Boardman Management RFP Assesment Article Example | Topics and Well Written Essays - 1000 words

Boardman Management RFP Assesment - Article Example At the primary stage of analysis, Boardman Management will need to investigate the possibility of using lower-priced materials. If this is not possible, the organizational structure will be redesigned to take advantage of lower-priced materials. Such an approach will enable the company to remain competitive and, in some cases, beat the prices of its competitors. Additionally, the assessment will be made regarding the possibility of storing the cost data for in-process items on-line within the computerized information system so that cost data would always be up to date. With the implementation of such an approach, the problem of out-of-date standard cost figures should never recur (Burkun, 2006). The analysis of the budget will be an important step for Boardman Management to evaluate and calculate investment decisions. Budgets are both planning and control mechanisms that, although essential to control (particularly cost control), serve as a balance between planning and control. They refer to future periods of time, and translate company plans into financial resources. They furnish a guide for future expenditures, and by helping to guide actual performance toward budgeted performance, assist in the achievement of objectives. Budgets establish expected relationships among a number of factors in need of control, such as expenses for advertising, product planning, personal selling, and product development. They may be thought of as short-run aspects of planning (Burkun, 2006). The next step is to analyze the proposed structure of changes and their impact on the organization. The evaluation will uncover an important problem that is not included initially in the investigation. The assistant analysis will take several directions. The company will analyze costs required for implementation and change management, and time schedule. The cost control difficulties caused by restructuring are not hard for the experienced outside auditors to detect. However, developing appropriate recommendations in the form of cost control procedures take a little more time. Such analysis requires the development of different cost information, with cost classifications normally supplied by accounting statements. But generating relevant cost information from accounting statements, though conceptually simple, is actually quite complicated. First, the problem of discerning the costs of different activities is not easy (Burkun, 2006). Second, the allocation of costs among functions and other control units involves subjective judgments. Accountants classify expenditures on a natural basis. Hence, costs may be assigned to advertising, personal selling, transportation, warehousing, and sales promotion. The real purpose of these expenditures, however, is to achieve other objectives, such as sales, market position, image, and reputation. The next step of responses evaluation is to analyze pros and cons of the proposed software and its benefits for the company. The effectiveness of management and its staff in fulfilling their assigned tasks is evaluated. Within the next subsection, the ability of R&D management to exert the necessary leadership to accomplish stated objectives and oversee R&D projects effectively is examined. In a somewhat similar manner, the upward and downward flows of information between different departments and its staff

British Airways Assignment Example | Topics and Well Written Essays - 500 words

British Airways - Assignment Example The company has won several awards for best in customer service, the best airline, just to name a few (British Airways Plc SWOT Analysis, 2014, p. 4). This is the most recognized motivation model. Maslow suggested that in this model, people have a set of strong needs that are possible to arrange in a hierarchy. Once the motivation needs have been satisfied, they decline in importance. After a need has been satisfied another emerges to take its place. In addition, the lower needs must be satisfied before the upper level needs. The model states that an individual has five types of needs (Hellriegel & Slocum, 2009, p. 131). 1. Outcomes- first level outcomes refer to performance and the second level outcomes are the consequences in which the first level outcomes lead to (result of performance is some reward for attaining goal). 4. Valence- this is the strength of the employee’s preference for any particular reward or outcome. The first level outcome valence is the sum of the product of the associated second level outcomes and their instrumentalities. Thus, the first level valence depends on the extent to which the results are valuable in the second level outcomes. The valence can be either negative or positive (Lunenburg & Ornstein, 2012, p. 91). The logic of expectancy theory is that British Airways administration intervenes on the work situations to maximize expectancies, instrumentalities and valence that support organizational goals. To influence the expectancies, British Airways selects people with the appropriate abilities and skills, providing them with continuous professional development, supporting them with the needed resources and identifying clear performance goals. To accomplish this, British Airways makes the desired performance goals attainable. The administration makes it clear what is expected of the employees thus enabling them to attain the goals. To influence instrumentality, the administrators clarify the

