Article two Essay Example | Topics and Well Written Essays - 250 words

Article two - Essay Example Engaging in corporate responsibility gives the company a better image and consumers will want to engage more in the products being offered ( Crane, 21). Social responsibility can take different forms, the most popular being committing funds or resources for important social aspects. An example is donating money towards funding a facility for the blind. Another form of social responsibility is producing goods and services that are in the best interest of the whole community such as environmental friendly products or use of safe manufacturing materials. According to (Crane, 79) the best form of corporate social responsibility should integrate the two forms mentioned above. Produce environmental friendly products and funding charitable activities. Conclusively, the benefits of social responsibility include easy government relations. Companies have a more positive outlook if they take social responsibility seriously. No problems or campaigns will be launched against such companies. It also benefits the public relations by shaping consumer image and acting as a branding tool. Last it provides a positive environment in the working place. The employees are more productive knowing that they are engaging with a company that cares about the society (crane,

Portfolio 2500 words Gymnastics-outdoor activities-Dance Essay

Portfolio 2500 words Gymnastics-outdoor activities-Dance - Essay Example This was a challenge for me, as it took both thought and action. But once I honed in on a plan, I was able to successfully and consistently do a cartwheel. I even had to make the cartwheel more difficult, by incorporating it into a routine and also training on a variety of terrains. Outdoor and Adventurous Activities embodies and expands upon my cartwheel example by using physical activity to promote learning, health, and a positive self-image. There are a variety of other resources that use dance to promote education, like a professional dance team, the American Dance Therapy Association, and the Interdisciplinary Learning Through Dance curriculum. Performing a cartwheel requires a certain level of strength, dexterity, and skill. It is seen as a basic tenant of gymnastics, the foundation for more complicated moves. Given the proper training, I think most people could perform a cartwheel. But receiving proper training is not always easy. The technique involved in performing a cartwhe el is not all obvious, so for a first timer it is often necessary to be under some instruction. Even for people who are able to do a cartwheel, being trained by someone more skilled can improve their form. Of course, not every can have a trainer at all times, so often we must depend on the information we can find ourselves to aid our cause. I wanted to look into a variety of ways to do cartwheels, so I found three different learning methods and tested them out. The first method, found on Cheerleading.about.com, was somewhat vague. The sum of the instructional part is, â€Å"stand in a lunge, knee bent slightly, arms up by your ears†¦reach forward with your right arm, kicking your left leg up†¦ the left hand should follow†¦ as it touches the ground, your right let should be off the ground also.† While there were some additional tips, the article concluded by saying the best way was to go to a gym and get professional help. While it seemed simple enough, I wasnâ €™t able to do a cartwheel with this resource’s instructions alone. This article lacked depth, and seemed more of a definition of a cartwheel than an explanation of how to do one. The next article I found on the subject, on the Robbins Sports Blog, was much more helpful. Rather than just explain doing a cartwheel as the limb movements, this article touched on the subtleties that make a cartwheel work. It establishes the lead foot and starting positioning, then tells you to â€Å"put your weight on your back foot and point your toes on your lead food. Rock back on your back leg; then lunge forward into your front foot. Your front leg will bend, but your body should form a straight line with your back leg, body, and arms.† I found this to be a much more descriptive instructional segment for the beginning of the cartwheel. The article then explains the continuation of process, including bringing your arms to the ground, turning your body, placing your hands on the gro und, and then pushing with your back leg to bring your body airborne. It even adds that a clean cartwheel should end with the body in the mirror image of the starting position. Even with the main description of the cartwheel explained, from starting position to what you should end up like, the article included additional tips. It suggested drawing a line on the ground to ensure you move in a straight line. It also added â€Å"your arms and legs should be completely extended.† One piece of additional advice I found especially

The Power of Words Essay Example for Free

