Monday, September 30, 2019

Food Presentation

As we all know, food is essential to our daily lives because it gives us the energy and nutrients that we need especially when we prepared it right. So our professor gave us a task to prepare a meal (good for six persons) that follows the guidelines of the Food Pyramid. During our brainstorming, many ideas came up to our minds. But we came up to a point that we should have criteria in choosing the right meal. It should be healthy, satisfying, and of course it will not cost us too much. After exchanging ideas, we finally decided that we will be having Crab and Corn soup as the appetizer, Chicken Curry for the main dish, Saging Con Yelo for the dessert, iced tea (Apple flavor) for the drinks and Apple for the side dish. After the discussion, the group leader assigned the task and set the time and place for the next meeting. I was assigned to prepare the list of ingredients that will be used for the cooking. When my group mates and I meet again, everybody was excited especially me because we will be buying the ingredients that we need for the food presentation. It’s already been a long time since I last go to a market and I really don’t know how to choose from what’s fresh or not and to buy or not to buy so I asked my group mates to teach me the basics in buying fresh vegetables, meats and fruits. Luckily, Florevil knows something about cooking so we didn’t had a hard time dealing with it. Since me and some of my group mates don’t know how to cook, we are assigned to prepare the ingredients and make sure everything is ready. While Florevil is cooking the meal, I watched every step of it so I can cook it at our house when my mom is not around. As the meal is almost done, some of my group mates prepared the dessert and the side dish, some prepared the table and set it in a presentable way and some called the guests who will taste the meal that we prepared. I couldn’t resist myself to eat when I smelled the Chicken Curry but I have to because we should serve the guests first. By the way, it is my favorite dish After the guests tasted our meal, they gave us comments. The food is well presented and the main dish and the dessert are delicious. But the appetizer is too salty and didn’t go well with the main dish and dessert. Good thing we had apples as our back up to the salty appetizer we cooked. The presentation ended. We cleaned our mess and had a last group meeting to discuss the positive and negative comments of the guests. We accepted the criticisms given by the guests whole heartedly for us to learn from it and to improve more the next time we will have an activity like this. We can also apply the knowledge that we have learned from this activity and use it for the future.

Sunday, September 29, 2019

Environmental pollution: its effects on life and its remedies Essay

The term pollution refers to the act of contaminating ones environment by introducing certain hazardous contaminants that disturb the ecosystem and directly or indirectly affect the living organisms of that ecosystem. Pollution in general is the activity of disturbing the natural system and balance of an environment. The increase in the pollution over the years by man has caused severe damage to the earth’s ecosystem. It is responsible for global warming which is leading to the end if all the lives on earth. Over the years there is an extreme increase in the rate of human diseases, and death rate of various animals and plants on earth, and that is all because of the pollution caused by man himself. AIR POLLUTION: According to the dictionary, air pollution is the contamination of air by smoke and harmful gases, mainly oxides of carbon, sulfur, and nitrogen. Some examples of air pollution include: Exhaust fumes from vehicles The burning of fossil fuels, such as coal, oil or gas Harmful off-gasing from things such as paint, plastic production and so on Radiation spills or nuclear accidents Air pollution is linked to asthma, allergies and other respiratory illnesses. You can more about how the environment affects human health here. LAND POLLUTION Land pollution is the degradation of the Earth’s surface caused by a misuse of resources and improper disposal of waste. Some examples of land pollution include: Litter found on the side of the road Illegal dumping in natural habitats Oil spills that happen inland The use of pesticides and other farming chemicals Damage and debris caused from unsustainable mining and logging practices Radiation spills or nuclear accidents Land pollution is responsible for damage done to natural habitat of animals, deforestation and damage done to natural resources, and the general ugly-ing up of our communities. Light Pollution Light pollution is the brightening of the night sky inhibiting the visibility of stars and planets by the use of improper lighting of communities. Some examples of what causes light pollution: Street lamps that shine light in all directions, instead of with a hood to point light downward toward the street. Unnecessary lights, especially around the home Light pollution uses more energy (by shining more light up instead of down), may affect human health and our sleep cycles and most importantly, corrupts our kids telescopes and their curiosity. Noise Pollution Noise pollution is any loud sounds that are either harmful or annoying to humans and animals. Some examples of noise pollution: Airplanes, helicopters and motor vehicles Construction or demolition noise Human activities such as sporting events or concerts Noise pollution is disruptive to humans’ stress levels, may be harmful to unborn babies, and drives animals away, causing nervousness and decreasing their ability to hear prey or predators. Thermal Pollution Thermal pollution is the increase of temperature caused by human activity. Warmer lake water from nearby manufacturing (using cool water to cool the plant and then pump it back into the lake) Included in thermal pollution should also be the increase in temperatures in areas with lots of concrete or vehicles, generally in cities These kinds of environmental pollution can cause aquatic life to suffer or die due to the increased temperature, can cause discomfort to communities dealing with higher temperatures and can even affect plant-life in and around the area. Visual Pollution Visual pollution is what you would call anything unattractive or visualiing damaging to the nearby landscape. This tends to be a highly subjective topic, as we all find different things attractive and unattractive. Some examples of visual pollution: Skyscrapers might block the view of a mountain Graffiti or carving on trees, rocks or other natural landscapes Billboards, litter, abandoned homes and junkyards could also be considered among three kins of environmental pollution Mostly visual kinds of environmental pollution are annoying, although some may say they are also depressing (such as when they can’t see a view through a billboard). Water Pollution Water pollution is the contamination of any body of water (lakes, groundwater, oceans, etc). Some examples of water pollution: Raw sewage running into lake or streams Industrial waste spills contaminating groundwater Radiation spills or nuclear accidents Illegal dumping of substances, or items in bodies of water Biological contamination, such as bacteria growth These kinds of environmental pollution are linked to health issues in humans, animals and plant-life. You can read more about how the environment is affecting our health here.

Saturday, September 28, 2019

Asylum Seekers Essay Example for Free

Asylum Seekers Essay I have chosen to do my discursive essay on asylum seekers. I will try to separate lies from facts. I had to think carefully about this topic as there are so many different views on asylum seekers. I also opted to look into asylum seekers because I found that they are an extremely oppressed group. I will give pros and cons on asylum seekers and try to balance out my argument. The impact and influences people in power have on the mass media is tremendous. Together with the negative media coverage, asylum seekers have been given such a bad image. International asylum law defines an asylum seeker as someone who seeks asylum in a foreign country because of war, violence or out of fear of persecution. Only after the recognition of the asylum seekers protection needs, he or she is officially referred to as an asylum seeker and enjoys asylum seeker status, which carries certain rights and obligations according the receiving country. Over the last four years there have been 138,530 asylum seekers in the UK alone. There are many claims about asylum seekers that give them this – Britain is known for asylum seekers to do what they want wherever and whenever they want; but asylum seekers are not allowed to claim welfare benefits in the UK. I found out about forty organisations working with asylum seekers and it says that 85% starve because they have no food to live on and 95% cannot afford to buy clothes or shoes and 80% are not able to maintain a good healthy life. I also found out that nine out of ten asylum seekers will pretend to be in danger to get into Britain. Over half of asylum seekers in the UK are given permission to stay here. The ideas that are often portrayed of asylum seekers are not just ones of foreigners trying to get into Britain but sometimes asylum seekers are accused of being criminals. I found out that having fled danger in their home country asylum seekers are more likely to become victims of crime in the UK .Most asylum seekers that come to Scotland think that it’s amazing, outstanding some even say paradise. This shows us the impact and difference it actually has on their life. In Afghanistan you wouldn’t be able to go a walk, go out with friends for a while like you do here; there are bombs going off, dead bodies lying around the streets and you would hardly see any of your friends and family. Most of them don’t even go to school whereas in the UK they love going to school even though most of us hate it, they love the fact that they are learning and are getting an education but a down point to going to school over here is that they would have to learn English and know it really well if not then they would find it very difficult. Some say that Scottish are the best people ever and they feel so welcomed when they come here. The list could go on. In Afghanistan they would have to have an arranged marriage where they have no say on what happens and when it happens. Whereas here in the UK they can get married whenever they want and whatever age they want they might not even get married. It would be their own choice. On the other hand people in Scotland /UK don’t think about all those horrible things that happen in Afghanistan. Some people just presume because they’re not from here or had a different coloured skin that they are terrorists. Some are even scared. And some even bully them because they are a different race or have lost a family member. We dont think of what we actually have†¦ fully educated and we can do a lot more things that they can’t do. When they come to the UK most asylum seekers would do anything for a job they think that British people are so lucky to live a as they say a normal life, but the downside to that is they take jobs away from local people which makes them more angry. Some UK citizens can’t tell the difference between asylum seekers and illegal immigrants they are discriminated against because of this. Some asylum seekers can make a positive contribution to the economy and local community by having a special talent and can help out. To summarise the discusion of asylum seekers is that there a lot of different views on them. There are so many pros and cons but I have only chosen ones I thought stand out and give good evidence. It’s really yourself that needs to decide what you think on asylum seekers, other people may think different from you but it’s you own opinion and not all asylum seekers are the same. Asylum Seekers. (2016, May 26).

