Marketing Decision Making Essay Example | Topics and Well Written Essays - 1750 words

Marketing Decision Making - Essay Example Promotion is considered as one of the major elements of marketing mix and it possesses its own mix of communication tools. Advertising, direct marketing, sales promotion among others are some of the elements of IMC, these tools enable a company to implement its advertising and marketing objectives constructively through a coordinated approach. This paper seeks to discuss the basic elements of communication mix putting more emphasis on their pros and cons and how they influence an organizations ability to succeed in their marketing program. It will provide an overview of a promotional product that I created and how I intend to market it using the IMC approach. The rational that I will follow in choosing or rejecting specific elements of the integrated marketing mix will also be provided (Mossman, 2007). Advertising is any paid form of promotions that does not employ active participation of personal presentation to promote ideas, goods, or services through the use of a specific sponsor . Advertising uses a number of channels which include the print media, media broadcast through radios and television, outdoor advertising and other forms of non personal selling. Advertising is a promotional strategy that maintains the omnipresence nature of an organization by increasing its non personal availability to different people. Advertising is highly flexible as it allows a business to focus on a small and precise segment or a mass market depending on the intention of the advertising model. It is also highly cost effective as compared to other elements of market mix as it reaches a large number of target consumers at a lower cost per person (Chen, 2011). With advertising, the message is repeated severally to the consumers which allow them time to compare the product with others offered with other organizations. Dramatization captures the attention of the audience and creates a lasting impression on their minds, a feature that is only possible with advertising. Advertising c an also trigger quick sale and impulse buying among consumers which improves the impacts intended by the promotional strategy employed. However, advertising also have a number of disadvantages as compared to the other available elements of market mix. Feedback is an important aspect of promotion as it enables a business to repackage their product according to the consumer’s desires. Advertising has no room for any immediate feedback from consumers and is less persuasive when compared with the other elements of communication mix (Lichtenthal and Eliaz, 2003). Personal selling is a face to face interaction between the product promoter and the prospective consumers for the sole purpose of making presentation, answering any questions that may arise and finally procuring orders from the consumers. Personal selling is one of the most powerful elements of communication mix as they provide room for building customer relationship and long lasting business relations with the buyers. It provides the room for getting feedbacks from the consumers which allows for any adjustments on the products being marketed. Personal selling occurs in an environment where the consumers attention is fully captured increasing the possibility of getting a genuine response from them on how they view the products and the company. Despite the numerous advantages that personal selling posses, it is however an expensive means of product promotion

Cross-cultural Management Essay Example for Free

Cross-cultural Management Essay Culture could be defined as all the ways of life including traditions, religion, language, behaviors, arts and everything that creates identity to a country. In such a globalized world, where in most organizations we have people from the entire world, it is very important to know about cross-cultural management in order to understand people’s behavior and needs in order to avoid problems and have a pleasant and successful workplace. I chose to watch the movie ‘Lost in translation’, a 2003 American movie directed by Sofia Coppala. The film shows us what it is like to find ourselves in a completely different environment, culture. Gist of the movie: The movie focuses on issues such as loneliness, alienation and culture shock through the story of two Americans feeling lost in modern day Japan. One’s Bob Harris, an aging American movie star, who arrives in Tokyo to film an advertisement for a Japanese whisky brand. Apart from experiencing the culture shock he is also having a mid-life crisis and seems tired by his marriage which lacks emotions. Then there’s Charlotte, a young Yale graduate who comes here with her husband who is a photographer. She feels left alone by her partner who spends most of his time working, which makes her unsure of her marriage and life. The two eventually meet and together explore the differences in American and Japanese cultures. In the beginning of the movie, characters are portrayed in many situations, which make it clear that they are experiencing symptoms of culture shock. We see Bob Harris having problems with understanding and adjusting to the newfound conditions since his arrival in Tokyo, e.g. when he is greeted by almost every member of the hotel staff in which he stays and receives gifts and name cards from Japanese people. It is easily noticeable that he is not used to this kind of behavior, where as in the Japanese culture it marks high respect and gratitude to offer one’s business or visiting card on their first introductions. It is also indicated that he is an alien in this culture in one of the first scenes of the movie where in an elevator he is surrounded by natives significantly shorter than him. One of the reasons why newcomers feel uncomfortable in the host culture is the limited ability to communicate or complete lack of competence in speaking in a different language. Characters, especially Bob, have problems with communicating many times. One of the interesting and funny scenes was the first time during the shooting of the ad: The Director (with blue contact lenses) says a few long sentences in Japanese. TRANSLATOR, a middle-aged woman in a coordinated outfit, translates but it is only a short sentence now. TRANSLATOR He wants you to turn, look in camera and say the lines. Bob wonders what shes leaving out, or if thats the way it works from Japanese to English. BOB: Thats all he said? TRANSLATOR: Yes, turn to camera. Bob thinks lets just get it over with. BOB: Turn left or right? The Translator blots her face with a tissue, and asks the director in a Japanese sentence 5 times as long. The Director answers her in a long excited phrase. TRANSLATOR: Right side, and with intensity. BOB: Is that everything? It seemed like he was saying a lot more. The excited Director says more in Japanese. Translator nods in understanding. Bob doesnt really know whats going on. TRANSLATOR: Like an old friend, and into the camera. DIRECTOR (to Bob): Suntory Time! Here, Bob is aware of the translator’s incompetence and knows that the director said and asked him for a lot more. However, his linguistic incompetence does not allow him to fully interact and take part in the exchange of ideas. He is at the mercy of a translator not able to properly express herself in English. Another factor which contributes to experiencing culture shock is being unable to find the way or use public transport. In one of the scenes we can see Charlotte having those problems while standing in front of the Tokyo metro plan and staring at it with confusion. She seems to feel lost in the huge crowd but she has to deal with it alone since she has no friends with her and does not know the language. The feeling of loneliness is shown in the film in numerous scenes. It is most clearly visible when the characters are portrayed looking through the windows, giving the impression of being sad and absent. In the hotel room, on the back seat of a taxi they are always alone, separated from the busy city by glass. Their look may be called the far-away stare or the tropical stare, which is a sign of a serious culture shock. Another issue which does not make functioning in a different culture easy is food, which is very often unfamiliar. In a scene from the movie, Bob and Charlotte go for lunch. In the restaurant the waitress brings them drinks. She pours beer slowly, and turns on a pot on the table to cook their food. Charlotte looks at the menu as it is filled with photos of different trays of meat. The waitress doesnt speak English. CHARLOTTE: I cant tell the difference? They have trouble ordering, but point to a picture on the menu. BOB: Well have two of these. (He is forced to choose something randomly) Apart from the inability to distinguish between different dishes they also cannot communicate verbally with the waitress. None of them can speak Japanese and the restaurants employee does not know any English. In the final scenes of the movie, it is noticed that Bob is going through a certain stage of cultural shock i.e.; adjustment and appreciation. He found himself a friend, and seemed to like and appreciate his host culture. Back in the Presidential, alone, Bob leans against the little doily. They drive off. He looks out the window, Bobs happy hes going home, he’s happy he came to Tokyo. Since he was happy he came to Tokyo I assume that later he had some difficulties adjusting back to his own culture. Personally this movie helped me to learn a few modern day Japanese cultures. Also it depicts that no matter which country you choose to go, it’s always better to learn at least the basics of its language.

Solutions To Homelessness Essay -- Poverty Poor Homeless Essays

Solutions for Homelessness This great nation of awesome power and abundant resources is losing the battle against homelessness. The casualties can be seen on the street corners of every city in American holding an ?I will work for food? sign. Homeless shelters and rescue missions are at full capacity. There is no room at the inn for the nation?s indigent. Anyone who has studied this issue understands that homelessness is a complex problem. Communities continue to struggle with this socio-economic problem while attempting to understand its causes and implement solutions. The public and private sectors of this country are making a difference in the lives of the homeless by addressing the issues of housing, poverty and education. Many believe that a common thread among the homeless is a lack of permanent and stable housing. But beyond that, the factors leading to homelessness and the services that are needed are unique according to the individual. To put them into one general category ? the homeless- suggests that people are homeless for similar reasons and therefore a single solution is the answer. Every homeless person shares the basic needs of affordable housing, adequate incomes and attainable healthcare. But a wide range of other unmet needs cause some people to become or remain homeless which include drug treatment, employment training, transportation, childcare and mental health services (Center 8.) Presently, one of the main causes of homelessness in American is the lack of affordable housing. New York researchers claim that affordable housing is the answer to homelessness. Researcher, Mary Beth Shinn, states, ?homelessness is first and foremost a housing problem not a psychological one? (qtd. in Franklin 15.) Nearly all the families in their study became stably housed regardless of substance abuse, mental illness, physical illness or incarceration. This study indicates that homelessness is not a permanent condition. People do get themselves out of the problem when an intervention occurs to provide them with access to the housing market (NYU 2.) Without permanent housing, people are unable to keep jobs and are more likely to become ill. Permanent housing provides stability that enables them to find and retain employment with health benefits. Housing assistance can make the difference between stable housing, unstable housing or no housing... ...ue to be one of the greatest unsolved social problems of this era as long as there are limited resources to drug and alcohol treatment for this population. Works Cited Aiken, Kimberly. ?Hope for the Homeless.? Essence Oct 94: 152 Alcoholics Anonymous. New York: Alcoholics Anonymous World Services, 1976. Burger, Steve. ?The Truth About Homelessness.? 27 Nov 1999. http://www.iugm.org/families.html Baum, Alice and Donald Burnes. A Nation in Denial: The Truth About Homelessness. Boulder: Westview, l993. Christiansen, Elaine. ?The SRI Gallup Study of Recovery from Homelessness.? 27 Nov 1999 http://www.iugm.org/gallup.html/ Franklin, D. ?Homelessness is a Housing Problem.? Health Feb 92: 15. ?Helping People Off the Streets: Real Solutions to Urban Homelessness.? Center for Poverty Solutions. 25 June 00 http://www.ctrfor povertysolutions.org/public/campus.htm. Hess, Robert. ?Helping People Off the Streets.? USA Today Magazine Jan 2000: 18. Karinshak, Carole. ?Teaching Homeless Adults.? Adult Learning Sep 96: 28. Shinn, Marybeth. ?Housing is Best Cure for Homelessness.? New York Amsterdam News 12 Nov 1998: 6.

It 210 Week 7

1. 2 a. Input names of students from the user, terminated by †ZZZ†,0,0,0, and create a data file grades with records of the following form: student (String), test1 (Integer), test2 (Integer), test3 (Integer) Analysis Processes 1. Display Input student name and test scores screen 2. Prompt for Student name 3. Prompt scores 4. Perform calculations 5. Provide student names, scores and total Input 1. Student Name 2. Test Scores Output 1. Display Student name, scores and total Declare StudentName as string Declare Test1 as integer Declare Test2 as integer Declare Test3 as integer Open â€Å"GRADES† For Output As TestScoresSet Test1, Test2, Test3 = 0 Write â€Å"Enter students name and test scores. † Write â€Å"Enter ZZZ for students name when finished. † Input StudentName, Test1, Test2, Test3 While StudentName â€Å"ZZZ† Write TestScores, StudentName, Test1, Test2, Test3 Write â€Å"Enter students name and test scores. † Write â€Å"Enter Z ZZ for students name when finished. † Input StudentName, Test1, Test2, Test3 End While Close TestScores 2. Display the contents of the file GRADES created in Problem 1. Each student’s record should appear on a separate line and include the total score (the sum of the three tests) for that student.For example, a line of output might be as follows: R. Abrams 76 84 82 242 Declare Sum as integer Open â€Å"GRADES† For Input As TestScores While Not (TestScores) Read TestScores, StudentName, Test1, Test2, Test3 Add Test1 + Test2 + Test3 = Sum Write StudentName, â€Å" â€Å", Test1, Test2, Test3, Sum End While Close TestScores Declare Sum as integer Open â€Å"GRADES† For Input As TestScores While Not (TestScores) Read TestScores, Abrams, 76, 84,82, Add 76 + 84 + 82 = 242 Write â€Å"Abrams 84, 82, 76, 242† End While Close TestScores Expected Output: Abrams 76 84 82 242

Personal Statement: Who Am I?

