Statement of purpose for undergrad in business studies free essay sample

â€Å"Take up one idea. Make that idea your life- think of it, dream of it, live on that idea. Let the brain, muscles, nerves, every part of your body be full of that idea, and just leave every other idea alone. This is the way to success†. I read this quote by Swami Vivekananda in 2011 when I was deciding my career choice in 2011 when I was in Grade 11. Initially I was inclined towards science as that’s the preferred career option for most in India. However a deeper analysis, introspection and influence of my parents made me realize my strengths and interests make me more suited for Economics and Business Studies. My family has been a major influence – my father and maternal uncle are both engineers with an MBA from top business schools and have made a great career for themselves. My father is into international business development and marketing and has made a successful career. We will write a custom essay sample on Statement of purpose for undergrad in business studies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After deciding on Commerce and Business Studies, I scored 91. 2 % (top 10 % in the CBSE across in grade 12 and made it to the top 10 % of candidates who took the board exam nationwide. After 12th grade, I took an entrance exam and qualified for the interview and group discussion round by securing a national rank of 143. I made it to the top 80 students to get admission to the coveted College of business studies, Delhi University (voted as Asias best undergraduate management college by the Commonwealth of Nations). Good academic performance in my school and college, active participation in academic as well as extra-curricular activities in several marketing activity groups and several part time and full time internships during college have helped me to develop analytical, communication and social interaction skills. I now feel strongly that I would like to pursue this career further. During the one and a half years of my undergraduate studies, I interacted with students from different cultural and social backgrounds. The college has a strong culture of developing practical skills and nurturing entrepreneurship. Most students got campus placements and more than 60 % students chose management consulting and marketing as career options. I used to visit NGO’s and teach students on weekends but I wanted to do something bigger. I got through Kartavya ( The social service club of my college) and here, I organized blood donation camps and collection drives in college, visited slums , organized movie screenings and talent shows for the unprivileged children living in orphanages and the happiness I got by seeing them happy is inexpressible. I was a part of MIC (The Management Interaction Cell) wherein my team co-hosted an event with FICCI ( Federation of Indian chambers of commerce and Industry ). I was given the role of Director, Human resources at DUMUN (Delhi University Model United Nations) where my key roles involved raising funds for our national level event, managing and ensuring co-ordination in the team and representing my team to the college authorities. While organizing and hosting these events, I led teams and was appreciated for my leadership skills and dedication towards my clubs. I started enjoying the whole process of recruiting new members, leading them, pitching to prospective sponsors to raise funds and managing the working of the team . This was the time I realized that I enjoy leading people and it is something I can do well. Academically, I balanced my studies well with my co-curriculars and always scored 80% and above in my semesters. I enjoyed every bit of my course and thoroughly researched on all my projects. Business Research, Organizational Behavior and Marketing management have been my favorite subjects in college. The project I enjoyed the most was a live project in Public Relations for which I studied the Cadbury worm crisis and took interviews of employees there to gain first hand knowledge over their crisis. CBS has made me confident about my choice of stream and made me realize my ambitions in life. To quench my thirst for practical management knowledge, I went on to join Vodafone as an HR intern where my assignment was to check employee satisfaction by conducting surveys, suggest better schemes and analyze the areas where improvement was required. Later, I also joined Brand Hawkers as a Marketing trainee. My job assignment involved creating a prospect list of advertising partners for our ‘SmartBooks’ product, qualifying and pitching to them and facilitating their engagement with Brand Hawkers. During this assignment I realized that marketing was the forte I wanted to excel in since this is what I enjoyed the most. It didn’t seem like work to me but it was simply fun. I am confident of my abilities to carve a niche for myself in this field of Business Management. I am ready to take the desired steps to achieve my ultimate goal.