Friday, September 27, 2019

Essay Example | Topics and Well Written Essays - 750 words - 60

Essay Example Under the function of talent acquisition, engagement, and retention it was noted that Candlelight handles this function well expect that its incentive plan is not very realistic, which could hamper future retention levels. The evaluation also assessed talent leadership management in Candlelight Company and it was noted that in this regard the company does not give a lot of emphasis to this function since the aggregate score was an average rating. Secondly, the task of decreasing turnover also received an aggregate rating of average, and this perhaps explains why employee morale, training, and development also received less focus, since they also had an aggregate rating of an average. This is to say that by handling issues of employee morale, training, and development in an ‘average’ manner then it means that retention or decreasing of employee turnover is not greatly emphasized on by Candlelight Company (Berger and Berger, 58). This confirms that Candlelight’s strategic talent management needs a re-evaluation. Leadership is an integral function within any organisation and it determines the level of success of any business organisation. Equally, talent management is also under the leadership of certain managers within an organisation and in most cases this leadership is usually a specialty of the human resource manager, however, in other organisations the leadership of talent management is a shared task among various managers (Berger and Berger, 112). From the evaluation carried out on Candlelight it was evident that the leadership of talent management within the organisation received an aggregate score of ‘average’ and this explains why the other functions also received an aggregate score of average. Therefore, it is recommended that Candlelight should train its leaders on talent management practices to ensure that they fully optimize on talent management functions and thereby ensure that the organisation gets

Thursday, September 26, 2019

Apple Inc. Business Analysis Essay Example | Topics and Well Written Essays - 1000 words

Apple Inc. Business Analysis - Essay Example The organization’s current strengths are multi-varied. Perhaps Apple’s greatest current strength is its competitive advantages. From the earliest incarnations of Apple Computer the company sought to carve out a competitive advantage through horizontal and vertical integration that restricted external product licensing ("Apple computer, inc.," 2011). Today among Apple’s strongest products are the iPhone, iPod, iPad, and the Mac book. These elements have a strong presence in everyday recreation uses, artistic practices, and education. In addition, they are supported by Apple’s globally strong brand. Another prominent advantage is Apple’s attention to design elements. Building products from the ground up allows Apple to implement innovative design elements that create a loyal customer base. One considers the iMac released in 1998 with its eggshell design as prominently implementing this technique ("Apple computer, inc.," 2011). This design advantage al so extends into Apple’s image. Apple, Inc. increasingly cultivates an image that presents itself as the alternative choice to mainstream computer producers. This has allowed Apple to become a cultural force resulting in significant market advantage. The iPhone contains Apple’s unique operating system, allowing it significant quality advantage over competitors ("Apple -- iphone," 2011). Indeed, quality product design has become one of the driving forces of Apple’s success and has created a significant competitive barrier for outside manufacturers, such as Google (Gilbertson, 2010). One must also consider the iPhone’s competitive advantage in terms of its position in the Apple whole. In these regards, Apple has been able to leverage its competitive position in mp3 with iTunes and its compatibility with the Macintosh operating system as a means of encouraging user identification (Schramm, 2011). The Apple App Store also provides the organization with a uniqu e advantage over other smart phone suppliers. In addition, Apple’s implementation of Siri voice activation technology will surely drive an amount of future sales. Weaknesses While Apple, Inc. has a number of strengths one must consider their potential weaknesses. One of the largest questions of the organization is the extent that they can continue their current unprecedented streak of innovation and growth. Perhaps the greatest challenge in this realm of understanding considers that company founder Steve Jobs recently died; significant questions remain as to whether new CEO Tim Cook will be able to continue this past success. While the Apple App store is a highly important element in the iPhone’s success the Android Marketplace has begun developing a number of competitive applications as a means of threatening Apple’s smart phone sustainability (Wauters, 2011). In addition, Microsoft has developed a new smart phone design and will pose new challenges to Appleâ⠂¬â„¢s overarching market share. Still, the greatest weakness is that while Apple has leveraged market share through product innovation the open source models have been able to reengineer many of Apple’s innovations. While Apple has engaged in a series of patent lawsuits, notably a recent victory over HTC, the extent that this remains a viable strategy remains greatly questionable. Furthermore, Google’s position as a cornerstone of the Internet, coupled with the

Adult Development and Life Assessment Essay Example | Topics and Well Written Essays - 750 words

Adult Development and Life Assessment - Essay Example Adjusting one’s self into all those different roles requires correct perception and cognitive calibration that comes through critical thinking skills. Self-analysis and improvement comes through critically analysing one’s own thought patterns and the resulting behaviours. Now the question arises, how to improve the skills that everyone possesses but only a handful of people seldom utilize it or hone it? I for one would start reading about my brain that how it operates. This will be my weapon in the arsenal that will give me the understanding that this is how my brain functions and this is how I can make it better. I have a love for mathematics and numbers, I am naturally a metrics driven person, that’s why I’d love to start my day with a daily dose of an analytical problem. This doesn’t have to arrive in my life, there are plenty of logics magazines out there that can help me achieve this. Once I start my day with the right critical mindset, I will be able to tackle almost every situation with a critical frame of mind. Another thing that comes to mind when enhancing the ‘critique muscle’ is to lower the emotional steam, the emotional haze that clouds the judgment of any situation. Whenever I’ll study, I’ll always try to collaborate with other students, because learning enhances critical thinking skills (Gokhale, 1995). Collaborating with other students or group studying encourages debates and arguments and that is the fuel of critical thinking. There are plenty of critical thinking blogs available online, I would love to join them, comment on their posts and would love to write a paper, observation, theory or anything along those lines to make sure that I am actively participating; passively listening to the lectures is not. 2. Self-Awareness: conscious awareness from internal and external perspectives that allow a person to understand their place within the environment

Wednesday, September 25, 2019

Do human beings need illusions or fictions in order to live life Term Paper

Do human beings need illusions or fictions in order to live life meaningfully Why or why not Discuss by drawing on the work of two philosophers we have discussed this to defend your claim - Term Paper Example With this, it can be claimed that meaningfulness is often defined in relation to an ideal figure or state. While this may not necessarily imply that the ways to a meaningful life should be similar to all people, it highlights the fact that its primary characteristics should be. Thus, more often than not, we use certain standards to evaluate a person’s life. In our evaluation, however, we do not consider the four facets equally. Typically, we rank the facets this way, from most important to least important: spiritual, personal, social, and professional. Thus, it is our idea of morality that usually influences our judgment of a meaningful life. Simply put, to live a meaningful life is to live a moral life. Morality, loosely defined, is the practice of good habits, freely and knowingly. Indeed, for a person to be moral, not only must he know the conceptual differences between good and evil, he must also wholeheartedly do good acts. Through this example, we can see the interrelated roles of knowledge and freedom in the formation of good character in a person. With this, it is the formation of good character that is regarded to be the concrete manifestation of a meaningful life. It is in the acquisition of virtues, which is a result of having done wise decisions in life, that makes a person truly happy. While we all agree that it is natural for us to choose to do the good, understanding why and how we do so is hard. Thus, it is in the intention we possess and the quality of good acts we do that ultimately define our character. And this is where the big issue starts. In this essay, we aim to shed light on the nature of a meaningful life (in the context of moral life) by looking at theistic and existentialistic positions. As for the existentialistic positions, we examine the teachings of Sartre and Kierkegaard. In the end, we intend to prove that morality can be accessed and practiced

Tuesday, September 24, 2019

Multinational Business of Big Bazaar, First Solar, and Tata Motors Case Study

Multinational Business of Big Bazaar, First Solar, and Tata Motors - Case Study Example The  Big Bazaar Company is planning to spread into the Middle East countries like Yemen as there is a huge opportunity in this market due to the nonpresence of any global retail chains there and availability of domestic supplier. The location of Yemen is at the southern end of Arabian Peninsula in the Middle East. The Arabian Sea, Red Sea and the Gulf of Aden have made boundaries its southern and western side of the country. Two neighbour countries also bordered i.e. Saudi Arabia in north and Oman in the east. The population of this country is very poor and a large percentage the population is rural people. But in the last decades, it has been large scale urbanization in the country and now near about half of the population lives in town. There is a good incentives scheme by the Yemen government in any large foreign investment project. The purpose of this is to attract potential foreign investors to the prospective sectors of the country by minimising the risk of initial investment . Government also provide free exchange of currency from strong currency to Yemen or vice versa. To start a project in Yemen no need of nationalisation and reservation are required. Foreign investment projects are exempted from paying profit tax up to 7 years which is expandable up to 16 years if it helps to strengthen the sector. There is lack of well-developed commercial business centres in Yemen even in coastal cities; therefore, the country has poorly developed retail market. Most of the shops are in the major cities and maximum of these are family owned. The producers or manufacturer of retail products and goods are only the seller. No professional retail outlets or chains are there who sells by getting supply from producers. This is why the retail market is not at all penetrated even in urban areas of the country. But there is a good demand of retail chains which can provide the finished retail goods across the country and as the per capita income has been increasing and the p urchasing power as well as buying behaviour has been developing since the last decades. Big Bazaar is a India based supermarket chain and it get the supply of retail products from institutional supplier as well as direct from the producers of good branded product and sell those after retail pricing those products according to its profit margin strategy. But in Yemen as there is no such kind of institutional supplier. So the company needs to tie up with the home-based producer of the retail product like garments, food products, and other daily needed products which have a good demand in the urban market. First Solar’s multinational business can be analysed by doing a PESTEL analysis of the international business environment and the potential market analysis. Political: It represents how the government represents the economy and a certain business i.e. the way of representing and the extent. Political factors of a country represented by certain areas like taxation policy, labou r law, trade restrictions, tariffs and govt. stability. So, market attractiveness towards foreign investors will be high if the entire areas of political environment are business-friendly. Economical: Economical factors are influenced and comprised by the economy of a country, and the World economy. These factors are interest rates, inflation, economic growth i.e. exchange rates and currency strength.  