The Power of Words Essay For those of you who like to create, you know that you are never fully satisfied with what you produce. Sure it may get the grade or suffice for what you planned to accomplish, but the thoughts circling what you could have done differently or ways you could improve can grow in the back of your mind. Maybe after investing great measures of effort and time, you are Done  by the time you’re done; don’t want to think about it, just want to move on. But maybe you go back, and go back, and go back, and can’t stop dwelling on things you could do or change to make whatever you made/produced/created manifest the ideas in your mind in a more accurate way. Well, that is how I feel about what I write. Since coming home for the summer, I’ve revisited old papers and essays for further refinement and fine tweaking just because I think it’s fun (and because I’m a perfectionist, whoops). So some of the essays I post are more loved and tended to than others, but today I am posting the first essay I wrote for the Nonfiction Writing class I took this past spring at KU. It’s come a long way since then, and I’m certain I will pay it a visit again in a few weeks or months and mix things around yet again. One day I love it and am happy with the progress I’ve made, and another day I am frustrated by my inability to express exactly what I want how I want. But that’s just the way it is, I suppose! so all that to say, here are some thoughts on the power of words, which just so happens to be the clever title of my essay. Boom. Feedback welcome! The Power of Words The tongue has the power of life and death, and those who love it will eat its fruit. -Proverbs 18:21 Long before I began, words existed. Even in my infancy, I babbled indistinct jargon to empty air. As a toddler, my parents spoke to me and urged me onward as I struggled to coerce meaning into form. With great exertion, I studied the shape of their mouths and attempted to recreate the sounds myself. Through practice, frustration, and failure, I learned words. But after nearly two decades of befriending new words, there are still words left unlearnt. Each new introduction excites, confounds, and embarrasses me all in one breath. When I shy away, they beckon me to understand. Thankfully, the words are gracious to those who delight in their discovery. I live to encounter them; to be empowered by them. However, I have failed to remember this until just now, and this fresh remembrance peels the scab of a wound I’ve left untreated for far too long. No amount of stitches could seal up this wound. My hands wrung together, willing the searing fire to subside, willing to forget the sting of the blade. But the penetration of a double-edged sword permits no man to walk away unscathed. I am no exception. The memory of my injury echoed and swelled in my mind, piercing me deeper and fiercer with each remembrance. Any compliment offered to me was like putting a cold compress on the head of a patient in need of heart surgery: a kind gesture, but naive at best. No earthly remedy can heal the wound caused by a rash remark, a reckless word, a biting tongue. The words reverberated, transcending both time and space, tossing a pinch of salt into the festering puss with each visit. In one blazing breath, the levee was breached. Insecurities gushed forth from moments past to moments present. The words washed over me again and again and again, throbbing to the rhythm of a familiar pulse. Worthless. Ugly. Insufficient. Outcast. The faces of the ones who introduced me to these words flooded my mind. The playground bully, the jealous friend, the past love interest, the inconsiderate classmate – one by one, their faces appeared and circled around me, each breathing their own kind of fire. They etched their scorching words onto my memory and my heart. Each recollection brought a new wave of hurt. Their flames engulfed me and I stood defenseless. Perhaps these dragons were right about me. Perhaps I was what they said. My knees began to buckle beneath the weight of some sort of self-hatred or bitterness. But just before I collapsed to the cold kitchen tile, my mother’s arms encircled me from behind and secured me in an embrace. Her hushed whispers traveled through my ear into my aching sides, tenderly dressing my wounds with honey. Gentle reassurances momentarily cooled the scorching fire which ravaged my thoughts. My mother’s sweet lips massaged my burns as nourishing balm. Maybe I wasn’t as worthless as they said. Though words have destroyed me, they have also restored me. But sometimes my scars whisper to me in the middle of the night, reminding me, ushering me into the dragons’ lair where I am taunted by each rash remark, reckless word, or biting tongue that has ever wounded me. Even as a child, I understood the weight of words and the value in speaking responsibly. I remember shutting the door of my fourth-grade classroom, double-taking to ensure no one was watching, and skipping along the empty hallway in search of the nearest drinking fountain. My eyes danced until they rested upon the rusted spigot. Suddenly, my innocent skip-to-my-lou developed into a nutcracker’s march. I swung my arms and stomped my feet to the beat of a distant war drum, stifling giggles at my own theatrical display. I was hilarious, giddy, free. At last I lowered my lips, gently twisted the nozzle, and felt the cool water trickle down the back of my throat. After several gulps, I straightened my back and my eyes zeroed in on a laminated poster taped to the wall. It portrayed a crying girl with her back turned from a group of laughing schoolchildren. My heart sunk as I read, â€Å"Sticks and stones may break my bones but words can never hurt me.