Research Paper on Children

Research Paper on Children In the course of writing this research paper, I have read several articles on research about emotional and behavioural difficulties – many of them say the same thing, which is that it is difficult to give a clear, concise definition for this term. However I feel it is important to further explore children’s emotional and behavioural difficulties in order to gain an understanding of these issues, before applying the concept of resilience in meeting their needs. The DFE Circular 9/94 states that â€Å"emotional and behavioural difficulties lie on the continuum between behaviour which challenges teachers but is within normal, albeit unacceptable, bounds and that which is indicative of serious mental illness†. Fox (2001, p 5) said emotional and behavioural difficulties was a ‘blanket term’, which covered a wide range of conditions. She defined children who had emotional and behavioural difficulties as ‘both troubled and troubling to those who come into contact with them. Ayers Prytys (2002) refer to the SEN Code of Practice in their definition and also talk about emotional and behavioural difficulties as ‘existing along a continuum, at one end, so called ‘normal’ naughty behaviour, and at the other, psychiatric disorders†. For the term emotional and behavioural difficulties to apply there needs to be persistent, frequent and severe emotional or behavioural problems occurring within or across particular settings. Children with emotional and behavioural difficulties are classed as having special educational needs, this was recognised by the 1981 Education Act, as ‘no child can learn optimally if they are unsettled or unhappy in school for whatever reason’ (Fox, 2001, p 10) Behaviour can be evident in a number of different ways; on a personal level, the child can exhibit a low self-image, anxiety, depression, resentment or defiance. On a verbal level they can either be silent or threatening and argumentative. In the non-verbal sense they can be clingy, or truant, be disruptive and aggressive. Last, but not least, on a skills level, they can show an inability or unwillingness to work, a lack of concentration or incompletion of tasks. All of the above examples of behaviour shown by children with emotional and behavioural difficulties can be described as their barriers to learning. O’Brien (1998) talks of how this constitutes as a learning difficulty for the child, which then affects their own achievement and sometimes that of others. In some cases, it can be that a child’s learning difficulties has actually caused or aggravated their emotional and behavioural difficulties – this is often accompanied by a loss in self-esteem. On the other hand, other children’s emotional and behavioural difficulties may have caused their learning difficulties, by reducing their access to the national curriculum, because of their behaviour. Causes of emotional and behavioural difficulties Actually causes of emotional and behavioural difficulties can be single or multiple. Evidence from research conducted has found that causes can be found in the home, school and in the child’s immediate environment. Another factor that can cause emotional and behavioural difficulties is the child’s internal state itself. A well-known fact is that children who have emotional and behavioural difficulties are more than likely to come from socially and economically disadvantaged backgrounds and families. Cooper (1993) summarized some of the evidence and produced a list of things that children may have experienced, among which were a lack of parental interest in schooling, inconsistent and ineffectual parental discipline, violent displays of temper from parents and overall feelings of hostility or rejection from parents. Physical and/or sexual abuse also increases the likelihood of emotional and behavioural difficulties occurring. It can be thought that parents are solely to blame for the problems their children experience, however it is important to remember that these parents may have also had problems themselves when they were younger, which were unresolved. In this way, we can see a very real consequence of children who suffer from emotional and behavioural difficulties – having a poor relationship with their own children. There are several things in a child’s school, which can contribute to, if not cause, emotional and behavioural difficulties. Behaviour problems have been associated with overcrowding, a high student/teacher ratio, an insufficient or an inappropriate curriculum. Weak adult leadership, generally low school attainment levels and low staff morale have also been seen as contributors. Understandably if a child arrives at a school with a negative attitude, then a teacher’s job can be more difficult, and without a good support network, they themselves are at risk of being demoralized. Community factors that can cause emotional and behavioural difficulties range from a high level of neighbourhood disorganization, drug and gang activity and few adults around to monitor behaviour. Although the school, home and community all play a significant part in the development of a child’s emotional and behavioural difficulties, there are those children that we’ve met who have come from a supportive family network, go to a ‘good’ school and still suffer emotional and behavioural difficulties. In this case, the cause can be internal or ‘within the child’. It could be because of a genetic factor which makes the child more vulnerable to emotional and behavioural difficulties, a communication difficulty, concentration problems or low self esteem. However even if the cause is within the child, there is more than likely to be an external factor in the child’s environment which will exacerbate the problem. The causes, along with the definition, of emotional and behavioural difficulties are not simple and clear. We must remember that each child is unique and therefore their problems and the source of which are also unique. This, in turn, will lead to many different answers or strategies for supporting the child to be deployed in meeting their needs and in many cases will be ‘individual’. What are the needs of children with emotional and behavioural difficulties? According to Maslow’s Hierarchy of Needs, children need love, a sense of belonging and high self-esteem. In order for this to occur they need reliable and caring friends, affection, and a successful caring relationship with their parents and carers. To build a healthy level of self-esteem they need a strong inner sense of self, but also approval from others, praise and opportunities to succeed. Children with emotional and behavioural difficulties, as said earlier, have special educational needs. Laslett (1995) reminded us that pupils with emotional and behavioural difficulties don’t just need the national curriculum; he said they ‘need to learn about themselves, about other people, about their feelings and behaviour’. Fox (2001) said through the different forms of behaviour shown, we can see the various different needs that the child has. Pupils described as being stubborn, can be classed as having low self-esteem and a fear of failure. Their need is to belong and to be seen as successful by the group. Aggressive behaviour is where the child does not have the adequate verbal skills and so gets frustrated, causing him/her to lash out. The need here can be one for social acceptance; the child needs to be in control. Disruptive behaviour and an inability to complete tasks can be seen simply as a need for positive attention. If a child is unpleasant to others in the class, this could be from feelings of rejection from when they were younger; they might not feel as if they are part of the group yet they have a need to belong and to feel included. Inattentive behaviour and poor concentration skills can be indicative of the need for a quiet environment and last, but not least, stealing can be a form of s urvival. For example, if a child steals food, there is a need for it because they are hungry. The needs of children with EBDs are similar to the needs of children without. The only difference is that their needs are not met and fulfilled. The differences between these children are quite obvious. Children without EBDs talk quite openly and confidently about accomplishments and personal achievements, children with EBDs rarely do. This is because the feelings of ‘self-worth’ are low in children with EBDs. They need to feel competent and achieve a sense of mastery in the things that they do. Children without EBDs already have this need fulfilled and have high feelings of self-worth. Another difference is that children with EBDs don’t often express a sense of ‘connectedness’ to individuals or a feeling of belonging to groups and institutions. All children have a social need – learning how to make and keep friends, and to be connected to their peers. The difference between children with EBDs and those without is that this need is not met for them. Schools play a major part in meeting this need, by means of school based clubs and events. Not only do they provide sufficient opportunities for children to ‘connect’ with peers and adults, they also allow a chance to learn and practise social skills. Last, but not least, children with EBDs are not so enthusiastic about their future and what it has in store for them, whereas children without EBDs have definite plans and are positive about their future. This has been evident in several group sessions I have run as a learning mentor. Children with a history of problems, family and/or socially orientated, tend to be quite negative about aspirations and hopes, whereas children, who seemingly come from a supportive background, are not. Again, this is linked to low feelings of self-worth and adults in school, especially career advisers, need to ensure that children with EBDs do not create ‘self-fulfilling prophecies’ for themselves, where they think theyâ⠂¬â„¢re not worth thinking highly for themselves and therefore allow their behaviour to influence their judgements about future choices. As we know children can face the most stressful of situations, which can mean that they are at risk of failing in school and experiencing emotional and behavioural difficulties. However we do know, perhaps from our own experiences, or our professional experiences, that there are children who survive against all odds and maintain a fighting spirit. They emerge as competent, confident and caring individuals. What is this quality that enables this to be so? It has been termed as resilience. What is resilience? There are quite a few definitions that have been given on resilience. Benard (1995, p 5) described resilience as ‘a set of qualities that foster a process of successful adaptation and transformation despite risk and adversity’ – it is an individual’s ability to cope or ‘bounce back’. As with emotional and behavioural difficulties, there are factors in the child’s home, school and immediate environment that can promote resiliency. Buchanan Ten Brinke (1998) also said that there are internal factors that can be protective for the child: a good health and development and an internal belief in control, these can all mean that a child can be resilient. The resilient child is able to be proactive, make decisions, know their limitations, have a positive outlook and have successfully developed coping strategies. Of course, these are further aided by positive influences from home, school and community. At home, it can be as simple as an attachment to one family member who engages with the child, gives them a sense of belonging and values his/her abilities, telling them that he/she will be successful. The community can help by providing after school programs/youth clubs and volunteer activities can also promote resilience. Resilience is basically the capacity to survive, whether it is viewed as a biological impulse to thrive and grow, or as the skills and processes that allow some children to overcome adverse beginnings and go on to have successful lives. Resilience is about having the power to overcome adversity – psychologically, physically and emotionally. Every child has the potential to be good and bad, whichever path they choose depends largely on the fulfilment of their needs and the resources that they can draw on – be they internal, external, emotional, physical or personal. In my role as learning mentor, I have met several children who can be classed as resilient. In particular a young girl, aged 15, who comes from a strict Muslim background, which at many times, stifles her and prevents her from ‘living’ as a normal teenage girl. However this child recognises that to have a successful life outside of these circumstances, she must pull on all resources available to her in school. This is a clear example of how supportive relationships, if not available at home, are important in school, to build resilience in children. How can schools promote resilience? Werner Smith (1989) found that among the most frequently encountered positive role models in the life of a resilient child, outside of the family, was a favourite