theft Auto, Mortal Kombat, and more. The character in video games may get away when he committed crime or brutal events. As adults they know the different between real life and fiction one, but kids do not know that. Kids might steal money or attack other kids believing they will get away. For example, in Grand Theft Auto player can steal car, run over pedestrian, and hit another car. With kind action the police well attempt to arrest you character. However, if the character were able to drive fast or hide inside building for couple of minutes police will ignore you and let you free.

Why Don’t We Listen Better

Practical Book Review Why Don’t We Listen Better? Communicating & Connecting in Relationships Melvin Ballard 22274758 Dr. Marcus Tanner In partial fulfillment of the requirements of Introduction to Pastoral Counseling PACO 500 Liberty Baptist Seminary Lynchburg, VA 4/7/2013 SUMMATION James C. Petersen book, Why don’t we listen better? Communicating and Connecting in Relationships surmised good communication skills can be achieved through active listening, understanding from the part of the talker and the attitude of the listener.This process of sharing and connecting can be attained through our acceptance and valuing one another. The word communication derives from the root to â€Å"commune†, it has at least two levels- sharing information and connecting with others (Petersen, 2007, 18). Active listening allows a person to actually hear what is being said; this invites the talker to feel as though they are valued. By active listening gives a person the ability to interact and communicate that will bring about healthy and fruitful relationships.This book is a road map to helping people learn to engage in positive communication and foster wholesome relationships. Petersen explored how one can become a better communicator by using various tools; the flat-brain theory, the talker-listener card and exploring various listening techniques. Petersen explained the concept flat-brain theory as emotions that are displayed in our stomach, heart and brain. The brain is the central area of our communication this is where we find and form our words to say.The head functions incorporate thinking, planning, remembering, reviewing, deciding, rationalizing, what we consider the logical part of us (Petersen, 12). Petersen describes the stomach as the emotional area where we contain past hurt feelings, feelings of inadequacy, worry, anxiety which leads to not being able to store anything too many new things (23). The heart is the functionality of a person. How we function depends on how our heart is whether healthy or unhealthy. When our system goes out of whack Petersen refers to it as the Flat-brain syndrome.He describes it as our stomach expand with mixed emotions which cause our heart to turn into bricks sending our relating ability to respond inappropriately and ultimately the upward expansion from our heart causes our brains to flatten to the top of our head (23). A good communicator is able to balance these stimuli’s that causes one to become out of kilter. Petersen uses examples of how to make sure one is able to stay in control of his emotions, his actions and his arguments. The talker-listener process engages people to take turn in talking and listening.Petersen developed the talker-listener card in hope of promoting individuals to improve the ability to interact and communicate better. The card is placed in between two people or groups and the side that has talker that person or group will talk while the other side liste ns. After the talker finishes the card is turned around to give the other an opportunity to talk while the other side or person listens. This tool keeps a person or a group from talking while others are talking i. e. everyone is talking and no one is listening. As the saying goes we can all sing at the same time but we all cannot talk at the same time.Petersen formulated this idea in order to stop flat-brain tango. The rest of Why Don’t we Listen Better? Communicating and Connecting in Relationships deals with techniques in the development of good communication skills. However, Petersen notes that good communication hinges on authentic listening techniques (115). REFLECTION I started playing sports when I was five years old; I have always had a competitive nature about myself. I guess it has to do with having an identical twin brother, always trying to outdo him. With that competitive nature I always wanted to win.In reading Petersen’s book I realized my competitive na ture causes me to win battles but lose the war. Even in discussions (arguments) I have to win. Petersen states, this is unhealthy when I choose not to respect the feelings of others moving from a friend to a victor (40). The book describes the feeling of a ‘thud’ this is the initial clue that a person feels when they sense they are being attacked. I know the feeling; it causes me to react in a defensive way. In college I actually lost a girl friend and did not realize she was trying to help me and it was for my own good and benefit. I saw it as her thinking she was better than me.Petersen declares that instead of reacting negatively but acknowledging what can be bother the other person begins the downshift from anger to resentment (43). I know what they are feeling, so why do I respond in a negative manner because I view the person as attacking me. In defense I strike back. On many times and different occasions I found myself using words that were not helpful but hurtfu l. I assumed they were attacking me with their words so in return I felt justified to attack