† What a lie, I thought. Why else would the girl be crying if she was not hurt? Who wrote this? Though I stomped back to my classroom, it was not a giddy stomp as before. I felt indignant at the injustice done to the crying girl in the poster. Even as a fourth grader, I knew words were far more powerful weapons than measly sticks and pebbles. I suddenly wished I was Mary Poppins and could leap inside the poster and watch the clip-art scene come to life. I would parade right towards the menacing pack of bullying children, stand on my tippiest-toes, and wag my finger in their mocking face. How could they not see the hurt they caused, the damage they’d done? The artist of this poster flippantly dismissed the girl’s hurt – dismissed my hurt. Obviously, he has never entered the dragon’s lair; or perhaps, he has but is simply trying to forget. Perhaps he hopes that denying his injuries will ease the pain they bring. The very thought caused my own scars to burn. Rage pulsed through my body as I thought of the daggers digging deeper into the crying girl’s subconscious – into my subconscious. Feeble. Pathetic. Weak. I could see the fire on the bullying children’s breath as their words melted into her ears. Though pressed down upon on all sides, her dragons bid her to stand strong as they prodded her with white-hot prongs and secured their perpetual mark. I’ll bet her scars whisper to her at night, too. To dismiss a reckless remark is to remove responsibility. This flippancy severs the cord of accountability between speaker and speech. As the mediums of our messages transitioned from slabs of stone to paper to screen, the weight of a word lost its wonder. Consider the scribe. He pauses – an ancient practice – before dipping his pen into his jar of thick, black ink. Fully aware of the repercussions of an error, he painstakingly paints each stroke with precision. He lives in an age unacquainted with a backspace key and where few can afford the price of an error. But today, a text message mindlessly tapped out is just as soon deleted. Even this sentence was reconsidered, revisited, and revised. Our ability to communicate no longer springs from our dexterity of thought but the agility of our thumbs. Our words are no longer preserved in a weighty stone tablet. Instead, they are typed, deleted, and retyped – in a two pound, portable tablet – then launched into cyberspace to be received and deleted from an already cluttered inbox. But why not? We are entitled. We have rights. Does not every tweeted and retweeted thought deserve merit merely in its right to be said? Is it politically correct to correct a politically incorrect statement? I never can tell. Our cry for the freedom of speech made passage for the freedom from speech and the careful tending that should accompany it. Our tongues run rampant – never checked nor balanced. We demand our right to speak, but our flapping mouths pay no heed to how we speak. Because an error or offensive slip of the tongue incurs only minimal – if any – cost, our words are many and close between. I fear I also am the rambling type. The filter between my head and my mouth is shorter than I’d like to admit. Sometimes I wonder if I even have a filter or if it got lost somewhere long ago in some prattling speech. Maybe I forgot I have one and, thus, never use it. In any case, I discover amusement in meandering the trail of my own thoughts and relaying my journey to others. I have never suffered from a scarcity of words. On the contrary, I am their abuser. I am apt to respond when spoken to and likely to speak until stopped. But the scribe towers over me, soliciting silence. â€Å"If you love the words, you will treasure them,† he cries. When words are many, error is not absent. Even a fool who holds his tongue seems wise for he at least holds the appearance of revering the sanctity of a word well said. Sticks and stones may break your bones, but words wield the power of life and death. One flippant remark on how one should eat cake turned nation against queen and then off came her head. By the power invested in one man’s announcement, two lives are joined and beget more life still. On the twenty-second day of September, in the year of our Lord one thousand eight hundred and sixty-two, a bearded, honest man issued a proclamation declaring that all persons held as slaves would be then, thenceforward, and forever free. A deceitful dictator once told a big enough lie so frequently that his followers ran camps where with the aim of teaching the world to decipher beauty in piles of misshapen bodies. When Sophie Scholl spoke out against that lie and called German youth to cast off their cloaks of indifference, the dictator silenced her once and for all. By the word of a King, a dream stretched over the expanse of history and cried for the equality of the emancipated. By the word of the King, dry bones rose from the grave and walked out of their tombs. The Word from the very beginning sighed that it was finished and up from the deep the dragon prince relinquished his keys. With reverence comes escape. At some point or another, I began to regard the words as my slaves. I made them toil on my behalf. Beneath my whip, they labored without rest. Though they were exhausted, I trafficked them through the night and forgot to feed them breakfast in the morning. I believed their usefulness to me fulfilled their purpose. I considered them as nothing more than a spoken sound, a written conglomeration of lines and curves and dots, existing only to serve me – the â€Å"autonomous† man, the benefactor – and my appetites. But today I realized I will soon be dead – be it in sixty years or in the morning – and the words will live on without me just as they did before me for the word and the Word cannot die.