teacher. This was an adult who didn’t just deliver an education but was a confidante, enabling the child to form a close relationship with them. Teachers who are trustworthy, have a genuine interest in teaching, and give individual attention are most often the determining factor for whether a child decides to learn or not. A study conducted by Richards (1994) found that when students were asked to identify factors that were characteristic of an ‘inclusive’ school, the most significant factor reported is that ‘adult behaviour was supportive, non judgemental and non threatening’. Teachers who praise and give effective feedback to their pupils also enhance resilience. Wang Haertel (1995) conducted a study on factors associated with resilience and produced a summary of risk factors, protective factors and resilience enhancing factors. Their research showed that resilience was promoted by the quality and quantity of student interactions, the use of goal setting, techniques to build self esteem, use of co-operative learning techniques. Strong leadership by senior management and the head teacher was also important. A school ethos emphasizing achievements, school clubs and extracurricular activities and the involvements of parents and the community were also considered vital. Research has shown that many ‘resilient’ children were involved in clubs and associations outside of school. Schools should support such clubs in and after school time, as they enable young people to develop skills and competencies that are beyond the range of school subjects. Schools can also promote resilience by providing a safe learning environment; the school should be somewhere the child WANTS to be. In order to successfully meet the needs of children with emotional and behavioural difficulties, it is important for the school to be seen as a support network – consisting of all staff at the school and external agencies. Another way of promoting resilience is for schools to actively involve all parents, in every aspect of school life. Parental involvement has been shown to have a direct influence on their children’s achievement. Also schools need to develop their links between themselves and the community, by using health services and volunteers mentoring organizations, this can also work in reverse by getting the children to go out and work in the community. What is a supportive context and how is it created? For a child to be resilient, a supportive context is essential. A supportive network of adults is required in the child’s school, home and community. The child needs to have a strong healthy relationship with at least one adult in each and every section of their lives. Making the school into a successful support network involves teachers, senior management, a pastoral team, effective teaching strategies, a suitable curriculum and external agencies. Teachers/Teaching Under a good leadership, there needs to a sufficient amount of skilled and committed teachers. An OFSTED report in 1999 observed that teachers who taught pupils with emotional and behavioural difficulties had a good grasp of subject matter, lessons were planned well, thorough preparations had been done, explanations, instructions and questions were clear and expectations were high but realistic. These high expectations can provide a structure of the behaviour that is desired. Teachers must also challenge pupils, to show them what they are capable of. Children who have been ‘labelled’ can be helped by teachers who can show them how to ‘grow’ –not to take adversity in their lives personally, ‘to see a positive in every negative situation’, in this way building up resilience in the children. Most importantly as the Mental Health Foundation (1999, p 19) stated, teachers ‘must understand, empathise and respond to individual needs, having a close knowledge and relationship with the child with emotional and behavioural difficulties’. The OFSTED (1999) report found that good teaching is of central importance for children with emotional and behavioural difficulties, it set a climate in which they must learn self control, social relationships and behave well by letting the children make their own choices, solve problems and work with others. Teachers are in a unique place in that they can ‘tip the balance’ between risk and resilience. They can meet a child’s basic needs for safety, love, belonging and respect. By listening to a child, showing kindness and compassion, they can provide a sense of loving support. They should be non-judgemental, and most importantly, should not take the child’s behaviour personally. It’s important to know that the child is doing the best that they can, based on the experiences they have had. As Benard (1997) said when teachers care, believe in and embrace the children, they are not only enabling their healthy development and successful learning, ‘but creating an inside-out social change, they are building a creative and compassionate citizenry’. Farrell (1995) developed a set of guidelines for teachers, he felt that at all times it was important for pupils to remain ‘engaged’ in activities of interest to them. Teachers should like and respect the pupils and they should seek support from fellow colleagues if faced with a difficult situation. They should follow school and LEA policies; negotiate class rules with the pupils and stick to them. Teachers must be calm and consistent. Rewards should be used as Sattin (1999) found in his study of a residential school. He said there was a great emphasis on the celebration of achievements. Small rewards were used to help a pupil become interested in achieving – they also had Success display boards, good work files and ‘Starboards’ – all used to celebrate success. A school needs to have a broad and balanced curriculum in order to meet the needs of all pupils in the school. In many cases children with emotional and behavioural difficulties have weak literacy and numeracy skills. Improvements in these areas should be seen as a priority. These weaknesses are confounded by the child’s sense of failure and feelings of frustration – therefore there is a need to balance both the academic and pastoral requirements. For these pupils it is important to master these skills for their own sense of self-worth and in order to complete school successfully. The Mental Health Foundation (1999) found that approaches were used in schools to build self-esteem and emotional resilience particularly in less academic pupils, this was done via mentors (both adult and peer), circle time and anger management sessions. A school curriculum that promotes resilience respects the ways in which children learn. Such a curriculum is experiential, challenging, compr ehensive and inclusive of all the different perspectives encountered in a school. Lund (1992) concluded from his observations of children with emotional and behavioural difficulties that it was essential: To organise learning tasks so that children’s success was more probable than failure To provide a variety of stimulating visual material in lesson presentation To organise a variety of learning experiences in cross curricular activities and study To ensure that practical’ hands-on’ learning experiences predominated To understand and accept individual differences in children’s way of working To accept different levels of attainment in children contributing to a learning task Non-teaching adults Learning Support Assistants (LSA) are valued members of staff who also help especially when a child experiences an emotional outburst or an incident occurs. As the teacher is responsible for the whole group, the LSA can provide more than adequate support for the child. Learning Mentors are also extremely useful in schools. Mentoring has been targeted at groups of children experiencing learning difficulties because of problems they are dealing with. Mentors aim to give these individuals support and understanding. When mentoring is successful, both mentor and the mentee find it a positive experience. All schools have access to an educational psychologist and education welfare officers. There are also many support services for pupils with learning difficulties such as the Special Educational Needs (SEN) department and departments that support children with behavioural difficulties. Schools should also have regular support from Social Services and institutions such as CAMHS. However the Mental Health Foundation (1999) found that the percentage of schools that had successful working relationships with Social Services was quite low. Similarly, with CAMHS, it was found that direct support with psychiatrist was very little. For an inherent supportive environment to exist in a school it is important for the school to have a positive ethos of teamwork. All staff must work well together. Thacker (2000) said there was a necessary need for a whole school behaviour policy, which ‘promotes consistency and a team approach to working with challenging children’. He went on to suggest that the production of such a document be a joint effort between school staff, parents and community members. This is also important when planning on a smaller scale, for example when designing an individual programme for a child, it is important for all who knows the child best to be involved. This means the teacher, the parent, any external agencies involved and of course, the child themselves. This ensures that everyone has a sense of ownership and clear-cut responsibilities. Conclusion Research throughout this assignment has shown that the concept of resilience is important to all in order for them to meet and overcome the challenges they face in life. For the child with emotional and behavioural difficulties, resilience is often poorly developed (and understood) and therefore not applied to the difficult situations they encounter. As schools are increasingly expected to work with pupils who face emotional and behavioural difficulties they need to develop strategies that foster resilience within these children, so that their needs are met and so that they are able to flourish both socially and academically. Addressing the concept of resilience with these children, I believe, is paramount to successful work undertaken in the school situation. Children need to be able to ‘bounce back’ and be able to accept criticism in order to develop educationally. However, as discussed earlier, resilience can only be fostered in a supportive context, and once the child has confidence in their teacher/mentor, their self-esteem is not lowered. This supportive context has to, in my opinion, be built upon positives and rewards that recognise success however small they may be. For a child with emotional and behavioural difficulties, it may be as simple as rewarding them for sitting down once they have entered the room. It is also important that all teachers/mentors that work with identified children adopt the same approach as consistency overcomes confusion for these children and reinforcement ingrains new thinking and behaviour. It is however important to remember that the concept of resilience must be kept in context in terms of strategies to help children with emotional and behavioural difficulties rise above adversity and learn rather than to use resilience as a tool to accept that they will have setbacks. Or in extreme cases to avoid these children from developing an ‘I don’t care’ attitude to problems they face. So a child CAN be naturally resilient and manage to overcome life’s adversities and stressful situations – but only up to a certain time. I believe that internal resilience is not enough and a child needs a strong support network from both home and school in order to successfully develop into a confident and competent adult. Initially it is the home environment, which builds as a cocoon around the child- loving parents and siblings, a safe home, praise and encouragement. Then in school, the child requires the same but from teachers and peers. Good quality relationships are needed which develop a sense of security and calmness in the child. A constant positive regard should be displayed for the pupil and a willingness to allow pupils to express their own beliefs and opinions. Farrell (1995) supports this, he says that the adults that children with EBDs encounter need to be sensitive to their issues and to recognize that they themselves and the way that they interact with the pupil may also be part of the problem. Resilience is promoted by all the factors mentioned above – the child is then ever more equipped to deal with problems they may encounter in their lives. They realise and understand not to take the negative things they encounter personally. Resilience is be created within an individual by exposing them to challenging situations under the support and guidance of a trusted adult in school, whether it is a teacher, LSA or mentor, and for the child to see through experience that they can overcome the problem. Success in overcoming the difficulty will build self-confidence within the child and a realisation that if they meet the same problem again, that they will deal with it and hence are resilient.