Olivia in the dictionary, and you might find; noun, a female given name. From the Latin word olive. But this name doesn't define me. I could also tell you all the things I do; school, yearbook, HOSE President & Treasurer, but those don't define me either. I ask myself simple questions to find out who I really Am I the leader of a crowd, or a background follower? Do I direct groups or do I get directed? Am I the thinker or do I let others think for me? Am I part of the in- rood, or am I an outsider looking in?Who truly am l? To find the answer I look deep inside myself and discovered the truth. I am a uniquely defined Individual. I don't go to parties every weekend nor do I consider myself as weak minded. I am simply neutral in the world. I have friends of both sides of the spectrum and I feel free to talk to whomever I want regardless of what others around me think. I am bossy, and I personally hate people telling me what to do, I am a natural fighter. I fight for what I think Is rig ht, some may call me obelisks, but I keep the respect between adults and myself.The activities I listed above Just show that I am a hardworking-dedicated individual who doesn't quit at the first sign of trouble. I don't let the teacher who constantly looses my homework get me down; I Just work extra hard and redo all the work required of me. I am simply Olivia, and no one can take that away. People may tear me down emotionally but mentally I am stronger than anyone can Imagine. I am the girl defined by no one but her own standards, standards that continue to grow thicker every day.

Bony Fish Facts

Bony Fish Facts Most of the worlds fish species are categorized into two types: bony fish and cartilaginous fish. In simple terms, a bony fish (Osteichthyes)  is one whose skeleton is made of bone, while a cartilaginous fish (Chondrichthyes) has a  skeleton made of soft, flexible cartilage. A third type of fish, including eels and hagfish, is the group known as Agnatha, or jawless fish.   The cartilaginous fish include sharks,  skates,  and  rays.  Virtually all other fish fall into the class of bony fish which includes over 50,000 species. Fast Facts: Bony Fish Scientific Name: Osteichthyes, Actinopterygii, SacropterygiiCommon Names: Bony fish, ray-finned and lobe-finned fishesBasic Animal Group: FishSize: From below a half inch to 26 feet longWeight: Well under an ounce to 5,000 poundsLifespan: A few months to 100 years or longer  Diet:  Carnivore, Omnivore, HerbivoreHabitat: Polar, temperate, and tropical ocean waters as well as freshwater environmentsConservation Status: Some species are Critically Endangered and Extinct. Description All bony fishes have sutures in their neurocranium and segmented fin rays derived from their epidermis. Both bony fish and cartilaginous fish breathe through gills, but bony fish also have a hard, bony plate covering their gills. This feature is called an operculum. Bony fish may also have distinct rays, or spines, in their fins. And unlike cartilaginous fish, bony fish have swim or gas bladders to regulate their buoyancy. Cartilaginous fish, on the other hand, must swim constantly to stay afloat.     Mint Images/Getty Images Species Bony fish are considered to members of the class  Osteichthyes, which is subdivided into two main types of bony fish: Ray-finned fishes, or ActinopterygiiLobe-finned fishes, or Sarcopterygii, which includes the coelacanths and lungfishes. The subclass Sarcopterygii is made up of about 25,000 species, all characterized by the presence of enamel on their teeth. They have a central axis of bone that acts as a unique skeletal support for fins and limbs, and their upper jaws are fused with their skulls. Two major groups of fishes fit under the Sarcopterygii: the Ceratodontiformes (or lungfishes) and the Coelacanthiformes (or coelacanths), once thought to be extinct. Actinopterygii includes 33,000 species in 453 families. They are found in all aquatic habitats and range in body size from under a half inch to over 26 feet long. The Ocean sunfish weighs up to over 5,000 pounds. The members of this subclass have enlarged pectoral fins and fused pelvic fins.  Species include Chondroste, which are primitive ray-finned bony fishes; Holostei or Neopterygii, the intermediate ray-finned fishes like sturgeons, paddlefish, and bichirs; and Teleostei or Neopterygii, the advanced bony fishes such as herring, salmon, and perch.   Habitat and Distribution Bony fish can be found in waters all around the world, freshwater and saltwater both, unlike cartilagenous fish who are found only in salt waters.  Marine bony fish live in all the oceans, from shallow to deep waters, and in both cold and warm temperatures. Their lifespans range from a few months to over 100 years. An extreme example of bony fish adaptation is the Antarctic icefish, which lives in waters so cold that antifreeze proteins circulate through its body to keep it from freezing. Bony fish also comprise virtually all freshwater species living in lakes, rivers, and streams.  Sunfish, bass, catfish, trout, and pike are examples of bony fish, as are the freshwater tropical fish that you see in aquariums.   Other species of bony fish include: TunaAtlantic codRed lionfishGiant frogfishSeahorsesOcean sunfish Rodrigo Friscione/Getty Images Diet and Behavior A bony fishs prey depends on the species but may include plankton, crustaceans (e.g., crabs), invertebrates (e.g., green sea urchins), and even other fish. Some species of bony fish are virtual omnivores, eating all manner of animal and plant life.   Bony fish behavior varies greatly, depending on the  species. Smaller bony fish swim in schools for protection. Some like the tuna swim continually while others (stonefish and flatfish) spend most of their time lying on the seafloor. Some such as morays only hunt at night; some like butterfly fishes do so during the day; and others are most active at dawn and dusk.   Reproduction and Offspring Some bony fish are born sexually mature or become mature shortly after birth; most mature within the first one to five years. The main reproduction mechanism is external fertilization. During the spawning season, females release hundreds to thousands of eggs in the water, and males release sperm and fertilize the eggs. Not all bony fish do lay eggs: Some are live-bearing. Some are hermaphrodites (the same fish has both male and female genitalia), and other bony fish switch genders over time. Some, like the seahorse, are oviparous, meaning the eggs are fertilized in the parent who feeds them from a yolk sac. Among seahorses, the male carries the offspring until they are born.   Evolutionary History The first fish-like creatures appeared over 500 million years ago. Bony fish and cartilaginous fish diverged into separate classes about 420 million years ago. Cartilaginous species are sometimes seen as more primitive, and for good reason. The evolutionary appearance of bony fish eventually led to land-dwelling vertebrates with bony skeletons. And the gill structure of bony fish gill was a feature that would eventually evolve into air-breathing lungs. Bony fishes are therefore a more direct ancestor to humans.   Conservation Status Most bony fish species are classed as Least Concern by the International Union for Conservation of Nature (IUCN), but there numerous species that are Vulnerable, Near Threatened, or Critically Threatened, such as Metriaclima koningsi of Africa. Sources Bony and Ray-Finned Fishes. Endangered Species International, 2011.  Class Osteichthyes. The Biology Classroom of Mr. Pletsch. University of British Columbia, February 2, 2017.Hastings, Philip A., Harold Jack Walker, and Grantly R. Galland. Fishes: A Guide to Their Diversity. Berkeley, University of California Press, 2014.Konings, A. Metriaclima . The IUCN Red List of Threatened Species: e.T124556154A124556170, 2018.  koningsiMartin, R.Adam. Fathoming Geologic Time. ReefQuest Centre for Shark Research.Plessner, Stephanie. Fish Groups. Florida Museum of Natural History: Ichthyology.

Journal Review - Incoherence of the moral ought, an analysis of a paper by Elizabeth Anscombe entitled, Modern Moral Philosophy.

Journal Review - Incoherence of the moral ought, an analysis of a paper by Elizabeth Anscombe entitled, Modern Moral Philosophy. The Incoherence of the Moral 'Ought,' a journal article by Duncan Richter, is an analysis of a paper by Elizabeth Anscombe entitled, 'Modern Moral Philosophy.' In this analysis, Mr. Richter is only concerned about Anscombe's second thesis, which states as follows:The concepts of moral obligation and moral duty (what is morally right and morally wrong, and the moral sense of 'ought,' ought to be jettisoned if this is psychologically possible; because they are survivals, or derivatives from survivals, from an earlier conception of ethics which no longer generally survives and are only harmful without it.According to this thesis, Mr. Richter builds his thesis into five parts. Part one summarizes Elizabeth Anscombe's research according to her second thesis. Anscombe's objection is to limit the use of such words as 'ought,' 'should,' 'needs' and 'most.' She asserts that there are two uses for such words, being either ordinary or objectionable.Richter; Miss Lagler, German Avt. (LOC)In the ordinary sense of the specific case, 'ought,' the word is indispensable. The meaning of this sense of the word is that if one 'ought' to do something, then without doing so, such a result will minimize happiness for a certain person. Conversely, the objectionable sense of the word is the 'moral sense' in which 'a verdict is implied on the notion in question without support of a conceptual framework to make the notion of such a verdict coherent.' In other words, this seems to infer that implications to legality of any sort, whether it be the government or divine law, are objectionable to Anscombe and therefore should be eradicated from our terminology.In parts two and three, Mr. Richter presents criticisms of the thesis based on Kurt Baier and Peter Winch, respectively. Kurt Baier seems to be less interesting on Mr. Richter's list of priority to...