The Influence of Shakespeare :: essays research papers

Across the universe of time: Shakespeare’s influence on 21st century society. It is harder to imagine a more universal writer than William Shakespeare. Rarely if ever is one of his many plays not being performed somewhere in the world and similarly rare is the tertiary English student who has not examined his work at length. His plays, sonnets and poems are common fodder for high school English departments across the globe. Shakespeare has perhaps contributed the most to the English language of any writer known to man – literally. Over 1000 words and phrases that he coined as part of his plays and prose are now in common use across the globe. He changed nouns into verbs, verbs into adjectives, added on previously unheard-of prefixes and suffixes and in some cases made words out of nothing. Even culturally sensitive words such as ‘ode’ (The ANZACS) and scientific jargon (‘epileptic’) are in fact products of Shakespeare. Bernard Levin probably summed this up best when he wrote: â€Å"If you cannot understand my argument, and declare "It's Greek to me", you are quoting Shakespeare; if you claim to be more sinned against than sinning, you are quoting Shakespeare; if you recall your salad days, you are quoting Shakespeare; if you act more in sorrow than in anger, if your wish is father to the thought, if your lost property has vanished into thin air, you are quotin g Shakespeare; if you have ever refused to budge an inch or suffered from green-eyed jealousy, if you have played fast and loose, if you have been tongue-tied, a tower of strength, hoodwinked or in a pickle†¦ had short shrift, cold comfort or too much of a good thing, †¦ - why, be that as it may, the more fool you, for it is a foregone conclusion that you are (as good luck would have it) quoting Shakespeare;†¦Ã¢â‚¬  (Bernard Levin. From The Story of English. Robert McCrum, William Cran and Robert MacNeil. Viking: 1986). Shakespeare’s influence continues even in the world of film, not invented until several hundreds of years after his death in 1616. As well as the inevitable BBC remakes of most of his plays, newer adaptation such as Kenneth Branagh’s ‘Much Ado About Nothing’ (starring Keanu Reeves and Denzel Washington) and Baz Luhrmann’s ‘Romeo and Juliet’ (featuring Claire Danes and Leonardo DiCaprio) have met critical acclaim and can be credited with bringing Shakespeare to a new generation not inclined to visiting theatres.

HBS Case Innovation and Collaboration at Merrill Lynch Essay

In a rapidly changing world, organizations need to continually identify new opportunities beyond existing competencies if they are to survive and prosper. Customers also increasingly want customized products. Customer service has become a hygiene factor and customer loyalty is now being driven by faster innovation, rapid concept-to-market and product co-creation. This has led to the extension of the collaboration paradigm to customer facing functions in the supply chain, namely the product design and prototyping phase. Collaboration is becoming a new and important source of competitive advantage. Historically, analysts in the investment bank tended to work independently. Especially, in the beginning of 1990s, the globalization overwhelmed the market and investor became to think that they should not just invest in the local market, but invest in the international market. With this change of clients’ attitude, the investment bank became to feel the need of innovation of their working style. Under these situations, Merrill Lynch decided to create totally different style of research report, the capital structure report which was only possible with the collaboration of international-market, cross-sector, and cross-asset analysts. The First Capital-Structure report about the U.S. Cable Industry covered seven companies. It was the first try of collaborative work in Merrill Lynch, so it didn’t have any clear guide lines for the effective team work. There was no clear goal of team work, and also there was no motivation for the participant. Analysts from different sections were asked to get together one day, and asked to make a capital structure report. Without any clear goal, and without the structure and system of team work, the whole procedure proceeded very inefficiently. It took lots of time to get the final report, but the quality of report was not satisfied. In other words, its try to change was innovative, but the team work itself was not so much â€Å"value-addable†. The second Capital-Structure report about U.S. Utilities covered 5 companies. This time, it seemed like there were clear goals; â€Å"The idea from get-go was that people would be able to pick up this thing and start generating trades  from it. That was goal number one. The second goal was to have the report sitting on people’s desks for a good period of time as a reference guide to how different parts of the capital structure impacted each other and affected valuations and potential opportunities† In addition, the participants in this project worked pretty closely together already. However, these were not enough for the effective collaboration. They were still not motivated to the project a lot, and the more commitment might have been called for. This means that they still didn’t