Religious Clothing Restrictions Essay Example | Topics and Well Written Essays - 1500 words

Religious Clothing Restrictions - Essay Example In most cases, the wearers of religious symbols such as crosses, crucifixes and prayer beads, hijabs, burqas and niqabs are genuine religious people with a strong and real personal connection with religion. In other minority cases, people do wear religious symbols especially crosses and crucifixes as fashion accessories while some Muslims, Christians, Buddhists, Hindus and Jews wear these attire and symbols due to the politics of identity. However, this discussion proves that, a majority of these people who put on these religious clothing are honest followers of their respective religion. It is important for people to respect other people’s religious beliefs, and consequently abolish the restrictions imposed on the wearing of religious clothing; this is because most people wear religious attire as an expression of their respect for their traditions and religion. Wearing these clothes gives people a religious identity, and gives them a sense of self awareness and awareness of the requirements of their beliefs and traditions. Most of these people believe that wearing this clothes enhances their commitment to spiritual life and that affirming this to the public only strengthens their belief (Grimm). It is the work of the followers of a particular religious belief to decide among themselves what religious dress and symbols are appropriate in light of the teachings of their religion. Criticizing people’s policies and religious belief on clothing and religious symbol is usually received as criticism. of not only the individual, but the religion as well. Making observations in a prejudiced and uncourteous manner about the religious and traditional clothes and symbols of certain members of society would appear to be racial or religious discrimination which is against civil and human rights. In a democratic society, people should be accorded many rights, religion included. The right to religion translates to the right to express ones faith through actions, belief and even dress code. In Britain for example, the Government has expressed its social commitment to religious by promoting a diverse society with different faiths whose followers are universally treated as citizens of t he United Kingdom. In France on the other hand, the government officially banned the wearing of facial veils; this comes at an age where most Muslim women are married to domineering men who force them to wear veils. Some of the

How can Bilingualism socially and cognitively benefit children Research Paper

How can Bilingualism socially and cognitively benefit children - Research Paper Example Bilingualism has always been a favorite subject of researchers, educators and policy makers in aspects of the social, cognitive, developmental and learning capabilities that are affected by the bilingual abilities of an individual. It had long been considered by many scholars that bilingualism serves as a barrier to the learning abilities and literacy development of children. They had believed for a long time that bilingualism served as a hindrance and children who were monolingual showed better development and learning abilities as compared to the bilinguals. However, the opinions regarding bilingualism have changed drastically as compared to the notions and myths that prevailed throughout most of the 20th century (Bhattacharjee 2012). Although the brain has to handle both the languages and it might obstruct the development of one lingual capability as compared to other, but the researchers are bringing out the positive picture of this scenario. It is popularly believed now that bil ingualism promotes the cognitive function of children and also enhances their social capabilities in various aspects. Bilingualism is a norm around the world and millions of people are familiar with more than one language and also use them in their everyday lives. However, as mentioned earlier, bilingualism has been associated with lack of learning abilities and lagging behind as compared to the monolinguals. Skills like music and mathematics are considered to strengthen the brain’s function and learning abilities, however, language is considered as something â€Å"that occupies mental space† (Ng & Wigglesworth 2007). It had been considered that the brain only has a finite amount of space for the languages and too much acquisition with various languages causes confusion, lagging behind and slow learning abilities. It was considered that bilingualism has detrimental effects on cognitive abilities of children.

