Article review Essay Example | Topics and Well Written Essays - 500 words - 12

Article review - Essay Example The author also makes suggestions on how corporations can do something about this dissatisfaction. John Baldoni (2010) states that during his work presentations there was a time when he discovered eight out of ten workers were not content with their employment. Although the Great Recession made employees stick to their jobs, their dissatisfaction did not go away and new research manifested the fact. (Baldoni, 2010) Workers complained of being overworked, underpaid and underappreciated. The article continues with the research showing six out of ten workers wanting to leave the company. Baldoni goes on further to explain that managers must face the fact that their employees are not pleased. Also, as proven by research, quite a number do not trust upper management thinking that the ones in the higher up do not have as many sacrifices as those in the lower ranks. Ultimately, managers should remember that unhappy workers are unproductive ones and thus steps should be taken to make improve the workers’ disposition. There were three suggestions were made in the article for making work more tolerable for employees. The first one was to address the situation. Baldoni hints that most employers try to ignore the fact that the problem exists. This should not be the case. He encourages employers to try and find out why there is a problem. Asking employees outright is also not a good tactic, Baldoni states, as this would make employees be afraid to tell the truth. A private company resorted to conducting a survey after a number of its professional staff submitted their resignations. (Von Achen, 2010) The results showed that insufficient training and support, infrequent performance feedback and workload issues were the reasons the workers at this company wanted change. The next step Baldoni wrote is to encourage alternatives. He suggests to work together with the employees in making improvements to the

Getting Corporations off the Public Dole Essay Example | Topics and Well Written Essays - 1000 words

Getting Corporations off the Public Dole - Essay Example Year after year, these companies receive subsidies or handouts from the federal government and never learn to fend for themselves in the competitive marketplace. On the other hand the corporations open avenues for trade and commerce globally. The state also earns revenues from them and the industries grow. [1] [3] The people to blame are the political citizens of the state who promote their own interests by promoting the corporate culture. After all, the corporations ante up the hundreds of millions of dollars needed to win elections. Until we get corporations out of our elections entirely, we probably will not be able to end corporate welfare. As citizen activists, we can achieve clarity about one thing: our chief adversary is the corporate form, which has poisoned much of our land and water, harmed our health, polluted our politics, hijacked our democracy, and diminished our common wealth. These people are employed in important and influential places that in effect influence the people to obey them. These systemic imperatives, that people have to obey whether they want to or not, are made by these political candidates. Ironically the corporations make it systemic imperative on these politicians to take actions in their favor by helping them out in election campaigns. [1] [2] [3] Q3 Doling corporations from the pockets of the people is indeed a social problem. Not only it works on its perverted ethics and bad economics, it is a wasteful draining of public resources. [3] Extorting local tax giveaways by threatening to move elsewhere, companies are blackmailing state and local governments into giving them billions in tax freebies. Although they promote the corporate social responsibility, they themselves not pay fair share for public services and treating water and the rest of the environment as a free private waste dump. [1] [3] The public can accept a business-government partnership. People can go far enough to even accept placement for public subsidies to business for important public goals that would not otherwise be met. However doling public funds only for selfish corporate and political goals are ethically perverse and economically unsound. They promote an ethics of irresponsibility, greed, profligate waste and reckless endangerment of the community. They distort the so-called free-market to which business swears allegiance. They erode efficiency and self-reliance. They tilt the economic playing field in favor of businesses dependent upon the public dole. The only people not to grasp the importance of this social problem would either be involved in the dealings of corporate world or would be a politician trying to attain maximum support. [1] [3] Q4 It can be accurately said that the whole of the US public is not aware of this problem. Only the people who are working and are earning realize that so much taxes are being deducted from their salary and only a portion of that is going into their own welfare. The rest is being distributed in the corporate world only to be gobbled up for the corporation's profits.