have specific goal to head for. Absence of specific goal naturally brought lots of debates which slow the progress. When the team finished the project, the report got a lot of positive feedback from clients. And it seems that Merrill Lynch met its goal in the beginning. However, without the specific goal of what they should achieve, and with the lots of information they should mix all together, â€Å"it was a grinding exercise† to reach on the final result. The Third Capital-Structure Report was about auto companies. At this time U.S. specialists and Europe specialists worked together. Analysts did not need much convincing because they already knew the need for this collaborative work. There were lots of energy and enthusiasm already. In addition, this third project started with a plan; they knew what they want to achieve specifically and they also had the clear deadline. The whole procedure was progressed very smoothly from this step to the next. As a result, Sales heard from a client that â€Å"the value-added ideas contained in the report are original, differentiate Merrill from the rest of the Street, and give them another reason to pay Merrill commissions.† Even though Merrill Lynch learned lots of things undergoing the upper three cases, there still are many issues remained. The project might have been more timely and had a clear leader. To achieve the further successful innovation and collaboration, there are many important things Browning as the director of the research department should have thought about. As a leader for change, Browning should set the theme by communicating inspiring visions, which provide a picture of the future combining poetry and prose, imagination and pragmatism, drawing on destination, dream, prize,  target, message, and first step. So, first, as a leader Browing must be secure about team’s charter, mission, goals and objectives to team members. And employees must believe a certain level of individual effort will lead to achieving the corporation’s standards of performance. So Browing should set stretch goals which they energize people. And Browing must confront the key questions that must be answered and then communicate the inherent truth that inspires. The communication of that inspiring vision is arguably the indispensable condition. So For this, he should launch internal website for his innovative project and this website will help team members expedite project’s vision communication as well as timely information access. To be specific, formally, the analysts can share information about each sector regularly through email, e-news letter, and regular cross-sector meeting. For example, the equity analyst can have the summary about current bond market or derivative market weekly or biweekly. Also, through inner-information session for cross-asset collaboration report the analyst could have a chance of analyzing pros and cons of the collaboration report. Second, for effective communication, Browning has to build the trust and respect in the innovative project team. Informally, just as Fleishman insisted, through casual lunch or regular dinner, cross-asset analysts could be close to each other, and all-of-sudden they could be collaborating. And this interaction would encourage meaningful dialogue around issues of compelling importance to analysts. To develop solid foundation and mutual trust, face-to-face interaction is needed. In addition, just as Hezig recommended, having new hires rotate for a period of time before getting allocated to do research might be a useful tool for effective communication. New employees not only could be comfortable with cross-asset resources, but also could have close relationships with cross-asset colleagues. Third, Browing has to build the culture which voluntarily stimulates voluntary collaboration. So he has to pay attention to structure a collaborative innovation team which can add flexibility to planning and control systems. Without flexibility, analysts can stop their creative and productive ideas. So Browing need to consider this flexibility in a long term goal. Creative collaboration respects and honors the talents and  contributions of each person involved, regardless of rank, seniority or expertise. Organizations that are serious about collaboration make sure there is a safe environment for taking the risks that are necessary for creative collaboration. Fourth, Browing should create atmosphere where stimulates breakthrough ideas. It means that he should create norms to promote creativity. Collaborative Innovation is a new practice that improves on current practice or responds to new opportunities and challenges. Actually, many organizations are trying to build their own culture for innovation. Thus Browing needs to focus on risk taking for change. Risk taking is ‘no punishments for failure’ and ‘freedom to try things and fail’. For example, laughing at those who suggest new approaches can stop sharing information each other. Another norm to promote creativity is openness. Openness includes open communication and help share information, open access, willingness to consult others. Browing should be careful of knowledge evaporation. He should build up internal knowledge database as an instrument at the corporate level for collecting ideas and then promoting