How to Save Money When Applying to College

How to Save Money When Applying to College We all know that college is expensive. Unfortunately, simply applying to college can cost over $1,000. Those application fees, standardized test expenses, and travel costs can add up quickly. Fortunately, there are ways to make the application process far more affordable. Many Colleges Can Waive Their Application Fees Most colleges charge an application fee of $30 to $80. By itself that may not seem like a lot, but it can certainly add up when you are applying to ten or twelve schools. Colleges charge this fee for two reasons: to help defray the expenses of recruiting students, and to discourage students who arent really interested in the school from applying. This latter issue is really the most significant one for colleges. The Common Application makes it extremely easy to apply to multiple colleges with little effort. Without an application fee, schools could end up with tens of thousands of applications from students who are applying on a whim. This would pose a real challenge for a college both as it struggles to process the sheer number of applications, and as it tries to predict the yield from the applicant pool.   Because paying the fee helps assure that an applicant is at least partly serious about attending the college (even if the school isnt the students first choice), colleges will often waive the fee if students demonstrate their sincere interest some other way. Here are some of the possibilities for getting an application fee waived: Visit the campus. Colleges want students to be making an informed decision when they apply, and a campus visit is one of the best ways for you to get a feel for a school. For this reason, many colleges will waive your application fee if you visit campus for an interview, open house, and/or campus tour.Apply early. Colleges love getting Early Decision applicants (and to a lesser extent Early Action applicants), because these tend to be their most interested applicants who are sure to attend if admitted. For this reason, youll find that some colleges offer application fee waivers for students who apply before a certain date.Demonstrate financial need. If the application fees represent a true financial hardship for you, nearly all colleges are willing to waive the fees. Some schools may want proof of your family income for a fee waiver, while at other colleges receiving a waiver may be as simple as asking.Apply late. This wont be an option for highly selective schools and it seems count er to the bullet point above about applying early, but some colleges find themselves falling short of their application goals late in the admissions cycle, so they create incentives to get more students to apply. Thus, it is not unusual for colleges in this situation to offer application fee waivers in an effort to increase the applicant pool. Keep in mind that application fee waivers are handled differently at every college, and some or all of the above options wont be available at every school. That said, if you read a schools application information carefully or talk to an admissions counselor, you may find that you dont actually need to pay that application fee. Dont Apply to Colleges You Wouldnt Actually Attend I see many students who apply to several safety schools when the reality is that they would never consider attending these schools. Yes, you want to make sure you will receive at least one acceptance letter from the schools to which you apply, but you should still be selective and apply only to those colleges and universities that excite you and align with your personal and academic goals. If you consider an average application fee of $50, youre looking at $300 if you apply to six colleges and $600 if you apply to a dozen. You will clearly reduce both your costs and your effort if you do your research and cross off your list those schools that youre not eager to attend. Ive also seen a lot of ambitious applicants who apply to every single Ivy League School along with Stanford, MIT, and one or two other elite universities. The thinking here tends to be that these schools are so selective, that youre most likely to win the admissions lottery if you have lots of applications out there. In general, however, this isnt a great idea. For one, its expensive (these top schools tend to have application fees around $70 or $80 dollars). Also, its time-consuming- each of the Ivies has multiple supplemental essays, and youll be wasting your time applying if you dont craft those essays thoughtfully and carefully. Finally, if youd be happy in the rural town of Hanover, New Hampshire (home of Dartmouth), would you really be happy in the middle of New York City (home of Columbia)? In short, being thoughtful and selective about the schools to which you apply will save you both time and money. Have a Good Strategy for the SAT and ACT Ive seen plenty of college applicants who take both the SAT and the ACT three or four times in a desperate-seeming effort to get a good score. The reality, however, is that taking the exam multiple times rarely has a significant impact on the score unless youve actually put in significant effort to increase your knowledge and improve your test-taking skills. I typically recommend applicants take an exam just twiceonce junior year, and once early in senior year. The senior year test may not even be necessary if you are happy with your junior year scores. For more information, see my articles on when to take the SAT and when to take the ACT. Also, there is nothing wrong with taking both the SAT and the ACT, but colleges require scores from just one of the exams. You can save yourself money by figuring out which exam is best suited to your skill set, and then focusing on that exam. Free online SAT and ACT resources or a $15 book could save you hundreds of dollars in exam registration fees and score reporting fees. Finally, as with application fees, SAT and ACT fee waivers are available for students with demonstrated financial need. See these articles on the cost of the SAT and cost of the ACT for more additional information. Be Strategic When Visiting Campuses Depending on which schools youre applying to, travel can be a major expense during the application process. One option, of course, is to not visit colleges until after youve been admitted. This way youre not spending money visiting a school only to find that youve been rejected. Through virtual tours and online research, you can learn quite a bit about a college without ever setting foot on campus. That said, I dont recommend this approach for most students. Demonstrated interest plays a role in the admissions process, and visiting campus is a good way to demonstrate your interest and potentially even improve your chances of being admitted. Also, a campus visit is going to give you a much better feel for a school than a flashy online tour that can easily hide a schools warts. Also, as I mentioned above, when you visit campus you might get an application fee waiver, or you might save money by discovering that you dont actually want to apply to the school. So when it comes to travel during the college selection process, my best advice is to do it, but be strategic: Find schools that are within striking distance of each other and visit them during the same trip.Go with a classmate interested in similar types of schools and share driving and lodging costs.Dont visit schools until youve done some meaningful research and are sure the school is a good match for you.For schools that require air travel, you may indeed want to put off a campus visit until after youve been admitted (there are ways to demonstrate interest other than campus visits). A Final Word about Application Costs Chances are, the college application process is going to cost several hundred dollars even when approached thoughtfully and frugally. That said, it doesnt need to cost thousands of dollars, and there are lots of ways to bring down the cost. If you are from a family facing financial hardship, be sure to look into fee waivers for both application fees and standardized tests- the cost of applying to college doesnt need to be a barrier to your college dreams.

Strategic Planning Essay Example | Topics and Well Written Essays - 1000 words

Strategic Planning - Essay Example What is the most important way to make a volunteer feel included? a. Trust b. Shaking hands c. Saying hello d. A compliment 2. Which of the following is not a good quality of a strategic plan? a. Decisive action b. Courage c. Leadership d. Aggression 3. We should always__all of our outcomes to the best of our ability. a. Forget b. Measure c. Ignore d. Hide Answers 1. a. Trust 2. d. Aggression 3. b. Measure The Strategic Plan A Strategic Plan is a predetermined course of action. It is made up of many different key players, elements, and challenges that can benefit any nonprofit management source. There are many approaches that can be used depending on the exact focus of the entire organization. â€Å"The specific size of the organization can also be a very important factor to consider when studying or designing any type of plan for the most efficient company possible† (Drucker, Peter F., p. 122). Compared to profit organizations, nonprofit companies are basically designed becau se they would not exist if it was not for the essential need. The service being offered from the nonprofit organizations are usually created out of the fundamental ethics of the creator or or founder. As the profit companies are usually made as a money generating system, the nonprofit organizations are made for service in hopes of creating enough money to continue the operation. â€Å"The nonprofit organization also hopes for as much agreement and compliance with all of its associations so they will completely understand the companies mission† (Gruber, Robert E.; Mohr, Mary.p. 109). Importance of Strategic Planning Strategic planning is always considered of the utmost importance to all nonprofit organizations. It is the basic and core plan that completely holds the entire organization together and gives it a support system for all of its employees. Without a basic strategic plan there is no possible way that any kind of organization can even attempt to survive as a growing co mpany in our nation. The plan is the foundation to everything the organization does and stands for. There is no if, and, or but to what is stated in the plan. A good plan will never allow for any corners to be cut and will be in complete acceptance with all of the members. If for any reason there is who disagrees with the plan, there will have to a major decision made to either resolve the matter on a personal level or to even revise the plan in more severe cases. â€Å"If no agreement can be reached there will have to be further measure to remove the disagreeing person from his position† (Hume, Craig; Hume, Margee, p. 98). Key Players to Implement the plan There are many key players in that are involved in implementing a solid plan for any company. To begin with there should be â€Å"strategic audits†, â€Å"portfolio management†, and â€Å"product line pruning†. â€Å"The basic program portfolio must always be managed as a totality, and never as indivi dual isolated programs† (Worth, Micheal J. p. 37). There should also always be a complex investigation method, analysis, and use of technique methods that are formally incorporated into the basic plan. These methods will be used to communicate the plan with any individual that will need to fully understand all of the details involved. In addition, there will also have to be many financial arrangements that can be made as simple as possible and arranged in a very neat format. â€Å"These key players should be made known, and should

Career Action Plan and Self Reflection Essay Example | Topics and Well Written Essays - 750 words

Career Action Plan and Self Reflection - Essay Example This essay analyzes and discusses the areas of strength or core competencies of the researcher. Based on that study, the researcher will be developing his CV and a carer action plan. In addition, the researcher also carries out a personal analysis and a gap analysis. Apart from that the researcher also emphasizes on his team working abilities. Finally, the researcher draws a conclusion that is based on the personal analysis. The essay mostly focuses on analysing of the opportunities of self employment in the Informational Technology field of industry. From the essay the researcher have found that Informational Technology industry is one of the booming industries of the world today. The essay also revealed that the IT industry is presently valued at $1,183.3 billion and is expected to reach $1,549.7 billion by 2016. Moreover in USA, the self employment opportunities in this sector have increased substantially recent years. In the previous essay the researcher have found that opportuni ties for graduates in IT sector are very high and can offer a good career. Due to stringent competition, more and more graduates are therefore taking up self employment in Information Technology sector. Now in this context, the researcher states that he needs to enhance his technical skills and needs to a get a technical certification for getting self employed. Therefore on a whole, the researcher believes that self employment in the IT industry can provide good opportunities and can help the researcher to witness growth in his career.

Wk2 INTL304 Forum Coursework Example | Topics and Well Written Essays - 250 words

Wk2 INTL304 Forum - Coursework Example Human source intelligence is considered the oldest method of information collection. The intelligence is collected from human sources. Collection of such data entails clandestine acquisition of documents, photographs and other related materials1. Going for the source of information ensures that the data collected is reliable and viable. Human intelligence entails all the information that is directly obtained from various human sources. It includes a wide range of activities from direct observation and reconnaissance to the use of spies and informants. The source of information is of essence since the information can be distorted when being moved from one source to the other. It is important to evaluate the target of collection before actual collection is done to avoid confusion and to ensure the information is thoroughly collected2. The intelligent information may end up not being viable in cases where wrong targets are selected. It may also take a long time to reach the source if the wrong targets are the ones selected in the beginning. Being aware of the source of intelligence information will help to identify the magnitude of the threat and thereby coming up with effective mitigation measures. Intelligence officials are t herefore tasked with a mandate of ensuring that the information collected is reliable and of

The Eruption of Toba Essay Example | Topics and Well Written Essays - 2000 words

The Eruption of Toba - Essay Example Some geologists believe that the volcanic eruption also resulted in the extinction of the human race that existed at that time. However, there is a belief that this theory does not hold true because many of the species of the animals that are said to be sensitive to the change in temperature did exist at that time. The other belief is that it caused a change in the genetic setup of the human beings that lived in the area at that time. This volcanic eruption is considered to be the largest known eruption in the last 25 million years and caused a major change in climate at that time. The volcanic winter which occurred as a result of the eruption resulted in decrease in temperature to around 3 to 5  °C (5  to 9  Ã‚ °F), and up to  15  °C  (27  Ã‚ °F)  in higher latitudes (Causey 48-59). TOBA CATASTROPHE THEORY According to this theory the winter caused because of this super volcanic eruption lasted for around 6-10 years and the cooling of the lava was a long process that stretched around 1000 years. It was suggested by Ann Gibbons that the super volcanic eruption that took place resulted in a bottleneck in the human race. A few other scientists suggested the same but then again many other scientists subsequently failed to identify any link or develop enough evidence to support the theory. According to a theory there were not just one but a series of three eruptions that spanned over the period of 1 million years. The crater that was formed because of the super volcanic eruption was  100 ? 30 km2 area wide. The crater is known as the Caldera Complex and the volume of the eruption was estimated to be around 2,000  km3  and  3,000  km3. The mass that was collected after this eruption was estimated to be larger than the erupted mass that had been ever collected in the past 100 years of volcanic eruption history. The ash layer that was deposited from the Toba eruption that took is said to be around 15cm thick and it was spread over the whole o f South Asia. A layer of ash was also deposited over the Indian Ocean, and the Arabian and South China Sea. Even the deep sea rocks that were later retrieved from the South of China sea are said to have the after effects of the volcanic eruption and this has proven that the estimation that was done about the spread of the volcanic mass was an underestimation. And therefore the mass was estimated to have even more far reaching effects than had been calculated (Gunn 40). Some of the scientists believe that the eruption happened at the time when the last of the glacial period was setting in. They believe that the super volcanic eruption that occurred was not responsible for the cooling effect on the climate, but it acted as a trigger for the glacial period. The glacial period was setting in was at a very low speed, but when the super eruption at Toba occurred the whole process was quickened and the glacial period occurred. There are many conflicting opinion about this theory but the ge neral assumption is that the super eruption at Toba caused a lot of dramatic changes in the weather and the temperatures dropped dramatically thereafter. There were also a lot of ash deposits found in the atmosphere as well as in the ocean. The ice samples that were found from the Greenland also showed abnormality in the temperatures and the deposition that had

Ethics and Corporate Responsibility in the Workplace and the World Assignment

Ethics and Corporate Responsibility in the Workplace and the World - Assignment Example This essay discusses that PharmaCARE Company misuses the U.S. law to protect its own intellectual property at the same time assimilating Colberian people intellectual property. It has broken a number of laws and at the same time launching We CARE about YOUR world initiative, the main role of which is to protect and save the environment using a change of packaging and recycling. In addition, the Company will position itself as the one that used Colberians data for free. Similar unethical business practice is traced through the case with GlaxoSmithKline, which is one of the top global vaccine manufacturers. The company was fined up to eighty-eight thousand dollars for conducting the illegal lab vaccine trials between 2007 and 2008, which caused the death of fourteen babies. Such unethical behavior and absence of procedural standards discovered the vaccine scandal in the developed world. Such fine was realized as the largest ever and in health care, it became the largest fraud in the hi story of U.S.Such unethical behavior of the healthcare establishments brings discredit to the system in general, where people cannot be safe purchasing medications or addressing their concerns to the medical institutions. The more severe legislation would allow companies to think over their actions toward all the parties that are involved in the process. Moreover, good and bad cases would allow people and companies to come to right conclusions and learn by previous experience to avoid same mistakes in the future.