TATA Consultancy Services (TCS): Organisation Culture

TATA Consultancy Services (TCS): Organisation Culture Understanding an organizations culture from an employee as well as management point of view is as important as understanding ones own job profile and responsibilities to perform well in any structural setup. Given the continuously changing environment, employee insights on his or her work culture is very important for an organization to best define and upgrade its role and objectives. To call for successful implementation of these objectives, it is pertinent to emphasize the importance of culture in motivating and maximizing the value of its human and intellectual assets. Organizational culture can be defined as the pattern of shared values, beliefs, and assumptions considered being the appropriate way to think and act within an organization. Seven key characteristics of what the organization values capture the essence of culture: (1) Innovation and risk taking, (2) Attention to detail, (3) Outcome orientation, (4) People orientation, (5) Team orientation, (6) Aggressiveness, and (7) Stability. Organization TATA Consultancy Services (TCS) Culture of TCS relevant from the employees perspective: The Culture of TCS is observed to be highly ethical as is the case with most TATA Group Companies. The culture according to the various interviews was found to be highly networked although the job responsibilities and positions of employees were clearly defined. This helped the employees settle down in the organization quickly and effectively along with giving providing them the autonomy to bring out the best in themselves due to highly networked nature of the environment. This is well exemplified by the fact that even the CEO of the company is addressed by his first name. The culture of TCS is also the one that supports growth and learning by providing and facilitating platforms for individuals to innovate and experiment even if that is not a direct requirement of their project. One of the most striking feature of this company is that employees are referred to as associates and not employees. This reflects the pride the company wants to experience in being associated with the concer ned individuals and holds them as important and superior as the company itself. However since TCS is huge organization with approximately 170,000 employees, many-a-times underutilization of human resources is observed before the project allocation. Hence periods of inactivity is observed in such cases. The size of the company and its well defined hierarchy is centralized at higher management level and localized at domain or vertical level. The company is also studied to be too customer driven even when its not a part of the customer requirement or specification. TCS overall is an employee driven company, The Company provides the best in the class facilities to work and learn. TCS has a separate learning and development cell, which encourages the associates (yes the employees are called associates) to learn and develop their technical, managerial, interpersonal communication and other skills. The company provides a good mix of talent and challenging work which appeals to the associates. In the interviews, we didnt find one thing that was low on culture practices at TCS. The employees are well paid, well satisfied and love the culture. The company has the lowest attrition ration of 9% for the last 4 quarters is a proof of the culture that prevails there. Apart from the learning and growth prospects, TCS also provides timely work review, assessments, various bonuses, leaves and also growth opportunities. The boundary of management and associates is low and the management is easily assessable. The level of respect for every employee is very high and is maintained with the high to low management and associates. Interview Guidelines:- The interviews should be conducted along different levels of hierarchy. The interviews should be conducted from equal participants from male/female employees The interviews should be conducted in such a way that there should be equal participation from both the freshers and experienced. Avoid conducting the interviews during peak working hours, to avoid any responses based on immediate happenings. Try and accommodate the interview on different days of the week and at different timings. Interview Transcripts Participant: Vanshika Shrivastva Designation: Asst. System Engg. Working with TCS for: 2 Yrs Q: How do you define the work culture at TCS? R: The work culture at TCS is bifurcated in two aspects; there is the organization work culture which follows the Tata Group ethics and beliefs, good learning atmosphere and also a healthy place to work at. The other is the project specific work culture, as there are different client, the project culture varies according to the client and the work needs. But the overall culture is filled with learning and growth option. Q: Can you elaborate with examples what are the learning and growth examples provided to you by TCS? R: TCS has the work evaluation process twice a year, once for the appraisal and once for the review, which helps employees assess their working capabilities, There are timely seminars, webinars, trainings, workshops and other such events to promote learning. TCS also encourages its employees for continuous learning and certification drives to promote a more competitive and better working atmosphere. Q: Are there any specific training program or department taking care of these? R: Yes, there are various training programs available for the associates; we have a learning and Development cell which conducts trainings across various technological platforms, also around better working skills, communications skills, managerial skills, work life balance etc. Plus apart from this, the HR department of every project keeps a [emailprotected] event once every month to promote a healthy working culture. Q: What are the most striking features you find in the workplace at TCS? R: TCS is my first organisation and I dont have any plans to change it in the near future. This is basically for the ethics and culture of work that we find with the company. We do not call anyone sir/mam even the CEO is called by the first name. Also TCS does not call its employees as employees they call us associates. Plus the timely review process at various levels, the apt compensation and the services at the disposal are really good at TCS. Q: What is the hierarchy like at TCS, in terms of working? R: The hierarchy is very well defined at this organisation. Apart from the technical associates like me, there are managerial hierarchies. I report to my team lead, he reports to the project lead, the project lead reports to the project manager and the project manager reports to the group manager. But the best part is, all the managers for the project/domain are present at the same location and are accessible to everyone. So the hierarchy is put across well and is also easily accessible. Participant: Ashish Rustagi Designation: IT Analyst Working with TCS for past: 4 yrs (onsite at US for past 1 yr) Q: How do you like the work culture at TCS? R: TCS is my second employer, I found the work atmosphere here challenging and refreshing at the same time. Q: How would you rate the work ethics at TCS? R: TCS is very high on work ethics, like any other Tata group company. Q: Throw some light on your relation with peers, seniors and juniors. R: At TCS there are no seniors, juniors when it comes to work, everyone is asked to make a contribution to every work, the team work is the driving force here. A team comprises of a good mix of people. So its always challenging and fun as I mentioned. Q: How does TCS help you shape your career? R: TCS provides you immense opportunities to learn and develop your skills. As TCS serves a number of varied clients, so learning in every field is encouraged. The managers are given some technical training so that they can understand the associates better and the associates are given managerial training to maintain small management at work. Q: How do you find TCS in providing learning and development opportunities? R: TCS has a rich culture with learning, the learning and development cell has their weekly and monthly trainings. These trainings are conducted by industry specialist and sometime in house faculty. Even the initial learning program was a fantastic builder for confidence and learning platforms. Q: How does the organisation looks towards the employees? R: TCS believes that their best assets are their employees; Employees are given all sought of comforts to help them shape their future and also help the organisation grow. With good services, Timely appraisals, proper work review, other team building activities makes you come to office with a smile. Q: What is your take on the overall organisational structure at TCS? R: TCS is divided into various segments, with multinational presence the company is divided into service segments called verticals. Apart from this, the various departments work hand in hand and with strength of over 170,000 associates is still one of the best places to work. Participant: Siddharth Khetawat Designation: Associate Consultant Worked with TCS for: 6 yrs (recently left TCS) Q: Why did you leave TCS? R: TCS was the first company I worked for; I had to move on to higher studies. Q: Do you have plans to get back to TCS after your studies? R: I would love to do that, if I get an opportunity. Q: How did you find the culture at TCS? R: TCS game me the perfect ground to work and provided great facilities to sharpen my skills. The infrastructure was well established, and it always felt good when you know everything is in place where you work. Q: How was the management at TCS? R: The management was very well established at TCS, they had a clear goal and mission stated and in my 6 years I learned that the long term plans were very well implemented. Q: Do you have anything that you thought was lacking at TCS culture? R: Its like answering one of the things for apple; you never know what you need till the time they give it to you. Same is the case with TCS, I always thought TCS gave the best work place for associates, Till they included the quarterly appraisal and reviews, then I thought its the best possible thing, till they gave the TCS social service Maitri wing. Finally even before leaving, TCS gave me an opportunity to sign a 6 months working deal and sponsor me a big amount of money for my education. Its a great place to work and I am glad I was associated with them Q: Did TCS provide sufficient learning grounds? R: Indeed, TCS gave a great variety of learning platforms. I did 4 certifications from TCS including an auditors certificate for 6 sigma. Now being an engg. Where can I get such an opportunity? It just reflects the amount of diversity TCS offers someone who is willing to learn. Participant: Ragini Mishra Designation: Group Lead (BFS2.2 domain) Worked with TCS for: Past 14 yrs Q: Such a long time with TCS? R: I worked initially for 6 years with TCS, when I was posted in London for the project. The client that I was working for gave me an offer and looking at the better prospects then I decided to join. But only 18 months into the job I realised that the money might be better but the culture was something that was not what I was used to. So I came back to TCS and since then have been climbing up the ladder. Q: You started your career at TCS as asst. System engg trainee. And now a group lead.. So from technology to management . How was the journey? R: Firstly the journey still continues, I joined TCS as a programmer like everyone else. Then climbing the ladder was easy. As TCS gives opportunities to learn and do everything that one wishes, I was inclined towards management, so after a few years as a technical associate I walked up to my manager and asked told him about it. He advised me to take up the training sessions from the LD department for managerial skills. And since then it was a great transformation. Q: How did TCS help you shape your career? R: TCS provided an excellent ground for me to build my career. When I moved into lower management in the project, I was invited to learning sessions with mid level and upper level management to sharpen my skills and learn. And it proved a great experience and the participants were from the same league as me and all started with experience with TCS as an associate. Q: Does TCS stand by the Experience Certainty tag? R: Oh hi bet we do it better than anyone else in the industry. We stand tall to our mission, vision and practices. And ensure that the client in projects experience certainty in our work and commitment. We believe in providing services of top most quality to our clients so that in turn they can provide better services to their clients. Q: How does the work culture appeals to you at TCS? R: TCS is an employee driven company. Here we believe in putting the Clients and employee first. The company ensures the best possible working environment with challenging and target driven associates. I was personally touched by the company culture when I was given a 3 months maternity leave and my Husband who also is a TCS employee was given a 1 month leave. No other organisation can understand you as good as TCS does. Functional and Dysfunctional aspects of TCS culture/organizations culture in the light of its mission: To help customers achieve their business objectives by providing innovative, best-in-class consulting, IT solutions and services To make it a joy for all stakeholders to work with us Functional Aspects Well Defined Job Responsibility Clear Hierarchy High Values and Ethics Employee Focus Customer Driven Highly open and networked culture Learning Environment Dysfunctional Aspects Stress Under-Resource Utilization Inflexible Project Allocation Regional Bias Allocation of Base Branch Action Plan Stress Management at TCS the workplace has become a high stress environment in many organizations cutting across industries. Employees are experiencing high level of stress due to various factors such as high workload, tight deadlines, high targets, type of work, lack of job satisfaction, long working hours, pressure to perform, etc. Interpersonal conflicts at the workplace, such as boss-subordinate relationships and relationships with peers, are also a source of stress. Experts believed that the dysfunctional aspects of stress could directly impact an organizations performance and also affect the well-being of its employees. Stress at the workplace is linked to absenteeism, higher attrition, and decreased productivity. Stress lead to fatigue, irritability, poor communication, and quality problems/errors. High stress levels also affected the morale and motivation of the employees. Prolonged exposure to stress without effective coping mechanisms could lead to a host of physical and mental problems. For instance, stress could lead to stress-induced gastrointestinal problems, irritable bowel syndrome, acidity, acid reflux, insomnia, depression, heart disease, etc. Moreover; stress could push the victim toward high risk behavior such as smoking, drinking, and substance abuse. Stress-related illness leads to increase in absenteeism and attrition affecting the profitability of the organizations. Organizations cutting across industries are gearing up to provide employees with a stress-free healthy environment. The efforts to address this issue are more pronounced in some industries than others. Experts felt that, though stress at the workplace is a global phenomenon, professionals in some industries are more susceptible to stress than others. For instance, surveys conducted in 2006 and 2007 in the UK and the US respectively, found that employees in Information Technology (IT) industry (including the ITeS outsourcing industry) are the most stressed. Accordingly, these organizations had started implementing various unconventional methods to decrease stress at the workplace. Even in India, organizations had woken up to this menace and were resorting to novel methods including teaching the employees dancing and music, trekking, etc, to reduce stress at the workplace. For instance, Tata Consultancy Services Ltd. had started different clubs like Theatre Club, Bibliophile Club, Adventure Trekking Club, Fitness Club, Sanctuary Club, Music Club and Community Services Club, etc. TCS should focus on increasing self-awareness and provided the employees with guidance on how to cope with stress through a series of workshops by experts. In addition to conducting stress management workshops, TCS should also conduct off-site picnics, games, and inter-departmental competitions. Some companies were also using a system of mentors and promoted open communication to improve interactions and camaraderie at the workplace. Employees in most of the established companies had access to in-house counseling centers. It can also employ nutritionists to provide healthy food at the office canteens and counsel the employees on healthy eating habits and lifestyle. TCS can also consider employing psychologists to counsel their employees. Experts felt that organizations are resorting to creative methods to address the issue of stress at the workplace, but more action was required on this front, both in terms of assessment of the situation and implementation of concrete steps to tackle the problem. Under-Resource Utilization When new employees join TCS they are put on bench cause of lack of projects availability. It creates a lot of tension amongst them because they are mostly freshers. The duration of the bench time usually varies from a month to even a year. Keeping the resource idle for such a long time makes them unproductive. TCS has around 170000 employees and substantial amount of people on bench. TCS should be leaner they should focus on recruiting people as per requirement of the projects. TCS should also engage people in internal projects and trainings so that people have enough stuff to do at home and they should not be idle. Inflexible Project Allocation After the allocation of Projects to employees its really hard for employees to get release from the projects. They also have hard time dealing with lower management. It finally leads to employee dissatisfaction. The Project Allocation Process should be more transparent and employees should not have hard time to choose/change their projects as per company norms and employee interest. Regional Bias There is a regional bias especially in some office locations of TCS wherein people perform conversation in their local languages at office and people from other regions of the country find it really awkward to adjust in the office environment. It happens majorly because majority of the people at office are from local region and they have bias towards conversations in their local languages. HR of the respective locations should conduct regular sessions to let employees know about the company policies and ethics to be followed in the company. Allocation of Base Branch The issue with the allocation of base branch is also a major problem at TCS wherein employees find it difficult to find a transfer request being accepted. Even the female employees are the victims wherein they dont have option to choose Base Branch of their choice. The Allocation of Base Branch should be done after taking options from the employees and there should be guidelines to let employees decide the base branch and change after serving after certain duration at the respective location.

Black America and the American Nightmare :: Argumentative Persuasive Argument Essays

Black America and the American Nightmare "The Myth of Sisyphus" parallels the lack of an "American Dream" in black America. In " The Myth Of Sisyphus, " Albert Camus describes the tragedy of Sisyphus, forever punished by the gods to push a rock up a mountain, watch the rock roll down the mountain, and then push it up the mountain again. In the words of Camus, "there is no more dreadful punishment than futile and hopeless labor." The "American Dream" is still alive for white Americans. They still dream of large houses, big paychecks, and hard work leading to a comfortable retirement. However, like an animal battling to fight extinction, the "American Dream" is on its last breath in black America . . . " Uh, you know that stuff we told you about apple pie and equal opportunity, spacious skies and rags to riches and making more money than your parents did? Well, uh, we forgot to tell you something. That was only supposed to apply to white people." Does the "American Dream" really exist in the black community or do blacks labor under the false impression that our lives will be better in the future? Am I wasting my time paying for a degree from college in a country where I have to put my skin color on every form I sign my name to? Sisyphus intrigues Camus because he questions Sisyphus' thoughts about his fate. " At that subtle moment when man glances backward over his life, Sisyphus returning toward his rock, in the sight pivoting he contemplates that series of unrelated actions which becomes his fate, created by him, combined under his memory's eye and soon sealed by his death." As Sisyphus returns to his rock, does he question his fate? Unlike blacks in America, Sisyphus created his own fate. Sisyphus is aware that he will labor in futility until the end of time. He is not under any false impressions that the gods will call his punishment off because of good behavior. He knows his fate and has accepted it. Do blacks also labor in futility, hoping that someone will go back and change history? Sisyphus accepts the rock as his future. This absurd form of acceptance is the only thing that keeps Sisyphus from going crazy. He is superior to his fate because he survives despite it. Do blacks in America also accept their fate?

Lewis Thomas Essay

Biologist Lewis Thomas argues that mistakes should be thought of as a blessing rather than a misfortune, because they pave the way for new discoveries and understandings. As can be seen with past events and happenings, this claim proves to be valid as mistakes are necessary for progress. Various scientific advancements throughout history have been errors turned into findings. Such an example can be seen in medical discoveries. Penicillin, founded in 1928 by accident, was at first thought to be useless, but after countless experimentation it was finally used as medicine and a Nobel Prize was received for it. Other substances that were discovered by coincidence include Viagra and a small pox vaccine. Viagra was originally a cardiovascular drug but during the testing phase it wasn’t effective in treating heart ailments. Scientist continued to study the unexpected side effects which were an effective treatment for erectile dysfunction. Small pox vaccination was encountered through the injection of cow pox into an eight year old boy which resulted in a counteraction of small pox. These are merely a few of that many scientific findings that at first were thought to be mistakes. The nutrition industry of The United States of America would be incomplete without the numerous, spontaneous, discoveries over time. A man in San Francisco accidently left his juice outside in the winter and it froze. He ate the frozen juice and came up with popsicles. America’s favorite chocolate chip cookies were also a mistake. When the Toll House Inn’s Ruth Wakefield ran out of baking chocolate one day in 1930, she smashed up a bar of semi-sweet chocolate and added the pieces to her dough. Upon their removal from the oven, the cookies weren’t uniformly infused with melted chocolate, but rather studded with little chunks throughout. The signature sweet put her Whitman, Massachusetts inn on the culinary map. These accidental discoveries are what made the food industry what it is today. To be successful you have to be willing to do whatever it takes to gain that success. Even though people seem to believe that when you’re trying to be  successful mistakes should be avoided. However, that is not the case because through mistakes you are able to realize what you did wrong and correct it to what you’re supposed to do to be successful.