them. And also he has to give all the relevant employees to access the database. As a result, employees who are interested in any relevant subject can give negative or positive feedback and the subject can develop in a better way. Innovation is a process, not just an output. Time out is as important as time in. If we have a problem, our brains continue to search for the solution even while we are doing other things. Fifth, Browing should celebrate accomplishment making everyone hero. Celebrating accomplishments provides support for staff undergoing change. Just as Casea said, Browining has to convince analysts that collaborative project is additive to their franchise, that it’s not just an extracurricular activity. Financial rewards do encourage people to produce results. But the kind of ownership that really generates energy is not financial. It is emotional. Employees must feel that the rewards offered are attractive. Providing adequate pay, at the same time he could compliment the effort and result whenever he encounters. This will impart a motivating  sense of personal accomplishment and little by little will build commitment to the collaboration. A solid performance management system requires due respect to both intrinsic and extrinsic rewards. So Browing should be skilled at communicating instrumental and expressive messages concurrently. The last suggestion for Browning is to decide or delegate the suitable leader and make him control the team under strong leadership. Just as Casesa indicated, non-hierarchical relationships across divisions among analysts complicated the task since there was also no actual leader when analysts made the third capital-structure report. To maintain this innovation, Browning also has to consider human side of innovation, because even the most technical of innovations requires strong leaders with great relationship and communication skills. The good leader might pull human resource to the collaboration when needed. Just as Haggerty brought an editor in meeting to help them structure the report, the environment which makes analysts easy to collaborate would also promote the positive image of collaboration. Under good and respectful leader, the future collaboration would create more successful capital-structure report. BIBLIOGRAPHY AMBLER, S. (1995) â€Å"USING USE CASES: REDUCE DEVELOPMENT COSTS WITH USE-CASE SCENARIO TESTING,† SOFTWARE DEVELOPMENT, 3 (6), JULY. BILOW, S. C. (1995) â€Å"DEFINING AND DEVELOPING USER INTERFACE INTENSIVE APPLICATIONS WITH USE CASES,† REPORT ON OBJECT ANALYSIS AND DESIGN. 1 (5): 28-34. INNOVATION THE CLASSIC TRAPS ,SKILLS LESSONS THE NOT-SO-SECRET INGREDIENT OF HIGH PERFORMANCE, BE A GOOD BOSS LEADERSHIP FOR CHANGE: ENDURING SKILLS FOR CHANGES MATERS, WRITER:ROSABETH MOSS KANTER THE NOT-SO-SECRET INGREDIENT OF HIGH PERFORMANCE, INTRINSIC REWARDS GENERALLY MOTIVATE BEST CORPORATION, CULTURE, AND COMMITMENT: MOTIVATION AND SOCIAL CONTROL IN ORGANIZATIONS, WRITER:CHARLES O’REILLY INNOVATION, WRITER:ROSABETH MOSS KANTER BUILDING AN EFFECTIVE GLOBAL BUSINESS TEAM, CULTIVATING A CULTURE OF TRUST Title :Leadership for Change: Enduring Skills for Changes Maters, Writer:ROSABETH MOSS KANTER, Page:4   See Building an Effective Global Business Team, Cultivating a Culture of Trust, page 69   Title:Innovation, Writer:Rosabeth Moss Kanter, Page:10   Title :Leadership for Change: Enduring Skills for Changes Maters, Writer: ROSABETH MOSS KANTER, Page:3 Title:Corporation, Culture, and Commitment: Motivation and Social Control in Organizations, Page:15, Writer:Charles O’Reilly   Title:Corporation, Culture, and Commitment: Motivation and Social Control in Organizations, Page:15, Writer:Charles O’Reilly   Title :Leadership for Change: Enduring Skills for Changes Maters, Writer:ROSABETH MOSS KANTER, Page:14   See Motivation: The Not-So-Secret Ingredient of High Performance, Intrinsic Rewards Generally Motivate Best, page 5-7   See Innovation The Classic Traps ,Skills Lessons, page 4   See Motivation: The Not-So-Secret Ingredient of High Performance, Be a Good Boss, page 17-18

Context For Teaching And Learning - 994 Words

Section I. Context for Teaching and Learning The school that I chose was a Pre-K bilingual classroom. The classroom consisted in one main teacher and 16 students. The classroom has a main door an an emergency door. It has two windows that remain close all the times. It is kind of sad that the students do not have sunlight in the classroom. It is a Public School located in the Bronx. Regarding of the statistics about the low expectations, the school shows an exceptional rating in attendance and parent participation. The especial feaures that I observed in the classroom are the setting of the table. There were six tables and each table has four chairs. Each chair has like a sack where the students were able to place their homework. I thought it was really cool. I did not ask much about the curriculam for the test. However, I did some research and there is an standirezed for the 3rd graders only. The students take in Spring for Math and Science. I wonder about the tension on the students, teachers and parents about the test. Is it about passing? or Is it about teaching the children to form an education. It is a Pre-K classroom the lessons were practically normal. The instructions in a paper billboard. The teacher gave the instructions in English. While the lesson was developing the teacher sarted to speak in Spanish if it was necessary. However, the teacher were kind of shame, because they did not know English. They probably did not feel part of the class. For theShow MoreRelatedQuestions On The Teacher s Assumptions About Social Context, Teaching, And Learning Affect The Dynamics Of Classroom1382 Words   |  6 PagesEDUC 399 Final Exam EDUC 326 Learner Outcome Evidence of how you have met the outcome 1. Examine and discuss how the teacher’s assumptions about social context, teaching, and learning affect the dynamics of classroom life. 