Organizational change Assignment Example | Topics and Well Written Essays - 2000 words

Organizational change - Assignment Example Therefore, it becomes essential to understand the interpersonal effects of implementing change before adopting changes within an organisation; different approaches have been developed, providing assistance for understanding change implementation. The method utilised depends on the desired change, organisational current situations and available resources for implementing change. This theory can be defined as a reflection of daily occurrences within an organisation and remains focused on the reality of the situation facing individuals within the organisation. The method remains much focused on the interpersonal situations through the utilisation of three ever-present elements of content, process and structure (Anderson & Anderson 2001). This seeks to analyse and understand these elements in a great extend before engaging in the proposed implementation of change. Sufficient understanding of these elements, and subsequent investment of financial resources, remains paramount to improvement within a changing organisational structure. The performance of organisations remains highly dependent on the output of employees within the organisation; hence the company should provide financial resources in supporting the employees. Creation of a high performance organisation would therefore include achievement of a balance between the resources utilised in enhancing the se three fundamental elements. This remains the fundamental element utilised in understanding the change management process being implemented. The tasks, goals and focus of the company form an essential part in determining the content which change should be introduced upon (Senior 2002). The management members within the company should be made to understand the content which shall be contained within the proposed change. The activities which the HR manager has undertaken can be termed as beginning to create a focus on establishing the content

Clarifying the basic principles of freuds theories

Clarifying the basic principles of freuds theories it is important to be clear about the meanings of certain terms that you may come across and throughout the handout you will find footnotes clarifying certain terms. Firstly though, a word about the terms psychoanalysis and psychodynamics. Psychoanalysis refers to both Freuds original attempt at providing a comprehensive theory of the mind and also to the associated treatment. The term encompasses both Freudian theory and therapy. You will also come across the term psychodynamics. This term is used to denote the approach which began with psychoanalysis but which has now broadened into a much more diverse collection of theories and models developed by other psychologists, all of which nevertheless retain some of the main ideas of Freuds original theory. Sigmund Freud was born in 1856 in Moravia, which was then part of the Austrian Empire and is now in the Czech Republic. He spent most of his life in Vienna, from where he fled, in 1937, when the Nazis invaded. Neither Freud (being Jewish) or his theories were very popular with the Nazis and he escaped to London where he died in 1939. He had wanted to be a research scientist but anti-Semitism forced him to choose a medical career instead and he worked in Vienna as a doctor, specialising in neurological disorders (disorders of the nervous system). He constantly revised and modified his theories right up until his death but much of his psychoanalytic theory was produced between 1900 and 1930. Freud originally attempted to explain the workings of the mind in terms of physiology and neurology (but) quite early on in his treatment of patients with neurological disorders, Freud realised that symptoms which had no organic or bodily basis could imitate the real thing and that they were as real for the patient as if they had been neurologically caused. So he began to search for psychological explanations of these symptoms and ways of treating them. In 1885 he spent a year in Paris learning hypnosis from the neurologist Charcot; he then started using hypnosis with his patients in Vienna. However, he found its effects to be only temporary at best and it did not usually get to the root of the problem; nor was everybody capable of being hypnotised. Meanwhile Breuer, another Viennese doctor, was developing another method of therapy which he called the cathartic method, where patients would talk out their problems. Freud adopted Breuers method and called it free association which became one of the three fundamental tools of psychoanalysis. Freud began his self-analysis during the 1890s and in 1900 published The Interpretation of Dreams, in which he outlined his theory of the mind, followed by The Psychopathology of Everyday Life (1904), A Case of Hysteria and Three Essays on the Theory of Sexuality (1905). Two of Freuds closest colleagues, Carl Jung and Alfred Adler, helped him form the psychoanalytic movement and the first International Psychoanalytic Congress was held in Salzburg in 1908. The Journal of Psychoanalysis was first published in 1909 and, in that year, Freud and Jung made a lecture tour of the USA. (From Gross, R (1996) Psychology, The Science of Mind and Behaviour, page 508) 1.8.2   Ã‚  Ã‚  Ã‚  Ã‚  FREUDS STRUCTURE OF PERSONALITY Freud compared the human personality to an iceberg. The small part that shows above the surface of the water represents conscious experience ; the much larger mass below the water level represents the unconscious a storehouse of impulses, passions, and inaccessible memories that affect our thoughts and behaviour. It is this portion of the mind that Freud sought to explore with the use of free association. Freud also believed that personality was composed of three major systems: the id, the ego and the superego. Each system has its own functions but the three interact to govern behaviour. (a)  Ã‚  Ã‚  Ã‚  Ã‚  The id The id is the most primitive part of the personality and the first to develop. It is present in the newborn infant. It is located in the unconscious and it is from the id that the ego and the superego later develop. The id consists of the basic biological impulses (or drives): the need to eat, drink, eliminate wastes, avoid pain and gain sexual pleasure. Freud also believed that aggression was a basic biological drive. The id seeks immediate gratification of these impulses. Like a young child, the id operates on the pleasure principle : it endeavours to avoid pain and obtain pleasure regardless of the external circumstances. (b)  Ã‚  Ã‚  Ã‚  Ã‚  The ego As the child develops it learns that their impulses cannot always be immediately gratified. Some must be delayed (for example, hunger must wait until someone provides food) and some (for example, hitting someone) may be punished. A new part of the personality, the ego, develops as the young child learns to consider the demands of reality. The ego constitutes our conscious self and obeys the reality principle : It is essentially the part of personality that decides what actions are appropriate and which id impulses will be satisfied in what manner. The ego mediates among the demands of the id, the realities of the world and the demands of the superego. (c)  Ã‚  Ã‚  Ã‚  Ã‚  The superego The superego, is the internalised representation of the values and morals of society as taught to the child by the parents and others. It is essentially the individuals conscience. The superego decides whether an action is right or wrong. Initially, parents control a childs behaviour directly by reward and punishment. Through the incorporation of parental standards into the superego, behaviour is brought under self-control. The superego develops in response to parental rewards and punishments. In summary, the id seeks pleasure, the ego tests reality and mediates, the superego constrains and strives for perfection. Not surprisingly, the three components of personality are in constant conflict: the ego postpones the gratification the id wants immediately and the superego battles with both because behaviour often falls short of the moral code it represents. 