Mid Semester exam

It's not a noise that you usually hear coming from a hospital room. â€Å"Ha ha ha! He heel† You open the door to see twelve patients – all sick, several in wheelchairs – tickling each other with long balloons and laughing as hard as it's possible to laugh. Joining in with the fun is Dry Tim Crick, and this is his weekly session of laughter therapy at Leeds City Hospital. The aim of these 30-minute sessions is not only to help patients forget that they are sick, according to Dry Crick: â€Å"Laughter gives the lungs and the muscles a good workout, which Is Important In long-term patients.But more than this. I believe that laughter can actually speed up recuperation from sickness. † Laughter therapy's recent history begins in the asses, when writer Norman Cousins described in Anatomy of an Illness how he used comedy films to successfully give himself some relief from a painful medical condition. This promoted academics to begin looking at the physiological effects of laughter. The spread of therapeutic â€Å"laughter clubs† began In India In the asses with Dry Madman Astral, who began taking patients for sessions In a public park.So Is there any science behind the claims that laughter speeds recovery? Certainly, it triggers a range of reactions in the body. Some studies have shown that the ability to use and respond to humor may raise the level of infection-fighting antibodies, and boost the level of immune cells. A recent study with diabetics showed that laughter helped control blood sugar levels. And research at the University of Maryland showed that laughter helped blood flow by keeping blood vessels relaxed.For Dry Crick, It is In laughter's ability to relax s that Its healing power lies. After a good laugh. Our muscles relax. Our mind stops focusing on pain or negative thoughts, and endorphins start to flow in our brains. It puts the body in a situation where it can begin to heal itself. When we are healthy we can achieve this state through physical exercise, social contact, and on- things that are more difficult when you are n hospital. Laughter, in the same way as music, can bring relaxation into the wards. While many are doubtful about the scientific basis of laughter therapy, It would be Impossible for even the most extreme septic to watch these helve patients In Leeds laugh until tears run down their faces without thinking, â€Å"this is doing them good. † Questions: 1- Read the text and answer the following questions: 1. In what two ways is laughter good for patients, according to Dry Tim Crick? Laughter therapy session held? † 3. Why might laughter help diabetics? Ã'› 2. Where were the 1st 4. How does laughter help fight infections, according to some studies? 2- Match the highlighted words In the text with the meanings below: a.Designed to effect that you are trying to achieve: c Makes something begin to happen: † 3- Fill in the blanks with the comparative or superlative f orms of the adjectives: a. Aspirin is (strong) painkiller we've got, I'm afraid. B. Can I do anything to make you feel (well) ? C. Moving around is getting (hard) to do. D. Injection is (fast) way to administer pain relief. E. He is (weak) † he was yesterday. F. For children, thinking about the injection is (frightening) the pain itself. 4- Complete the questions in the dialogue: Nurse: When did the symptoms first appear? Patient: About a year.Nurse: Why (you/not come) to see me? Patient: At the time I wasn't very worried. Nurse: And (the symptoms/ get worse) † 7 Patient: Yes, they started to get worse about a month ago. Nurse: I see, and (you/ take) any medication since then? Patient: I went to see a homeopath and he prescribed these pills. Nurse: I see. (You/ your mouth wide and say â€Å"ah†? – Ah. Nurse: Good, can open) † and (what/ happen) when you took the pills? Patient: This rash appeared. (You/ can see) it on my back? Nurse: Yes, I see. SO, ( there was) any improvement when you took the pills? Patient: No

AP StyleGuard and the Death of Editing

AP StyleGuard and the Death of Editing AP StyleGuard and the Death of Editing AP StyleGuard and the Death of Editing By Mark Nichol Thanks to a new software program called AP StyleGuard, human intervention in improvement of written content is no longer necessary. All editors, please clean out your desks and report to Human Resources for your exit interview in five minutes; HR staff will provide information about career-change counseling on request. That’s a joke, folks. (So’s the headline.) But StyleGuard is fact, not fiction: The Associated Press announced it last week in a press release. According to the release, the plug-in â€Å"is similar in functionality to Microsoft Word’s spelling and grammar proofing tools and intuitively checks Word documents for the AP Stylebook’s fundamental spelling, language, punctuation, usage, and journalistic style guidelines.† That’s all well and good just another layer of technological assistance for writers, like spell-checking functions but every editorial enhancement like this increases the possibility of two unfortunate outcomes: 1. Upper management will assume that such tools obviate or reduce the need for flesh-and-blood-and-red-ink editors. 2. Writers will become less diligent about taking responsibility for the quality and clarity of their prose. Call me biased, but I strongly believe that the classic editorial-review protocol writer, editor(s), proofreader will never go out of (ahem) style. The latter stages can be (and often are) omitted, but at the expense of editorial excellence. As an editor and writer, I know all too well, from both perspectives, how the lack of an editing stage can have a deleterious impact on prose, or at least result in published errors. Also, I know that tools can become crutches if they supplant rather than supplement human judgment. Spell-checking and grammar-checking programs, StyleGuard, and similar innovations to come will never replace the writer’s own critical eye (or an objective second opinion), and there is some evidence that using them can cause one’s own editing skills to deteriorate. Not only that, but less skillful writers can overrely on such tools, accept their sometimes flawed corrections without question, and otherwise ignore their shortcomings. Do I use spell-checking? Of course. No sensible writer (or editor) should bypass the opportunity for its assistance. But I overrule it regularly, and I carefully peruse my prose (admittedly, sometimes not carefully enough) before I submit it for publication. Would I use StyleGuard? Of course if I adhered to Associated Press style. (And if I used a PC; it’s not compatible with Macs.) But I don’t. It’s ideal for writers who do so, thoroughly or with few exceptions. But AP style is highly formulaic, allowing for little flexibility or ambiguity. Compare it with the much more complex (and therefore, for me, much more useful) guidance of The Chicago Manual of Style. Because Chicago often offers alternatives and is much more detailed it’s ill suited for a regimented software program. By all means, buy AP StyleGuard if it suits your needs. But don’t uninstall your brain. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:How to Play HQ Words: Cheats, Tips and TricksDissatisfied vs. Unsatisfied

Macbeth Blood motif essays

Macbeth Blood motif essays In William Shakespeares Macbeth, the motif of blood plays an important factor in the framework of the theme. A motif is a methodical approach to uncover the true meaning of the play. Macbeth, the main character in the play, thinks he can unjustly advance to the title of king without any variation of his honest self. The blood on Macbeths hands illustrates the guilt he must carry after plotting against King Duncan and yearning for his crown. Shakespeare used the image of blood to portray the central idea of Macbeth, King Duncans murder. The crime is foreshadowed in the second scene of the first act. The king shouts, What bloody man is that? (I,ii,1) He is referring to a soldier coming in from battle. The soldier then explains to King Duncan of Macbeths heroics in battle. One assumes that Macbeth is bloody just like the soldier. The soldier describes Macbeth in action Disdaining Fortune, with his brandished steel, Which smoked with bloody execution. (I,ii,17-18) This line connects Macbeth with killing, and hints at the future. The evil deed of murdering the king becomes too much of a burden on the Macbeths. The blood represents their crime, and they can not escape the sin of their actions. Macbeth realizes that in time he would get what he deserves. Since he can not ride himself of his guilt by washing the blood away, his fate may have been sealed. They try to use water for vindication, but Macbeth says that all the water in the ocean could not cleanse his hands. He imagines the blood from the murder staining the ocean red. Lady Macbeth differs from her husband in this aspect. She believes her conscience would be cleansed at the time her hands are physically cleaned. She tells her husband to have the same beliefs as she or he would be driven to insanity. Ironically, Lady Macbeth is the one that is driven to the brink of lunacy as she commits suicide at t...

The Path

The Path I have a mantra I preach at conferences, where writers are looking to me for advice on making a dollar at this writing thing. The fact is there isnt one path to writing, there isnt one income stream (unless you take a full-time job as a writer), and whatever path youre on will unexpectedly twist, turn and fork. Any assignment, contest, publication credit or gig can alter your direction, giving you options you never imagined. And if youre so set on a given journey you just might overlook opportunity, because sometimes it subtly taps your shoulder as its whisking past. The shrewd writer stays tuned for chances. Others sit back, waiting for opportunity to knock on the door, show its business card, and dump buckets of money at their feet. This business is as much about staying keen and open to opportunity as it is about writing. A contest, even with an entry fee of $25, might give the finalists publication on top of the prize money. That publishing credit might grab the attention of another publication, editor or agent. But if you fear contests, how will you know? Whoosh.there goes opportunity. Your grant application might not achieve the $2,000 you seek, but a panelist judge could remember your name for a different opportunity down the road. The magazine feature you wrote just to put a few bucks in your pocket while you hammer your novel could add several hundred people to your platform, newsletter or Facebook page. As Im fond of preaching, more people read your magazine article in a weekend than will read your book in a year. Your crowdfunding project can open doors to agents and publishers, build platform, and add oomph to your resume as youre pitching for gigs. A speaking engagement can land you three others, freelance writing gigs, an opportunity to sell your books, even acquire more reviews on Amazon that could raise your rankings. All of the funding opportunities out there are easily entangled tangled in a good way. But if you keep seeing your profession as a straight and narrow path to success, youll wake up one day lost, with your missed opportunities in someone elses pocket. Eyes open, people. Study all your writing options. If I hadnt entered contests, my agent would not have signed me. If I hadnt spoken to a small town radio station one cold morning, I would not have landed the three other speaking events, and a request to stock my books in an indie bookstore. You get the picture.