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The findings suggested that, the degree of effectiveness of intensive reading activities, in which learners infer the meaning of new words from context, in facilitating L2 vocabulary learning may depend on different factors such as reading strategies, knowledge sourcesRead MoreFor Many Years, Teachers Have Worked To Make Their Students1662 Words   |  7 Pageswhen teaching vocabulary is explicit instruction which includes mentioning the definition and expecting students to remember the word meanings (Kennedy, Deshler, Lloyd, 2013). Instead of continuing to use explicit instruction to teach vocabulary, educators should use untraditional methods of teaching such as the use of technology to enhance their methods of teaching vocabulary to better all students. It has been increasingly argued that the use of computer technologies can support learning, especiallyRead MoreTeaching and Learning Language: Grammar and Vocabulary900 Words   |  4 PagesTeaching and Learning Language: Grammar and Vocabulary This essay will focus on the subject of learning and teaching languages. More specifically it will deal with two different, but intrinsically related topics. The first topic investigates the deductive and the inductive approaches to teaching grammar, and the positive and negative aspects of them both. The deductive approach is the more teacher-centered approach, where the teacher explains rules and so forth to the students, while the inductiveRead MoreIncidental And Explicit Vocabulary Learning1733 Words   |  7 PagesIncidental vs Explicit Vocabulary Learning Incidental and explicit vocabulary learning are the two main methods of teaching and learning vocabulary. Incidental vocabulary learning is a process of learning vocabulary while reading a text or a novel for pleasure and without stated plan of learning new vocabulary (Schmitt, 2010). Explicit vocabulary learning, on the other hand, is a process of learning vocabulary by following a systematic plan or goal of learning new vocabulary (Hatch Brown, 1995)Read MoreCulturally Responsive Teaching Curriculum Essay733 Words   |  3 PagesCulturally responsive teaching is a scholastic theory based on the idea that culture underlies every part of education, from curriculum and assessment, to learning and teaching styles, to methods of administration and supervision. In the culturally responsive teaching paradigm, students academic failure must be re-envisioned as stemming to a large extent from schools insufficiencies in meeting these students needs. Most educators have good intentions f or their students, but they lack an understanding

Brain Brain And Behavior - 995 Words

Brain Dysfunction in Criminal Behavior Catherine Vivi CRJ 308 Instructor: Stephanie Myers November 2, 2015 Brain Dysfunction in Criminal Behavior It may be possible that with the addition of negative environmental experiences criminal behavior develops and that without such negative environmental experiences a biological tendency may never otherwise transform into criminal behavior. In Criminal psychology, the author states, â€Å"Psychopathy is a personality disorder that is characterized by a coherent set of affective deficits, lifestyle factors, interpersonal deficits, and behaviors that strongly correlate with antisocial behavior† (DeLisi, 2013, ch.9). This paper will discuss the role that brain damage, abnormalities in brain structure, and disturbances in brain chemistry may play in criminal behavior. In an article written in Cognitive Neuroscience, the authors examined the relationship between frontal lobe lesions and the presence of aggressive and violent behavior. The study involved 57 normal controls and 279 Vietnam veterans. They were compared by age, their educational level, and the amount of time that they had been in Vietnam. The veterans studied were those who had suffered head injuries during their service. According to the authors â€Å"Two Aggression/Violence Scale scores, based on observer ratings, were constructed. The results indicated that patients with frontal ventromedial lesions consistently demonstrated Aggression/Violence Scale scores significantlyShow MoreRelatedBrain and Behavior1173 Words   |  5 PagesChapter 2 Brain and Behavior The cerebral cortex outer layer of the cerebrum has the two largest hemispheres that covers the upper part of the brain which are divided into smaller portion called lobes. Corticalization is an increase in size of the wrinkling of the cortex and without this we would not be any smarter than any other animal. Cerebral hemispheres are divided into right and left halves of the