Brontie’ Swanston Essay Example for Free

Brontie’ Swanston Essay Sometimes early intervention for struggling learners is ideal. Most learning problems can be prevented if students are in positive school and classroom contexts that accommodate individual differences (Madden, 1991). However, even in the most positive environments, some students still experience difficulties. For these students, early intervention strategies must be implemented as soon as learning problems are noted. Early intervention means that â€Å"supplementary instructional services are provided early in students’ schooling, and that they are intense enough to bring at-risk students quickly to a level at which they can profit from high-quality classroom instruction† (Madden Wasik, 1991). The intent of early intervention is to create general education support systems for struggling learners as a way to improve academic performance and to reduce inappropriate special education referrals (Madden, 1991). Examples of early intervention include clinical teaching, peer and expert consultation, teacher assistance teams, and alternative programs such as those that offer tutorial or remedial instruction in the context of general education. A critical concept for ELL students is comprehensible input. This concept expresses that in order to acquire a second language the learner must understand what is said to him. Learners should receive input that is appropriate to their age and language level. This language should be just beyond the learner’s current proficiency but easy enough for them to understand. Teachers need to develop background knowledge, deliver content that is contextualized, and use gestures, pictures and real objects to make input comprehensible (Saunders, Goldberg, 1991). When newcomers are assigned to a mainstream classroom and spend most of their day in this environment it is especially critical for them to receive comprehensible input from their teachers and classmates (Saunders, Goldberg, 1991). In other words, if the teacher prefers lectures, it leaves the English language learner will not be receiving this input. All teachers are aware of the need to â€Å"explicitly link past learning and new concepts† but some teachers fail to consider students’ backgrounds and experiences when planning lessons (Saunders, Goldberg, 1991). One way to avoid making unwarranted assumptions about our students’ past learning, background or experiences is to create a common classroom experience as the basis for instruction (Saunders, Goldberg, 1991). Another strategy is to help students make conscious links between their experiences and the text as described in the sample lesson below. Two good concepts to implement would be literature logs and instructional conversations. Before and after reading, students respond to prompts that help them link their experiences to those of the main character or main theme (Saunders, Goldberg, 1991). The instructional conversations that follow these prompts provide oral language practice for Ell’s, and help deepen students’ conceptual frameworks for comprehension (Saunders, Goldberg, 1991). Researchers found that using either the literature log or the instructional conversation increased comprehension for Ell’s but using both produced deeper understanding (Saunders, Goldberg, 1991). Teachers should apply the following steps to be successful in previous two concepts: Step 1 Create pre-reading and post- reading questions or prompts Pre-reading question or prompt: a generic probe about students’ experiences that might be similar to those of the main character/s. Step 2 Briefly review the story again building on student responses in a think-aloud format. Review the procedure for tracking story events and noting when these events are similar to or different from experiences discussed by the class. Examples: two-column notes, post its, adapted story sequence chart Students read or listen to the text: pairs, small groups, tape, and buddy reading Step 3 Present the second literature log question or prompt; model a response. Allow time for students to write about or discuss the prompt. Facilitate the second instructional conversation in which students discuss similarities and differences between and among their experiences and those of the characters. Variations: use picture books with limited text for non-readers or beginning Ell’s of any age. Allow students to respond in their first language. Older or more proficient students can respond to prompts that focus on the setting instead of, or in addition to, events, characters and theme or compare experiences across texts. (Saunders, Goldberg, 1991) It is also vitally important to emphasize key vocabulary. Lack adequate vocabulary is one barrier to reading for Ell’s. Research on vocabulary acquisition indicates that a successful vocabulary development program should have a least the following five components: 1) Intentional word selection (words that represent new concepts, are important outside of the specific activity, or cross content areas) 2) Direct instruction in word meaning and in strategies used to learn new words 3) Modeling of strategies and processes for learning new words 4) Multiple exposures to new words and opportunities