1.8.3  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  MANAGING THE CONFLICT In order to deal with this conflict, the ego develops a series of defence mechanisms which allow it to protect itself from the pressures of the id, the real world and the superego. Examples are: Repression burying a memory so thoroughly that it is not recalled at all it never happened. Projection attributing own unwanted bad feelings or ideas to another person. Rationalisation making up a reasonable excuse for unacceptable behaviour and really believing it. Suppression forgetting a shocking event on purpose: (consciously in this case) putting it out of ones mind. Denial refusing to acknowledge something because it is so distressing. Displacement transferring feelings from one person or object to another. Identification imitating someone who is admired and modelling oneself on them. Reaction-Formation consciously substituting the opposite emotion for true feelings about someone/something. Freud believed that conflict is inevitable and all behaviour is a compromise. Conflict is the primary cause of human anxiety and unhappiness. Defence mechanisms are one way we have of dealing with our inner conflict; neurotic symptoms and dreaming are the other major forms of compromise. 1.8.4  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  THE DEVELOPMENT OF PERSONALITY Freud believed that the individual, during the first five years of life, progresses through several developmental stages that affect personality. Applying a broad definition of sexuality, he called these periods psychosexual stages. During each stage, the pleasure-seeking impulses of the id focus on, and derive pleasure from, a particular area of the body and on activities connected with that area. Freud called the first year of life the oral stage of psychosexual development. During this period, infants derive pleasure from nursing and sucking; in fact, they will put anything they can reach into their mouth. During the second year of life, the anal stage, as children have their first experience with imposed control in the form of their toilet training. In the phallic stage, from about age 3 to age 6, children focus on their genitals. They observe the differences between males and females and may direct their awakening sexual impulses toward the parent of the opposite sex. It is at this stage that children have to resolve the Oedipus and Electra complexes. A latency period follows the end of the phallic stage, during which children become less concerned with their bodies and turn their attention to the skills needed for coping with the environment. The last stage, the genital stage, occurs during adolescence, during which young people begin to turn their sexual interests toward others and to love in a more mature way. Freud felt that special problems at any stage could arrest (or fixate) development and have a lasting effect on the individuals personality. The libido would remain attached to the activities appropriate for that stage. Thus a person who was weaned very early and did not have enough sucking pleasure might become fixated at the oral stage. As an adult, this person may be excessively dependent on others and overly fond of such oral pleasures as eating, drinking and smoking. Such a person is called an oral personality. The person fixated at the anal stage of psychosexual development may be abnormally concerned with cleanliness, orderliness, and saving. 1.8.5  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  MODIFICATIONS OF FREUDS THEORIES Later psychoanalysts felt that Freud placed too much emphasis on the instinctive and biological aspects of personality and failed to recognise that people are products of the society in which they live. The neo-Freudians including Alfred Adler, Erich Fromm, Karen Horney, Carl Jung and Harry Stack Sullivan, considered personality to be shaped more by the people, society, and culture surrounding the individual than by biological needs. They placed less emphasis on the controlling power of the unconscious, believing that people are more rational in their planing and decisions than Freud thought. 1.8.6  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  PSYCHOANALYTIC THERAPY The aim of psychoanalytic therapy is to bring about a fundamental change in the patients personality so that he is released from his neurotic disorders. Freud believed that neurosis was caused by the repression of disturbing feelings and emotions associated with conflicts established in early childhood. These conflicts result from the impulses of the id or the strictures of an over demanding superego. He assumed that the patients ego was too weak to cope with such conflicts and defended itself by repressing them into the unconscious. However, conflicts do not go away; they find expression through the symptoms and neurotic behaviour of the patients. The aims of psychoanalysis are to remove the infantile conflict from the unconscious and help the patient deal with it at a conscious level. Psychoanalytic therapy normally has two stages: 1.  Ã‚  Ã‚  Ã‚  Ã‚  the release of repression, thereby allowing the conflict to enter consciousness, and, 2.  Ã‚  Ã‚  Ã‚  Ã‚  the redirection of the emotional energy (libido) associated with the repression thereby allowing the patients ego to gain control of the conflict. Freud developed various techniques for getting round the controlling forces of the defence mechanisms to reveal the unconscious material which is trying to gain expression. One of the original methods employed by Freud was hypnosis, but as has already been mentioned, he found this technique unsatisfactory and soon began using free association. Later Carl Jung, one of Freuds students developed a similar technique known as word association , and both methods are still widely used in present-day psychoanalysis. Another technique for getting at unconscious material is the interpretation of dreams . Another route into the unconscious is via the errors of everyday life, so-called Freudian slips. Present day psychoanalysts also regard certain physiological cues such as posture, blushing or pallor and changes in the timbre of the patients voice as important expressions of unconscious motives and feelings. 1.8.7  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AN EVALUATION OF THE PSYCHOANALYTIC   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  APPROACH Psychoanalytic theory has had an enormous impact on psychological and philosophical conceptions of human nature. Freuds major contributions are his recognition that unconscious needs and conflicts motivate much of out behaviour and his emphasis on the importance of early childhood experiences in personality development. His emphasis on sexual factors led to an awareness of their role in adjustment problems. But Freud made his observations during the Victorian period when sexual standards were very strict; so it is understandable that many of his patients conflicts centred on their sexual desires. Today, feelings of guilt about sex are much less frequent, yet the incidence of mental illness remains about the same. Sexual conflicts are not the only cause of personality disturbances and may not even be a major cause. Some critics also point out that Freuds theory of personality is based almost entirely on his observations of emotionally disturbed patients and may not be an appropriate of the normal, healthy personality. In addition, many of Freuds ideas were decidedly sexist. For example, his theory that female psychosexual development is shaped by penis envy and feelings of unworthiness due to the lack of such equipment is certainly inadequate in view of our current awareness of the role that social factors play in gender identification. It was probably not her brothers penis that a little girl during the Victorian era envied but his greater independence power and social status. Although psychoanalysis has exerted a powerful influence on our thinking about human nature, it has been seriously questioned as a scientific theory. Freuds constructs are ambiguous and difficult to define. He does not specify, for example, what behaviours indicate that a child is fixated at the anal stage of psychosexual development and what behaviours indicate that he or she is not fixated. For any body of theory to be accepted as a valid scientific perspective, its consequences must be statable. The hypothesis that fixation at the anal stage can lead to stinginess (or to the opposite, generosity) is evidently not refutable; whatever the outcome, the theory can account for it. To that extent the psychoanalytic approach fails to meet the criteria of a scientific theory. Because some important aspects of psychoanalytic theory cannot be proven experimentally, some psychologists claim that it has no value either as psychology or as science (Eysenck 1972). However, many others claim that experimental validity is an inappropriate yardstick for evaluating psychodynamic theory and that the theory is verified in practice in the analyst-patient interview.