Strategic management Assignment Example | Topics and Well Written Essays - 2000 words

Strategic management - Assignment Example Corporate strategy is basically about finding ways to generate value when different lines of business under the same company pool their resources. How can diversifying the corporate operations or launching into a new line of business assist the company in competing with other businesses? Diversification Strategy Diversification strategies are employed to develop a company’s operations by adding products, markets, production stages or services to the existing business. The aim of corporate diversification is to permit the business to participate in lines of business that are not the same as those in their current operations. Concentric diversification is descriptive of when the new business is strategically connected to the present lines of business. Conglomerate diversification, on the other hand, is descriptive of the situation when there is no familiarity or link between the old and new lines of business. Development strategies usually result in a considerable increase in ma rket share or sales objectives past previous levels of organizational performance (Gerami 2010). Many business establishments pursue different growth strategies on a regular basis. One of the main reasons for this is the fact that most business executives consider that greater investment will result in even bigger results. Increases in sales are frequently used as a measure for organizational performance. Even if the business profits stay constant or start to decrease, sales increases usually satisfy many organizational representatives. The presumption is usually made among corporate executives that increases in sales sooner or later result in large profits. Vertical diversification Diversification strategies are usually categorized according to the direction that the diversification takes (Cameron and Quinn 2011). Vertical integration is descriptive of when corporations take on new business functions at diverse stages of the manufacturing process. Participation in the different lev els of production can be initiated by procuring a different company (external diversification), or within the corporation (internal diversification). In the horizontal variety of diversification, or integration, the corporation basically moves into new corporate operations at the same level of manufacture. Vertical integration is normally associated with existing business functions and is perceived as being a form of concentric diversification. Horizontal integration, on the other hand, is presumed to be a conglomerate or concentric variety of diversification. Vertical Integration The steps that a manufactured commodity passes through in the process of being changed from being a raw material to being a finished product ready for use by the consumer make up the assorted stages of manufacture (Lumby and Jones 2004). When a corporation diversifies when on a level where it is closer to the level where raw materials are handled in the production stages, it is said to be taking the route of the strategy of backward vertical integration. Avon is an example of a company that deals in cosmetics. It's main line of business has been in presenting its products to customers on a door-to-door basis (Robertson and Caldart 2009). Some years ago, Avon decided to change its strategy. It basically followed a backward type of vertical integration when it started experimenting with different substances and

Ethics and Corporate Responsibility in the Workplace and the World Assignment

Ethics and Corporate Responsibility in the Workplace and the World - Assignment Example This essay discusses that PharmaCARE Company misuses the U.S. law to protect its own intellectual property at the same time assimilating Colberian people intellectual property. It has broken a number of laws and at the same time launching We CARE about YOUR world initiative, the main role of which is to protect and save the environment using a change of packaging and recycling. In addition, the Company will position itself as the one that used Colberians data for free. Similar unethical business practice is traced through the case with GlaxoSmithKline, which is one of the top global vaccine manufacturers. The company was fined up to eighty-eight thousand dollars for conducting the illegal lab vaccine trials between 2007 and 2008, which caused the death of fourteen babies. Such unethical behavior and absence of procedural standards discovered the vaccine scandal in the developed world. Such fine was realized as the largest ever and in health care, it became the largest fraud in the hi story of U.S.Such unethical behavior of the healthcare establishments brings discredit to the system in general, where people cannot be safe purchasing medications or addressing their concerns to the medical institutions. The more severe legislation would allow companies to think over their actions toward all the parties that are involved in the process. Moreover, good and bad cases would allow people and companies to come to right conclusions and learn by previous experience to avoid same mistakes in the future.

Advanced audit Essay Example | Topics and Well Written Essays - 4000 words

Advanced audit - Essay Example Auditing is the accumulation and evaluation of evidence about information to determine and report on the degree of correspondence between the information and established criteria. A competent, independent person should do auditing. To do audit, there must be information in a verifiable form and some standards (criteria) by which the auditor can evaluate the information. Information can and does take many forms. Auditors routinely perform audits of quantifiable information, including companies' financial statements and individuals' federal income tax returns. Auditors also perform audits of more subjective information, such as the effectiveness of computer systems, the efficiency of manufacturing operations and also some others such as social audit and environment audit1. An illustration about auditing is given below:In this figure summarizes the important ideas in the description of auditing by illustrating an audit of an individual's tax return was prepared in a manner consistent wi th the requirements of the federal internal revenue code. To accomplish the objective, the agent examines supporting records provided by the taxpayer and from other sources, such as the taxpayer's employer. After completing the audit, the internal revenue agent will issue a report to the taxpayer assessing additional taxes, advising that a refund is due, or stating that there is no change in the status of the tax return 2. Question one: Requirement 1: Social and environmental auditing: Environmental auditing is a key component of Environmental Policy. This process is a systematic, objective evaluation of facility operations and practices which is designed to: 1. Verify compliance with environmental regulations, internal policies, and accepted practices. 2. Evaluate the effectiveness of environmental management systems in place. The key findings of a UK survey carried out by the University of Dundee in 1995 under the title "The financial auditor and the environment" can be summarized as follows: - For most auditors "environment" is just another business issue and is treated no Differently from any other area of actual and potential risk. For a small minority, the moral dimensions and the longer-term implications of sustainability do suggest that environmental issues are qualitatively different from other matters. - UK businesses and their auditors generally face an uncertain environmental and legislative climate. It is often very difficult to assess from where the next major issue will emerge. - Most of the big auditing firms have initiated procedures within both their audit manuals/processes and within their training schedules. However, the majority of auditors do not perceive environmental issues as requiring special attention. They are simply part of knowing clients' businesses thoroughly. The International Auditing Practices Committee (IAPC) is finalising a draft of a proposed Practice Statement, which provides guidance for auditors on how to deal with environmental issues in auditing financial statements. Whereas an earlier IAPC draft had a wide scope covering also non-financial audit situations, the draft Practice Statement will probably restrict itself to financial audit issues under the headings (EAAR, 1996): - Consideration of environmental laws and regulations; - Knowledge of the business; - Risk assessments and internal control; - Detection risk/substantive procedures; - Using the work of others; - Management representations; - Reporting. Social audit: To achieve these Policy objectives the company operating affiliates will - Build relationships with people in the host country and especially with people indigenous to areas of operations or exploration. Work continuously to understand the culture and social patterns of the people in the host country and also work especially among the people who are indigenous to ar

A Quest for Selfhood Essay Example for Free

A Quest for Selfhood Essay In The Narrative of the Life of Frederick Douglass An American Slave, Frederick Douglass effectively describes his escapes from slaveholders through his intellectual literacy. In virtue of his experience as an enslaved man, Douglass writes about the abuse he suffers for being African American. He writes his narrative for the general public including slaves, to show the slaveholders’ wrongdoings. Douglass portrays the demeaning treatment of slaves to express inhumane conditions, which they face repeatedly. Throughout the novel Douglass is able to persuade his readers that slavery is cruel and an immoral act, through the use of visual imagery, situational irony, and formal diction. Through the use of visual imagery, Douglass is able to persuade the public that the physical scars from slave have dehumanizing effects by describing brutality, and human degradation. On one of Douglass’s first accounts, he describes his mother’s death by stating â€Å"I was not allowed to be present during her illness, at her death, or burial† (Page 18). This incident relates to pathos because it reveals Douglass’s lack of interaction with his mother and the isolation he endures in the early stages of his life, which emotionally draws the reader into realizing the psychological afflictions of slavery. As well as his mother’s passing, Douglass utilizes visual imagery to account for the last days of his frail grandmother: â€Å"If my poor old grandmother now lives, she lives to suffer in utter loneliness; she lives to remember and mourn over the loss of children†¦Ã¢â‚¬  (Page 56). Douglass exposes how little sympathy slaveholders possess towards slaves. Visual imagery of this incident persuades the reader of slavery’s savagery because it is clear that Douglass is kept away from the people whom he loves, and is forced to feel nothing but sorrow. Due to the restrictions from slavery, Douglass copes with his aches by describing clear details of the worst days of his life. Likewise, Douglass presents the remorseless treatment of slaves through the use of situational irony. A representation of this is shown within old Barney and young Barney-father and son. He says â€Å"They were frequently whipped when least  deserving, and escaped whipping when most deserving it† (Page 30). Douglass explains that living in a constant state of fear, the boys are never safe from severe punishment regardless of doing everything they’re told. Douglass also uses logos to convince the public that slaveholders are not capable of managing others because they don’t have moral sense. Additionally, Douglass illustrates another situational paradox when he fights back against Mr. Covey: â€Å"From this time I was never again what might be called fairly whipped, though I remained a slave four years afterwards. I had several fights, but was never whipped† (Page 75). Douglass’s fierce determination for freedom results in respect from his slaveholder, which is unbelievable and contradictory to slavery overall. Because of the situational irony from the events prior, Douglass is able to express how irresponsible slaveholders are to be manipulating slaves. Furthermore, formal diction is most prominent is Douglass’s narrative because it describes most of the details. Despite his restrictions, Douglass’s strong desire for education allows for gains in his knowledge, to which is distinct through his writing skills. Douglass’s intellectual literacy not only distresses the general public towards slavery, but mesmerizes them to conceive the idea on how he made it out alive. A prime example of formal diction is shown when describing Mr. Austin Gore: â€Å"Mr. Hopkins was succeeded by Mr. Austin Gore, a man possessing, in an eminent degree, all those traits of character indispensable†¦Ã¢â‚¬  (Page 33) He claims that the first-rate overseer, Mr. Gore is superior and honored because of his highly callous acts. Thus, Douglass is able to address a highly educated audience such as the readers of this academic narrative. He then adds, â€Å"Going to live at Baltimore laid the foundation, and opened the gateway, to all my subsequent prosperity† (Page 41). In other words, Douglass desperately wishes for freedom, and is able to fulfill his fortune at Baltimore. Formal diction allows Douglass to put his eloquent vocabulary to use. Although Frederick Douglass was an enslaved man, he teaches himself to read and write. He uses his intellectual gains of writing as a way to portray his brutal life, and explains the struggles he goes through to now being America’s role as the most famous African American slave. Throughout the narrative, he uses rhetorical devices to personify the thoughts that go through his mind as a slave. He also uses figurative language to vividly illustrate the hardships  of being African American with the use of visual imagery, situational irony, and formal diction. These devices also make the tortures of being a slave more understandable and easy to comprehend. His eloquent literacy continues to be relevant in both history and the modern world today.

Marketing Principles :: GCSE Business Marketing BTEC Coursework

Marketing Principles A. Definitions 1. ABC ABC stands for activity based costing. This is defined as a method which identifies various activities needed to provide a product and determines the cost of these activities. I would say it is a method of breaking down the process of the business’ activity down to its root components. Then the causes of profit losses can be weeded out. For example, in a warehouse setting in which I worked, there were a few major departments which included receiving, stock dept., pick/pack, and shipping department. Merchandise traveled through the warehouse along this pathway. If say, production (boxes shipped) is down, we can specify the cause using this technique. Instead of just knowing that production is down, we may learn that the receiving dock is backed up , which leads to no merchandise for the stock dept., which results in orders being held up on the flows. Management can then find the cause of the backup in receiving and go from there. 2. ADEA Stands for the Age Discrimination in Employment Act, which, according to text, prohibits age discrimination and mandatory retirement. It was established in 1967. It pretty much explains itself. Basically, there cannot be a maximum age for employees, and termination can not be based solely on age. A good example of this would be a mother returning to the work force. They may be frowned upon due to their age. I have read somewhere that people over the age of forty are in a protected class, and cannot be discriminated against by virtue of the law. 3. BARS This stands for Behaviorally Anchored Rating Scale. It is defined as a rating technique that relates an employees performance to a specific job related incident. This definition doesn’t really help me. It seems that the procedure is to define certain personality traits that are essential for a certain function, then to rate the prospective employee based on a scale of these trait. For example, someone applying to be a chef would be hired on base on a number of traits, one being prior experience. A ten on the scale would be something like, â€Å"10+ years of experience in a 4 star restaurant†, while a zero would be â€Å"no experience†. The employees â€Å"worth† could be determined by a composite of all these scales.