Miscommunication Research Paper Example | Topics and Well Written Essays - 2000 words - 1

Miscommunication - Research Paper Example Although the cultural exchange that he enjoyed between Australian culture as a function of his own native culture was almost invariably a pleasant and beneficial one, the nuanced levels of meanings that English and his native language provided meant that oftentimes he could not express himself in the correct way or took statements that would otherwise be harmless in English to mean something more sinister than they actually meant. Although this was not the norm, it happened to a large enough extent during my early childhood and adolescence to be a defining characteristic of my life as it related to living at home with my father. Although this brief analysis will point out specific instances in which the aforementioned factors have worked to provide situations in which miscommunication broke down and implied levels of meaning were unable to be successfully conveyed, it should be clearly understood by the reader that this is not meant to cast any type of aspersion onto the character of my father or exhibit any type of intellectual or developmental shortcoming that he may have experienced (Sweeney et al 2010). Rather, this man was the formative foundation for what I consider myself today and an intellectual in every sense of the word; he merely suffered from the fact that he came to a different country and a different culture later in his life and had difficulty acclimating to the new language structure and voca bulary as quickly as a younger person might have. One particular example I remember with a great deal of clarity was concentric around a compliment that my father was attempting to give to a woman he had met. My father was always attempting to strike up conversations with what most people would consider â€Å"strangers†. However, due to the fact that my father never met a â€Å"stranger† in his entire life, he actively sought to engage anyone and everyone in some type of conversation or verbal exchange. This was doubtless partly born out of his

Cartesian dualism,Descartes Essay Example | Topics and Well Written Essays - 1250 words

Cartesian dualism,Descartes - Essay Example But this trend has not been without reason. The different experiences of a person, as each of us experience, makes for the bona fide interest in the topic. There remain consistent scholarly productions because it is, as the most riveting philosophical ideas go, a thought provoking notion that invites and generates the infinite diaspora of the study. The first person (tending in the narrative tone) that Descartes opted to write in made his propositions appear stronger and many philosophers have taken a literal interpretation to his uttered premise and just as many dissections possible. The Cartesian dualism may seem like a strong declaration of an absolutist idea that the mind could exist distinct from the body but this is merely an aspect of an entire argument that has many other elements to it. There is truth that by knowing our minds we find that the body is separate from it. There are many things that we will through our minds which our body then perform, in the same way that what the mind may want the body cannot perform. This finds example in common impediments pertaining to physical incapacities. Stephen Hawking for example is physically disabled but he is still considered as one of the greatest minds in our generation. This is the simplistic notion but this does not make it untrue. In the regard, the brain then comes into the picture as something separate from the body. The brain is that part of the body which compels our body to do what our mind wants it to. The interplay between the body and the mind does not necessarily make them mutually exclusive from each other but on the contrary they work together to complete a whole being which makes for the conclusive evidence of the human existence. Ryle and the ‘mind or body’ contention Gilber Ryle, in deference to Descartes’ duality of the mind and the body proposes that they are not co-existent but instead one must be either one, that is he is a body or a mind but he cannot be both. Ryle writes, â€Å"I am not for example, denying that there occur mental processes. Doing long division is a mental process and so is making a joke. But I am saying that the phrase ‘there occur mental processes’ does not mean the same as ‘there occur physical processes’†¦Ã¢â‚¬  (as cited by Steven 159). His opposition lies in the argument that Descartes made a category mistake by associating mental life to logical category when there should only be one. In this sense, the French philosopher is responsible for inventing the mind. The mind is just another substance to correlate and give credence to his case and refuted by Ryle who tends more towards reductive materialism â€Å"where human mind is reduced to the brain† (ibid 160). In this notion, the mind and the brain are the same thing and mental and brain processes are the same thus the suggestion that a person is one or another but not both at the same time. The brain is the central moving force which envelops the mind. Wiredu’s Akan Another position in the mind-body problem can be credited to Kwasi Wiredu who wrote ‘Akan Concept of Mind.’ This is not directly within the realm of a direct rebuttal of Descartes but the same contains interesting insights that Samuel Olusegun Steven found notable in understanding a different perspective to the problem.

Harley Davidson Branding Essay Example | Topics and Well Written Essays - 2750 words

Harley Davidson Branding - Essay Example Within this spectrum of understanding, a product’s brand is understood as a dynamic entity constituted by consumer and community engagement. Further considerations examine the economic and identity-forming elements of brand design. This research specifically considers the community-branding and identity-branding models as they are implemented by and exemplified in the Harley Davidson motorcycle company. Analysis Background Harley Davidson is today recognized as one of the preeminent American brands. Fig. 1 below depicts the Harley Davidson logo. While Harley Davidson is a vibrant 21st Fig. 1 Harley Davidson Logo century organization, the company began in the first decade of the 20th century. William Harley and Arthur Davidson founded the organization in Milwaukee, Wisconsin in 1903 (Mitchel 2007, p. 5). The organization’s first productions were not motorcycles, but engines that were featured for sale in a variety of magazines. During the first decade of their existence they experienced gradual growth through the establishment of a variety of factories in addition to the development of full motorcycles. By 1914 the organization had surpassed their primary rival Indian and would dominate motorcycle for many years, as production numbers increased to 16,284 machines annually (Mitchel 2007, p. 30). By 1920 the organization was the largest motorcycle manufacturer in the world and has expanded their operation to over 67 countries (Mitchel 2007, p. 32). The organization was one of the two major motorcycle manufacturers to survive the Great Depression. Still, it wasn’t until World War II that the company began producing pre-depression levels of motorcycles, as they began providing the military (Mitchel 2007, p. 35). In 1969 American Machine and Foundry (AMF) purchased the organization. Following the purchase the organization faced increasing competition from Japanese manufacturers (Mitchel 2007). In the early 1980s the organization was sold again to Vaughnn Beals and Willie G. Davidson (Mitchel 2007, p. 114). Upon assuming control of the organization, the direction was changed to reflect more retro principles; by 1990 they had again regained control of the heavyweight motorcycle market in the United States. While the organization has survived tremendous social and cultural upheaval both within the organization and the broader business climate, to a large degree the product designs of the company maintained relative consistency. In terms of product design, the organization is highly unique in its motorcycle productions. In these regards, the motorcycles generally weigh more than traditional motorcycles and are accompanied with loud and distinctive exhaust and design; in 1994 the organization even attempted to attain a patent for its motorcycle sound, yet was ultimately rebuffed in its efforts. In terms of specific design elements, the current Harley Davidson motorcycles reflect that classic designs that were produced during the early parts of the 20th century (Mitchel 2007). Indeed, the organization’s efforts to develop product differentiation have generally experienced failure over the past decades. Some of the most notable elements related to modern incarnations of Harley Davidson have been the cultural elements related

William Faulkner correlated with his Light in August Essay

William Faulkner correlated with his Light in August - Essay Example The story "Light in August" was first named by Faulkner as the "Dark House" and was officially published on October 9, 1932. It is considered that the origin of the "Dark House" was due to the frustration Faulkner felt within himself after the death of his beloved daughter; nothing stopped Faulkner from going wild because of her daughter's death. It was Faulkner's depression that his creation of "Joe Christmas" revolves around identity framed provocatively in terms of displaced persons in a culture that set an exceedingly high premium upon everyone having a place and staying in it according to race, sex, and class. Joe Christmas was a child born of a white mother but who could never know his race because no one really knew whether his father was black or white. In the end Joe Christmas was sacrificed, and his death represents something of compensation for the social sins of others. One feels that he found his place in dying for their salvation, as he always remained skeptical about his identity. (Williamson, 1993). Faulkner portrays a white man whose "black blood" has in effect been imposed on him by external forces. Nothing in Joe's appearance indicates that he is anything but white, to the point where he is able throughout the novel to move easily in white society without anyone suspecting him as black. Even at the barbershop where he is given close attention to his face and hair, possessing all physical signs of Negro origins, easily detectable, no one recognizes him as the "nigger murderer" carrying a price on his head. Despite of having physical features of a nigger, people don't consider and accept him as a nigger of that town and it often happens that Joe is referred to as "Joe, the white nigger" an obvious oxymoron in the 1930s South. In Robert Penn Warren's words, "Faulkner here undercuts the official history and mythology of a whole society by indicating that the 'nigger' is a creation of the white man." (Singal J., 1997) Joe, the son of a sinful Southern white girl and a carnival dark man, possibly a Mexican considers his father to be partially black, or he might not have been black at all. The crucial factor was that neither Joe nor anyone else could ever know with certainty whether he was black or white in a society in which everything began with that definition. Faulkner has created Joe Christmas as a hostile vagrant, a person who remains unsure of him and who tries to find out his racial identity. Faulkner has made Christmas a disputed and lonely character who, has been viewed as an intense example of modern urban estrangement. He is constantly seeking his identity and always negate the society for the rules the society possesses. He depicts the picture of an all-alone isolated personality who is expecting the society to change for him. At times Joe is wearing dress, white shirt with black pants, which suggests his internal division. And this divided character may even symbolize the racial confli ct of the South as a whole. Faulkner has painted Joe in such a manner right from his infancy to adolescence, that it is clear that

Effect of Social Networking on Education Essay Example | Topics and Well Written Essays - 1500 words

Effect of Social Networking on Education - Essay Example Advantages and disadvantages of social networking are described from the point of view of emotional behavior, attitude, and performance of students and teachers. Apart from this, financial aspect is also described in the paper. In the same way, disadvantages of social networking are also explained in detail by using some examples. The paper also explains that how the involvement of parents in social networking of children affects the education. Since most of the students and teachers are more active in developing their social networks to get good job opportunities, therefore special attention is given to this point in the paper. Not only is this, but in order to give a clear picture of the points discussed in the paper some studies are also incorporated. This paper also describes the impact on the education of those students who are not active in their social networks and the impact of social networking on educational institutions is explained. Some recommendations are provided in th e end, which explains that, how to use social networking positively. Social Networking and Education In this modern era, social networking is spreading everywhere. As in other areas of life, social networking has a large impact on education. According to some theories, interaction increases learning and through social networking students interacts with other students, professionals, teachers, counselors, etc. The interchange of material, social, and informational resources between two individuals is referred as ties between them. This interchange of resources is called relations in the analysis of social networking (Kear, pg 120). Relations in the social networking are both positive as well as negative. According to the researchers, advice and friendship relations have positive impact on education and learning. However, on the other hand, some relations have an adverse impact on education. For instance, through social networking students interacts with different students belonging t o different cultures and races, speaking various languages and believing in their own religion. In this way, these students can share with each other about their cultures, religion, and traditions. This interaction with students of different classes makes the students aware of many things. An English student can learn about the culture of a Hindi student and likewise a Hindi student can learn about an English student. Beside this, they can easily discuss about the job opportunities of their countries, which let them aware about good positions in reputable organizations. Through this interaction, students can also get aware about the educational institutions of different countries and it provides an opportunity to them to gain knowledge about the institutions directly from the students over there. Knowledge about the educational institutions can also be gained through internet, magazines and from different websites, but since all these sources are mostly used for marketing purpose, o nly the positive side of the picture is displayed. However, through social networking true knowledge can be gained. People who misguide others are the exceptional cases (Orey, Branch, & Jones, pg 209). Social networking, on the other han