Monday, September 23, 2019

Cultural Diversity Essay Example | Topics and Well Written Essays - 750 words

Cultural Diversity - Essay Example Young ladies were groomed not for successful careers but to be wives of eligible and economically stable men, so they are not encouraged to pursue their education, as this will not be of benefit to them anyway. This cult of domesticity has been practiced for ages, so it was already something that most women accepted and became accustomed to. However, a growing number of women felt they were too constrained to be anything more than a housewife and longed to maximize their potentials as women. In raising these concerns, feuding groups of women fought for opposite beliefs. Those who yearned for freedom and equal rights with their male counterparts, led by Elizabeth Cady Stanton and Lucretia Mott, staged a convention to launch the women’s rights movement. For two days in July in 1848, they convened in the low-key town of Seneca Falls in New York. This small group of people were instrumental in uplifting the position of women in society. In the convention, they argued for equality with men and fought for greater legal rights, especially the right of suffrage. They also voiced out their need for more professional and education opportunities (McMillen, 2008). These women were courageous to fight for reform that was considered radical at that time, especially since their opponents were also women who embraced domesticity. Out of that convention came the Declaration of Rights and Sentiments as drafted by Elizabeth Cady Stanton. The document demanded women’s voting and property rights as well as equal economic and educational opportunities with men. Eventually, in 1920, after more than seventy years, women got what they fought for with the Nineteenth Amendment to the U.S. Constitution, which reads: â€Å"The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex. Congress shall have power to enforce this article by appropriate legislation.† This amendment empowered women w ith certain rights and privileges that allows them to pursue an education, vote, and seek employment outside the home, and even work alongside men. It was a long wait, but it was truly worth it! Work Cited McMillen, Sally. Seneca Falls and the Origins of the Women's Rights Movement., Oxford University Press, 2008. 2. Institutionalized Heterosexism From time immemorial, the belief that there are only two genders: male and female, has been propagated by society. This meant that each gender was endowed with its own roles, rights and privileges. Over the years, the fact that some people have differing sexual orientations that did not conform to the two that are upheld, was not welcomed, as discomfort in even accepting such differences prevailed. Although homophobia, or the â€Å"irrational fear of, aversion or discrimination against homosexuality or homosexuals† (Merriam Webster Online, 1969) has been viewed negatively, it has somehow persisted albeit in a more subtle manner. Ind ividuals who pursued their sexual preferences as lesbians, gays, bisexuals and transgenders (LGBT) usually suffer discrimination in many facets of society. They are seen as those who go against the norm, and certain rights, opportunities and privileges that heterosexuals enjoy are usually not extended to these LGBTs. This kind of prejudice against LGBTs has been labelled heterosexism. It deprives many of society’s privileges from those who â€Å"

Sunday, September 22, 2019

Critique on What Ive Learned from Men Essay Example for Free

Critique on What Ive Learned from Men Essay In the article â€Å"What I’ve Learned from Men. † The author Barbara Ehrenreich defines and roots her essay on things women can learn from men. She upholds that men influence women to become tough because of all the conflicts and arguments between the genders that make women recognize they are too ladylike when they are in a battle with men. She also explains that women should learn to get tough and take credit when they have accomplished or succeeded in a certain task and not just blame it on luck. Unfortunately, the article â€Å"What I’ve Learned from Men† is fruitless because the author hasn’t displayed any credible sources that support what she is claiming and also exhibits an amount of logical fallacies. First of all, there are several logical fallacies found in the article, which shows us why Barbara’s article is ineffectual. â€Å"I, a full-grown feminist†¦had behaved like a ninny-or, as I now understand it, like a lady. † This sentence is an example of Ad Hominem. The reason is that she refers to herself as a ninny, a foolish person, or in other words as a lady. Thus, she is attacking herself and all the other ladies who experience a similar event rather than the argument. Identically, the sentence â€Å"we spend a great deal of time acting like a wimp. † is another example of Ad Hominem. Another example is the entire fifth paragraph, â€Å"Think, for example†¦fascination for us. † This is clearly an example of Hasty Generalization where the author has referred the actors Mel Gibson, John Travolta and Marlon Brando as people who don’t talk and care about others feelings so, therefore, this has to be the same situation with us. But, there is no relation between them and us. Moreover, a good example of slippery slope is also present in the article. â€Å"If you’re not sure what to do with your face in the meantime, study Clint Eastwood’s expressions—both of them. † The reason is that the solution (study Clint Eastwood’s expressions) has nothing to do with the problem (what to do with your face). The first step does not lead to the second step and there is no connection between the two steps. Finally, there is an example of a Post-Hoc fallacy in the article. â€Å"If you take the credit you deserve†¦fully intend to do so again. † There is a connection between two ideas in the sentence. That is, if you take the credit for accomplishing something then this will result to being confident and succeeding again and again. Following this further, we will shift to the other claim of why the article is ineffective, which is the lack of supportive and credible sources. The author is not credible since all the information she supplied in her article is from her own experience and not from a well-known book or study. Hence, people will face difficulties in trusting whatever the author is saying in the article and especially males, since the independent variable in the article is men. â€Å"Sociologists have observed that in male-female social interactions it’s the woman who throws out leading questions and verbal encouragements. † This sentence has no proof, evidence or reference. So the author cannot just state this point without backing it up with proof. Logically, you can find men who are similar to this statement and women who are as well. Finally, this shows that the author is not demonstrating information and details with evidence and proof. Thus, this is another reason why the author’s article is ineffective. In conclusion, the article is fruitless since the author hasn’t supplied it with credible and supportive sources and references; as well as the presence of several amounts of logical fallacies and also of different types. This affected her argument badly and her reasoning just showed that she is trying to strengthen her opinion rather than strengthening her argument. Likewise, if the author has a very good experience in such topics but fails to have a good logical reasoning, the article’s reputation will be disrupted critically. Finally, the article should contain all these points so that it can be strong; and so that she can promote in what she believes in.