Portrayal of Latinos in Film Essay -- Movies Films Latino spanish Essa

From the late 1800's to the 1960's, Puerto Ricans began to rise to recognition as a dominating influence, creating chaos in American society. This comment is based on the immigration of Puerto Ricans to America, and the problems it caused. Most of it began in the 1980's, when a great influx of Puerto Ricans flooded urban American cities in large numbers, creating chaos in the White House. This immigration happened to coincide with the downfall of inner cities as well as the youth, who began to show delinquent behavior paralleled by the decline in the inner city's stable structure. A general social decay was in the works, and a distressed Ronald Reagan staged one of the most endurable campaign stops against Carter in front of the run-down, burned down city of the Bronx. To compensate for the unknown disorder of American cities at this point in time, Reagan and many others assumed that the rise of the ghetto of Hispanic immigrants was synonomous with the deterioration of our cities. So it became Hollywood's task to create false images that linked society's decline ...

Hamlet’s Values Prevail Essay

Mark Twain once stated, â€Å"It is curious – curious that physical courage should be so common in the world, and moral courage so rare.† The zealous struggles between internal and external gratification and somatic and ethical honour have incontrovertibly led to man’s continual battle for integrity – pride versus ethics. Religious teachings impart that one show respect to all and utilize the power of oration to convey ideologies; yet religious crusades have instigated the bloodiest and most deadly battles in human history. Man’s universal and timeless question asks whether it is ethical to defend one’s honour through brutality or if the use of language and moral lessons are sufficient to deliver the message. Analogously, William Shakespeare’s The Tragedy of Hamlet bequeaths enlightenment to its audience of the universal beauties and faults of mankind on the comprehensive debate of integrity. The tragic hero, Prince Hamlet of Denmark, vies to comprehend his uncomfortably altered environment, while he relentlessly endeavors to seek morality, logic, and reason in a world where corruption and greed autonomously dictate action. His mother’s precipitous remarriage, the tormenting death of his father, and the forsakenness Hamlet feels from those he held close lead him to render epiphanic cognizance. Shakespeare’s use of soliloquys bestows unto the audience a voyeuristic view into Hamlet’s personal meditations, highlighting Hamlet’s introspective state. Though his vulnerability and pathos at times render him ineffectual and indecisive, it is purely reflective of his humanity and that is what entices him to the audience. Hamlet is in an internal battle with the imperfections of the world around him. In the hypocritical nation of Denmark, Hamlet is thrust into witnessing indecencies, both externally and in his own home; thus Hamlet’s lack of action is conjured not by feebleness of character. It is the moral contradictions and duplicity in the world before him that hinder his actions; he operates therefore with ethics, prudence, and wisdom. Heroic valor sets Hamlet apart from the supplementary nobility in Denmark. After the enigmatic death of the erstwhile King Hamlet Senior, goes unquestioned, Hamlet’s morals compel him to seek answers. Before Hamlet can pursue the truth he must however come to terms with his mother Gertrude’s remarriage to his father’s brother, Claudius. Disappointment in his mother and grief for his father, lead Hamlet to his first soliloquy, wherein he describes the consequences of suicide and his mother’s immorality. Even in his melancholia Hamlet understand the magnitudes of â€Å"self-slaughter,† as â€Å"the Everl asting [has] fixed / his canon ‘gainst† it (1.2.135-136). His ability to look past the superficial transient benefits of iniquitous actions helps Hamlet to stay firm in his beliefs throughout his journey. Though dismayed as to how â€Å"rotten in the state of Denmark† it is, Hamlet expresses his emotions by reacting to his surroundings in a gallant manner (1.4.90). Upon meeting the ghost of the late King, Hamlet is incensed by the horrific crime his â€Å"uncle-father† has committed (2.2.399). However, Hamlet does not immediately take the words of the ghost as factual; in his second soliloquy he concludes â€Å"the spirit that [he has] seen / may be a devil† and that he cannot trust him without evidence (2.2.627-628). Hamlet decides â€Å"the play’s the thing / wherein [he will] catch the conscience of the king† (2.2.633-634). Hamlet realizes the depravity of slaughtering a man based on the conjecture that he is a murderer. He refuses to place such marginal worth on an individual life as to take it without knowing the truth. In the most famous soliloquy of all the Shakespearean plays, Hamlet debates the value of life and the consequences of death; Hamlet asks â€Å"to be or not to be† (3.1.64). Realizing that death is a misleading and temporary fix, as one knows not of what lies hereafter – possibilities of eternal suffering from â€Å"the pangs of despised love† and life’s unanswered questions – Hamlet concludes â€Å"conscience does make cowards of us all† and with over analysis action is lost (3.1.74-96). Though the ghost’s words attest to be true as the players reenact the murder of the late King Hamlet in The Mousetrap, Hamlet waits to execute his plan. Morality often stifles one’s acceptance and trust in others. As his family has forsaken him, his childhood friends Rosencrantz and Guildenstern comply with the will of the king to remove him, and those living within the walls of Elsinore Castle perceive him to be insane, Hamlet has but one true confidant – Horatio. Hamlet’s most enlightening epiphanic moment comes as he prepares for the match against Laertes; he finally untangles the webs of deceit which have been clouding his moral judgment. He responds to Horatio’s worry for the battle’s conclusion by telling him, â€Å"not a whit, we defy augury † he further explains, man does not control fate; if it is meant to happen, it will (5.2.231-238). Hamlet has hitherto looked at life like a slow moving game of chess, evaluating each move he makes by weighing the consequences of the subsequent moves; he now understands he must leave his fate in the hands of providence. Hamlet’s dawdling journey comes to a rapid close in the final act of the play. During the match against Laertes Hamlet is made witness first hand to his â€Å"uncle-father’s† crimes; Claudius accidentally murders both Gertrude, with the wine he had poisoned for Hamlet, and Laertes, by the poisoned sword intended for Hamlet. Hamlet no longer stands idly by whilst the injustices of Claudius tear his country down. Though he too is poisoned by Laertes’ blade, Hamlet fights for the justice of Denmark and slays Claudius once and for all. The tragic resolution leaves a bloodstained Denmark distraught and uncertain, yet the heroic legacy of Hamlet’s valor and morality live on. Horatio recounts Hamlet’s tragic tale as Fortinbras of Norway captures Denmark. Hamlet is buried â€Å"like a soldier to a stage, / for he was likely, had he been put on, / to have proved the most royal† (5.2.442-444). Though Hamlet never wishes to be king, his pure humanity and strong morals prove to manifest his capabilities, even after death. It is integral for any actor playing the role of Hamlet to be well versed in the characteristics of his Hamlet predecessors, and to embrace their qualities while learning from their frailties. Whether on stage or on film, Hamlet is one of the most challenging roles for any actor to play. Two contemporary silver screen adaptations of Hamlet by Kenneth Branagh and Franco Zeffirelli portray the young Prince as a grieving individual vying to keep his virtue as corruption ensues. Branagh presents Hamlet’s famous â€Å"To be or not to be† soliloquy as the cinematic essence of the unraveling of Hamlet’s layers. Hamlet questions the meaning of right and wrong, while searching for his own purpose within the mirrors. Unfortunately for Hamlet, the mirrors neither hold truths nor divulge answers, thus he is left feeling a forsaken sense of betrayal. Branagh’s acting and directing are impressive in this scene, his emotions depict Hamlet’s internal conflict; he attempts to keep hold of his morals in a world void of any such ethics. Zeffirelli’s interpretation of Hamlet’s renowned â€Å"To be or not to be† soliloquy captures a darke r side the tragic hero. Though Mel Gibson’s superb acting highlights Hamlet’s emotional conflict of where he morally stands, the distrait directorial choice to locate the scene in the family crypt conveys too nefarious a mood and is confusing to the audience. Zeffirelli’s redemption comes in a glorious form – his interpretation of Hamlet and Horatio’s conversation in the play’s final act. Zeffirelli shows an excellent understanding of the play’s overall purpose. He depicts Hamlet’s epiphany as a monologue rather than the end of a discourse between friends. By omitting Horatio from the latter portion of this scene, the audience is able to see Hamlet’s shift in perspective develop on its own. Hamlet overlooks the ocean and its horizon as he decides let his fate rest in the ebb and flow of life. Contradictorily, Branagh, using Shakespeare’s original context, does not enhance the viewer’s perception of Hamlet’s conflict. Rather Branagh chooses to show the intimate relationship between Hamlet and Horatio. Kenneth Branagh’s brand of symbolism in â€Å"Hamlet† delves into the true meaning beneath the pages of Shakespeare’s written word. He surpasses the usual film adaptations of a drama, which fail to provoke the imagination. He probes the audience with strong symbolism forcing thought, questioning, and imagination beyond the physical. Franco Zeffirelli, dissimilarity attempts to engage the viewer by shortening the scenes and speeches apropos to the common Hollywood adaptation. While the pace may be more exciting, it loses in cinematic depth. A great production of Hamlet incorporates the strife between the external forces pulling man from his values and learned morals. Hamlet should be portrayed by his struggle to protect his humanity while those he cares for try to strip the essence of morality from him. As Hamlet traverses grief, the actor should have the emotional depth to connect with the viewer, and versatility to surpass the realm of pure poignancy to enter profundity. Hamlet’s instructions to the players should be heeded by any director â€Å"let your own / discretion be your tutor. Suit the action to the / word, the word to the action, with the special / observance, that you overstep not the modesty of / nature† (3.2.17-21). Plays should convey a universal struggle of man and act as a window to the natural world, where the audience members are permitted to view the intimacies of a society contrasting their own – to this rule, Hamlet is no exception. Works Cited Hamlet. Dir. Franco Zeffirelli. Perf. Mel Gibson, Glenn Close, and Alan Bates. DVD. Hamlet. Dir. Kenneth Branaugh. Perf. Kenneth Branaugh, Julie Christie, and Derek Jacobi. DVD. Shakespeare, William. Hamlet. Ed. Barbara A. Mowat. Simon & Schuster, 2003. Print.

The Desert Island Problem

The ss Minnow was a little cruise ship manned by a small crew and several groups of passengers. It was caught in a tropical cyclone which blew it thousands of miles off course for several days. In the second day of the storm, the radio and all communication means were destroyed after the ship had sent out a distress call, expressing the fear that the ship would go down. Many days later, after the ship had been tossed through the South Pacific, the ship ran aground on an island which the Captain realised was a remote and uncharted and probably undiscovered new volcanic island.The implication of all this is that eventual rescue is remote but cannot be ruled out if they survive long enough: search and rescue would be based on the last plotted position thousands of miles away on the belief that the ship may have sunk at that point; the island is not near any trade route. This is before the days of GPS and satellite tracking. The Hapsburg family (a group of six) has lots of money, gold, j ewellery, and are willing to offer these for anything they want. The Doonesbury clan (all twenty of them) brought their own canned food, which will last them a couple of weeks with careful hoarding.The dozen Klungs have, upon coming aground and realizing their situation, enterprisingly gathered all the coconuts on the very small island, and now hold the monopoly on them. The ten Corleone brothers broke into the ship’s store and grabbed all the ship’s food, which will last them two week if they do not share them. The Rotweilers (husband and wife) have a shotgun between them, which can be used to hunt birds for food but which they are threatening to use to hold up the others if they do not get the lion’s share of the available food.They have enough buckshot for three dozen rounds which means that they can kill many of the others but not even half of them. The Clements are the largest group, equal to everyone else put together, but have nothing. The Captain and his trusty First Mate, Gilligan, have fishing tackle from the ship, which hold the key to long term survival by fishing and some flares which will be crucial for getting attention if a plane or ship comes near.They have hidden these in a spot on the island which only they know about. There is a freshwater spring on the island which is the source of drinking water but food shortage will fast put an end to them unless they are rescued (in which case the flares may be crucial), or they use the Captain’s fishing tackle. If all the current food is put together, they may have enough for one, may be two weeks, with a bleak chance of rescue in that time.If some group manages to buy, extort or steal the bulk of the food, they may last longer, five to six weeks with a far greater chance of being found and rescued. The Captain and Gilligan figure they can use their hidden fishing tackle and flares as leverage, but they must persuade the others to cooperate in a scheme that gives them a bes t chance of survival. What is this scheme, and what reasons would you give for adopting it, if you were the Captain and Gilligan? Is moral appeal at all relevant?