Should children under the age 14 be allowed to make treatment Research Paper - 1

Should children under the age 14 be allowed to make treatment decisions - Research Paper Example However, recently, such presumptions continue to receive criticism from policymakers and other activists, thereby raising the question of the justification of children’s decisions regarding their health. There have been several conflicts between the caregivers and the teens below 14 years regarding their welfare, and some children’s arguments seem justifiable over those of their parents (Cherry, 2013). As such, there is a critical need to address the issue, and give such kids a bigger voice in making decisions regarding their health. Besides, since such children have the direct impacts of their health conditions, they may suggest treatment modes that may improve their conditions (Cherry, 2013). However, the assistance of a physician is critical, and it should be at the best interest of the patient (minor) (Cherry, 2013). The key advantage of such a decision is that it will aid in the recovery of the child, particularly in emergencies where the caregiver may be unavailable. However, this ought to be within the allowed legal standards. Besides, children with long-term disorders are perceived to be more acquainted with their conditions, and hence they may make wise decisions regarding their health. This is evident in cases where parents advocate for a misinformed treatment prescription that only leads to the deterioration of such children’s conditions. Such cases have been evident in numerous US states, thereby highlighting the need for child involvement in cases regarding their health. However, owing to the legal obligations of parents to make such decisions, the challenges still loom (Cherry, 2013). Besides, negative consequences resulting from a physician allowing such children to make decisions concerning their health may compel the physicians to undergo unjustified legal proceedings, thereby jeopardizing their careers. Although children may be under the care of the parents and guardians, the children’s consent to treatment may

Effect of Social Networking on Education Essay Example | Topics and Well Written Essays - 1500 words

Effect of Social Networking on Education - Essay Example Advantages and disadvantages of social networking are described from the point of view of emotional behavior, attitude, and performance of students and teachers. Apart from this, financial aspect is also described in the paper. In the same way, disadvantages of social networking are also explained in detail by using some examples. The paper also explains that how the involvement of parents in social networking of children affects the education. Since most of the students and teachers are more active in developing their social networks to get good job opportunities, therefore special attention is given to this point in the paper. Not only is this, but in order to give a clear picture of the points discussed in the paper some studies are also incorporated. This paper also describes the impact on the education of those students who are not active in their social networks and the impact of social networking on educational institutions is explained. Some recommendations are provided in th e end, which explains that, how to use social networking positively. Social Networking and Education In this modern era, social networking is spreading everywhere. As in other areas of life, social networking has a large impact on education. According to some theories, interaction increases learning and through social networking students interacts with other students, professionals, teachers, counselors, etc. The interchange of material, social, and informational resources between two individuals is referred as ties between them. This interchange of resources is called relations in the analysis of social networking (Kear, pg 120). Relations in the social networking are both positive as well as negative. According to the researchers, advice and friendship relations have positive impact on education and learning. However, on the other hand, some relations have an adverse impact on education. For instance, through social networking students interacts with different students belonging t o different cultures and races, speaking various languages and believing in their own religion. In this way, these students can share with each other about their cultures, religion, and traditions. This interaction with students of different classes makes the students aware of many things. An English student can learn about the culture of a Hindi student and likewise a Hindi student can learn about an English student. Beside this, they can easily discuss about the job opportunities of their countries, which let them aware about good positions in reputable organizations. Through this interaction, students can also get aware about the educational institutions of different countries and it provides an opportunity to them to gain knowledge about the institutions directly from the students over there. Knowledge about the educational institutions can also be gained through internet, magazines and from different websites, but since all these sources are mostly used for marketing purpose, o nly the positive side of the picture is displayed. However, through social networking true knowledge can be gained. People who misguide others are the exceptional cases (Orey, Branch, & Jones, pg 209). Social networking, on the other han

Road Safety Essay Example for Free

Road Safety Essay Road incidents are a major problem in every society. Many lives are taken due to careless driving or misuse of public roads. Road incidents, also known as traffic collision, traffic accidents, motor vehicle collision, road traffic collision, wreck (USA) and car crash (Australia), can be defined as an unexpected and undesirable event , that occurs when a vehicle collides with another vehicle, pedestrian and other stationary obstruction. Road incidents are not only a rising concern in Fiji but also in every country in the whole world. Increase in the number of road incidents is a matter of concern in Fiji and also other countries in the world. Usually road incidents have very high impact on the people, that is, on the life, mind and family. People who are the victim of accidents normally regret for the rest of their lives because of the suffering they endure due to their carelessness in not following the simple road safety rules. Approximately hundred to two hundred people die each year due to road incidents. An escalation in the number of road incidents is not only a problem in Fiji but in every country in the whole world. Developed and leading countries like Australia and the United States of America also face the problem of road incidents and its impact on the people. In the recent years, the number has increased rapidly and many people are affected due to road incidents in one way or another. Many people lost their lives, family members or loved ones, suffer physical damage and damage to their properties due to not following the simple and easy road safety rules. Due to carelessness of people and failing to follow the road safety rules, this is turning out to be a great concern for Fiji Government and its time that action is taken. Many people are dying everyday. The Government and concerned authorities such as the Land Transport Authority (LTA) and police, are showing their concern by organizing operations to monitor the drivers activities and holding awareness programs to educate people.

Is Class Still Relevant in a Modern Society?

Is Class Still Relevant in a Modern Society? The question of whether ‘class is still a relevant concept in the understanding of social divisions in contemporary Britain has two components to be analysed, firstly is class still and do social divisions exist in Britain? The results of this research indicate yes to both questions, that although class and the nature of its existence have changed since Marx, Weber and Durkheim’s eras, it is very difficult to get past the important and definite existence of class and social divisions within Britain today. Neo-Marxists, neo-Weberians as well as functionalists and other theorists analysing it from a post-modern, post industrialisation perspective support this opinion. Class itself is a concept that has been traditionally hard to define and continues to be so. As Bradley states in Fractured Identities (1996, p. 45), ‘class is everywhere and nowhere’. Social class refers to the hierarchical distinctions between individuals or groups in societies or cultures. It has a shifting identity with few definite physical signs or markers to monitor. Part of the difficulty to define it categorically is that it involves many terms and viewpoints: class awareness; class consciousness; class imagery; class interest; class position; contradictory class location; false consciousness; middle class; petite bourgeoisie; proletariat; status; stratification; underclass; working class, the list is extensive. As Bilton et al (1987, p. 36) states: ‘Structures where economic relationships are primarily called class societies, and in these cases we refer to the different unequal groups as classes. There is considerable despite over the precise definition of this term, but we shall use class to refer to a group sharing a similar position in a structure of objective material inequalities, produced by a particular system of economic relations characteristic of a particular mode of production.’ (Bilton T, et al 1987, p. 36; Bradley 1996, pp. 45-6). Analysing class has historically formed a set of debates, emanating from the initial positions taken by theorists such as Marx and Weber, this debate has continued with neo-Marxists and neo-Weberians. In Class and Stratification. An Introduction to Current Debates, Rosemary Crompton (1998) suggests there is now a movement that involves a split between those who study class structure and mobility using statistical research and those who focus on class formation and consciousness by using historical or ethnographical approaches. This conflict has resulted in a stalemate of sorts where some sociologists have lost interest in the importance of social class. While anthropologists, historians and sociologists identify class as a social structure emerging from pre-history, the idea of social class entered the English dictionary approximately in the 1770s. It is valuable for this reason that any changes that may have been made since its induction should be evaluated. (Bradley 1996, pp. 45-6; Taylor, 1999, pp. 97-8). Marx saw class categories as relating to the ownership of property, and production relationship. He founded a revolutionary concept in social order – communism, in a communist state there would be no stratification. The two groups were the bourgeoisie who owned the means of production, and the proletariat the workers. He believed this relationship was based upon exploitation and conflict. Marx predicted a revolution in which the proletariat would defeat the bourgeoisie and share ownership of the factories equally between themselves. Although this did not occur in Britain, it did in Russia, in 1917. The proletariat revolted and all means of production fell into public ownership, forming a socialist state. This was close to Marxs ideological dream of communism. However, ownership despite being equal still existed and there was divisions still existed, some people had better, more highly respected, jobs than others. There was still inequality and competition. (Albrow, 1999, pp 155-9; Bilton T, et al 1987, pp 27-8). Weber was influenced by Marxs work but disagreed with his theory, he thought it was too deterministic. Being a structuralist, he believed people were shaped by the society in which they lived and capable of social action. He also disagreed with Marxs theory on stratification. Marx based his view of class structure on ownership of the means of production whilst Weber believed it was dependant on life chances. Life chances depended on wealth and skills; the upper class had the most advantageous life chances, and the poor (e.g. the unemployed, elderly and homeless), the least; economic situation, market situation, status and political party could determine class. Whist Marx split society into two distinct classes; Weber saw that social structure was more complex. The four main strata he identified were the upper class, the middle class, the working class and the poor/underclass. However, within these groups, were other, more subtle divisions, which depended on a number of variables incl uding differences in income, opportunities for upwards mobility, security of employment, language, life-style and social estimation of others. However, Weber perceived class as somewhat different, he believed that class consciousness was essentially conditional –that consciousness could occur depending upon circumstances. He acknowledged, as Marx believed, that classes and social groups were likely to experience conflict in attempts to gain status honour or class movement. (Taylor, 1999, pp. 99). Neo-Marxists come in many varying forms, but they share a common acknowledgement of the importance of gender/sex divisions. Nevertheless, it was still placed less important than class divisions under a capitalist society. Consequently, they thought the primary basis of exploitation in society was class, not gender. This implies that capitalists have more power over workers than men have over women, not an uncontroversial view. Issues of race and ethnicity were also viewed as less important than class. Functionalists take the view that social stratification is both essential to the running of society and inevitable. They believe that all social phenomena exist because they have a positive function to fulfil. Durkheim, a functionalist, described society as a living organism in which different organs with specific functions such as education, work, and government are inter-related. According to Bilton et al (1987), ‘the education system is a vehicle for developing the human resour ces of an industrial nation.’ (Bilton T, et al 1987, p. 308; Swingewood 2000, pp 137-140). In Class and Stratification, Crompton challenges the claim that class is dead and is in fact very much alive. In the vein of this belief, Goldthorpe and Wright critically examine ‘post-modern’ theories of ‘post-class’ societies, as well as the most recent contributions of quantitative sociological approaches. It is argued that despite their theoretical differences, the work of these two authors has been undergoing a process of convergence in recent years. Crompton analyses how the death of class is the contemporary increase in the event of social and material inequality. Definitional difficulties of class are only one aspect of the decision by many sociologists to question its relevance. Cromption explores social inequalities including gender and the feminisation of the middle classes, the significance of recent changes in work and employment, consumption and citizenship. (Bradley 1996, pp. 59-62; Crompton 1998, pp. 113-5) In most modern industrial societies, including Britain, the system of social stratification is fluid through generations or perhaps in their own lifetime, people can move up or down the social scale. A number of modern thinkers have tried to define what makes a particular ‘social class’. Is it accent, surroundings, occupation, income, wealth? If we simply spoke only about class as it was first defined and existed since Marx/Weber times we would not taking into account societal changes such as the increase in unemployment, health care crises, resulting in a concept of society that has always existed yet, become more prevent and occupied: the underclass. It seems that any social divisions that may exist stem from the pretext of social class and its restraints and the difficulty to move from one class to another is problematic. (Bilton T, et al 1987, 308). Thatcher’s Conservative Party did not believe in the concept of society, rather than society had no existence outside of individuals. Her party’s main aim was to reduce the role of the state in the economy, through various means such as the privatisation of British Rail, council houses and the introduction of poll tax in 1989. She advocated strong welfare reforms and created an adult Employment Training system that included full-time work done for the dole plus small top-up, based upon the a US workfare model, called the ‘Social Fund’ system. It placed one-off welfare payments for emergency needs under a local budgetary limit, and where possible changed them into loans, and rules for assessing jobseeking effort by the week, were breaches of social consensus unprecedented since the 1920s. All very strong and harsh steps only seeming to increase the already obvious class inequalities and difficulties in British society. By 1990, opposition to Thatchers polici es on local government taxation, her Governments perceived mishandling of the economy -especially the high interest rates which were undermining her core voting base within the home-owning, entrepreneurial and business sectors, as well as other factors finally made her and her party seem increasingly politically vulnerable. Her rein was over, yet her affect on British society remains strong and well-felt by general society. So it seems given all the variants and backgrounds that we have discussed that class divisions still exist and thus are still very relevant. The old saying the rich gets richer and the poor get poorer certainly was true of Thatcher’s era (Taylor, 1999, pp. 111-3; Albrow, 1999, pp 56-7; Margaret Thatcher: 2006). The Rowntree Report in 1995 exposed that unemployment rates in Britain were rising high and more rapidly than in any other industrial country – a very worrying finding, that unemployment, insecurity and deprivation were still very much prevalent in the working classes. Examining the existence of the underclass leads us to the question of whether it is a convenient label, and a powerful rhetorical label, as Marxists argue, or is it a post-industrial phenomenon? Considering that we are analysing British society post-industrialisation, this is an interesting question to ponder. Some theorists believe that it is a term that victimises and blames people and keeps them in their socio-economic spot without the opportunity or resources to move. (Fincher, R Saunders, P, 2001, p. 21; Bradley 1996, p 46; Taylor, 1999, pp. 113-5). To answer our original question of whether class can still be used as applicable concept in the understanding of social divisions in contemporary Britain, the answer is most definitely yes, but it has changed from the days of Marx and Weber and initial sociological conceptualisation. It seems that to analyse this process highlights the parts of society that may be disadvantaged through their social class or class immobility. Awareness is an important part of the process of changing and at the very least, compassion and societal responsibility. Bibliography Albrow, M, 1999, Sociology: The Basics. Roultedge, London Bilton T, Bennett, K, Jones, P, Stanworth, M, Sheard, K Webster, A 1987. Introductory Sociology. Macmillan Education Ltd, Hampshire. Bradley, H, 1996. Fractured Identities. Changing Patterns of Inequality. Polity Press, Cambridge, UK. Crompton, R, 1998. Class and Stratification. An Introduction to Current Debates, Polity Press, Cambridge, UK. Erikson, K, 1997, Sociological Visions, Rowman Littlefield Publishers, Inc, USA. Fincher, R Saunders, P, 2001, Creating Unequal Futures? Rethinking Poverty, Inequality and Disadvantage. Allen and Unwin, Australia. Giddens, A 1993. Sociology, Polity Press, Cambridge, UK. Taylor, S, 1999, Sociology: Issues and Debates, Macmillan, Great Britain. Swingewood, A 2000. A Short History of Sociological Thought, 3rd Ed, St Martin’s Press, New York. Psychological/Sociological Paradigms, retrieved 7th April 2006, from:Â  http://webpages.marshall.edu/~carter12/eda705a5.htm. Wikipedia, April 2006, Margreat Thatcher, retrieved 11th April 2006, from: http://en.wikipedia.org/wiki/Margaret_Thatcher