Friday, September 20, 2019

High Performance Work System

High Performance Work System Exploring the Performance Impact of High Performance Work Systems in Professional Service Firms: A practices-Resources-Uses Approach ABSTRACT. In the present study, we develop a practices-resources-uses approach to systematically explain the indirect effect of high performance work systems (HPWS) on firm performance in professional service context. We argue that HPWS result in the creation of human capital, social capital and organizational capital resources. These resources in turn create value for firms when they are effectively explored and exploited. Our analysis of the indirect impact of HPWS on firm performance contributes to the understanding of how and why HPWS affect firm performance by identifying valuable resources and finding out the way to effectively use them in professional service firms (PSFs). We also provide theoretical support for the arguments of the resource-based view of firm (Barney, 1991), the knowledge-based theory of firm (Grant, 1996a, 1996b) and the dynamic capabilities (Teece, Pisano Shuen, 1997) perspectives. Key words: High Performance Work System; Professional Service Firms; Resource-Based View of Firm INTRODUCTION Researchers on strategic human resource management (SHRM) argue for a focus on the bundle of HR practices rather than individual practices, as a primary unit of analysis when examining the impact of HR systems on individual and organizational performance (Huselid, 1995; MacDuffie, 1995). For example, high performance work systems (HPWS) (Datta, Guthrie, Wright, 2005) have been found to positively relate to firms outcomes especially in manufacturing firms, such as financial performance (Guthrie, 2001; Huselid, 1995), employee turnover (Richard Johnson, 2001), firm productivity (Guthrie, 2001), efficiency and flexibility (Evans Davis, 2005), and organizational commitment (Youndt, Snell, Dean Jr, Lepak, 1996). However, the relationship between HPWS and firm performance is indirect and many scholars call for deeper and more theoretical approaches to understand how and why high performance work systems (HPWS) affect firm performance (Bowen Ostroff, 2004; Combs, Liu, Hall, Ketchen, 2006; Delery Shaw, 2001), especially in service organizations (Combs et al., 2006). Based on the existing research, we argue that HPWS results in the creation of human capital (Wright, Dunford, Snell, 2001), social capital (Leana Van Buren III, 1999) and organizational capital resources (Koch McGrath, 1996). Only when these resources are effectively managed and utilized, firms can generate superior profit above that which returns to competitors in perfectly competitive environment (Schultz, 1961), achieve sustainable competitive advantage and create value (Barney Arikan, 2001; Sirmon, Hitt, Ireland, 2007). The causal chain between resource endowment and firm performance is unclear and is in need of theoreti cal explication and empirical investigation (Leana Van Buren III, 1999). Thus, we pursue two research questions: (1) How do HPWS affect firm performance in the professional services context? (2) What are valuable resources and how are they utilized by firms? Guided by the contingency theory, the resource-based view of the firm (RBV) (Barney, 1991), the knowledge-based theory (Anand, Gardner, Morris, 2007; Grant, 1996a, 1996b; Teece, 2003; Winch Schneider, 1993) and dynamic capabilities theory (Teece et al., 1997; Eisenhardt Martin, 2000), we propose a ‘practices-resources-uses performance approach to add insight to our understanding of the value creation-exploitation process in the professional service firm (PSF). The paper is structured as follows. First, we briefly introduce the literature on PSFs and explain why we chose these organisations to conduct our research. We then propose a model that highlights how HPWS affect firm performance. We argue that HPWS affect firm performance through two steps. First, HPWS create firm resources, i.e., human capital, social capital, and organizational capital. And then these resources are exploited to improve firm performance in the short run or are explored to improve firm performance in the longer run. Within the HPWS and firm performance relationship research, our model draws on the â€Å"practices-resources-uses† perspective, and provides important theoretical foundations for understanding how and why HR practices affect firm performance. We then discuss the further implications of the study for practitioners and explore the potential areas for future research. CONTEXT Professional Service Firms (PSFs) are those whose primary assets are a highly educated (professional) workforce and whose outputs are intangible services encoded with complex knowledge (Greenwood, Li, Prakash, Deephouse, 2005). Examples of professional services include accounting, engineering consulting, management consulting and legal services (De Brentani Ragot, 1996). PSFs are knowledge-intensive (Morris, 2001; von Nordenflycht, 2007, 2010) with knowledge encoded in services as outputs (Empson, 2007; Morris Empson, 1998; von Nordenflycht, 2007, 2010). PSFs are different from traditional firms. They primarily exploit intangible assets to produce customized solution for clients (Greenwood et al., 2005; Hitt, Shimizu, Uhlenbruck, Bierman, 2006; Là ¸wendahl, 2005; von Nordenflycht, 2007, 2010). Their human resources constitute the critical asset of the PSFs because they embody expertise and create firm-specific knowledge which can be translated into client solutions. Indeed clien ts may often follow professionals if they change firms (Groysberg Lee, 2009). Because PSFs differ from other firms, to apply theories from other forms of organizations is â€Å"not only inapplicable †¦ but may be dangerously wrong† (Maister, 1993: xvi). Our analysis will represent a good site to examine SHRM because human resources constitute the critical asset and therefore a strong test of the practices-uses-resources model which is what we need to justify. THERETICAL BACKGROUND AND PROPOSITONS Strategic Human Resource Management (SHRM) Strategic human resource management (SHRM) is defined as â€Å"the pattern of planned human resource deployments and activities intended to enable an organization to achieve its goals† (Wright, McMahan, McWilliams, 1994: 298). Because firm performance stands out as a major organizational goal, many studies have been conducted that examine the linkage between human resources management practices and firm performance (Arthur, 1994; Becker Gerhart, 1996; Datta et al., 2005; Delery Doty, 1996; Guthrie, Flood, Liu, MacCurtain, 2009; Huselid, 1995; MacDuffie, 1995; Richard Johnson, 2001; Terpstra Rozell, 1993; Youndt et al., 1996). The researchers in this field argue that the bundle of HR practices rather than individual practices should be focused as a primary unit of analysis when examining the impact of HR systems on individual and organizational performance (Huselid, 1995; MacDuffie, 1995). Following the above argument, researchers have been encouraged to take a system perspective in examining the performance impact of HRM on relevant organizational outcomes (Wright Boswell, 2002). For example, the study by Youndt et al. (1996) demonstrated that human capital-enhancing HR system was directly related to multiple dimensions of operational performance, i.e., employee productivity, machine efficiency, and customer alignment; the results of Collins and Clark (2003) indicates that the network-building HR practices positively related to the organizational performance, i.e., growth in sales and stock return; the research by Huselid (1995) illustrates a positive relationship between high performance work practices and organizational turnover, productivity and financial performance; the research on high performance work systems (HPWS) conducted by Datta et al. (2005), Guthrie et al. (2009) and Combs et al. (2006) finds that HPWS positively affected firms labour productivity, employee absenteeism and turnover. HPWS include HR practices that are designed to enhance employees skills, commitment, and productivity (Datta et al., 2005). Most previous literature on the relationship between HRM practices and firm performance has looked at the direct relationship. However, many scholars agree that there are probably mediating variables through which HRM practices affect firm performance. As Wright and Gardner (2000:4) write, â€Å"One of the first issues that must be settled in the effort to understand how HR practices impact performance is to theorize the means through which this relationship occurs, in essence specifying the intervening variables between the measure of HR practices and the measure of firm performance.† In the existing research, some scholars found human capital as one of mediators between SHRM and firm performance. Human capital refers to the stock of skills and knowledge embodied in individuals (Becker, 1964; OSullivan Sheffrin, 1998). Guest (1997) argues that SHRM improve employees quality, i.e., skills and abilities. Snell and Dean (1992) also argue that HRM should ideally work to enhance the firms competitive position by creating superior human capital skills, experience and knowledge that contribute to firm economic value. Wright et al. (2001) assert that HPWS might have resulted in the creation of a high quality human capital pool that cannot be easily imitated because of time compression diseconomies (e.g., Mercks RD capability). Becker and Huselid (1996) state that human resource activities are thought to lead to the development of a skilled workforce and one that engages in functional behavior for the firm, thus forming a source of competitive advantage. This results in h igher operating performance, which translates into increased profitability, and consequently results in higher stock prices (or market values). There are also some scholars found that many human resource management practices have a significant role to play in creating social capital. Social capital is a resource which is embedded in the relationship among individuals (Loury, 1977; Coleman, 1988, 1990; Bourdieu; 1985; Burt, 1992; Putnam, 1993; Nahapiet Ghoshal, 1998; Lin, 2001). For example, Wright et al. (2001) argue that HPWS may promote and maintain socially complex relationships characterized by trust, knowledge sharing, and teamwork (e.g., Southwest Airlines unique culture). Youndt, Subramaniam and Snell (2004) state that thoughtful selection of people who ‘fit with the organizations culture, or intensive training programmes that not only socialize incoming employees but also indoctrinate common values among existing employees, may have a strong impact on the social capital of organizations. Leana and van Buren III (1999) introduce the construct of organizational social capital and develop a model that describes i ts components and consequences. They suggest that employment practices strongly affect the level of organizational social capital within a firm. They also describe the potential benefits and costs of organizational social capital for the firm and noted the contingent nature of organizational social capitals relationship with performance. In other words, organizational social capital mediates the HR practices and organizational performance relationship. Evans and Davis (2005) provide a theoretical framework illustrating how the internal social structure of the organization can mediate the relationship between HPWS and organizational performance. The third mediator between SHRM and firm performance is found as organizational capital. Subramaniam and Youndt (2005) and Youndt et al. (2004) define organizational capital as the institutionalized knowledge and codified experience residing within and utilized through databases, patents, manuals, structures, systems, and processes. Wright et al. (2001) argue that HPWS might play a role in creating cultures or mindsets that enable the maintenance of unique competencies. They mention that HR is not limited to its direct effects on employee skills and behavior. HRs effects are more encompassing in that they help weave those skills and behaviors within the broader fabric of organizational processes, systems and, ultimately, competencies. Other strategists who embrace the RBV point out that competitive advantage (vis core competence) comes from aligning skills, motives, and so forth with organizational systems, structures, and processes that achieve capabilities at the organizational lev el (Hamel Prahalad, 1994; Peteraf, 1993; Teece et al., 1997). Koch and McGrath (1996) take a similar logic in their study of the relationship between HR planning, recruitment, and staffing practices and labor productivity. They argue that â€Å"†¦ a highly productive workforce is likely to have attributes that make it a particularly valuable strategic asset,† (p. 335). They suggest firms that develop effective routines for acquiring human assets develop a stock of talent that cannot be easily imitated. The human capital, social capital and organizational capital are defined as three components of intellectual capital. One systematic research conducted by Youndt et al. (2004) find that a relatively small group of superior performing organizations exhibit high levels of human, social, and organizational capital. Most firms, however, tend to focus primarily on only one form of intellectual capital, and a small group of underperforming organizations have very low levels of all three types of intellectual capital. Another research by Subramaniam and Youndt (2005) suggest that an organizations efforts at hiring, training, work design, and other human resource management activities may need to focus not only on shoring up their employees functional or specific technological skills/expertise, but also on developing their abilities to network, collaborate, and share information and knowledge. To summarize, although the relationship between SHRM and firm performance has been found positive, it is indirect. Efficient SHRM could improve employees knowledge, skills, strength the relationships between employees, and also create superior databases, processes and then help firms achieve higher performance. In the following section, we analyse how HPWS create firm resources in PSFs. HPWS and Firm Resources There is a positive relationship between HPWS and firm performance. But how HPWS affect firm performance remains to be understood. The resource-based view of firm (RBV) argues that a firms competitive advantages lie primarily on the application of valuable resources, skills and capabilities that the firm already control (Barney, 1991; Penrose, 1959; Wernerfelt, 1984). The knowledge based theory of firm (Grant, 1996a, 1996b) considers knowledge as the most strategically significant resource of the firm. This knowledge is embedded and carried through multiple entities including individuals, relationships and organizational culture, identity, routines, documents, systems. Guided by the resource-based view of firm (Barney, 1991) and the knowledge-based theory of firm (Grant, 1996a, 1996b), we argue that HPWS affect firm performance by creating valuable, rare, imperfectly imitable, and non-substitutable resources (Barney, 1991), i.e., human capital, social capital, and organizational capital. And these resources can also be understood as the places where knowledge is embedded. Human capital. In PSFs, the human capital is defined as the knowledge and skills of their professionals that can be used to produce high quality professional services (Hitt, Bierman, Shimizu, Kochhar, 2001; Hitt et al., 2006; Pennings, Lee, Van Witteloostuijn, 1998). Human capital plays a strong role as the PSFs key resource in solving client problems (Morris Snell, 2008). Professionals possessing large amounts of experience, education, and training