to use new words (wide reading, intentional word-focused activities, and ongoing review) 5) A system to help students track new vocabulary (Beck, McKeon, 2002) Here is a five-step vocabulary activity to implement with your ELL students: 1) Teacher provides a definition (tell, read, demonstrate) 2) Teacher creates a non-linguistic representation of the word while engaging in a â€Å"think aloud† that helps students identify key components of the visual and their relationship to the new word 3) Students write or say their own definition of the word 4) Students create their own linguistic representation of the word 5) Return to visual to add or revise elements as students deepen their understanding of the concept Adapted from Marzano, Pickering, 2001 It is important that the teacher shares a knowledge base relative to the education of students learning English (Thomas, Collier, 1997). Efficient teachers should be familiar with second language acquisition, the relationship of native language proficiency to the development of English, socio-cultural influences on learning, effective first and second language instruction, informal assessment strategies that can be used to monitor progress (particularly in language and literacy development), and effective strategies for working with culturally and linguistically diverse families and communities (Thomas, Collier, 1997). It is also imperative that there is recognition of the students’ native language. Language programs must have support of principals, teachers, parents, and the community (Thomas Collier, 1997). School staff should understand that native language instruction provides the foundation for achieving high levels of English proficiency (Cummins, 1994). For regular education teachers and ESL/bilingual teachers, when it comes to language development, there should be a share responsibility. There also must be collaborative school-community relationships. Parents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins, 1994). By being involved with families and communities of English learners, educators come to understand the social, linguistic, and cultural contexts in which the children are being raised (Ortiz, 1997). Thus, educators learn to respect cultural differences in child-rearing practices and in how parents choose to be involved in their children’s education (Garcia Dominguez, 1997). It is vital to implement academically rich programs for ELL students. Students learning English must have opportunities to learn advanced skills in comprehension, reasoning, and composition and have access to curricula and instruction that integrate basic skill development with higher order thinking and problem solving (Ortiz, Wilkinson, 1991). Students must have access to high-quality instruction designed to help them meet high expectations (Cummins, 1994). Teachers should employ strategies known to be effective with English learners, such as: 1) Drawing on their prior knowledge 2) Providing opportunities to review previously learned concepts and teaching them to employ those concepts 3) Organizing themes or strands that connect the curriculum across subject areas 4) Providing individual guidance, assistance, and support to fill gaps in background knowledge Although it is evident that students fail in school for a variety of reasons, in some cases, their academic difficulties can be directly attributed to deficiencies in the teaching a learning environment. These difficulties may become more serious over time if instruction is not modified to address the students’ specific needs. Unless these students’ specific needs. Unless the deficit in learning is caught early and the appropriate intervention is accessed, they will continue to struggle, and the gap between their achievement and that of their peers will widen over time. References Cummins (1994). Knowledge, power, and identity in teaching English as a second language. â€Å"Educating second language children: The whole child, the whole curriculum, the whole community† Cambridge, England: Cambridge University Press. Garcia, S. B. , Dominguez, L. (1997). Cultural contexts that influence learning and academic performance. In Silver, L. B. , â€Å"Child and Adolescent Psychiatric Clinic Of North America: Academic Difficulties†. Philadelphia: Saunders Co. Madden, N. A. , Slavin, R. E. , Wasik, B. A. (1991). Success for all, â€Å"Phi Delta Kappan. † Thomas, W, P. , Collier, V. (1997). School effectiveness for language language miniority students (Resource Collection Series No. 9). Washington: National Clearinghouse for Bilingual Education. Beck, I. , McKeon, M. Kucan, L. (2002) Bringing Words to Life: Robust Vocabulary Instruction. Guilford Press. Ortiz, A. A. Wilkinson, C. Y. (1991). Assessment and intervention model for the bilingual exceptional student. â€Å"Teacher Education and Special Education, 14 Saunders, W. and Goldenberg, C. (1999) The Effects of Instructional Conversations and Literature Logs on the Story Comprehension and Thematic Understanding of English Proficient and Limited English Proficient Students. http://www. cal. org/crede/pubs/research/RR6. pdf Marzano, R. , Pickering, D. J. , Pollock, J. E. (2001) Classroom Instruction that Works. Alexandria, VA: MCREL, ASCD.