cortex connected by thick band axon fibers called corpus. Hemispheric specialization, testingRead MoreGenetics, Brain Structure and Behavior1552 Words   |  7 PagesGenetics, Brain Structure, and Behavior Presentation Evaluation. Genetics, Brain Structure, and Behavior Presentation Evaluation. I decided to pick Team E’s presentation to evaluate. This team’s topic was the only one that I haven’t done some sort of research on for another class, and I felt that it was best that I picked something that I don’t really know any details about. Team E’s power point presentation was on Alzheimer’s disease. This disease was discovered in 1906 by Dr. Alois AlzheimerRead More The Understanding of Behavior and the Brain Essay1195 Words   |  5 PagesThe Understanding of Behavior and the Brain The trend of neurobiology and physiology predicting and causing behavioris not a new fact. So many illnesses and diseases are now attributed to biological mechanisms. A recent article in Newsweek comments on how those in the field of psychology and neuroscience are beginning to stress the fact that certain brain mechanisms account for mental illnesses and particular behaviors. Doctors seem to blame their patients peculiarities on a biologically basedRead More Brain and Behavior of Men and Women Essay1897 Words   |  8 Pageschances are that the male to female ratio would be significantly skewed. Why are women and men so different in their choices and behavior? The brunt of popular opinion focuses on the environmental cues that lead to our distinct behaviors. But is there also an innate biological basis to the choices and differing abilities between men and women? Cognitive functioning or brain processing differences in the two genders has been a point of interest and contention for many years. The purpose of this essayRead MoreHow College Is The Human Brain And Behavior959 Words   |  4 Pagesbest for me. I have always wanted to be a Pediatrician growing up, but, I later strived for another placement in society which involves my participation to work with all groups and ages. This includes major concepts such as: studying the human brain and behavior. The world in which we know- psychology. I like to understand and interpret why a person behaves the way they do, or why a person thinks from another perspective in which society may least understand the reasoning behind. Freedom of speech isRead MoreThe Brain And Its Impact On Behavior And Cognitive Function1549 Words   |  7 Pageswanted to major in college. I chose neuroscience as my major because it is a subject that continues to fascinate me. Neuroscience is the study of how the nervous system develops, its structure, and what it does. I want to focus on the brain and its impact on behavior and cognitive functions. I want to go into clinical neuroscience (looking at the disorders of the nervous system) or cognitive neuroscience, which studies the higher cognitive functions and underlying neural bases. With a neuroscienceRead MoreHow Selection On Behavior Shapes Brain Investment830 Words   |  4 PagesUnderstanding how selection on behavior shapes brain investment is a major question in the analysis of the evolution of animal sociality [Szathmary and Maynard Smith, 1995; Edelman and Changeux, 2001; Ricklefs, 2004; Gronenberg and Riveros, 2009]. Neural tissue is energetically expensive and therefore brain regions should only enlarge when needed to meet functional demands [Niven and Laughlin, 2008]. The social brain hypothesis posits that social interactions are so cognitively demanding that socialRead MoreGenetics, Brain Structure, and Behavior: Future Directions1261 Words   |  6 PagesGenetics, Brain Structure, and Behavior: Future Directions Nevada Finley PSY/340 May 20, 2013 Stephanie Fernandez Genetics, Brain Structure, and Behavior: Future Directions Schizophrenia is known as a mental disorder that is categorized by confused thinking and the inability to respond, communicate, or behave appropriately. Individuals who suffer with this disease may see or hear things that are not there, but this is a form of hallucinating. They also feel like others are out to getRead MoreThe Effects of Social Media on Human Brain and Behavior1386 Words   |  6 PagesThe Effects of Social Media on Human Brain and Behavior The influence of rapidly growing social media, television, and the internet has taken the world by storm in recent years. Its fascinating development over the years is nothing short of remarkable when you take into account that 20 years ago, only 16 million people in the world were online, compared to the 2 billion that roam on the internet now. Modern communications technology has now become so familiar and utterly banal, yet there isRead More Visual Hallucinations: Another Argument for Brain Equals Behavior1031 Words   |  5 PagesVisual Hallucinations: Another Argument for Brain Equals Behavior A hallucination is defined as a sensory perception in the absence of an externally generated stimulus (4). They are different from illusions in that in an illusion an external object actually exists and is perceived, but is misinterpreted by the individual (4). Main forms of hallucinations are be visual, auditory, and olfactory, but since we have been discussing vision and interpretation of reality lately this paper will focus