Overview and Criticisms of Andragogy

Andragogy, the art and scientific discipline of learning grownups, is based on a set of nucleus premises about why and how grownups learn. The first premise is that grownups are autonomous ( Knowles, 1984 ) . As a consequence, grownups learn best when their acquisition procedure can be autonomous, instead than centered in a traditional, dependent educational environment. Second, grownups have both a greater figure of experiences from which to larn and a wider assortment of experiences upon which they can pull ( Knowles, 1984 ) . Third, grownup function development plays an of import portion in spurring acquisition in grownups ( Knowles, 1984 ) . For illustration, as a individual ages and takes on new functions such as that of a attention supplier to a kid or an aged parent, that person has the demand to larn new accomplishments. A 4th premise is that, because grownup acquisition is straight related to adult development, grownup acquisition is focused on work outing jobs or executing new undertakings ( Knowles, 1984 ) . Finally, Knowles ( 1984 ) assumes that grownups are chiefly driven by internal incentives and non external forces. Criticisms of Andragogy Both Lee ( 2003 ) and Sandlin ( 2005 ) describe multiple reviews of Knowles ‘ ( 1984 ) five premises. Lee ( 2003 ) challenges andragogy on the footing that it falsely incorporates the importance of context. Harmonizing to Lee ( 2003 ) , andragogy is an individualistic construct, concentrating merely on the context a learner brings from his or her ain experiences. Andragogy fails to see that the person does non be in a vacuity and that persons have many individualities that may â€Å" impact their positions of acquisition and ways of battle in the acquisition procedure † ( Lee, 2003, p. 12 ) . Sandlin ( 2005 ) undertook an integrative literature reappraisal that found that critical theoreticians found andragogy to be missing in five major and interconnected ways. First, andragogy dainties education as a impersonal, nonpolitical activity. Second, the full construct is based on a â€Å" generic † scholar who tends to be white, male, and in-between category. Third, andragogy appears to value merely one manner of knowing and ignores voices that do non suit into the theory. Fourth, the construct is about wholly individualistic, disregarding the importance of context. Finally, andragogy does non dispute the prevalent societal construction, even if that societal construction promotes inequality ( Sandlin, 2005 ) .My PremisesIn developing my ain premises for andragogy, I have incorporated non merely the reviews presented by Lee ( 2003 ) and Sandlin ( 2005 ) but besides those based on my ain experiences as an grownup scholar and as a instructor of grownups. Most of them refl ect the simple fact that worlds are frequently complicated. My first premise is that grownups may be self-directed in their acquisition journeys, but they may besides elect to set about a acquisition procedure because they are directed to make so by an external force. This premise addresses Sandlin ‘s ( 2005 ) review that andragogy is based on the thought that there is a generic scholar. Men and adult females may hold really different grounds for desiring to larn certain things, for illustration. As an pedagogue, it is of import to listen to the voices of your pupils. Second, grownups may hold been about longer but that does non intend they are capable of larning from their experiences. Most people go through life holding experience after experience, but non all of those experiences are capable of supplying a minute of larning. In add-on, non everyone is interested in or capable of believing about their experiences in such a manner as to larn something from them. This premise incorporates the unfavorable judgment that andragogy, as it was originally presented, merely valued one manner of larning – that of larning from experience ( Sandlin, 2005 ) . A 3rd premise is that grownups may larn non merely to develop the accomplishments and cognition needed for a new developmental function but besides to turn to a demand within their community. This premise addresses the concerns of both Lee ( 2003 ) and Sandlin ( 2005 ) that andragogy is excessively focused on the person and non focused plenty on the societal context of the person or on the demand for persons to turn to unfairness in community. At times, our communities may name us to set about a new function for which we need new accomplishments. In other instances, an grownup might see a job within the community and put out to larn what is needed in order to work towards a solution. Andragogy must admit that larning is non merely about the person. A 4th premise is that grownups might desire to larn to work out jobs but they might besides larn merely because larning is merriment. Again, this is a reaction to the unfavorable judgment that andragogy posits a generic scholar ( Sandlin, 2005 ) . Adults learn for many grounds. An grownup who is researching a new avocation or larning a new athletics may non really be trying to work out a job. Rather, they may be larning because it is fun to make. Finally, grownups might hold multiple motives for larning peculiar things at specific times. We may so be driven to larn for a sense of interior accomplishment, but we may besides be driven to larn so that we can conflict our kid ‘s school territory when they deny our kid something he or she needs. Learning can be a extremely political activity and acquisition can take to political activity ( Sandlin, 2005 ) . Andragogy should ne'er presume that grownup motive to larn is entirely driven by internal demands and desires. Using grounds you select from your readings explicate how race, gender and sexual orientation can impact grownup development or acquisition. Please supply CONCRETE illustrations of EACH positionality ( e.g. one illustration for race, one illustration for gender, and one illustration for sexual orientation ) . ( Hint: Narratives from Adult Learning and Development: Multicultural Narratives may be a good topographic point to get down when seeking to reply this inquiry. ) ( 3 points ) Race, gender, and sexual orientation, in add-on to other personal identifiers such as category, can positively and negatively affect both grownup development and acquisition. In this essay, I briefly examine several concrete illustrations of the relationship between development or acquisition and a scholar ‘s race or cultural individuality, gender, and sexual orientation.Race and Ethnic IdentityRace and cultural individuality can impact larning in a assortment of ways. First, race and cultural individuality can act upon what is of import or proper for an person to larn. La Tortillera, a short narrative by Patricia Preciado Martin ( 2000 ) , provides a good illustration of how race and gender intersect in finding what it is proper for, in this instance, a Latina to larn. In this civilization, it is of import for a adult female and a female parent to larn how to do tortillas for her household. Her female parent shows Ms. Martin over and over once more how to do tortillas, even th ough Ms. Martin finds the tortilla doing lessons to be thwarting non merely because she can ne'er acquire them merely right but besides because they are a reminder of her insufficiencies as a Latina adult female and a female parent. How persons of specific races and cultural individualities are treated can besides play a critical function in how persons experience acquisition. Because of racism, minority pupils are less likely to finish postsecondary instruction ( Swail, 2003 ) . Unfortunately, in a racialist and classist system, minorities frequently attend ill funded schools that lack modern equipment and text editions or that are insecure. If they enroll in college or in an big instruction plan, they may still hold to cover with the long-run effects of racism. Over 50 % of Black alumnus pupils, for illustration, reported being the marks of racist actions on campus and experienced â€Å" isolation, solitariness, disjunction, and favoritism † as a consequence ( Johnson-Bailey, Valentine, Cervero, & A ; Bowles, 2009, p. 192 ) . The affect of racism on larning need non be wholly negative, nevertheless. Developing a strong sense of ego in the face of racism can take scholars to reengage with their civilizations and communities. â€Å" Such bitterness can be directed by more deeply prosecuting with and repossessing one ‘s civilization, history, and heritage, and thereby redefining what it means to be ‘me, ‘ instead than defined ( be either oneself or the dominant civilization ) harmonizing to what one is non aˆÂ ¦ â€Å" ( Smith & A ; Taylor, 2010, p. 53 ) .GenderGender can besides present challenges to the development and larning experiences of adult females and work forces. In the acquisition environment she was analyzing, Cain ( 2002 ) described a state of affairs in which a really traditional power moral forces based on gender developed. The adult females attempted to develop consensus among all participants, while a little group of males took over the meetings and ignored the voic es of everyone else in the room. The lessons for all involved were tragic. â€Å" The importance of this for acquisition is that so many of the initial participants, including all the adult females, learned that their parts were non valued and they quit the group † ( Cain, 2000, p. 70 ) . The work forces ‘s developmental procedure had taught them that their voices were the most of import, and, as a consequence, they ignored and alienated other voices that could hold brought a great trade of cognition to the work. Another illustration that shows how gender can act upon the acquisition experiences of work forces and adult females can be seen in Michael Dorris ‘ ( 2000 ) short narrative Groom Service. In the narrative, Bernard and Marie both exhibit behaviours they have learned as the appropriate behaviours for their gender. What Bernard learns, in peculiar, is described in the narrative. Bernard ‘s accomplishments include runing. â€Å" Subsequently he thought about hunting, how he could hold succeeded the times he had failed, how the animate beings behaved, how they smelled and sounded † ( Dorris, 2000, p. 219 ) . Bernard besides learns proper behaviour around his hereafter in-laws, with whom he will populate in this matrilinear society.Sexual OrientationLike race and gender, sexual orientation can both positively and negatively affect development and acquisition. For illustration, if they are non â€Å" out † to their household, friends, or instructors, sapphic, bise xual, homosexual, and transgender ( LGBT ) pupils may endure from anxiousness about their sexual orientation ( Messinger, 2004 ) . They may make up one's mind to remain in the cupboard because they fear that being unfastened about their orientation might take to violence against them ( Messinger, 2004 ) . They may besides fear that their parents will retreat fiscal and emotional support from them ( Freedman, 2009 ) . As with persons who grow stronger by confronting racism, pupils who develop strong self-identities in the face of homophobia can come through the experience stronger. They frequently show a more extremely developed sense of empathy and better critical thought accomplishments than those who have non had to confront the same challenges ( Messinger, 2004 ) . You have taken Howard Gardner ‘s Multiple Intelligence Test online. You are in charge of developing resident hall helpers. Their highest multiple intelligence is one of your underside three intelligences based on your trial consequences. List your group ‘s acquisition manner and supply a class rubric ( .25 point ) Supply one class aim ( see the CAHA 501 class course of study or seek information on the cyberspace to decently word a class nonsubjective if you do non hold experience composing aims ) . ( .75 point ) Describe how you would learn that nonsubjective to your pupils based on their learning manner. Use concrete illustrations ( at least two ) and do a clear and direct connexion between the acquisition manner and accomplishing the instruction of your aim. ( 2 points )Learning Styles and My Training CourseMy underside three intelligences were societal ( 3.14 ) , body motion ( 3.00 ) , and spacial ( 3.00 ) . For the intents of this essay, my resident hall helpers will be strongest in bodily-kinesthetic intelligence. Learners that excel in bodily-kinesthetic intelligence frequently use parts of their organic structure or their full organic structure as they work through the acquisition procedure ( Smith 2002, 2008 ) . As a consequence, they learn best through hands-on exercisings, including edifice things and function playing ( Armstrong, 2009 ) . The class I will be offering them as portion of their preparation is â€Å" Helping the International Student Transition to American Higher Education. † The class aim is to develop empathy among resident hall helpers for the challenges that international pupils face when get downing college in the United States.Training ExercisesArmstrong ( 2009 ) suggests that one method to prosecute pupils with strong kinaesthetic acquisition intelligence is to function drama or move out what you want them to larn. To assist resident hall helpers gain a better apprehension of what it is like to be an international pupil go toing college in the United States for the first clip, I will offer a function playing exercising. In the exercising, the scholars will draw a scenario out of a chapeau. They will hold to function drama either an international pupil confronting a barrier or challenge or a resident hall helper tasked with assisting the pupil work through the state of affairs. An illustratio n of one scenario that the trainees might move out would be that of a South Korean female pupil who has been harassed by other pupils for walking arm in arm with her female friends. While this is a common behaviour for immature adult females in South Korea, in the United States, it can put pupils up