Triangle Love Intimacy

Triangle Love Intimacy Triangle of Love Robert J. Sternberg, psychologist and dean of the Tufts School of Arts and Sciences proposed a triangular theory of love that suggests that there are three components of love: intimacy, passion, and commitment. Different combinations of these three components result in different types of love. For example, a mixture of intimacy and commitment results in compassionate love, while a mixture of passion and intimacy leads to passionate love. Sternberg often said, â€Å"relationships built on two or more elements are more enduring that those based upon a single component† [Tufts p 19]. Sternberg uses the term consummate love to describe a combination of intimacy, passion, and commitment. While this type of love is the strongest and most enduring, Sternberg suggests that this type of love is rare. He wrote that even as a teenager he was intrigued by the mystery of why some relationships succeed while others fail. This is why early in his academic career he developed an explanation, which he calls the â€Å"triangular theory of love.† His theory is based on the observation â€Å"that love consists of three components . . . intimacy, passion, and commitment. Different combinations and strengths of those three ingredients,† Sternberg says, â€Å"produce different kinds of love.† [Tufts p. 20] Intimacy is the feelings in a relationship that promote closeness, bonding, and connecting with one another. Passion is what drives the romance, physical attraction, and sexual consummation in a loving relationship. Commitment consists of two parts.   The first is a short-term aspect in which you make the decision that you love another person and the second part is the long-term aspect in which you decide to commit to a long-term relationship and maintaining the love for that person over a long period of time [Everything2]. Sternberg also gives a detailed explanation of the types of love. â€Å"Infatuated love†, for example, is all passion, without intimacy or commitment. Romantic love has passion and intimacy but lacks commitment. â€Å"Companionate love,† he says, â€Å"results when we have only intimacy and commitment, as in a long-term deep friendship.† The kind of love that embodies all three components he calls â€Å"consummate love† [Tufts p.21]. Sternberg uses the triangle to describe different way we evolve to being in love. Each side of the triangle represents the proportion of each component with respect to the other two. The shape of the triangle that Sternberg uses is supposed to symbolize the balance between intimacy, passion and commitment, because it is equal on all sides. This is the kind of love we all hope for at one point and time. It is also the kind of love we tend to associate with living a life full of love and happiness. Sternberg acknowledges that few human relationships can maintain this perfect balance indefinitely, yet many relationships succeed in the face of enormous obstacles because both parties highly value consummate love, seek it out and work hard to maintain it. [Tufts p. 21] Sternberg wanted his theory of love to show us true love should develop, but it also meant to be used as to show us how we can develop loving and caring relationships with everyone that is apart of our life. In his study of human relationships, Sternberg discovered that â€Å"couples tended to be happier when they had more of the three components of love. And it helped if their love triangles matched in size and shape—that is, if the amount and kind of love each partner felt for the other was about the same.† [Tufts p. 21] I think that the love triangle is great. When the intensity of love shared by two people is great, so is the area of the love triangle and vice versa. However, the greater a specific component of love, like passion, the further the point from the center of the triangle will be to that component. This is why the shape of the love triangle is reliant on the strength of the different workings of love. The shape of the triangle will and should evolve over time. We may achieve such perfect forms of love as consummate love, but we all know that perfect of love is hard to maintain over time because to sustain it, we must nourish all of its components. The more a couple works on keeping the three components of consummate love in balance and nourished, the more likely such a love will be maintained for a long period of time. Love its self is so strong. I have been â€Å"in love† a few times. When I did this writing assignment I realize that I was not really in love until I met my husba nd. I took the triangle and compared the components to my past relationships and there is no comparison to what I have now. In society today, when someone mentions the word â€Å"Love† it is guaranteed that at least half the people surrounding you will shudder. Whether it is through observation or experience, people have come to learn that love is far from being the ideal state in which one should live in and, for that matter; many choose to stay away from it. It is known to break hearts, to hurt feelings and, believe it or not, it truly is not always happily ever after. Yes, Love does have its positive points. It is thrilling and exciting when youre in love, it is sometimes even euphoric but the argument here is not whether Love is good or bad for you. You and only you can make that decision. Works Cited Sternberg, Robert J. 2007. Happily ever after, Tufts Magazine 14: 3) 19-23. http://www.everything2.com/index.pl?node=emotion

Synesthesia and the Implications of Sensory Fusion :: Biology Essays Research Papers