them. INVESTIGATION The new terminology Petersen uses to describe the feeling within a person is refreshing and appreciative.He does not use the typical therapeutic terms but uses everyday layman words to discuss and explain his scenarios. Petersen has brought a new fresh perspective in the communication model. Petersen uses such basic elementary techniques that will help a person to become a better communicator. Petersen encourages you to use the finger method when you are bothered with someone in order for you not to be accusing or blaming. Wow, how simple but profound at the same time. The Talker-Listener card is a great tool to use to promote healthy communication skills.He uses the card as a game in which individuals or groups can play in order to have an effective moment of sharing. As we look at our total man; spirit, soul and body dealing with our soulically part, which our emotions lies we can connect with Petersen as by utilizing his concept. When we feel like someone is harming us through words before we react allow the Holy Spirit to control our tongue. The Book of James 3:6; calls the tongue a fire, a world of iniquity it is the unruly untamable member of the body. Applying Petersen’s techniques and concepts will help us to control our tongue.We cannot be imitators’ of Christ if we allow our words to destroy and not build up. Jesus edified using words. His words ministered grace to the hearers. As representatives of Christ we must not grieve the Holy Spirit which seals us to the day of redemption. We grieve the Holy Spirit when we allow corrupt communication that come out of our mouth, which does not edify or minister grace to the hearer (Eph. 4:29). APPLICATION Why Don’t we Listen Better? Communicating and Connecting in Relationships has challenged me to change my habit of not actively engaging in good communication.Being a good liste ner will afford me to take focus to other’s interest and not just mine. I had an opportunity after reading in applying what I learned. Petersen is right I was able to use it successfully a few times and not at other times. I have already purposed in my heart to change my mind about the way I choose to communicate. This book has confronted me with developing my communication skills through active listening and recognizing how I can be able to help someone in their time of need. It will be beneficial for me to put this card in my wallet look at it when I feel I’m feeling that action in my stomach.This will allow me to focus on the needs of the other rather than my feelings. I will not be a good communicator if I choose to allow my emotions to control my actions that will ultimately alter my argument. I must realize through the Holy Spirit’s leading, when He nudges me, I must began to change my attitude and put in use techniques that will allow me to become a bette r participant in communicating with others. Once I have learned this method I will be able to share it with others who find themselves hurling harmful, hurtful, and hideous words at a love one.As proverbs 15:1, reminds us; grievous words stir up anger but a soft answer turns away wrath. A good communicator learns to hear with his inner ear, the Holy Spirit. Petersen, James C. 2007. Why Don’t We Listen Better? Communicating & Connecting in Relationships: Portland, OR: Petersen Publication Practical Book Review Grading Rubric Name: Criteria| Points Possible| Points Earned| General| Paper adheres to TRS formatting (title page, in-text citations, References page, etc. ) Correct File Name. Rubric pasted in. 10| | Writing is clear with appropriate grammar, spelling, and punctuation. Headings are appropriately labeled. | 10| | Summation (no more than 500 words)| The author and chapter(s) are identified. | 10| | Concise summation with no personal reflection on content is provided. | 10| | Reflection (no more than 250 words)| Personal life experience is applied. 1st person usage (â€Å"I† is used). | 10| | Investigation (no more than 300 words)| Discussion regarding how the material interfaces with model of personhood and assessment is present| 10| | Thought-provoking questions are posed. 10| | Positives and negatives are discussed. | 10| | Application (no more than 300 words)| Details are included concerning how this information informs the process of checking/controlling student’s particular DISC relational style. 1st person (â€Å"I) usage is appropriate. | 10| | There is a description that indicates what action will be taken or what change the student are going to make to influence his/her personal and professional growth and development. 1st person (â€Å"I†) usage is appropriate| 10| | Total:| 100| | Instructor’s comments:

My Personal Holistic Stress Management Strategy Plan

My Personal Holistic Stress Management Strategy Plan As a former Army Soldier, I know that life is full of stress and stressors that can have an impact on my life. In fact, I believe as a Soldier, you can have an additional form of stress known as combat stress that can produce long term effects to your health and well-being. I retired from the Army in 2009 after deploying six times to various combat zones and dealt with other stressors that you have in the Army. I believe that I have some effects from the stress that I endured while in a combat zone. Finding ways to deal with stress without going and asking for help through meditation and relaxation exercises would be beneficial to me, so that I don’t have to turn to someone for help. Besides combat stress or related stress, I also have the stress that everyone in life endures. 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