Great Gatsby-Santiago :: essays research papers

This may be true in all cases, but it is clearly predominant in Ernest Hemingway's Old Man and the Sea. It is evident that Hemingway modeled the main character, Santiago after his own person, and that the desires, the mentality, and the lifestyle of the old man are identical to Hemingway's. Santiago is an old fisherman who lives in a small coast town in Cuba. At the time that Hemingway wrote the story, he was also an elderly gentlemen and was such an avid fisherman throughout his life, that books such as "Ernest Hemingway, The Angler As Artist† were written on the sole subject of how this obsession influenced Hemingway's writing. Furthermore, he fished off the coast of Cuba so much that he decided to "buy the 'Finca Vigia' in Cuba, a substantial estate located about fifteen miles from downtown Havana . . .† For entertainment Santiago would "read the baseball." Meanwhile Hemingway often "relied on baseball analogies† in his writing, suggesting that he also loved the game. These similarities between Santiago's lifestyle and Hemingway's cannot be ignored or passed off as coincidence because they are much too precise. Already, from these prominent identical traits it is evident that Hemingway modeled the character of Santiago after his own person. Hemingway had a very characteristic view of life. He believed it was admirable to risk one's life in order to test one's limits. His love of bullfighting clearly demonstrated this. Raymond S. Nelson, Hemingway scholar, states, "He saw bullfighting as tragic ritual, and he lionized the better bullfighters as men who risked death every time they entered the arena -- a stance he admired and chose for himself in other ways." One example of Hemingway choosing this stance for himself was when "he shot and dropped a charging Cape buffalo a few feet before the enraged animal would have killed him." This daring act of Hemingway's sounds peculiarly similar to the sport of bullfighting, and is an excellent example of Hemingway's obsession with courting death. Scholar, John Smith believes that "Hemingway's whole life and outlook suggest that, if he had known in advance of this deadly possibility, he would have embraced it even more enthusiastically." Very simil arly, and not so coincidentally, Santiago had this very same mindset. He also believes in testing one's limits and admits as much when he tells himself, ". . . I will show him what a man can do and what a man endures.

Comparing and Contrasting Self-Awareness in the Works of Emerson, Whitm

Defining Self-Awareness in the works of Emerson, Whitman and Poe Literature in the American Renaissance influenced the Romantic sentiment that prevailed during this period: the emergence of the individual. This materialization evolved out of the Age of Reason, when the question of using reason (a conscious state) or faith (an unconscious state) as a basis for establishing a set of beliefs divided people into secular and non-secular groups. Reacting to the generally submissive attitudes predominant in America at this time, nineteenth century writers envisioned "the source of religion within consciousness itself" (Chai, 10). This "secularization of religion" ultimately led to the "isolation of the self from others" (Chai, 10), and manifested the persuasive theme in Renaissance literature that promoted independent thinking. The writings of Ralph Waldo Emerson, Edgar Allan Poe, and Walt Whitman all emanate from this Romantic spirit. "Trust thyself" asserts Emerson, do not remain "clapped in jail by [your] consciousness" (261), be "led [out] in triumph by nature" (542). Merging the individual and nature is a common motif in Romanticism, but these writers had contrasting views on the dynamics of this connection. While Emerson and Whitman were on one end of the Romantic meter proclaiming the potential greatness of the individual, Poe was at the other end questioning human nature. Indeed, the literature these authors produced are relative to the Romantic trend in elevating self-awareness, however their work demonstrates Emerson and Whitman differ with Poe regarding the ascendancy of the conscious and unconscious states of the mind. Emerson and Whitman celebrated the conscious power of the individual, while Poe exposed the hidde... ... "Being Odd, Getting Even." The American Face of Edgar Allan Poe. Ed. Shawn Rosenheim and Stephen Rachman. Baltimore: John Hopkins University Press, 1995. 3-36. Chai, Leon. The Romantic Foundations of the American Renaissance. Ithaka: Cornell University Press, 1987. Coleridge, Samuel. The Portable Coleridge. Ed. I. A. Richards. New York: Penguin Books, 1950. Emerson, Ralph Waldo. Essays and Lectures. Comp. Joel Porte. New York: Literary Classics, 1983. Lauter, Paul, ed. The Heath Anthology of American Literature. 3rd ed. Boston: Houghton Mifflin, 1998. Poe, Edgar Allan. The Philosophy of Composition. Lauter 1529-37. Waggoner, Hyatt H. American Poets: From the Puritans to the Present. Baton Rouge: Louisiana State University Press, 1984. Whitman, Walt. Preface to Leaves of Grass. Lauter 2729-43. ---. Song of Myself. Lauter 2743-94. Â   Comparing and Contrasting Self-Awareness in the Works of Emerson, Whitm Defining Self-Awareness in the works of Emerson, Whitman and Poe Literature in the American Renaissance influenced the Romantic sentiment that prevailed during this period: the emergence of the individual. This materialization evolved out of the Age of Reason, when the question of using reason (a conscious state) or faith (an unconscious state) as a basis for establishing a set of beliefs divided people into secular and non-secular groups. Reacting to the generally submissive attitudes predominant in America at this time, nineteenth century writers envisioned "the source of religion within consciousness itself" (Chai, 10). This "secularization of religion" ultimately led to the "isolation of the self from others" (Chai, 10), and manifested the persuasive theme in Renaissance literature that promoted independent thinking. The writings of Ralph Waldo Emerson, Edgar Allan Poe, and Walt Whitman all emanate from this Romantic spirit. "Trust thyself" asserts Emerson, do not remain "clapped in jail by [your] consciousness" (261), be "led [out] in triumph by nature" (542). Merging the individual and nature is a common motif in Romanticism, but these writers had contrasting views on the dynamics of this connection. While Emerson and Whitman were on one end of the Romantic meter proclaiming the potential greatness of the individual, Poe was at the other end questioning human nature. Indeed, the literature these authors produced are relative to the Romantic trend in elevating self-awareness, however their work demonstrates Emerson and Whitman differ with Poe regarding the ascendancy of the conscious and unconscious states of the mind. Emerson and Whitman celebrated the conscious power of the individual, while Poe exposed the hidde... ... "Being Odd, Getting Even." The American Face of Edgar Allan Poe. Ed. Shawn Rosenheim and Stephen Rachman. Baltimore: John Hopkins University Press, 1995. 3-36. Chai, Leon. The Romantic Foundations of the American Renaissance. Ithaka: Cornell University Press, 1987. Coleridge, Samuel. The Portable Coleridge. Ed. I. A. Richards. New York: Penguin Books, 1950. Emerson, Ralph Waldo. Essays and Lectures. Comp. Joel Porte. New York: Literary Classics, 1983. Lauter, Paul, ed. The Heath Anthology of American Literature. 3rd ed. Boston: Houghton Mifflin, 1998. Poe, Edgar Allan. The Philosophy of Composition. Lauter 1529-37. Waggoner, Hyatt H. American Poets: From the Puritans to the Present. Baton Rouge: Louisiana State University Press, 1984. Whitman, Walt. Preface to Leaves of Grass. Lauter 2729-43. ---. Song of Myself. Lauter 2743-94. Â  