The Illegal Bushmeat Trade :: essays research papers

The second half of the 20th century has seen the continent of Africa in continuous turmoil. Civil wars, the AIDS epidemic, deforestation, and desertification are just a few of the problems facing Africa. A more recent threat to this ancient and fragile environment has emerged and is quickly gaining strength at devouring life – the bush meat trade. â€Å"Bush meat† refers to the smoked carcasses of various wild, and often endangered species that are sold illegally at rural markets of undeveloped countries and even at ethnic markets in developed nations. The meat of gorillas, chimpanzees, and elephants are considered delicacies and the demand for these endangered species is increasingly high. Countries at the center of this crisis are Botswana, Mozambique, Kenya, Zimbabwe, the Congo, Cameroon, Zambia, Malawi, and Tanzania. Bush meat plays a crucial socio-economic role to many in Africa, and as such epitomizes the need to balance protection against such factors as poverty, health, and food security. Certain key issues are necessary to understand the bush meat trade: 1. Bush meat is not purely a tropical forest-related phenomenon, but is Africa-wide and indeed a global problem. - Bush meat utilization is a significant conservation, economic, and cultural issue in non-forested areas of eastern and southern Africa - Bush meat is regarded as one of the most beneficial wildlife resources available to local communities. Demand is high and is increasing at alarming rates 2. Bush meat crucial as a source of cheap protein for malnourished people throughout Africa - Over 90% of rural peoples in Central Africa eat less than half of the recommended protein intake 3. With growing populations, demand for bush meat will continue to grow 4. Poverty in the face of diminishing alternative resources, means that traditional taboos restricting the consumption of certain animals is increasingly ignored -Some claim that since we humans are 97% related genetically to chimps and gorillas that eating them is tantamount to cannibalism 5. Even though subsistence use of bush meat still predominates over most areas of eastern and southern Africa, an emerging trend of increased commercial trade is evident - Bush meat is making its way into Europe in large quantities and is even found in ethnic markets in the UK The core of the problem appears to be logging. Logging companies build roads to previously inaccessible areas making contact to bush meat much easier. Some companies actually hire employees to buy the meat, while others supply hunters with guns and ammunition and even transport the catch between forests and markets.

Atomic Company Case Study

Thanks to a lucky series of events, Atomic Company has enjoyed a sharp increase in sales of their Tiger Pants line. The most obvious and immediate pains being felt by management is the inability to predict future sales and the high amount being paid out in sales commissions. While these are legitimate concerns, I believe deeper problems exist. The current sales structure divides independent sales representatives into different product lines and territories. This means that an Atomic Company retailer carrying four or five different Atomic product lines would have four or five different sales representatives. Not only that, independent sales representatives typically have a fairly high turnover rate in the industry, which means that relationships with Atomic retailers suffer. With this structure, it’s difficult to get a full picture of a retailer’s needs. In order to place an order for Atomic clothing, the retailer has to go through multiple people. With high turnover, it could mean that a retailer has to work with a new sales rep every year – sometimes more frequently. It’s difficult to estimate future sales because sales reps don’t have a big picture view of retailer needs. More importantly, Atomic Company is not encouraging fully committed relationships by creating value, meeting expectations, or building trust (Cron & DeCarlo, 2009). An added issue surrounding sales structure is that commissions are set up so that sales reps get rewarded with high commissions for orders from existing accounts. If the sales reps are getting orders from a spike like the one just experienced, they may not care to go out and find new business or nurture existing accounts since they’ve already met their personal commission goals. Alternative Courses of Action 1. Develop a sales structure where a greater number of territories are created for independent sales representatives. Keep the commission at a flat 15 percent. 2. Transition into a company sales force for all product lines of Atomic Company, including Tiger Pants. Set salary at $40,000. Reduce the commissions to 10 percent for sales from the first year of new retail accounts and five percent of new sales to existing retail accounts. Further, set up a way for existing accounts to place straight rebuys directly with the company that sales reps would receive two percent commissions. 3. Maintain status quo, sticking with the current structure for independent sales representatives and commissions. Analysis of Alternatives 1. By increasing the number of territories and then assigning one representative to each territory for all apparel lines, reps will be able to focus on building relationships with retail stores. Each rep will have a good idea of the total amount of Atomic apparel being purchased by their retail stores, along with opportunities to expand various lines. They will understand their customers and be better able to predict future sales because they will have developed a relationship with store managers. This approach will simplify the purchasing procedures and create value for retail stores since they will only need to place one order for all Atomic products. The number of sales calls will decrease, level of communication will increase, and overall expectations will be met at a much higher rate. Commission rates would be kept at the usual 15 percent so current independent sales reps working with Atomic wouldn’t have to adjust to a new pay structure. More importantly, Atomic won’t have to risk losing their current reps and have to go through the hiring process or risk disruption to current accounts. The downside to going with this approach is that Atomic Company may end up spending more than they should on sales commissions. Fifteen percent is a very high rate and really starts to take its toll when sales spike like they did in the case of Punk Rock Academy. Further, independent reps are less loyal to the company, leading to higher turnover rates and, ultimately, impaired retail account relationships. 2. Hiring company sales reps and separating them out into defined territories for all Atomic Company product lines will provide each of the benefits stated above. Additionally, company sales reps will feel a higher sense of commitment for Atomic and the accounts they serve since they will be receiving a salary with commissions based on performance. The way the commission structure is set up, there’s incentive for sales reps to try to identify opportunities for new business. If a situation similar to Punk Rock Academy arises, sales reps will still get some commissions from their existing retail accounts without getting bogged down with administrative tasks. Straight rebuy orders will be processed internally, allowing reps to focus on generating new sales. A downside of going with this new structure is that there would be a significant adjustment period for new reps to get hired and become familiar with retail accounts. Additionally, an investment would have to be made in providing office space, equipment, training, and an employee benefits package. 3. Sticking to the status quo will produce results similar to what have been achieved to-date. While the company has experienced success with it, recent developments with Punk Rock Academy have proven that it is flawed. Independent sales reps don’t have a fully vested interest in Atomic’s success. This structure also makes it difficult for true relationships to be formed with retail accounts. Finally, commission rates are structured in such a way that there is not a lot of incentive to develop new retail accounts as long as business is booming. The minute fads change, however, reps will be set back and will have to scramble to make up for the loss in sales. Recommended Course of Action Although switching the entire company and all product lines over to internal sales reps would require a significant initial investment of time and money, it will be worth it in the long run. My recommendation is to go with option two. Overall, this course of action will put the focus back on forming account relationships that will create value and allow Atomic Company to meet the expectations of their retail outlets. More in-depth knowledge of accounts in smaller territories will make it easier to predict future sales, especially when a spike in sales occurs. Retail stores will provide excellent input on consumer behavior since they know their client base and can use past experience as a reference. The revised salary with commission structure will help reps balance out serving existing accounts with finding new business. A base salary will help retain sales reps since they won’t be worried about facing months when sales might be a little slower. Implementation/Action Plan All existing independent sales reps should be alerted as soon as possible that effective the beginning of third quarter, Atomic Company is making a switch to inside sales representatives. All reps with a solid track record would be invited to continue on as a full time employee with salary and revised commission structure. Reps would have two weeks to make a decision on their intentions to stay with the company. If individuals choose to leave, they would be offered a bonus if they stay on contract until the beginning of the fourth quarter. After two weeks, Atomic Company will have a sense of how many new sales representatives will need to be hired so they can begin the recruitment process. Formal salary and commission structures will be set up and the VP of sales will develop a complete plan for sales training and account relationship management under the revised territories. Benchmark sales goals, objectives and strategies will be written out to fall in line with overall company goals. After the first quarter under the new structure, management will need to evaluate progress and adjust as needed. Contingency Plans If timing doesn’t allow for a quick implementation of the new sales structure, a hybrid approach can be taken. The eastern territories can be broken down into smaller areas and inside sales reps can be hired to manage those accounts. Meanwhile, the central and western territories of the U. S. can maintain use of independent sales reps for various product lines. This could be a good opportunity to test out the new structure to see how well received it is by retail accounts and how it impacts overall sales.