should be able to effectively create ideas on their own in response to the complexities of unique client needs. Their localized experience helps them to understand the needs of local clients and markets, which allows them to develop solutions that are unique to each contextual environment and hence heterogeneous across the firm. Professionals who draw the most upon human capital tend to rely on the experimentation, inspiration, and experience of individuals to solve a problem (Morris Snell, 2008). To build high human capital, PSFs nee d to identify, attract and retain superior professionals, which can be achieved through HR practices such as selection, recruitment and training. HRM should ideally work to enhance the firms competitive position by creating superior human capital skills, experience and knowledge that contribute to firm economic value (Guest, 1997). Thus we propose that HPWS result in the creation of a high quality human capital pool that cannot be easily imitated because of time compression diseconomies, e.g., Mercks RD capability (Wright et al., 2001). For example, the professionals in PSFs gain explicit knowledge through their formal education and tacit knowledge through learning on the job. HR practices are thought to lead to the development of a skilled workforce and one that results in functional behavior for the firm, thus potentially forming a source of competitive advantage (Becker Huselid, 1998). These arguments lead to the following proposition. Proposition 1a: The PSFs human capital mediates the relationship between HPWS and firm performance. Although human capital has many positive benefits, it represents costs to firms as well. For example, PSFs usually try to recruit the best graduates from top institutions. To attract them, firms need to provide compensation which is more than their marginal productivity early in their careers (Hitt et al., 2001). Furthermore, professionals new skills must be developed since they gain tacit knowledge through learning on the job (Bierman Gely, 1994). Although they are learning new skills, they may be less effective at the beginning. The cost for them may exceed their capital (Hitt et al., 2001). These arguments lead to the following proposition. Proposition 1b: There is a curvilinear relationship between the PSFs human capital and firm performance. The relationship is negative early in the professionals tenure but becomes positive. Social capital. Social capital is a resource which is embedded in the relationships among individuals (Loury, 1977; Coleman, 1988; Bourdieu; 1985; Burt, 1992; Putnam, 1993; Nahapiet Ghoshal, 1998; Lin, 2001). It is different from human capital. Social capital is embedded within, available through, and derived from the network of relationships possessed by an individual or social unit (Nahapiet Ghoshal, 1998) while human capital is embedded in individuals head (Becker, 1964; OSullivan Sheffrin, 2003). Social capital plays an important role in PSFs. The firms ability to attract and retain clients depends not only on its competence to provide high quality services produced by the professionals human capital but also on their connections to potential clients (Maister, 1993; Smigel, 1969). Pennings et al. (1998) analysed firm-level and individual-level social capital in PSFs. The firm-level social capital can help PSFs attract potential clients because the potential clients will choose a firm as a service provider on the basis of previous interpersonal relationship with the firms professionals when other things are equal. Within PSFs, the fact is that a set of clients are handled or looked after by an individual professional who is the key person. Their results show that social capital of owners (partners) contributed more to firm survival than those of employees (associates). Pennings et al. (1998)s study produced major evidence for the contention that a firms human and social capital have important implications for performance. The service delivered by PSFs suffers from an â€Å"opaque quality† because of PSFs knowledge intensity (von Nordenflycht, 2010). This refers to situations where the quality of an experts output is hard for non-experts (i.e., customers) to evaluate, even after the output is produced and delivered (Broschak, 2004; Empson, 2001; Levin Tadelis, 2005; Là ¸wendahl, 2000; cited in von Nordenflycht, 2010). In this situation, personal relationships and ambiguity reduction through personal contact take on extra significance. As clients and customers often have problems estimating the value of the product/service offered, establishing close social links between the PSFs and the customer/ client becomes vital (Alvesson, 2001). Other things equal, the potential clients will choose a firm as a service provider on the basis of previous interpersonal relationship with the firms professionals (Pennings et al., 1998). In addition, PSFs typically make investments in relationships with clients and make efforts to generate social attachment (Fichman Levinthal, 1991). Some research also demonstrates that social capital mediates the HR practices and firm performance relationship. For example, Youndt et al. (2004) state that thoughtful selection of people who ‘fit with the organizations culture, or intensive training programmes that not only socialize incoming employees but also indoctrinate common values among existing employees, may have a strong impact on the social capital of organizations. Collins and Smith (2006)s found that commitment-based HR practices were indirectly related to firm financial performance through their effects on organizational social climate and knowledge exchange and combination; Thus, HPWS improve the internal social structure within organizations, that facilitates communication and cooperation among employees (Evans Davis, 2005) which in turn has been found to be linked to organizational performance. These arguments lead to the following proposition. Proposition 1c: The PSFs social capital mediates the relationship between HPWS and firm performance. Organizational capital. Organizational capital is defined as the institutionalized knowledge and codified experience residing within an organization and utilized through databases, patents, manuals, structures, systems, and processes (Youndt et al., 2004; Subramaniam Youndt 2005). The organizational routines and processes which embody organizational knowledge are a source of organizational competitive advantage (Teece, 2000) In PSFs, organizational process of the typical professional service firm (PSF) is highly institutionalized because of the knowledge-based nature of the work and ultimately, in the historical evolution of relatively autonomous professions (Freidson, 1986; Greenwood, Hinings, Brown, 1990; cited in Morris, Gardner, Anand, 2007). The organizational routine of PSF is informal work understandings and practices built up by colleagues as they collaborate over time, like an accumulated short hand of work (Morris, 2000: 822). Morris and Snell (2008) emphasize the importance of organizational capital for PSFs. They state that organizations tend to draw on organizational capital for many aspects of learning, including knowledge creation, sharing, and integration, but this resource may provide more value for specific types of learning. Based on the basis of previous literature and their own experience with PSFs, organizational capital is most likely to create more value when individuals in the organization are trying to integrate knowledge. In terms of integration, then, organizational capital helps to create value through the implementation and reuse of knowledge across affiliates, which allows professionals to deliver solutions more efficiently to clients. Besides facilitating knowledge integration, organizational capital also shapes professionals image and identity (Empson, 2001) which plays an important role in attracting new clients. Many scholars have found that SHRM improve organizational capital. For example, Wright et al. (2001) argued that HPWS might play a role in creating cultures or mindsets that enable the maintenance of unique competencies (e.g., the safety record of DuPont). The HR is not limited to its direct effects on employee skills and behavior. HRs effects are more encompassing in that they help weave those skills and behaviors within the broader fabric of organizational processes, systems and, ultimately, competencies. Other strategists who embrace the RBV point out that competitive advantage (vis core competence) comes from aligning skills, motives, and so forth with organizational systems, structures, and processes that achieve capabilities at the organizational level (Hamel Prahalad, 1994; Peteraf, 1993; Teece et al., 1997). Koch and McGrath (1996) took a similar logic in their study of the relationship between HR planning, recruitment, and staffing practices and labor productivity. They arg ued that â€Å"†¦ a highly productive workforce is likely to have attributes that make it a particularly valuable strategic asset,† (p. 335). They suggested that firms which developed effective routines for acquiring human assets develop a stock of talent that cannot be easily imitated. They also found that these HR practices were related to labor productivity in a sample of business units, and that this relationship was stronger in capital intensive organizations. These arguments lead to the following proposition. Proposition 1d: The PSFs organizational capital mediates the relationship between HPWS and firm performance. The Uses of Firm Resources The resource-based view of firm (RBV) and knowledge-based theory of firm contribute to identifying the existing resources that have the potential to constitute a source of sustainable competitive advantage (Hitt et al., 2006). However, merely possessing such resources does not guarantee the development of competitive advantages or the creation of value (Barney Arikan, 2001; Priem Butler, 2001; cited in Sirmon et al., 2007). These valuable resources must be effectively managed and utilized to achieve superior profit (Schultz, 1961) and a competitive advantage (Barney Arikan, 2001; Sirmon et al., 2007). The emphasis on the use of resources is consistent with the dynamic capabilities perspective (Teece et al., 1997) which includes considerations such as how resources are developed, how they are integrated within the firm and how they are released. Using these resources is the same as using the knowledge which is embedded in the individuals, the relationships and the organizational processes, routines, databases, and systems. There are two streams or approaches of research on using these knowledge or resources (Hargadon Fanelli, 2002). One focuses on how to reuse or replicate existing knowledge, i.e., exploitation (Levitt March, 1988). The other one focuses on how to generate new knowledge, i.e., exploration (March, 1991; Kogut Zander, 1992). The effective use of resources may help a PSF balance the effective exploitation of existing resources with exploration of knowledge to create new capabilities. The following matrix shows how PSFs create value by exploiting and exploring existing resources. The matrix shows that the exploration of resources in PSFs is to deliver new products or service to new clients and to deliver new products or service to old clients. It also shows that the exploitation of resources in PSFs is to deliver existing services or products to the existing clients or new clients as there is no new knowledge/capability required. The exploration process needs to explore the human capital to invent new products or services and the social capital to attract new clients and new business and the organic organizational capital (Kang Snell, 2009) that facilitate this delivery. The exploitation process needs to reuse or refine the existing products or services and existing clients, which requires the standardized organizational capital (Kang Snell, 2009) to facilitate this delivery. To illustrate exploration and exploitation more detail, four capabilities of PSFs are identified to effectively exploit existing resources with exploration of knowledge to create new capabilities. They are managing teams, leveraging knowledge, combining and exchanging knowledge, and sensing the changes in the external environment capabilities. Managing teams. In professional service firms, most of work is project or program-oriented, serving the needs of the external customers. It requires several professionals work together, and frequently involves client contact, often through co-location at a clients place of business. Then team forms the basic unit of work in the professional service firm. Generally, a team consists of partners and associates. The dynamic global economic environment accelerates PSFs work speed. Usually the customers assignments are much more compressed in term of time (Morris, Gardner, Anand, 2007). Therefore, to successful serving clients, the team management is vital. Teece (2003) provides a lot emphasis on the coordinating tasks, managing conflict, communicating and cooperating within the team in team management. As with the traditional firm, coordination must be achieved, and conflict must be managed. In the professional services context, raw conflict can lead to mass defections and the destruction of enterprise value, even more assuredly than in an industrial company setting. So conflict management is likely to be especially significant with an expert services context because experts are likely to not only have strong preferences, but are also likely to be self-confident, possibly egotistical, and possibly lacking in good business sense while already having some degree of established financial success (Teece, 2003: 897). The most critical communication in a professional service context is frequently peer-to-peer. Partners (senior talent) frequently need to access other senior talent in order to meet client needs (Teece, 2003: 903). Leveraging knowledge. Leveraging knowledge, that is the transfer of know-how from seniors to juniors in client assignments, sustains the basic division of labor in the professional firm and also underpins its profitability (Hitt et al., 2001; Malos Campion, 2000). All professional firms compete by leveraging knowledge and partners reputation (Greenwood et al., 2005). In PSFs, partners own the most human capital and social capital in a firm. To meet clients demands, partners need to select other professionals to form a team to possess the appropriate skills, experience and training. In this way, the partners knowledge and capabilities are leveraged. Meanwhile, the junior professionals, or associates also acquire intangible knowledge during the long apprenticeship they serve with their senior colleagues before being assessed for a partnership position. Leverage ratios are measured by total number of associates divided by the total number of partners (Hitt, et al., 2001; Phillips, 2001). High leverage ratios are commensurate with highly codified knowledge packages and standardized tools and methodologies which can routinely be applied by junior associates. Lower leverage is associated with experience or expertise models in which knowledge is less routinized and the firm seeks more complex projects in which there is a premium on the experience or special expertise of more senior staff (Maister 1993; Hansen, Nohria, Tierney, 1999). Effective leveraging creates dynamic capabilities whereby the firm is able to renew, augment, and adapt its current capabilities to serve continuously changing and new client needs (Teece et al.. 1997; Tripsas, 1997; cited in Hitt et al., 2001). Hitt et al. (2001) also find the empirical support for the positive relationship between leveraging and firm performance in professional service context. Combining and exchanging knowledge capability