How Group Work Contributes To Learning In Primary Schools

Group work, known to others as collaborative or concerted acquisition, is defined as a â€Å" state of affairs in which, two or more people learn or attempt to larn something together † [ Wikipedia Contributors, 2010 ] . This paper focuses on how on the job collaboratively impacts both instruction and acquisition in primary schools. It describes the background to the development of collaborative acquisition and high spots the techniques frequently employed. The rules to effectual group work are explained, with both advantages and disadvantages noted. Collaborative acquisition is a pedagogical scheme which utilizes a assortment of larning activities to heighten a pupil ‘s apprehension of a peculiar subject. This is an betterment to traditional acquisition theoretical accounts besides defined as non-interactive talks, where cognition is gained from direct talks or the reading of books and articles. Traditional larning bids really small interaction or engagement from the pupils, hence a batch or really small may be learnt depending on the person. Collaborative larning accordingly stands as a constructivist attack to acquisition, and is identified as arising from a constructivist epistemology, as pupils are asked to take part and lend to their ain acquisition and development. The thoughts of bookmans such as Burner, Kohlberg, Piaget and Vygotsky are used in the development of collaborative acquisition, which basically implies that both the pupil and the environment are actively dynamic entities in the acquisition procedure as the pupil tries to portray the lessons. This procedure requires that cognition be discovered and translated utilizing linguistic communication and other larning Plutos to which the pupils can actively associate. Lawrence Kohlberg researched the moral determinations made by kids. His probe is such that â€Å" he developed an interview procedure offering a figure of scenarios, each with a moral quandary † for which he had pre-determined replies. He realized that six phases of moral development existed and that some people are unable to make most advanced degrees of ethical reading. He thereby concluded that ; â€Å" the development of moral concluding happens in a peculiar sequence, and that each measure of the manner is a precursor to the following † [ KidsDevelopment.co.uk, 2010 ] . Jean Piaget ‘s theory of Cognitive Development suggests that persons go through a series of phases on their manner to independent thought. Piaget provinces that â€Å" all cognition refering world consequences from actions or operations upon it, which makes it alter, uncovering its stable and variational belongingss † ( Piaget, 1980 p222 ) . Lev Vygotsky believed that socialisation increases cognition and frequently clip changes a kid ‘s ideas and behaviors. Vygotsky suggests that larning is achieved in three ways ; imitative, instructed and collaborative. Imitative larning involves the pupil merely copying what was taught and instructed acquisition involves the pupil following waies antecedently given. Vygotsky ‘s work was focussed on two of import thoughts. First being the Zone of Proximal Development ( ZPD ) ; this describes the degree of distinction between a job that a pupil can work out independently and a job in which a pupil will necessitate the aid of others. ZPD is frequently identified as an person ‘s degree of existent competence relation to their degree for possible development. The 2nd thought is known as staging and describes the facet of support given to pupils when it is desired. Group work allows pupils to work together in little squads, uniting people with changing backgrounds, experiences, proficient and rational competences, towards the attainment of a specific aim. Each member of the squad has the duty of larning the stuff for himself, while besides assisting other members to clearly understand the lesson therefore making an â€Å" ambiance of accomplishment † ( Palmer, Peters and Streetman. 2008 ) . Students thereby derive both cognition and societal accomplishments. The usage of group treatments helps pupils to explicate constructs and thoughts by supplying immediate feedbacks. Students learn how to trouble-shoot hand in glove in order to happen the best solution to a job. â€Å" When pupils formulate their ain solutions in this mode, they are genuinely believing critically ( Davis, Mahler & A ; Noddings, 1990 ) . Swortzel expresses that there are two major theoretical attacks to group work â€Å" Motivational and Cognitive † ( Swortzel, 1997 ) . Group work is seen as motivational because pupils recognize that their success or failure in the attainment of the specified end is dependent on them being able to work together as a squad. They thereby encourage each other to acquire the assigned undertakings done decently and on clip, in so making â€Å" concerted acquisition additions pupils ‘ motive to make academic work † ( Johnson, Johnson & A ; Holubec, 1986 ) . The cognitive attack suggests that through group work pupils go more critical with their thought. Students are stimulated to believe ‘outside the box ‘ , therefore geting increased degrees of perceptual experience, consciousness, and concluding and judgment abilities. Group treatments are really synergistic with each person showing their point of view. Within a diverse group, there will be doubtless changing sentiments accordingly foregrounding attacks to the same subject. A collaborative model must foremost be established before the execution of collaborative larning techniques. The instructor should research collaborative acquisition and observer other instructors who have already implement the usage of group work. The instructor should hold on a good apprehension of the advantages and disadvantages to group work and must develop a acute grasp for the technique of scaffolding. The instructor so needs to make up one's mind if collaborative acquisition is ideal for the topic being taught, the type of pupils and take into history schoolroom limitations, if any. Teachers implementing collaborative acquisition are expected to be competent in the undermentioned countries: Stipulating instructional aims Determining group size and assign pupils to groups Determining Group Size and Assign Students to Group Classroom agreement Planing instructional stuffs to advance Interdependence Delegating group functions Delegating undertakings Structuring positive mutuality and answerability Explaining the standards for success Stipulating desired behaviors Before implementing collaborative larning the instructor should explicate to the pupils their determination for the usage of group work and explicate the advantages and disadvantages. The finding of group sizes may change depending on the nature of the undertaking and the work load. Groups can be homogenous or heterogenous, grouping pupils with similar involvements and strengths or they may be wholly indiscriminately selected. Once groups are established they normally do non alter really frequently, so as to let pupils to develop a constructive working relationship with each other. It is of import that the furniture in the schoolroom be organized in a manner which allows the pupils to work as a unit, sooner confronting each other, whilst leting for their flexible motions. Teachers should take into history the bing resources needed for successful undertaking completion and guarantee that they are readily accessible by the groups. The instructions and stuffs a instructor chooses for a group should guarantee that each member of the group makes a meaningful part and that single assignments within the group will be equally distributed. Teachers should construction positive mutuality and answerability by regularly proving both the groups and the members of the group for apprehension of the capable affair. Members should be encouraged to be able to actively support the stance of the group and their ain. The standards for success of the group should be clearly communicated and measures put into topographic point to measure the group ‘s public presentation as a unit every bit good as the single public presentations of the members. Once the groups have been established, instructors need to supervise the behavior of the pupils and aid with demands while monitoring. In so making, instructors may help with the answering of inquiries and supply and jump point of position or sentiment. Teachers may besides supply feedback on the work completed or the advancement made. Should struggles originate within the groups, instructors should step in to guarantee that such struggles are rapidly resolved and explicate the deductions of unwanted behaviors. It is besides really of import that instructors provide approbation and, or motive where it is deserved. Students play the most of import function in the art of collaborative acquisition. Their functions include and are non limited to, working together, actively listening to each other, maintaining records of work and advancement, oppugning each other, presuming personal duty and finishing the assigned undertaking. An article written by Dillenbourg and Schneider provinces that there are a few mechanisms to collaborative acquisition: Conflict or Disagreement, proposing that when equal to peer struggles originate, societal factors cause scholars to disregard the dissension and to some extent forces them to happen a executable solution to the job. One facet of this theory states that diverging point of views normally lead to academic additions, while the other provinces that â€Å" when struggles are non verbalized they do non foretell positive results † ( Dillenbourg and Schneider, 1995 ) . This article draws two decisions relative to this mechanism one being that â€Å" little misinterpretations can be every bit efficient as a clear struggle between two agents who severally believe P and non P † and the 2nd being that â€Å" verbal interactions generated to work out struggle are related to larning results † ( Dillenbourg and Schneider, 1995 ) . Alternate Proposal besides referred to as the â€Å" verification prejudices † by Dillenbourg and Schneider ( 1995 ) . In so making pupils actively develop thoughts that support their suggestions and wholly disregard thoughts that do non. They frequently times can non abandon their thought or suggestion because another suggestion may non be forthcoming ; nevertheless other group members make alternate suggestions. ( Self- ) account ; the Self-Explanation consequence, as it is in known in many cognitive scientific discipline literature, describes that in a state of affairs where one pupil is more cognition that the other, the latter will automatically larn from the signifier, and besides that the former will hold on a better apprehension of the subject being explained as he endeavours to interpret into to footings to with the latter pupil can actively associate. Having successfully explained the more knowing pupil would hold improved upon his accomplishments to interrelate and gained improved assurance. Had there been any uncertainnesss in the account, person even more knowing might be able to clear up. Internalization ; the article explains this mechanism as one in which pupils explain or justify their suggestions to each other, the verbalisation of such impacts all involved and that the constructs communicated are integrated into the hearers concluding. â€Å" Thinking is viewed a treatment that 1 has with oneself and which develops on the footing of treatments we had with others † ( Dillenbourg and Schneider, 1995 ) . The article besides states that for this mechanism to be effectual a few conditions must be met, â€Å" One status is that topics can merely absorb constructs which are within their ‘zone of proximal development ‘ , i.e. within the vicinity of the current cognitive degree. Another status is that the less able equal is non left as a inactive hearer, but participates into the joint job work outing scheme † ( Dillenbourg and Schneider, 1995 ) Appropriation, this is explained as one pupil detecting the thoughts or accounts of another and taking those thoughts or accounts and edifice on it to do their ain. Learning is double as the first pupil reinterprets his actions relative to that of the 2nd, and the 2nd pupil got a sound foundation on which to construct. Shared Cognitive Load, this involves the distribution of undertakings which will come together to accomplish the overall aim of the group. When the work load is even shared between pupils, each pupil can work meticulously on the assigned undertaking, thereby extinguishing redundancies and bettering the efficiency of the group. Common Regulation, by using any of or a combination of the mechanisms antecedently described, pupils frequently have to modulate the actions of each other to guarantee that the stipulated guidelines are adhered