How to Write a Business Case Study

How to Write a Business Case Study How to Write a Business Case Study A Business case study may be defined as a documented piece of research based on and devoted to a specific business, company, or policy situation. Composing an effective and powerful business case study one needs to be very knowledgeable in the business sphere they had selected and possess the overall understanding and skills of case study writing. A good case study is, in a way, like a detective story – you will need to make the audience solve the puzzle set in your paper. This commands a clear understanding of the subject and the process as a whole. The paper composition process may be defined as â€Å"step-by-step†. The stages of the business case study composing may be described as follows: Pre-writing stage: Search of the facts and information – This process demands scrupulousness and attention. You may visit your campus or public library, surf the Internet, etc. Analysis of combined data – Once the information has been received you need to systematically analyze it. This will give you â€Å"food† for further research and serve as the basis for the entire business case study. Writing stage: You will need to express any result received during the previous procedures in black and white. In addition, do not forget to include the so-called â€Å"hook† in the introduction. This will help you focus the audience’s attention on your research. Post-writing stage: Receiving at least minimal feedback – Ask your colleagues, professors, or parents to read your case study. They will express their general impressions and give clues to parts of the case study needing changes or improvement. Editing and proofreading – This should be aimed at maximum error correction and adjustment of the case study to high standards of writing. This stage is the last but not the least. Sometimes an author gets so tired when he/she reaches the end of an investigation that there is no time or energy left to complete thorough proofreading and editing. Still, omitting these processes may result in a low quality paper and a low tutors evaluation. Finally, while carrying out all the procedures connected with the research, you are to bear in mind the timeframe for completion. Try to carve out some time for consultations with your scientific advisor and additional time for proofreading the paper. It is generally believed that learning-centered case studies are the most efficient ones. Therefore, try to compose your business case study in accordance with the highest standards possible. Additionally, you can get professional Business case study help for money, from professional academic writers at .

Puzzles In Sampling Design And Experimentation Example

Puzzles In Sampling Design And Experimentation Example Puzzles In Sampling Design And Experimentation – Coursework Example Puzzles in sampling design and experimentation May 23, Puzzles in sampling design and experimentation A team of ecologists is studying effects of suburban neighborhoods on stream ecology and due to limited time and finances, has decided to collect data from two sample points on a single stream. Measurables are temperature, dissolved oxygen, and aquatic macroinverterbrates. The design will not give the researchers defensible scientific results because of reliability and validity issues that arise from sampling strategy. Quantitative scope of the study requires reliability and validity that the design lacks. A representative sample is one of qualities of a quantitative study this lacks in the research. Using a single stream ignores data from other streams in the neighborhood and should differences exist in the streams’ composition, the results will not reflect on the data. Use of two sample points is another issue that undermines scientific quality of the study. Even a single st ream may have different features along its flow and multiple data points are necessary for capturing information at the different points. The arbitrary selection of two data collection points also identifies threat to bias, possibly because of convenience. Internal and external threats to reliability therefore exist, extend to validity of the study’s results, and undermine its scientific quality (Cohen, Manion, & Morrison, 2013).Use of many streams for the study and many data points from each stream would improve the design, assuming that resource and time constraints are resolved. Reliance on secondary data can be an alternative if the constraints still exist. Probability sampling of data points, such as use of stratified random sampling with demographic factors and existing literature on features of streams as bases for defining strata, would also improve the design (Cohen, Manion, & Morrison, 2013).ReferenceCohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. New York, NY: Routledge.

Reflections on ENGL393 Research Proposal Example | Topics and Well Written Essays - 2000 words

Reflections on ENGL393 - Research Proposal Example Reflections on ENGL393 In addition, I also do not work well with traditional corrective feedback. When I read written feedback, sometimes, I do not understand exactly what they mean or what they expect me to do. I prefer student-teacher conferences or speaking or chatting with my instructors and peers to better understand the revision needs of the paper. For the first assignment, I did not fully understand the instructions and I was not familiar with the topic at all. As a result, my work is not what the professor expected and I got a low grade. For the second assignment, our topic was related to my major, which is very familiar to me. Furthermore, group working helped me understand the assignment better. Each member has a different perspective, thus, we improved the work more efficiently. So far, with three assignments, I think I have honed my research and interview skills. For example, I tend to be shy when approaching strangers with higher positions, but since this is a technical paper, I have improved my confidence and communication skills. I have more poise when talking to the apartment manager, for instance, regarding the no-party policy. I found that I prefer practicing how to speak with management-level people in advance because it can vastly improve my confidence. In addition, my strengths as a writer are my eagerness to learn through reading and actual research and my openness to feedback. I enjoy reading various materials related to writing itself and to my topic.

Single, Married, Separated and Life after Divorce Essay

Single, Married, Separated and Life after Divorce - Essay Example many convincing bible verse evidences, the author proposes that the spouses must strive to keep their marriage alive, resolving individual or family risk and enhancing resilience. The intended audience of Munroe Myles’s book is anyone who can read a book. The audience includes married and single readers. The audience includes the separated or divorced readers. The audience target includes people who are currently in love or breaking out of love. Singleness. â€Å"One lady approached the author stating â€Å"I can’t take it anymore. I am tired of being single. I need a mate now. I am growing older, and life is passing me by (Munroe 11).† The author describes that there are many advantage to being single. First, one will have a unique person. There is no nagging spouse or noisy children. The cultural, social, and economic tenets of society dictates that it is best for a person to get married, a world order (2 Cor 4:4) Further, the author reiterates that the bible does not equate being single as bad or equate being single as being alone. Being single is not the same as being alone. The author insists that one should not marry until one is totally singe. To marry, one must first be separate, unique, and a whole person (Munroe 12). Often marriages crumble into separation or divorce because the marriage partners are not unique or single. The goal of the Christian life is to be separate, unique, and whole person, a vessel that holds a priceless treasure, Jesus Christ (2 Cor 4:7) (Munroe 14). Married. The author insists that the traditional concept of marriage is that it is the basic building block or foundation of society. The reiterates that â€Å"marriage works perfectly only if the right ingredients are mixed together (Munroe 68).† The lack of the minimum required ingredient declines to the state of separation or divorce. Further, the author insists that one should marry only to comply with God’s will (Munroe 140).When the marriage breaks up; society also