Thursday, September 19, 2019

Prejudice Essay -- Prejudging essays research papers

Missing Formatting In today’s world, there are many social issues, like poverty, vandalism and unemployment. However, prejudice has become the most dramatic one. Prejudging people for their appearance is a common practice that humans perform. People are not only ridiculed for their color, but also by their religion, sex or age. Therefore, I consider that racism, ageism and sexism are the three major problems in our society and we need to cease them immediately. Much of our world’s history were based upon racism. In the 1600’s, white men used Africans as slaves and treated them as they were not human. "Colored" people were not even allowed to use the same drinking fountains as white people. Fortunately, in the last three decades, race prejudice has taken a positive turn. Many rights progra...

The Progressive Era Essay examples -- American Reform Movement

The Progressive Era was a period that exposed the contradictions found in American society in the late nineteenth and early twentieth century. Theodore Roosevelt summed up the Progressive/Reform feeling in his "Square Deal" speech - that it was all about morals, not economics. His goal was the "moral regeneration of the business world." He preached that it was wrong for some people to get ahead in business and politics by tricks and schemes, while others were cheated out of the opportunity. This was the kind of talk that millions of Americans from all areas of society could understand and respond to. Roosevelt simply acted in the interests of the common working man, fixing things that they found unjust. For years, the poor and immigrants were unhappy with treatment from their big-business employers. Their long working hours and exploitation of children were, among other things, exposed by the Muckrakers. The Muckrakers were journalists who exposed corruption in business and politics and made many of their readers angry. These new reformers took over the old Populist idea that the government should work for the public's economic well being.(Mintz, 2015) Reform groups near the turn of the century were interested in the moral changes of the way the government and businesses were run. They wanted the government to be more open and listen to the people. Also, they wanted the government to put more effort into protecting the well being of all citizens. This would require government action to regulate business, improve public health and safety and make sure that every citizen had the chance to succeed and to be happy. Today there are also many reform groups. Just like the progressives of the early twentieth century, modern reformers are trying to change things for the better. One modern reformer is Ralph Nader. Nader is a leader in the consumer-protection movement. He organized investigative teams of young lawyers, consumer specialists, and students, popularly called Nader's Raiders, to conduct surveys of numerous companies, federal agencies, and the U.S. Congress. Nader is a controversial man; his investigations have at times been criticized as biased against big business and government.   Ã‚  Ã‚  Ã‚  Ã‚  Cesar Chavez was another modern reformer. The issues that he dealt with included: Women Farmworkers, Farmworker Health Issues, and Migrant Labor. Many issues th... ...nion. He held the vice-presidency for less than a year, succeeding to the presidency after the assassination of President McKinley on November 14, 1901. In 1904 Roosevelt was elected to a full term as president. The ideals of the twentieth century were built on the work of reform groups. Reform groups still play a large part in changing the way large corporations and the government are run. Because of the constant need for change and reform, the turn of the twentieth century to the twenty-first could be called a progressive era just like the turn of the nineteenth to the twentieth century was.  Ã‚  Ã‚  Ã‚  Ã‚   Works Consulted Barbuto, Domencia. American Settlement Houses and Progressive Social Reform. New York: Orynx Press, 2009. Buenker, John. Progressivism. Chicago: Schenkman Books, 2007. Cohen, Miriam. "Women and the Progressive Movement" Gilderlehrman.org Web. 25 April 2015. http://www.gilderlehrman.org/history-by-era/politics-reform/essays/women-and-progressive-movement Mintz, Steven. "Reform Movements of the Progressive Era" Gilderlehrman.org Web. 25 April 2015. http://www.gilderlehrman.org/history-by-era/politics-reform/resources/reform-movements-progressive-era

Wednesday, September 18, 2019

media avoidance Essay -- essays research papers

In my everyday life I use all sorts of media, they range from cable television, Internet, radio, and the newspaper. For myself media, is the form and technology I use to receive and communicate information. The different forms of media I was trying to avoid were cable television, the internet and radio. I figured if I could avoid those things I would be doing well in avoiding most obvious forms of mass media. What I realized as I began this whole experience this whole experience is that the mass media is an important if not the most important part of my everyday life. I use it for almost everything I do and it surrounds me. On my first day of avoiding the media, which was on a Saturday, my plan going into was not check my e-mail, not watch television and not listen to the radio. This was not as easy as I thought, that morning when I woke up my first instinct was to check my e-mail. After I couldn’t do that I felt all this anxiety that I was missing out on something. But I went without, and was able to get to work without reading the newspaper or listening to the radio. It was easy for me to avoid media at work because I work at Enterprise Rent-A-Car and all I do there is check people into cars and drive around the city all day. If I don’t turn on the radio when I’m driving cars then I pretty much avoid most media. The only problem I had at work is when I would be talking to some customers and they would be talking about things they heard in the news, sports etc†¦ and I could...