for homophobic torment. The function of the occupant hall helper in this scenario would be to assist the South Korean pupil understand why they are being harassed and to speak through schemes for covering with the negative emotions torment can breed and for advancing personal safety. Another function drama might affect moving like an Ethiopian pupil who has enrolled in a northern college without cognizing that winter vesture, like a coat, is needed. This exercising advances the nonsubjective by assisting the pupils function play a state of affairs in which they take on the character of an international pupil confronting a realistic job. As portion of the preparation plan, I would state the occupant helpers that tiffin will be provided to them. The intent of the tiffin, nevertheless, is to offer them another kinaesthetic acquisition chance. Another manner in which to advance improved acquisition by kinaesthetic scholars is to prosecute them in hands-on activities or, in this instance, a oral cavity and stomach-centered activity ( Armstrong, 2009 ) . Our tiffin would be set up like the cafeteria at an American university. The nutrient would non be labeled, and they would stand for assorted nutrients that are eaten around the universe that might be unusual to American pupils. For illustration, there might be nutrients such as curried caprine animal, lingua greaser, stewed okra, natto ( fermented soya beans ) , blood pudding, kifte ( extremely spiced natural beef ) , kim qi ( spicy fermented veggies ) , and bread fruit and drinks like horchata and ginger beer. Sing such a counter might be disorientating to scholars who are steeped in American civilization and who are used to school bill of fares of pizza and beefburgers. This exercising provides pupils with a concrete, hands-on acquisition experience, that of being forced to choose and eat nutrients that are unusual without any anterior experience or counsel ( McKenzie, 1999 ) . It promotes the nonsubjective by leting the occupant hall helper to see what an international pupil might see the first twenty-four hours in the cafeteria. You have taken the Emotional Intelligence Test online. a ) Argue for or against the usage of emotional intelligence trials in engaging. You need to mention at least TWO ( 2 ) beginnings outside class stuffs to back up your reply. ( 2 points ) I find the thought of emotional intelligence to be extremely attractive. â€Å" Emotional intelligence is a set of abilities that includes the abilities to perceive emotions in the ego and in others, usage emotions to ease public presentation, understand emotions and emotional cognition, and modulate emotions in the ego and in others † ( Mayer & A ; Salovey, 1997 ) . Even though the construct of emotional intelligence presently is supported as a â€Å" separate concept of intelligence † by small empirical grounds ( Merriam, Caffarella, & A ; Baumgartner, 2007, p. 383 ) , I find that this theoretical account speaks to me because it argues for the importance of a really of import portion of life that is frequently denigrated or denied. How we interact and perceive the universe is non merely cold and rational, but instead our emotions play an of import portion in how we perceive the universe and how we learn and make significance. Dirkx ( 2008 ) argues that â€Å" emotional issues ne'er seem really far from the surface in grownup acquisition contexts † ( p. 9 ) . Emotions can impact how the pupil reacts to a schoolroom puting. They can besides impact, positively or negatively, how good an single learns, particularly if a scholar is scared or fearful ( Rager, 2009 ) . In add-on, struggles between scholars can make negative emotions that negatively impact the ability to larn ( Dirkx, 2008 ) . Having emotional intelligence can break aid scholars understand non merely their ain acquisition procedure but besides can assist them understand what their fellow scholars are traveling through. The usage of emotional intelligence trials in hiring, nevertheless, is a different affair. Does emotional intelligence play an of import function in an person ‘s ability to be a good employee? Is it perchance to accurately prove an person ‘s emotional intelligence? The usage of emotional intelligence trials in hiring is turning, yet the cogency of the trials is problematic ( Grubb & A ; McDaniel, 2007 ) . There is no uncertainty that emotional intelligence can be helpful in the workplace. Cote and Miners ( 2006 ) found that workers who had low cognitive abilities could be extremely successful workers if they had strong emotional intelligence to counterbalance for their lacks in other countries. However, the ability to accurately prove for emotional intelligence and to happen a trial that could non be â€Å" faked out † continues to be hard. Grubb and McDaniel ( 2007 ) found that, at least with one peculiar emotional intelligence trial, the EQ-i: Second, it was possible to learn trial takers how to â€Å" forge † emotional intelligence. In their experiment, they found that imposters could be identified in merely 31 % of the instances, but â€Å" most of the respondents were able to increase their mark by forging and non be identif ied † ( Grubb & A ; McDaniel, 2007, p. 56 ) . Of what usage is a trial that can be so easy deceived? On the other manus, other research workers have found emotional intelligence trials to be really utile in engaging patterns. In one survey, the research workers found that emotional intelligence trials were advantageous to minority trial takers, as they tended to hit higher in emotional intelligence than Caucasians ( Van Rooy, Alexander, & A ; Chockalingam, 2005 ) . If engaging were based on emotional intelligence trials with the engaging single unaware of the race of the trial taker, minority appliers might be more likely to be hired, whereas in traditional hiring state of affairss they are more likely to non be hired due to racism. When I took the emotional intelligence trial online, I was extremely dismayed by the consequences, which indicated that I had below mean emotional intelligence. I found this distressing because I have spent most of my calling working in places that require a high grade of emotional intelligence ( ability to read people, empathy ) and I have been really successful in my work. Have I been forging emotional intelligence this full clip or did I merely non make good in the proving environment? Or was the trial itself faulty? In the terminal, I believe that the construct of emotional intelligence is of import to see in the workplace. In many places, holding emotional intelligence is cardinal to or supports success. However, emotional intelligence trials remain debatable and should be used merely with great cautiousness. Ultimately, whether or non person has the emotional intelligence needed for any given place will merely be determined by detecting that single ‘s public presentation on the occupation. As the testing instruments are developed and refined, possibly this fact will alter, but for now, to establish a determination on whether or non to engage a given person on the footing of an emotional intelligence trial is non in the best involvements of employer or employee. 5. Situated knowledge is a subject of involvement in big instruction and it has been used in many scenes. Following are inquiries refering located knowledge. Compare ( state the similarities between ) and contrast ( state the differences between ) situated knowledge and experiential acquisition. ( 1 point ) In the narrative â€Å" Talking to the Dead † by Watanabe, explicate what type ( s ) of larning occur for supporter ( e.g. experiential, located knowledge, brooding pattern ) and support your reply by binding it to grounds in your readings. ( 1 point ) Situated knowledge and experiential acquisition are closely related. However, the primary topographic point of societal interaction and societal relationships as a demand of larning in societal knowledge delineates the two theories from each other. It is the importance of the societal interactions in Watanabe ‘s ( 2000 ) narrative, Talking to the Dead, that indicate that the type of larning the supporter experienced falls under the class of located knowledge.Situated Cognition and Experiential LearningOne of the most outstanding theories of grownup instruction, experiential acquisition addresses how grownups make significance or learn from their experiences ( Zepke & A ; Leach, 2002 ) . There are five major schools of idea that autumn under experiential acquisition theory. The first is the constructivist theoretical account, in which scholars participate in a brooding procedure in order to develop new apprehensions ( Merriam et al. , 2007 ) . The situative theoretical account p ostulates that larning happens as the scholar participates in activities, such as larning on the occupation ( Merriam et al. , 2007 ) . The psychoanalytic theoretical account believes that the emotions of the scholar, peculiarly those that inhibit acquisition, must be dealt with in order for larning to happen, and the critical theoretical account believes that larning happens when the scholar challenges the bulk civilization ( Merriam et al. , 2007 ) . Finally, the complexness theoretical account posits that larning happens when persons compare and contrast what multiple experiences teach them ( Merriam et al. , 2007 ) . Like experiential acquisition, situated knowledge involves a scholar deriving new understanding from lived experience. One illustration of located knowledge, the cognitive apprenticeship, makes this clear. In this procedure, larning can ne'er be separated â€Å" from the state of affairs in which the acquisition is presented † ( Merriam et al. , 2007, p. 178 ) . The acquisition happens in the experience. The experience of the topographic point itself is of import to the procedure of acquisition. â€Å" The physical and societal experiences and state of affairss in which scholars find themselves and the tools they use in that experience are built-in to the full acquisition procedure † ( Merriam et al. , 2007, p. 178 ) . Experiential acquisition besides focuses on â€Å" making the undertaking in order to larn it † ( Hansman, 2001, p. 46 ) . Situated knowledge, nevertheless, â€Å" is inherently societal in nature. The nature of the interactions among scholars, the tools they use within these interactions, the activity itself, and the societal context in which the activity takes topographic point form acquisition † ( Hansman, p. 45 ) . Experiential larning theory might affect a societal constituent but does non needfully necessitate it.Learning to Talk to the DeadIn seeking to find what type of larning the supporter of Watanabe ‘s ( 2000 ) narrative Talking to the Dead experienced, I felt it of import to believe about what it was that she was truly larning. On the surface, it appears that she was larning the procedure of fixing the organic structures of the dead. However, at a deeper degree, the supporter is really larning about proper societal relationships – between maestro and learner, between female parents and kids, between co-workers, and between the life and the dead ( Watanabe, 2000 ) . With t his in head, I believe that the supporter participated in located knowledge. Neither her acquisition procedure nor what she learned can be separated for the societal experience ( Hansman, 2001 ) . As in a cognitive apprenticeship, her larning merely came approximately because she learned in a specific state of affairs ( Merriam et al. , 2007 ) . Had she learned to embalm organic structures in another topographic point, she ne'er would hold learned that the proper manner to care for Aunty Talking to the Dead was to cremate her cadaver in the traditional manner ( Watanabe, 2000 ) . Every experience she had in larning about the proper relationships between the life and the dead – from the puting out of Mustard to the Blindman and the Blindman ‘s Dog – every societal context in which she found herself and of all time interaction between herself, Aunty, and others in the community contributed to her larning what she needed to larn in order to come to her minute ( Wata nabe, 2000, p. 279 ) . Application of Gerald Grow ‘s SDL Scale to Instruction: Grow ‘s SDL graduated table is enlightening for all pedagogues. This inquiry asks you to use his graduated table. You are an teacher in whatever context you choose. a ) Create a class rubric and one ( 1 ) aim. ( 1 point ) B ) Describe in item how you would learn this aim ( use 2 concrete illustrations ) to a Level 1 and a Level 4 scholar. ( 2 points ) I have for two old ages taught a class titled â€Å" Female Images of the Divine in the West. † My pupils dearly call it the goddess category. The primary aim of the class is to develop the ability to believe critically about how spiritual symbols and imagery impact people ‘s lives – both in the past and in the present. It is a 200-level undergraduate category, and I frequently find that I have a big group of freshman pupils in my category. I besides tend to hold a important figure of non-traditional-age pupils in my category, largely because it is a dark category. It makes for a really interesting group of pupils, stand foring every phase of Grow ‘s ( 1991 ) SDL Scale to Instruction.Teaching Phase 1 LearnersPhase 1 scholars are really dependent and view the teacher as the ultimate authorization on the capable affair ( Grow, 1991 ) . They feel most comfy in environments in which they receive immediate feedback, and they feel most comfy in an environment in w hich the teacher-master dispenses wisdom to the scholar ( Grow, 1991 ) . In working with this type of pupil, the pedagogue needs to happen a manner to assist the pupil addition assurance and get down to derive command over stuff that might be wholly new to them ( Grow, 1991 ( . The first manner I teach to my aim for my Phase 1 scholars is to assist them acknowledge that they know more about images of goddesses than they might believe they do – even if they do non place with any peculiar