to for the attainment of their ends. Social Grounding, described limpidly by Dillenbourg and Schneider as â€Å" the mechanism by which an person efforts to keep the belief that his spouse has understood what he meant, at least to an extent which is sufficient to transport out the undertaking at manus † ( Dillenbourg and Schneider, 1995 ) . This mechanism requires the talker to look into for apprehension, and where misunderstand is seeable to clear up, thereby constructing a portion apprehension of the job. George W. Gagnon. Jr. , and Michelle Collay developed another design for collaborative acquisition and in this theoretical account teachers develop a series of stairss that their instruction construction follows every bit listed below: â€Å" They develop a state of affairs for the pupils to explicate † ( Gagnon and Collay, 2004 ) â€Å" They select a procedure for groupings of stuffs and pupils † ( Gagnon and Collay, 2004 ) â€Å" They build a span between what pupils already cognize and what the instructors want them to larn † ( Gagnon and Collay,2004 ) â€Å" They anticipate inquiries to inquire and reply without giving away an account † ( Gagnon and Collay, 2004 ) â€Å" They encourage pupils to exhibit a record of their thought by sharing it with others † ( Gagnon and Collay, 2004 ) , and â€Å" They solicit pupils ‘ contemplations about their acquisition † ( Gagnon and Collay, 2004 ) . A comparing of there collaborative techniques, is illustrated in Appendix 1. Johnson, Johnson, and Smith ( 1991 ) high spots three cardinal undertakings instructors should follow for the rating of the efficiency and effectivity after there group work is completed. First, instructors should supply a closing through summarisation. That is, to sum up the lessons of import points or to hold each group explain their work and the points they found of most significance. Second is to measure the pupils larning, by measuring how they have attained or failed to achieve the coveted result and supplying the feedback required, leting pupils to better on their ability to work as a group and therefore personal development. Third, instructors should do note of the techniques that worked and why they worked and if necessary adjust their lessons. A popular definition of constructivism is that â€Å" Constructivism is a theory of cognition which claims that cognition is non passively received but actively constructed by the scholar, and that the map of knowledge is adaptative, functioning to organize experience, instead than detect world † ( online, 2010 ) Group work has academic, societal and physiological benefits to both pupils and instructors. Academic benefits include: the development of critical thought and the active engagement of pupils in the acquisition procedure. The societal benefits include: the development of societal larning systems for pupils and physiques diverseness apprehension among pupils and instructors. The physiological benefits include: increased self-esteem through peer-to-peer instructions and it reduces the anxiousness of pupils. Although collaborative larning seems to be dependent on the actions and willingness to larn, which should for many be a natural procedure, there are many disadvantages as there are advantages to is execution. A few of the obstructions faced are ; some pupils prefer to work competitively instead that collaboratively, instructors lack the ability to readily measure the work produced, instructors sometimes do non cognize how to mensurate the effectivity of their instructions in a collaborative scene, sometimes the assigned undertakings are non applicable to a pupils ends or abilities, and sometimes the undertakings are non â€Å" hard plenty to dispute but non so hard as to stonewall a conversation. † Some groups may be comprised of ‘slow scholars ‘ who may be viewed as others as priceless, thereby advancing ‘superior ‘ behaviour by the ‘fast scholars ‘ . Table 1, Appendix 2, illustrated assorted group constructions and the advantages and disad vantages to these groups. Nigel Hastings and Karen Chantrey-Wood from Nottingham Trent University explores the many schemes instructors utilize in group work activities, many of which are strongly endorsed by a commission known as the ‘Plowden Committee ‘ . â€Å" By disbursement clip with groups of kids, instructors could set their instruction to the demands of the persons of that group to a greater extent than when working with an full category of pupils as a whole. This besides ensures that all kids have a sensible sum of direct contact with their instructor regardless of the fact that they are working in groups † [ Hastings & A ; Wood, 2002 ] . This suggests that collaborative acquisition enhances the happening of individualised attending given to pupils, by presenting â€Å" one-on-one † interactions between pupils and equals and pupils and instructors. The article besides illustrates that schoolroom agreement is really of import in guaranting that collaborative acquisition is efficient and effectual. It shows that collaborative acquisition in widely accepted and really normally practiced across the Earth ; â€Å" In primary schoolrooms throughout the UK, it is standard pattern for kids to sit around sorted tabular arraies – normally with four to six kids in each group. Such agreements are besides common in primary schools in other English-speaking states, Australia and USA for illustration. Precisely because this constellation is so normal and so good established in our schools, it is unusual to inquire about its principle or to oppugn its rightness † [ Hastings & A ; Wood, 2002 ] . An abstract written from an experiment conducted by Gillies and Ashman, â€Å" One hundred and 92 Grade 6 kids participated in a survey which compared the effects on behavioral interactions and accomplishment of ( a ) co-op acquisition in which group members were trained to join forces to ease each other ‘s acquisition, and ( B ) co-op acquisition in which members were non trained but were simply told to assist each other. Graded random assignment of participants occurred so that each gender-balanced group consisted of one high- , two medium- , and one low-ability studentaˆÂ ¦ † ( Gillies & A ; Ashman, 1999 ) . The observations showed that the pupils who worked in the ‘Trained ‘ groups where more antiphonal and helpful to each other, giving accounts where necessary to help as they worked together. It showed that pupils in the ‘untrained ‘ groups were a batch less helpful towards or concerted with each other. From the consequences it was besid es concluded that â€Å" the kids in the ‘trained ‘ groups exercised more autonomy with their acquisition and obtained higher acquisition results than ‘untrained ‘ equals † ( Gillies & A ; Ashman, 1999 ) . This survey is one of the many to certify to the success of group work. Despite some drawbacks Collaborative acquisition has legion benefits, as is explained, runing from academic to physiological and it execution in primary schools is rather a positive move. Students at the primary school degree are rather waxy and there is no better clip for them to develop the really valuable competencies that working in a group has to offer. At the primary school degree they are mature plenty to hold an apprehension of what group work requires. Many of the surveies conducted were centralized around childhood developments. Students who can successfully work in groups from the primary school degree are normally better equipped for when come ining higher degree larning establishments. They would hold learnt to comfortably associate with equals and grownups, such as instructors or other authorization figures, they would hold learnt the value of self-expression and self-explanation, actively listen and esteem the positions of others. These pupils realize that as persons w e have different backgrounds, experiences and traditions and as such may hold diverging attacks to the same job. These pupils will besides be better able to distinguish between the demand to work collaborative and the demand to work competitively and in so making will cognize when best to use the several attacks. This research has revealed that both the instructors and the pupils play a polar function in the success of collaborative acquisition. Teachers are non expected to merely delegate undertakings and sit back while the pupils work on their ain. Teachers must play an active function throughout the procedure. They must be after for the assignment with clearly structured undertakings that will advance collaborative interactions, promote mutuality and excite cognitive thought among pupils. Teacher must supervise the procedure supplying ongoing feedback and be readily able to decide struggles should they originate. Teachers should be able to actively scaffold their pupils, cognizing when their support is needed and that it should bit by bit be withdraw. Students in order to successfully accomplish their aims in groups must appreciate the benefits of group work. They must hold a clear apprehension of the coveted aim and the sub-task demand to successfully accomplish the aim. They must be able to actively and reflectively listen to each other and utilize creativeness and objectiveness to work positively together. In so making they will larn to further positive work attitudes with others, thereby bettering on their interpersonal accomplishments as they prepare for the work universe. Appendix 1 Three Constructivist Design Models [ 1 ]1. The Learning Cycle2. The Learning Step developed by George W. Gagnon. Jr. and Michelle Collay 3. The Information Construction ( ICON ) theoretical account created by Robert O. McClintock and John B. Black, and is really similar to Dillenbourg and Schneider. Appendix 2 Table 1: Forms of Cooperative Groups [ 2 ]Name OF GROUPWHAT IS THIS?WORKS BEST FORBenefitsDrawbackPair-share 2 pupils with one job portion their thoughts or inquiries. Each individual speaks, listens, & A ; gives feedback. Content that requires treatment, contemplation, or account. Increased engagement clip, Helps those who are diffident Fewer positions and solutions Saber saw Each member of the little group researches one portion of the inquiry /content for a certain sum of clip. The members of the group come back together. Each member teaches his/her portion to the remainder of the group. Content with four or five parts to research. Students gain learning and research accomplishments Some pupils feel pressured by a clip bound Split-class treatment The category is split into half. Each side discusses /debates their cognition /beliefs, etc. Arguments or treatments Students may alter their sentiment or develop a different position Some pupils may talk less with such a big group. Random groups of 3 Class is split into groups of 3. The groups discuss the subject. Predicting what will go on, reacting to a state of affairs. Receive a assortment of feedback, group members are accountable Easy to go forth out or team up against a diffident pupil or one who has a different sentiment Ability/Interest/Friendship Group Students are divided into groups based on some quality that they all have in common. Making plays/skits or an activity in which pupils must work together outside of category. Students can work at a gait that best suits them, pupils are seldom world-weary and frequently motivated It is unrealistic to happen a wholly homogenous group, weaker or unpopular pupils may be excluded. Diverseness Groups Students are formed into groups where they come from a broad assortment of backgrounds, involvements, etc. Researching geographics, history, and diverse life styles. There are many chances to derive different positions Minorities may go anomic Multi-aged groups Students are divided into groups in which there are a mixture of ages Older pupils learning younger pupils ( i.e. scientific discipline experiments ) . Older students- there is less force per unit area to vie with equals, Younger pupils fell of import that an older individual is passing clip with them Older pupils may be a bad influence ; Older pupils may non cognize how to work with a younger kid or an â€Å" at hazard † pupil Peer-led Conferences Students prepare and take a treatment of stuff with parents, teachers, pupils, etc. A major undertaking in which pupils set up Stationss for several intelligences. Students get the chance to genuinely learn, pupils learn self assurance. Students whose parents are inactive in the school may be alienated from those whose parents participate ; some pupils may non be involved in interactions. Notes: These diagrams were obtained from: hypertext transfer protocol: //www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.html This tabular array was obtained from: hypertext transfer protocol: //projects.coe.uga.edu/epltt/index.php? title=Cooperative_Learning # Frequently_Asked_Questions_about_Cooperative_Learning