Synesthesia and the Implications of Sensory Fusion Synesthesia is defined as the sensation produced at a point other than or remote from the point of stimulation, as of a color from hearing a certain sound.[1] (From the Greek, syn=together+aesthesis=to perceive). In common language synesthesia is an involuntary blending of the senses by some people, which allows them to see colors when looking at numbers, for instance. This is a topic that was introduced over a century ago, but has not been taken serious until recently with the development of tests capable of testing whether or not the condition was real. Previously, scientists thought that this was a figment of the imagination, drug abuse, or in its most concrete form one of memory. As if seeing a number paired with a color, say in early childhood was the reason that a person paired them later on in life. There was also the theory that these people were very creative and when they said that they could taste a shape, it was only an unconventional metaphor. However, thanks to in depth pursuit of this topic by scientists, especially Ramachandran and Hubbard the validity of such statements has been proven. One test they developed to test the ability of people to pair colors with the site of ordinary numbers involved printing up sheets with similar numbers, like 2 and 5. Many people claimed to see a certain color when presented with the number 2 and a different color when shown 5. The 2's and 5's were arranged in such a way that one number formed a distinct shape in the midst of the jumble of the other number. A non-synesthetic would be incapable of distinguishing any pattern due to the close resemblance of the numbers. But, in 90% of the cases where people claimed to see colors they were easily able to discern the shape because it registered stood out for them as a completely different color. One wonders what takes place in the brain to cause such phenomenal differences in perception. The cause is unknown for certain, like many things in the realm of science it has not been researched nearly enough, but there are some indications. The merging of certain senses points to a crossing of signals in the brain. Although the theory is an old one, it has come to the forefront of the scientific researcher's minds, with increased focus on the topic.

Crime And Punishment Dream Ana Essay -- essays research papers

Dreams of Good and Evil   Ã‚  Ã‚  Ã‚  Ã‚  Dreams are windows into peoples sub conscience and their true emotions and gives important clues to emotional disturbances. Sigmund Freud, the first person to systematically study dreams, said that desires are revealed in the form of dreams. Freud said that dreams gratify those desires which that a person would never express while awake. Psychiatrists today tend to view dreams as attempts to solve problems rather than as the fulfillment of unconscious desires. Whatever dreams are, they gratify a physiological and psychological need of humans. In Crime and Punishment, Raskolinov manifests guilt itself in a dream in which Ilya Petrovich mercilessly beats his landlady. This dream is a vision into Raskolinov’s emotional disturbances and signifies resentment and fear.   Ã‚  Ã‚  Ã‚  Ã‚  Raskolinov’s dreams are continual conflicts between his dark and hateful mind and his conscience. His mind drives him to murder and inflates his ego to make him feel as an â€Å"extraordinary man.† On the other hand, his conscience struggles to hinder these violent motives. Raskolinov’s mind is at battle with itself in a conflict of morals and corruption that is manifested into the dream of the mare. Dostoevsky uses the dream as evidence of Raskolinov’s psychic illness. Raskolinov can be identified as all of the characters in his dream: Mikolka, the jeering crowd, the beaten horse, and the innocent child. Raskolinov’s confusion and obvio...

Aristotle On Plot Essay

In his Poetics, Aristotle considered plot (mythos) the most important element of drama–more important than character, for example. A plot must have, Aristotle says, a beginning, middle, and an end, and the events of the plot must causally relate to one another as being either necessary or probable. Character: A character is a person in a narrative work of arts (such as a novel, play, or film). Derived from the ancient Greek word, particularly when enacted by an actor in the theatre or cinema, involves â€Å"the illusion of being a human person.† The study of a character requires an analysis of its relations with all of the other characters in the work Setting: In works of narrative (especially fictional), the setting includes the historical moment in time and geographic location in which a story takes place, and helps initiate the main backdrop and mood for a story. Setting has been referred to as story world or milieu to include a context (especially society) beyond the immediate surroundings of the story. Elements of setting may include culture, historical period, geography, and hour. Along with plot, character, theme, and style, setting is considered one of the fundamental components of fiction. Dialogue: The conversation between characters in a drama or narrative. A dialogue occurs in most works of literature. Dialogue is a literary and theatrical form consisting of a written or spoken conversational exchange between two or more (â€Å"dia† means through or across) people. Its chief historical origins as narrative, philosophical or didactic device are to be found in classical Greek and Indian literature, in particular in the ancient art of rhetoric. Flashback: Flashback is an interjected scene that takes the narrative back in time from the current point the story has reached. Flashbacks are often used to recount events that happened before the story’s primary sequence of events or to fill in crucial back-story. In the opposite direction, a flash forward (or prolepsis) reveals events that will occur in the future. The method is used to create suspense in a story, develop a character or structuring the narration. In literature, internal analepsis is a flashback to an earlier point in the narrative; external analepsis is a flashback to before the narrative started. In movies and television, several camera techniques and special effects have evolved to alert the viewer that the action shown is from the past; for example, the edges of the picture may be deliberately blurred, photography may be jarring or choppy, or unusual coloration or sepia tone, or monochrome when most of the story is in full color.