religion. We do this by speaking about popular civilization word pictures of goddesses. I have discovered that my pupils all seem to adore Xena: Warrior Princess. I have them travel on YouTube and happen cartridge holders from the show that depict the assorted goddesses – Here, Callisto, and Aphrodite to call merely a few. We so read primary texts from the ancient Greeks depicting the goddesses. As a group, we identify similarities and differences between the telecasting word pictures and the word pictures of the ancient Greeks and discourse why the two are frequently different. This treatment frequently leads to a farther treatment about why the goddesses were of import to ancient peoples and starts a semester-long treatment about the topographic point of godd ess imagination in modern times. A 2nd manner I help my Phase 1 pupils is that I give quizzes in category, particularly during the first few hebdomads, and we go over the replies right off. This helps them acquire immediate feedback on their apprehension of the stuff. This activity helps progress the class aim because spiritual symbolism both holds steady and evolves over clip. If they do non derive a solid command of the ancient apprehensions of goddesses, they have great trouble when we begin treatment on whether or non modern figures, such as Princess Diana or Angelina Jolie, serve the same intents in modern society as Artemis or Isis did in antediluvian civilizations.Teaching Phase 4 LearnersPhase 4 scholars are considered to be to the full autonomous ( Grow, 1991 ) . For a autonomous scholar, the pedagogue is person who serves as a adviser, heightening the acquisition work that is delineated and directed by the scholar. Students working at the really highest degrees are frequently autonomous scholars ; surely, a pupil set abouting a major undertaking such as a thesis ought to be able to work as a autonomous scholar ( Grow, 1991 ) . As an teacher of a phase 4 scholar, I personally feel most comfy with the delegator function ( Grow, 1991 ) . In this function, I can work straight with the pupil to detect their involvements and demands, assist them develop a acquisition program, and so run into with them on a regular footing to discourse their advancement and any barriers they have encountered. As portion of their acquisition program, we besides develop together an appraisal program: what will be assessed, what merchandises they are required to bring forth, and by which standard we will measure their advancement ( Zepke & A ; Leach, 2002 ) . Most frequently, the phase 4 pupils I work with and I agree that they will prosecute an independent undertaking that makes a connexion between the antediluvian and the modern. One undertaking involved a pupil who examined the ancient Irish myths of the godly figure Deirdre. She so created an interpretative dance that incorporated environmental, costume, and motion symbols to co nvey the myth to a modern audience. Another pupil undertook a undertaking that looked at the construct of ancient sovereignty goddesses and so used that stuff to analyse the Robert Zemeckis ‘ movie version of Beowulf. When we foremost discussed the undertaking, I suspected she might happen reverberations of sovereignty goddesses in the figure of Grendel ‘s female parent, but she besides, convincingly, found reverberations of the construct in the figure of Wealtheow. I was blown off! My pupil had made an rational find that had wholly escape me. 7. Several writers have constructed theoretical accounts that show autonomous acquisition as a procedure. Construct your ain theoretical account of autonomous acquisition based on your experiences. ( 1 point ) Compare ( state the similarities between ) and contrast ( state the differences between your theoretical account and two of the theoretical accounts found in Merriam, Caffarella and Baumgartner ( 2007 ) ( pp. 110-119 ) . ( 2 points ) Argue for or against the importance of context in the autonomous acquisition procedure utilizing grounds from the literature. ( 1 points ) Specifying autonomous acquisition can be slippery. It is non a self-contained theory of grownup larning but alternatively a group of related constructs and patterns. Among the definitions I most prefer, Caffarella ( 1993 ) defines autonomous acquisition as: a self-initiated procedure of larning that stresses the ability of persons to program and pull off their ain acquisition, an property or feature of scholars with personal liberty as its trademark, and a manner of forming direction in formal scenes that allows for greater scholar control. ( p. 25 ) . Similar to Caffarella ‘s ( 1993 ) definition, Candy ‘s ( 1987 ) definition focuses on the importance of liberty in autonomous acquisition, although the scholar can work in concert with an pedagogue ( as cited in Grow, 1991 ) .My Model of Autonomous LearningMy ain theoretical account of autonomous acquisition is one based on procedure divinity. Process divinity is grounded in alteration, growing, and changeless motion. â€Å" Human and other existences are non things ( substances or kernels ) situated in empty infinite aˆÂ ¦ but are active procedures of all time in relation and passage † ( Christ, 2003, p. 3 ) . Furthermore, as a postmodern divinity, it is structured around the belief that all cognition is contextual and that cognition is shaped and controlled by cultural systems. The ego can ne'er be genuinely independent. â€Å" The individuality of each of us extends over and includes the civilization, society, and civilisation that we participate in. There is no stray, lone ego imprisoned in its ain organic structure † ( Brumbaugh, 1982, p. 3 ) . My theoretical account of autonomous acquisition is one, so, that is based on the thought that worlds, by nature, are spurred to turn and alter. Curiosity is portion of growing and alteration, whether initiated by internal demands and involvements or external demands and forces. Once wonder is sparked, the scholar sees where that wonder takes her or him – either in weaving jets of larning activity or in a sustained acquisition journey. As portion of their autonomous acquisition, the scholar may seek out educational stuffs. The scholar may besides integrate hands-on activities, seting into pattern what has been taken in from the educational stuffs, or take a category to foster reinforce what has been learned from other beginnings. At times, failure may ensue, and the scholar may get down the full procedure once more. If there is success, the scholar may rest for a clip, but be spurred once more subsequently to set about a new acquisition undertaking.Similarities and Differences Between ModelsIn many ways, my theoretical account of autonomous acquisition is non much different from many of the synergistic theoretical accounts described in Merriam et Al. ( 2007 ) . Like those theoretical accounts, my theoretical account is non additive in nature. Curiosity and the acquisition journey will take the scholar where the scholar wants or needs to travel. My theoretical account has the most in common with Spear ‘s theoretical account. First, Spear identifies three elements that spur autonomous acquisition, all of which work with my theoretical account: environmental chance, opportunity, and personal cognition ( as cited in Merriam et al. , 2007 ) . Second, Spear ‘s theoretical account incorporates the thought that autonomous acquisition is non a steady, controlled procedure, but instead one that can go on in tantrums and starts, one that can halt and get down once more, and one that can integrate room for both failure and success ( Merriam et al. , 2007 ) . My theoretical account is least like those proposed by Tough and Knowles. In Tough ‘s theoretical account, autonomous acquisition is calculated and focused on achieving a specific piece of cognition or a accomplishment ( Merriam et al. , 2007 ) . In Knowles ‘ theoretical account, autonomous acquisition is a bit-by-bit procedure focused on work outing a particular job ( Merriam et al. , 2007 ) . My larning theoretical account acknowledges that certain scholars may elect to set about a additive autonomous acquisition procedure focused on work outing a peculiar job, but it does non presume that all autonomous acquisition will follow a similar way. My theoretical account has room for larning for the interest of acquisition and for fulfilling wonder, for the joy of merely being able to state â€Å" Well, you learn something new every twenty-four hours. †Importance of ContextIn all of the theoretical accounts I have examined here, including my ain, context plays a critic al function. First, a scholar ‘s context may find whether or non she or he is interested in or capable of take parting in a autonomous acquisition procedure ( Grow, 1991 ; Zepke & A ; Leach, 2002 ) . Second, context can find the type of resources available to assist with acquisition. For illustration, interior metropolis scholars of colour may non hold entree to all the rich acquisition resources that can be obtained through the Internet. Not merely is the monetary value of a computing machine prohibitive, but the scholar, as the consequence of life in a context, an environment, that is unsupportive, may non hold the computing machine literacy needed to utilize the Internet to seek out information as portion of his or her autonomous acquisition procedure ( Norris & A ; Conceicao, 2004 ) . All in all, context should be a core constituent of autonomous acquisition. 8. Experiential acquisition, autonomous acquisition, and transformative acquisition are three theories of grownup acquisition. What is the â€Å" best † larning theory? Why? Supply grounds from your readings ( and beyond if you so choose ) to back up your points. ( 3 points ) This essay will briefly analyze the chief renters of experiential acquisition, autonomous acquisition, and transformative acquisition. While all three theories have both positive and negative facets, I argue that experiential acquisition is the most flexible and hence the most utile of the three theories for the work of big pedagogues.The Three TheoriesExperiential larning â€Å" is a procedure of doing intending from all experiences-cognitive, emotional, physical, societal and religious † ( Zepke & A ; Leach, 2002, p. 206 ) . Harmonizing to Zepke and Leach ( 2002 ) , experiential acquisition is possibly the most dominant construct in the grownup instruction field, but theoreticians have different thoughts of how the procedure works. Learners can either reflect on experience in order to larn ( constructivist lens ) , learn through take parting in experiences ( situative lens ) , learn by linking with and get the better ofing frights and other emotional barriers ( psychoanalyti c lens ) , learn by challenge the dominate ethos ( critical lens ) , or larn by developing an apprehension of how assorted experiences relate to each other ( complexness lens ) ( Merriam et al. , 2007 ) . Harmonizing to Grow ( 1991 ) , the â€Å" end of the educational procedure is to bring forth autonomous, womb-to-tomb scholars † ( p. 127 ) . Although autonomous acquisition can be hard to specify, Candy ( 1987 ) delineated three features that can be used to set up whether or non learning is autonomous: the scholar possesses autonomy, the acquisition can go on outside of a formal acquisition environment, and the acquisition is directed chiefly by the pupil even if a instructor is involved ( as cited in Grow, 1991 ) . Mezirow ‘s theory of transformational larning postulates that adults see a minute when their beliefs turn out inadequate in understanding the state of affairs in which they find themselves ( Elias & A ; Merriam, 2005 ) . This disorienting quandary forces them to reevaluate their cognition and develop new apprehensions. As a consequence, a transmutation happens, and the single learns and grows ( Elias & A ; Merriam, 2005 ) . Transformative acquisition is an emancipatory procedure in which self-reflection leads to critical consciousness ( Cranton, 2002 ) .The â€Å" Best † TheoryAll of these larning theories have countries of concern. For illustration, scholars may non really have the ability to larn from experience, or they may non hold had experiences that are meaningful ( Brookfield, 1998 ) . On the other manus, scholars may non hold the desire or the ability to direct their ain acquisition procedures ( Zepke & A ; Leach, 2002 ) . Transformative acquisition can be ethic ally disputing. First of wholly, the terminal consequence of transformative acquisition could be a major crisis for the scholar. â€Å" Despite an pedagogue ‘s best purposes, a procedure of transformative acquisition can take to unpredictable and unwilled events † ( Moore, 2005, p. 83 ) . The power derived function between scholar and pedagogue can take to indoctrination ( Moore, 2005 ) . Ultimately, the best acquisition theory is whichever theory best helps the scholar run into his or her educational ends. However, transmutation of the scholar is non a demand of either autonomous or experiential acquisition ; hence, they both may advance greater flexibleness in grownup instruction ( Zepke & A ; Leach, 2002 ) . Autonomous acquisition is less an grownup larning theory and more a related group of patterns and thoughts ( Caffarella, 1993 ) ; as a consequence, it is slightly mussy. It besides does non see as many issues as experiential larning theory does. Experiential acquisition, on the other manus, addresses the procedure of larning non merely from reflecting on and in experience but besides from larning through engagement in experiences ( Zepke & A ; Leach, 2002 ) . It besides addresses of import issues around emotions, cultural context and the scholar ‘s relationship to society, and doing sense of a broad assortment of experiences that may either reinforce or dispute each other ( Merriam et al. , 2007 ) . All in all, experiential acquisition addresses more issues that might impact a scholar ‘s larning experience than the other two theories, and hence, it is the most utile of the theories for grownup pedagogues.