Tuesday, September 17, 2019

Learning strategies Essay

Learning or instructional strategies determine the approach for achieving the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, &Townsend-Sweet, 2006). Thus the learning objectives point you towards the instructional strategies, while the instructional strategies will point you to the medium that will actually deliver the instruction, such as elearning, self-study, classroom, or OJT. However, do not fall into the trap of using only one medium when designing your course. . . use a blended approach. Although some people use the terms interchangeably, objectives, strategies, and media, all have separate meanings. For example, your learning objective might be â€Å"Pull the correct items for a customer order;† the instructional strategies are a demonstration, have a question and answer period, and then receive hands-on practice by actually performing the job, while the media might be a combination of elearning and OJT. The Instructional Strategy Selection Chart shown below is a general guideline for selecting the learning strategy. It is based on Bloom’s Taxonomy (Learning Domains). The matrix generally runs from the passive learning methods (top rows) to the more active participation methods (bottom rows. Bloom’s Taxonomy (the right three columns) runs from top to bottom, with the lower level behaviors being on top and the higher behaviors being on the bottom. That is, there is a direct correlation in learning: Lower levels of performance can normally be taught using the more passive learning methods. Higher levels of performance usually require some sort of action or involvement by the learners. Instructional Strategy Selection Chart Instructional Strategy Cognitive Domain (Bloom, 1956) Affective Domain (Krathwohl, Bloom, & Masia, 1973) Psychomotor Domain (Simpson, 1972) Lecture, reading, audio/visual, demonstration, or guided observations, question and answer period 1. Knowledge 1. Receiving phenomena 1. Perception 2. Set Discussions, multimedia CBT, Socratic didactic method, reflection. Activities such as surveys, role playing, case studies, fishbowls, etc. 2. Comprehension 3. Application 2. Responding to phenomena 3. Guided response 4. Mechanism On-the-Job-Training (OJT), practice by doing (some direction or coaching is required), simulated job settings (to include CBT simulations) 4. Analysis 3. Valuing 5. Complex response Use in real situations. Also may be trained by using several high level activities coupled with OJT. 5. Synthesis 4. Organize values into priorities 6. Adaptation Normally developed on own (informal learning) through self-study or learning through mistakes, but mentoring and coaching can speed the process. 6. Evaluation 5. Internalizing values 7. Origination The chart does not cover all possibilities, but most activities should fit in. For example, self-study could fall under reading, audio visual, and/or activities, depending upon the type of program you design Instructional Skills: What are Instructional Skills? Instructional skills are the most specific category of teaching behaviors. They are necessary for procedural purposes and for structuring appropriate learning experiences for students. A variety of instructional skills and processes exist. Explaining Demonstrating Questioning Questioning Techniques Levels of Questions Wait Time Explaining The teacher spends much classroom time explaining or demonstrating something to the whole class, a small group, or an individual. Student resource materials typically do not provide extensive explanations of concepts, and students often need a demonstration in order to understand procedures. Demonstrating The teacher spends much classroom time explaining or demonstrating something to the whole class, a small group, or an individual. Student resource materials typically do not provide extensive explanations of concepts, and students often need a demonstration in order to understand procedures. Questioning Among the instructional skills, questioning holds a place of prominence in many classrooms. When questioning is used well: a high degree of student participation occurs as questions are widely distributed; an appropriate mix of low and high level cognitive questions is used; student understanding is increased; student thinking is stimulated, directed, and extended; feedback and appropriate reinforcement occur;students’ critical thinking abilities are honed; and, student creativity is fostered. Questioning Technique The teacher should begin by obtaining the attention of the students before the question is asked. The question should be addressed to the entire class before a specific student is asked to respond. Calls for responses should be distributed among volunteers and non-volunteers, and the teacher should encourage students to speak to the whole class when responding. However, the teacher must be sensitive to each student’s willingness to speak publically and never put a student on the spot. Levels of Questions While the need for factual recall or comprehension must be recognized, teachers also need to challenge students with higher level questions requiring analysis, synthesis, or evaluation. The consideration of level is applicable at all grade levels and in all subject areas. All students need the opportunity to think about and respond to all levels of questions. Teacher probes or requests for clarification may be required to move students to higher levels of thinking and deeper levels of understanding. Wait Time  Wait time is defined as the pause between asking the question and soliciting a response. Providing additional wait time after a student response also allows all students to reflect on the response prior to further discussion. Increased wait time results in longer student responses, more appropriate unsolicited responses, more student questions, and increased higher order responses. It should be noted that increased wait time is beneficial for students who speak English as a second language or English as a second dialect. Instructional Strategies: 1. Direct instruction 2. Indirect instruction 3. Interactive instruction 4. Independent study 5. Experiential learning 1. What is Direct Instruction? The Direct instruction strategy is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction. Possible Methods Structured Overview Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions. Demonstrations Guided & Shared – reading, listening, viewing, thinking What is Structured Overview? Structured Overview is verbal, visual or written summary or outline of a topic. It can occur at the beginning of a unit, module or new concept, or it may be used to help relate a learned idea to the big picture. A Structured Overview distills difficult or complex idea into simple definitions or explanation, and then shows how all the information relates. It is the process of â€Å"organizing and arranging topics† to make them more meaningful. What is Lecture? Lecture is a valuable part of a teacher’s instructional repertoire if it is not used when other methods would be more effective. If the presenter is knowledgeable, perceptive, engaging, and motivating, then lecture can stimulate reflection, challenge the imagination, and develop curiosity and a sense of inquiry. Criteria for the selection of the lecture method should include the types of experiences students will be afforded and the kinds of learning outcomes expected. Because lecture is teacher-centred and student activity is mainly passive, the attention span of students may be limited. Many students, because of learning style preferences, may not readily assimilate lecture content. In addition, lectured content is often rapidly forgotten. What is Explicit Teaching? Explicit teaching involves directing student attention toward specific learning in a highly structured environment. It is teaching that is focused on producing specific learning outcomes. Topics and contents are broken down into small parts and taught individually. It involves explanation, demonstration and practise. Children are provided with guidance and structured frameworks. Topics are taught in a logical order and directed by the teacher. Another important characteristic of explicit teaching involves modeling skills and behaviours and modelling thinking. This involves the teacher thinking out loud when working through problems and demonstrating processes for students. The attention of students is important and listening and observation are key to success. What is Drill & Practice? As an instructional strategy, drill & practice is familiar to all educators. It â€Å"promotes the acquisition of knowledge or skill through repetitive practice. † It refers to small tasks such as the memorization of spelling or vocabulary words, or the practicing of arithmetic facts and may also be found in more supplicated learning tasks or physical education games and sports. Drill-and-practice, like memorization, involves repetition of specific skills, such as addition and subtraction, or spelling. To be meaningful to learners, the skills built through drill-and-practice should become the building blocks for more meaningful learning. What is Compare & Contrast? Compare and Contrast is used to highlight similarities and differences between to things. It is a process where the act of classification is practiced. It is effectively used in conjunction with indirect instructional methods, but can also be used directly to teach vocabulary signals, classification, nomenclature and key characteristics. It is often presented in either written text paragraphs or a chart. Its most common use is as a graphic organizer of content. What are Didactic Questions? Didactic questioning offers the teacher a way to structure the learning process (McNeil & Wiles, 1990). Didactic questions tend to be convergent, factual, and often begin with â€Å"what,† â€Å"where,† â€Å"when,† and â€Å"how. † They can be effectively used to diagnose recall and comprehension skills, to draw on prior learning experiences, to determine the extent to which lesson objectives were achieved, to provide practice, and to aid retention of information or processes. Teachers should remember that didactic questions can be simplistic, can encourage guessing, and can discourage insightful answers or creativity. However, effectiveness of this method can be increased by the appropriate addition of â€Å"why† questions, and the occasional use of â€Å"what if† questions. What is Demonstration? A method of teaching by example rather than simple explanation What are Guided and Share? Prioritizes intrinsic motivation and helps students to become more engaged in learning experiences through connecting their beliefs and life goals to curricular requirements 2. What is Indirect Instruction? In contrast to the direct instruction strategy, indirect instruction is mainly student-centered, although the two strategies can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students’ interest and curiosity, often encouraging them to generate alternatives or solve problems. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983). Possible Methods Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform Concept Formation Concept Mapping. Concept Attainment Cloze Procedure What is Problem Solving? There are two major types of problem solving – reflective and creative. Regardless of the type of problem solving a class uses, problem solving focuses on knowing the issues, considering all possible factor and finding a solution. Because all ideas are accepted initially, problem solving allows for finding the best possible solution as opposed to the easiest solution or the first solution proposed. What are Case Studies? Case studies are stories or scenarios, often in narrative form, created and used as a tool for analysis and discussion. They have a long tradition of use in higher education particularly in business and law. Cases are often based on actual events which adds a sense of urgency or reality. Case studies have elements of simulations but the students are observers rather than participants. A good case has sufficient detail to necessitate research and to stimulate analysis from a variety of viewpoints or perspectives. They place the learner in the position of problem solver. Students become actively engaged in the materials discovering underlying issues, dilemmas and conflict issues. What is Reading for Meaning? Children become curious about printed symbols once they recognize that print, like talk, conveys meaningful messages that direct, inform or entertain people. By school age, many children are eager to continue their exploration of print. One goal of this curriculum is to develop fluent and proficient readers who are knowledgeable about the reading process. What is Inquiry? Inquiry learning provides opportunities for students to experience and acquire processes through which they can gather information about the world. This requires a high level of interaction among the learner, the teacher,the area of study, available resources, and the learning environment. Students become actively involved in the learning process as they: act upon their curiosity and interests; develop questions; think their way through controversies or dilemmas; look at problems analytically; inquire into their preconceptions and what they already know; develop, clarify, and test hypotheses; and, draw inferences and generate possible solutions. Questioning is the heart of inquiry learning. Students must ask relevant questions and develop ways to search for answers and generate explanations. Emphasis is placed upon the process of thinking as this applies to student interaction with issues, data, topics, concepts, materials, and problems. What is Reflective Discussion ? Reflective discussions encourage students to think and talk about what they have observed, heard or read. The teacher or student initiates the discussion by asking a question that requires students to reflect upon and interpret films, experiences, read or recorded stories, or illustrations. As students question and recreate information and events in a film or story, they clarify their thoughts and feelings. The questions posed should encourage students to relate story content to life experiences and to other stories. These questions will elicit personal interpretations and feelings. Interpretations will vary, but such variances demonstrate that differences of opinion are valuable. What is Writing to Inform? Writing that reports information to others can vary greatly in content and format. Many learning experiences culminate in expository or informative writing activities. Students must have opportunities to read a variety of resources and printed materials for information. During writing, students can apply their knowledge of the structures and formats of these materials to organize and convey information. What is Concept Formation ? Concept formation provides students with an opportunity to explore ideas by making connections and seeing relationships between items of information. This method can help students develop and refine their ability to recall and discriminate among key ideas, to see commonalities and identify relationships, to formulate concepts and generalizations, to explain how they have organized data, and to present evidence to support their organization of the data involved. What are Concept Maps? A concept map is a special form of a web diagram for exploring knowledge and gathering and sharing information. Concept mapping is the strategy employed to develop a concept map. A concept map consists of nodes or cells that contain a concept, item or question and links. The links are labeled and denote direction with an arrow symbol. The labeled links explain the relationship between the nodes. The arrow describes the direction of the relationship and reads like a sentence. What is Concept Attainment? Concept Attainment is an indirect instructional strategy that uses a structured inquiry process. It is based on the work of Jerome Bruner. In concept attainment, students figure out the attributes of a group or category that has already been formed by the teacher. To do so, students compare and contrast examples that contain the attributes of the concept with examples that do not contain those attributes. They then separate them into two groups. Concept attainment, then, is the search for and identification of attributes that can be used to distinguish examples of a given group or category from non-examples. What is Cloze Procedure? Cloze procedure is a technique in which words are deleted from a passage according to a word-count formula or various other criteria. The passage is presented to students, who insert words as they read to complete and construct meaning from the text. This procedure can be used as a diagnostic reading assessment technique. It is used: to identify students’ knowledge and understanding of the reading process to determine which cueing systems readers effectively employ to construct meaning from print to assess the extent of students’ vocabularies and knowledge of a subject to encourage students to monitor for meaning while reading  to encourage students to think critically and analytically about text and content 3. What is Experiential Learning? Experiential learning is inductive, learner centered, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in experiential learning is on the process of learning and not on the product. Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary: experiencing (an activity occurs);sharing or publishing (reactions and observations are shared); analysing or processing (patterns and dynamics are determined);inferring or generalizing (principles are derived); and, applying (plans are made to use learning in new situations). Possible Methods Field Trips Narratives Conducting Experiments Simulations Games Storytelling Focused Imaging Field Observations Role-playing Model Building Surveys What are Field Trips? A field trip is a structured activity that occurs outside the classroom. It can be a brief observational activity or a longer more sustained investigation or project. While field trips take considerable organization, it is important to: be clear about what the field trip will accomplish prepare students for the learning have a debriefing session for students to share their learning when they return to the classroom What are Narratives? Narrative essays are told from a defined point of view, often the author’s, so there is feeling as well as specific and often sensory details provided to get the reader involved in the elements and sequence of the story. What are Conducting Experiments? Is an orderly procedure carried out with the goal of verifying, refuting, or establishing the validity of a hypothesis. Experiments provide insight into cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated. What are Simulations? A simulation is a form of experiential learning. Simulations are instructional scenarios where the learner is placed in a â€Å"world† defined by the teacher. They represent a reality within which students interact. The teacher controls the parameters of this â€Å"world† and uses it to achieve the desired instructional results. Simulations are in way, a lab experiment where the students themselves are the test subjects. They experience the reality of the scenario and gather meaning from it. It is a strategy that fits well with the principles of constructivism. Simulations promote the use of critical and evaluative thinking. The ambiguous or open ended nature of a simulation encourages students to contemplate the implications of a scenario. The situation feels real and thus leads to more engaging interaction by learners. They are motivating activities enjoyed by students of all ages. What are Games? Is structured playing, usually undertaken for enjoyment and sometimes used as  an educational tool. Games are distinct from work, which is usually carried out for remuneration, and from art, which is more often an expression of aesthetic or ideological elements. What is Storytelling? Is the conveying of events in words, and images, often by improvisation or embellishment. Stories or narratives have been shared in every culture as a means of entertainment, education, cultural preservation, and instilling moral values. Crucial elements of stories and storytelling include plot, characters, and narrative point of view. What is Focused Imaging? Imaging, the process of internally visualizing an object, event, or situation, has the potential to nurture and enhance a student’s creativity (Bagley & Hess, 1987). Imaging enables students to relax and allow their imaginations to take them on journeys, to â€Å"experience† situations first hand, and to respond with their senses to the mental images formed. What are Field Observations? The process of filtering sensory information through the thought process. Input is received via hearing, sight, smell, taste, or touch and then analyzed through either rational or irrational thought. What is Role Playing? In role playing, students act out characters in a predefined â€Å"situation†. Role playing allows students to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role playing is an enlightening and interesting way to help students see a problem from another perspective. What is Model Building? What is Survey? is a peer-reviewed open access scientific journal that publishes papers related to the development and application of survey techniques. 4. What is Independent Study? Independent study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. In addition, independent study can include learning in partnership with another individual or as part of a small group. Possible Methods Essays Computer Assisted Instruction. Journals Learning Logs Reports Learning Activity Packages Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centers What is Essay? is generally a short piece of writing written from an author’s personal point of view, but the definition is vague, overlapping with those of an article and a short story. Essays can consist of a number of elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. What is Computer Assisted Instruction? Computer-assisted instruction (CAI) refers to instruction or remediation presented on a computer. Computer programs can allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Computers offer a different type of activity and a change of pace from teacher-led or group instruction. Also, computer-assisted instruction moves at the students’ pace and usually does  not move ahead until they have mastered the skill. What is Journal Writing? Journal writing is a learning tool based on the ideas that students write to learn. Students use the journals to write about topics of personal interest, to note their observations, to imagine, to wonder and to connect new information with things they already know. What are Learning Logs ? Learning logs are a simple and straightforward way to help students integrate content, process, and personal feelings. Learning logs operate from the stance that students learn from writing rather than writing what they have learned. The common application is to have students make entries in their logs during the last five minutes of class or after each completed week of class. The message here is that short, frequent bursts of writing are more productive over time than are infrequent, longer assignments. What are Reports ? Written reports are documents which present focused, salient content to a specific audience. Reports are often used to display the result of an experiment, investigation, or inquiry. The audience may be public or private, an individual or the public in general. Reports are used in government, business, education, science, and other fields. Learning Activity Packages Correspondence Lessons What are Learning Contracts ? Learning contracts provide a method of individualizing instruction and developing student responsibility. They permit individual pacing so that students may learn at the rate at which they are able to master the material. Learning contracts can be designed so that students function at the academic levels most suitable to them and work with resource materials containing concepts and knowledge that are appropriate to their abilities and experiences. Although this method focuses on the individual, learning contracts also provide an opportunity for students to work in small groups. The teacher may select this approach for some students to support them as they learn to work independently. What are Homeworks ? Refers to tasks assigned to students by their teachers to be completed outside the class. Common homework assignments may include a quantity or period of reading to be performed, writing or typing to be completed, problems to be solved, a school project to be built (such as a diorama or display), or other skills to be practiced. What is Researching? Research projects are very effective for developing and extending language arts skills as students learn in all subject areas. While doing research, students practice reading for specific purposes, recording information, sequencing and organizing ideas, and using language to inform others. A research model provides students with a framework for organizing information about a topic. Research projects frequently include these four steps: 1. determining the purpose and topic 2. gathering the information 3. organizing the information. 4. sharing knowledge. What are Assigned Questions ? Assigned questions are those prepared by the teacher to be answered by individuals or small groups of students. Students discuss their responses among one another or with the teacher. Particular positions or points-of-view should be supported by evidence. In some instances, it may be desirable for students to generate their own set of questions. What is Learning Center? There are eight basic learning centers in an early childhood/elementary classroom, according to the Stephen F. Austin State University Charter School program, each structured to expand the students’ experiences in a variety of meaningful and effective ways. Each center is constructed to encompass numerous objectives, including state and federal standards, school standards, and community standards. The learning centers approach focuses on student autonomy and learning style by giving each student an opportunity to explore his learning environment hands-on in a developmentally appropriate classroom 5. What is Interactive Instruction? Interactive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. The interactive instruction strategy allows for a range of groupings and interactive methods. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students. The success of the interactive instruction strategy and its many methods is heavily dependent upon the expertise of the teacher in structuring and developing the dynamics of the group. Possible Methods Debates Role Playing Panels Brainstorming Peer Partner Learning Discussion Laboratory Groups Think, Pair, Share Cooperative Learning Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing Conferencing What is Debating? Debating is a structured contest of argumentation in which two opposing individuals or teams defend and attack a given proposition. The procedure is bound by rules that vary based on location and participants. The process is adjudicated and a winner is declared. What is Role Playing? In role playing, students act out characters in a predefined â€Å"situation†. Role playing allows students to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role playing is an enlightening and interesting way to help students see a problem from another perspective. What is Panelling? Panel discussions, however, differ from team presentations. Their purpose is different. In a team presentation, the group presents agreed-upon views; in a panel discussion, the purpose is to present different views. Also in a team presentations, usually speakers stand as they speak; in panel discussions, usually speakers sit the whole time. In panel discussion each speaker prepares separately, the other speakers here one another for the time at the session itself. What is Brainstorming? Brainstorming is a large or small group activity which encourages children to focus on a topic and contribute to the free flow of ideas. The teacher may begin by posing a question or a problem, or by introducing a topic. Students then express possible answers, relevant words and ideas. Contributions are accepted without criticism or judgement. Initially, some students may be reluctant to speak out in a group setting but brainstorming is an open sharing activity which encourages all children to participate. By expressing ideas and listening to what others say, students adjust their previous knowledge or understanding, accommodate new information and increase their levels of awareness. What is Peer Partner Learning? Peer partner learning is a collaborative experience in which students learn from and with each other for individual purposes. Students reflect upon previously taught material by helping peers to learn and, at the same time, develop and hone their social skills. What is Discussion ? A discussion is an oral exploration of a topic, object, concept or experience. All learners need frequent opportunities to generate and share their questions and ideas in small and whole class settings. Teachers who encourage and accept students’ questions and comments without judgement and clarify understandings by paraphrasing difficult terms stimulate the exchange of ideas. What is Laboratory Groups? What is Think, Pair, Share? Think-Pair-Share is a strategy designed to provide students with â€Å"food for thought† on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers.