Organic Farming The Eco System Super Hero - 1477 Words

Organic Farming the Eco System Super Hero The agriculture farming industry needs to wake up and see the harm that conventional farming is doing to our beloved planet earth and realize that organic farming could be our planets superhero. Conventional farming uses a high level of nitrogen to help crops grow in mass production. These fertilizers sometimes get into the normal irrigation and eventually end up in rivers and oceans. A 2004 United Nations article estimated that most of the 160 million tons of nitrogen used as fertilizer annually ends up in the sea(Conventional Farming...). Why is this bad? The fertilizer that ends up in the ocean creates algal blooms which have neurotoxins in them that suck the oxygen out of the water creating dead zones. These are places in the ocean where no animal or plant can survive due to the lack of oxygen. This is why society needs to move away from conventional farming and start focusing on organic farming because it can reduce the negative effects that our food choices have on the planets health; ultimately organic farming helps by creating a healthier environment for the planet to keep surviving. One of the ways that organic farming helps the planet is by lowering the pesticides that are being used on crops. One of the organic compounds that is used in organic farming is pyrethrin. Pyrethrin is a natural occurring effect that comes from daisy like flowers called Chrysanthemum flowers. Pyrethrin is considered to be an organicShow MoreRelatedOrganic Farming : The Eco System Super Hero2015 Words   |  9 PagesOrganic Farming: The Eco System Super Hero The agriculture farming industry needs to wake up and see the harm that conventional farming is doing to our beloved planet earth and realize that organic farming could be our planets superhero. Conventional farming uses a high level of nitrogen to help crops grow in mass production. These fertilizers sometimes get into the normal irrigation and eventually end up in rivers and oceans. A 2004 United Nations article estimated that most of the 160 millionRead MoreOrganisational Theory230255 Words   |  922 PagesJohnson and John McAuley to be identified as authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior written permission of the publisher or a licence permitting restricted copying in the United Ki ngdom issued by theRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagespublishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department

Foreign Relations Between America And China - 1421 Words

Jimmy Ji AAS 390 â€Å"How would you rate Xi Jinping’s visit to the US (Sept.24 25) on a scale of 1 to 10 where 1 is ‘utter failure’ and 10 is an ‘unqualified success’? Provide detailed reasons in support of your answerâ€Å" On September 25th, 2015, Chinese President Xi Jinping made a state visit to the United States in a gesture meant to reciprocate United States President Barack Obama’s trip to Beijing last November in 2014. The visit served as an opportunity to bolster US-China relations and cooperation among a variety of global and bilateral issues, endeavoring to close their discord and strive for progress. It also served as a strategic move to improve the relationship between America and China so that they stay on track with their Bilateral Investment Treaty negotiations. The two leaders both addressed issues such as China’s alleged cyberespionage, military relations, people to people exchange, and China’s act of intimidation in the off the Alaskan coast. 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Gifted And Talented Children Education Essay Free Essays

string(52) " potency in their country or countries of strength\." What methods of proviso for immature gifted and talented kids can be implemented in Early Old ages scenes, and how good are these methods to the kids ‘s development? The term ‘gifted and talented ‘ ( GAT ) is seldom used in relation to Early Old ages ( EY ) scenes. This is chiefly because proviso for GAT kids has, historically talking, focused preponderantly on higher degrees of instruction ( Gross, 1999 ) . However, the necessity of catering for the societal, emotional and cognitive demands of GAT kids in EY scenes is besides extremely of import, for two chief grounds. We will write a custom essay sample on Gifted And Talented Children Education Essay or any similar topic only for you Order Now First, on a professional degree, all EY practicians must follow with authorities statute law sing the proviso for GAT kids. Second, and every bit significantly, on a personal degree, it is at this early phase of a kid ‘s life that their development progresses the most quickly ( George, 2003 ) . Therefore, if the kid ‘s ability can be foremost identified, and so nurtured through appropriate proviso, so, because the kid ‘s head is more waxy at this clip, the likeliness of successfully developing their precocious gift or endowment will increase as a effect. This raises a cardinal issue: the inquiry of what constitutes being ‘gifted and talented ‘ . Harmonizing to the Department for Children, Schools and Families ( DCSF ) , kids classified as being gifted and talented ‘have one or more abilities developed to a degree significantly in front of their twelvemonth group ‘ ( DCSF, 2009 ) . This construct is extended by Renzulli ( 1998 ) , who formulated a ‘three pealing construct of giftedness ‘ based on his research into the discernible features of kids who displayed illustrations of ‘gifted behavior ‘ . He surmised that, in add-on to the above facet of above mean ability, there must besides be elements of creativeness and undertaking committedness displayed by the kid in order for their behavior to be described as ‘gifted ‘ . The above brief definitions of what it means for a kid to be regarded as ‘gifted and talented ‘ , while valid in wide educational footings, do however present cardinal jobs when used to turn to this issue in relation to early old ages scenes. With respect to Renzulli ‘s definition affecting creativeness and undertaking committedness, these elements may non be immediately evident in the kid ‘s actions due to the societal and emotional immatureness of the kid at such a immature age. Harmonizing to Fowler ( 1999 ) , this is because the kid ‘s rational ability has progressed at a much faster rate than other cardinal developmental factors. Consequently, this could take to behavioral, emotional and societal troubles until this instability has been corrected. Furthermore, with respect to the DCSF definition refering above mean ability, because the kid has had small or no experience of formal instruction at this phase, it is hard, on an official degree, to set u p how far in front of the ‘developmental curve ‘ ( Raty et al, 2002 ) the kid is. When a kid first enters an EY scene, their ability will non hold been officially assessed prior to entry, so an EY practician would ab initio be incognizant of the kid ‘s gift or endowment. This leads to an underpinning issue sing the successful holistic development of immature GAT kids: the designation of their peculiar strength ( or combination of strengths ) at this early phase. Some of the indexs that could mean that a kid is gifted and talented include being able to read books intend for much older kids, holding a well wider vocabulary than might be expected at this early phase, or making exceeding graphics for their age, amongst many others. Many of these indexs are comparatively simple to place, even at this early phase of the kid ‘s development. However, troubles could originate for practicians in the early designation of these abilities. It can be argued that some abilities are harder to place than others. For illustration, a kid with extremely advanced verbal accomplishments has an ability that would be more immediately evident to a practician than one with an exceeding memory for their age. However, to take this thought a phase farther, if a kid has, for case, hapless motor accomplishments or a limited vocabulary, the possibility, however, still exists that their gift or endowment prevarications in another developmental country. Sutherland ( 20 06 ) argues that ‘it is this diverseness that makes designation so hard ‘ . In these instances, it is imperative to look beyond the obvious, as these hitherto latent abilities may merely necessitate the right state of affairs or undertaking to trip their outgrowth and subsequent designation. On the other manus, these abilities can frequently attest themselves long before a kid even enters early old ages instruction ( Sankar-DeLeeuw, 2002 ) . During this really early phase of babyhood, the kid may already exhibit marks of advanced reading and speech production accomplishments. These can be ‘a powerful forecaster of remarkably high rational ability ‘ ( Gross, 1999 ) . The of import point to bear in head is that these abilities will already hold been observed by the kid ‘s parents before the kid enters any EY scene. Parents can take an active function in fostering their kid ‘s development, by, for illustration, playing simple word or figure games with them. Furthermore, harmonizing to research by Koshy and Robinson ( 2006 ) , immature GAT kids frequently have sufficient motive degrees to prosecute their involvements with a grade of independency, after the initial parental engagement. These observations and subsequent engagements can go a focal point of treatment between parents and EY practicians refering the continuance of the kid ‘s development in the scene. This besides marks the start of the key relationship between the parents and the practician, who can join forces to seek to guarantee that the kid ‘s demands are met every bit to the full as possible. These parental and professional positions, with the possibility of uniting the two in partnership, are important in the early designation of immature kids ‘s precocious abilities. Although the importance of this procedure with respect to the kid is undeniable, the issue remains that this is merely the first measure towards the kid carry throughing their potency in their country or countries of strength. You read "Gifted And Talented Children Education Essay" in category "Essay examples" George ( 2003 ) argues that merely the ‘potential for giftedness ‘ exists in immature kids. In order for this aptitude to be developed every bit to the full as possible, an ‘optimal environment ‘ must be provided by any early old ages puting. This straight illustrates the following measure: the necessity to provide for such kids with child-centred, age-appropriate and individualized proviso. By and large talking, EY scenes do non specifically refer to gifted and talented proviso in their functionary policy certification. This can be attributed to the fact that, harmonizing to the DCSF ( 2009 ) : ‘there is no specific counsel ( sing the gifted and talented ) for the Early Years ‘ . However, all scenes are lawfully obliged to follow with the rules contained within the Early Years Foundation Stage ( EYFS ) Framework. Some of these rules are per se relevant to providing for immature GAT kids: in peculiar, ‘Observation, Assessment and Planning ‘ , ‘Supporting Every Child ‘ and ‘The Learning Environment ‘ . These all autumn under the subject of ‘Enabling Environments ‘ . ( DCSF, 2009 ) These specific criterions entitle all kids, irrespective of ability, to hold their single educational demands met by EY practicians through a procedure of careful planning and individualized proviso in an inclusive scene. In the instanc e of immature GAT kids, this system promotes ‘developmentally appropriate ‘ and child-centred pattern ( Harrison, 2000 ) . This underpins all methods of GAT proviso: by providing for the kids ‘s identified countries of advanced ability, EY practicians can supply acquisition experiences where immature kids can heighten their bing accomplishments, prosecute their single involvements, and besides, to a certain extent, start to take duty for their ain acquisition, even at this early phase of their instruction. There are several different methods of proviso for GAT kids across all educational phases. However, some of these are inappropriate for much younger kids to be put through, and impractical for EY practicians to implement. A noteworthy illustration of this is ability grouping, the use of which is preponderantly restricted to secondary school instruction and the latter phases of primary instruction. This method is clearly impracticable as a probationary scheme for younger kids, for a assortment of grounds. Learning is less curriculum-based and more play-based ; the kids will non hold been officially assessed ; and it is unjust on ethical evidences. Conversely, some methods of proviso are more appropriate for the educational demands of immature GAT kids. Three in peculiar base out: acceleration ( cited in Cuikerhorn et Al, 2007 ) , extension ( cited in Meador, 1996 ; Sankar-DeLeeuw, 2002 ; Distin, 2006 ) , and enrichment ( cited in Gross, 1999 ; George, 2003 ; Koshy and Robinson, 2006 ) . In overall footings, acceleration increases the gait of the kids ‘s acquisition ; extension increases the deepness of larning in a specific country or subject ; and enrichment increases the comprehensiveness of larning across a scope of countries or subjects. Moltzen ( 2006 ) states that these methods of proviso have distinction at their nucleus: acceleration and extension are types of quantitative distinction, while enrichment is a type of qualitative distinction. Each of these methods has advantages and disadvantages non merely for the cognitive development of immature GAT kids, but besides, every bit significantly, for their societal a nd emotional development. It is critical for EY practicians to make a socially and emotionally supportive environment within the puting if any of these methods are to hold any step of success in providing for the kids ‘s educational demands. Acceleration, in wide footings, involves traveling through the course of study at a faster gait than would usually be expected for a kid of that age. It typically involves take parting in activities and undertakings relevant to a higher twelvemonth group, accompanied by traveling to higher twelvemonth groups to work with older kids. These processs are comparatively common in the United States of America, but are rarely used in the United Kingdom at this early phase ( Koshy and Casey, 1997 ) . These procedures of ‘fast-tracking ‘ and ‘accelerated larning ‘ are advocated in the 1997 ‘Excellence in Schools ‘ White Paper* ( cited in DCSF, 2009 ) as a manner to ‘stretch the most able ‘ . However, from an early old ages position, this scheme would merely be used in instances where the kid ‘s ability in a peculiar country is so far in front of their age group that this becomes the lone practical solution, although this step would merely be necessary for a really little per centum of immature GAT kids. For these choice few, the premier benefit of this method of proviso is that they can work at a degree that is tailored to their single demands, which, in bend, will increase their motive and overall educational satisfaction degrees. Harmonizing to research by Gross ( 1999 ) , they accordingly tend to ‘perform every bit good as or better than their older schoolmates ‘ . Another educational benefit is that many immature GAT kids find it easier to associate to older kids because they are more closely matched, both intellectually and in footings of their scope of involvements ( Distin, 2006 ) . However, a contrasting position is held by Cuikerhorn et Al ( 2007 ) , who emphasises that working with a higher age group can take to societal isolation from kids of their ain age. As mentioned before, immature GAT kids, though by and large better developed cognitively and academically than other kids of the same age, are still at the same societal and emotional developmental phase as their equals. Therefore, it is important that they portion experiences, peculiarly play-related 1s, with them excessively: this is an of import facet of childhood. Furthermore, acceleration can increase the force per unit area on kids to move more maturely faster than they are able to get by with, both socially and emotionally. It could be argued that it is unjust to enforce such an outlook on really immature kids. Extension is the 2nd method of proviso to see. Broadly speech production, this involves immature GAT kids take parting in activities and undertakings suited for most kids of that age, but with some distinguishable versions to provide for their more advanced academic demands. One noteworthy type of version is kids ‘s engagement in open-ended activities, devised by the EY practician, that stem from an initial stimulation. A good illustration of such a undertaking was observed by Meador ( 1996 ) in an EY scene. The original activity for all kids was to make their ain ‘ant hill bite ‘ by distributing peanut butter over a vanilla wafer with a fictile knife, so puting three raisin emmets on it, and eventually eating it. The drawn-out activity for the GAT kids was to be after to do ant hills for five kids, so to work out how many vanilla wafers and raisins they would necessitate to make this, and eventually to explicate their reply to the practician. In this case, the draw n-out undertaking is open-ended because there are multiple agencies of happening the replies ( Meador, 1996 ) ; kids could, for illustration, draw images of the wafers and the ‘ants ‘ and number them on the piece of paper, or by utilizing items or their fingers. This highlights a cardinal facet of extension: the manner in which undertakings can be designed to develop and dispute the kids ‘s mind. This issue of challenge is of import for two chief grounds. First, when they are working at a degree that better suits their demands, this can hold a positive consequence on their motive and undertaking committedness. Second, if they are able to finish a more ambitious activity, they can derive a sense of accomplishment from it, which will in bend aid to hike their assurance and self-belief. Extension undertakings besides have the capacity to let GAT kids, even at an early age, to utilize more advanced degrees of thought accomplishments ( Bloom, 1985, cited in George, 2003 ) . Taking the activity above as an illustration, they progress from the relatively simple cognitive procedure of following instructions in the first portion, to the more complex cognitive procedures of job resolution and explicating a pick of attack in the 2nd portion. If these more advanced acquisition accomplishments can be developed through extension at this early phase, the kid will be far better prepared for later degrees of schooling where these accomplishments become a necessity in more formal schoolroom state of affairss ( Goodhew, 2009 ) . However, the method of extension as a method of proviso has some possible drawbacks. If the immature GAT kids are being invariably extended, so the danger exists that this focal point on more ambitious activities may take to the disregard of cardinal accomplishments and rights. In the early old ages, every kid, irrespective of ability, ‘deserves a happy childhood, full of energy, joy, optimism and growing ‘ ( Koshy and Robinson, 2006 ) . Like all other kids, they must be given chances to, for illustration, draw images, drama and communicate with their equals, explore the universe around them, and so on. Consequently, if these extension schemes are non regulated and moderated right, it can do the kid to go socially stray and emotionally detached from their equals. The 3rd method of proviso to see is enrichment. In general footings, it is similar to the extension method as it besides involves immature GAT kids take parting in activities and undertakings suited for most kids of that age. However, it differs in one chief regard. Alternatively of accommodating activities and undertakings and advancing the usage of a assortment of more advanced cognitive procedures and accomplishments, enrichment focuses more on the development of a peculiar kid ‘s single countries of strength or particular involvement. An illustration of such an involvement at an early age is described by Cuikerhorn et Al ( 2007 ) , where one peculiar GAT kid was able to declaim dinosaur names from memory and discourse intricate informations, such as their dimensions and their nutrition, with the EY practicians. They did this merely ‘because the subject excited them ‘ ( Cuikerhorn et al, 2007 ) . In this case, suited enrichment activities could include pulling images of their favorite dinosaurs utilizing felt-tip pens or little pieces of sugar paper, conceive ofing what a typical twenty-four hours in the life of a dinosaur would be like, or making role-plays with dinosaur figures. Such undertakings could be devised by the practician or the kid. Other kids can be involved in these undertakings, the 3rd one in peculiar, and by working together they can portion experiences with each other. The cardinal component here is that these undertakings are matched to the single kid ‘s demands. This has two ch ief benefits to the kid ‘s development. First, because they are already deeply interested in the subject, they will be motivated to go on their assimilation of cognition, and deepness of apprehension of it. Young GAT kids, in peculiar, have a ‘strong appetency for information ‘ ( Sankar-DeLeeuw, 2002 ) ; the enrichment attack can impart this ‘appetite ‘ into activities with meaningful results. Second, the three possible activities mentioned above ( by no agencies an thorough list ) offer originative possibilities for the immature GAT kid in different early developmental countries such as drawing, imaginativeness and coaction, the tierce of which in specific will profit the kid ‘s interpersonal accomplishments and aid to further positive equal relationships. This is a signifier of individualized acquisition, where an single kid ‘s accomplishments and abilities in all countries of development are enhanced by their ain strengths and involvements. This technique is promoted by the 2005 ‘Higher Standards for All ‘ White Paper* ( cited in DCSF, 2009 ) ; it can assist all kids, irrespective of ability, to ‘reach the bounds of their capacity ‘ . However, in order for this rule to be more to the full met in an EY scene, it is of import that enrichment is merely one built-in portion of the whole acquisition procedure for the immature GAT kid. They must besides work and play outside their peculiar country of strength or involvement to develop other cardinal accomplishments that will be required in the hereafter. This will assist to guarantee that their instruction is good balanced during the early old ages. In short, the proviso of enrichment for immature GAT kids should be implemented aboard, non alternatively of, th e regular early old ages course of study. In drumhead, it can be argued that all of these methods of proviso can further the cognitive development of immature GAT kids in EY scenes in different ways. However, the success of each method chiefly depends on each single kid ‘s demands. Some may develop academically through one method ; others may make so through a combination of methods: harmonizing to the 1999 ‘Excellence in Cities ‘ White Paper* ( cited in DCSF, 2009 ) , there is frequently no individual ‘best manner ‘ to run into all of a kid ‘s demands. EY practicians should take the method or methods of proviso based on an designation of the single kid ‘s gifts or endowments, although this is frequently a hard portion of the procedure if the ability is non immediately evident. They should so implement it with a sound consciousness of the kid ‘s societal and emotional development in head. This is peculiarly of import in the early old ages, as these features are, in most instanc es, merely merely get downing to develop at this phase. It is the well-planned, thoughtful and supportive execution of these methods that significantly lessens the opportunity of immature GAT kids sing societal and emotional jobs, while at the same clip assisting them to larn, accomplish, and most significantly enjoy themselves in an inclusive scene at this important early phase of their childhood. — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — – * Although these education-related legislative paperss are recommendations made for the proviso of talented and talented students in primary and secondary schools, I felt that the same rules, albeit in different contexts, are besides relevant to early old ages scenes. Therefore, they are included in the text. Reference List / Bibliography Bearne, E. ( erectile dysfunction ) ( 1996 ) Differentiation and diverseness in the primary school. London: Routledge Cuikerhorn, J. R. et Al ( 2007 ) Serving the preschool gifted kid: scheduling and resources. Roeper Review, 21 ( 3 ) , pp. 222-234 DCSF ( 2009 ) National quality criterions in talented and gifted instruction. ( Online ) Department for Education and Skills. Available at: hypertext transfer protocol: //www.standards.dfes.gov.uk/giftedandtalented Accessed: 19th November 2009 DCSF ( 2009 ) The national schemes: early old ages foundation phase. ( Online ) Department for Children, Schools and Families. Available at: hypertext transfer protocol: //nationalstrategies.dcsf.gov.uk/earlyyears Accessed: 18th November 2009 Distin, E. ( erectile dysfunction ) ( 2006 ) Differentiation and diverseness in the primary school. London: Jessica Kingsley Fowler, S. A. ( 1999 ) Perspectives: measuring an early childhood gifted instruction plan. Roeper Review, 21 ( 3 ) , pp. 222-234 George, D. ( 2003 ) Gifted instruction: designation and proviso ( 2nd edition ) . London: David Fulton Goodhew, G. ( 2009 ) Meeting the demands of gifted and gifted pupils. London: Continuum Gross, M. U. M. ( 1999 ) Small poppies: extremely talented kids in the early old ages. Roeper Review, 21 ( 3 ) , pp. 207-221 Harrison, C. ( 2000 ) ‘But three-year-olds can’taˆÂ ¦ ‘ Glass ceilings in early childhood – deductions for talented kids. Australian Journal of Early Childhood, 25 ( 2 ) , pp. 22-30 Hodge, K. A ; Kemp, C. ( 2002 ) The function of invitational course of study in the designation of giftedness in immature kids. Australian Journal of Early Childhood, 27 ( 1 ) , pp. 33-41 Koshy, V. A ; Casey, R. ( 1997 ) Effective proviso for able and exceptionally able kids. London: Hodder A ; Stoughton Koshy, V. A ; Robinson, N. M. ( 2006 ) Too long neglected: gifted immature kids. European Early Childhood Education Research Journal, 14 ( 2 ) , pp. 113-126 Meador, K. ( 1996 ) Meeting the demands of immature talented pupils. Childhood Education, 73 ( 1 ) , pp. 6-12 Moltzen, R. ( 2006 ) Can ‘inclusion ‘ work for the talented and talented? In Smith, C. M. M. ( erectile dysfunction ) Including the talented and gifted: doing inclusion work for more talented and able scholars. Abingdon: Routledge Morgan, A. ( 2007 ) Experiences of a talented and gifted enrichment bunch for students aged five to seven. British Journal of Particular Education, 34 ( 3 ) , pp. 144-153 Raty, H. et Al ( 2002 ) What makes one able? The formation of students ‘ constructs of academic ability. International Journal of Early Years Education, 10 ( 2 ) , pp. 121-135 Renzulli, J. S. ( 1998 ) The three-ringed construct of giftedness. ( Online ) University of Connecticut. Available from: hypertext transfer protocol: //www.gifted.uconn.edu/sem/semart13.html Accessed: 17th November 2009 Sankar-DeLeeuw, N. ( 2002 ) Gifted kindergartners: parent and teacher positions of designation, early admittance, and programming. Roeper Review, 24 ( 3 ) , pp. 172-192 Sternberg, R. J. A ; Davidson, J. E. ( erectile dysfunction ) ( 2005 ) Conceptions of giftedness ( 2nd edition ) . Cambridge: Cambridge University Press Sutherland, M. J. ( 2006 ) The early old ages puting – an inclusive model. In Smith, C. M. M. ( erectile dysfunction ) Including the talented and gifted: doing inclusion work for more talented and able scholars. Abingdon: Routledge Tomlinson, C. A. ( erectile dysfunction ) Differentiation for gifted and gifted pupils. London: Sage How to cite Gifted And Talented Children Education Essay, Essay examples

Annotated Bibliography for Business Communication- myassignmenthelp

Question: Discuss about theAnnotated Bibliography for Business Communication. Answer: Mazzei, A. 2013, A Multidisciplinary Approach for a New Understanding of Corporate Communication, Corporate Communications: An International Journal, vol. 19, no. 2, pp. 216-230. Based on this paper, it is important to understand the communication concept in companies. The author compares definitions of communication concepts using different business-related communication disciplines (Mazzei 2013, 216), including corporate communication, public relations, marketing, and organizational communication. Mazzei has also used a review as a methodology to understand the concepts in different business disciplines. The findings considered in this study identified the convergence of communication. Despite the findings, the study bears significance limitations. For instance, the author failed to attach high value to the results in the field of communication from various points. This is because; every discipline provides specific connotations to communication. Nonetheless, the paper seems relevant to the topic of study as the author has compared business related communication disciplines. Therefore, the use of a multidisciplinary approach and polysemic communication has added value to this concept paper. Abugre, J B, 2011, Appraising the Impact of Organizational Communication on Worker Satisfaction in Organizational Workplace, Problems of Management in the 21st Century, vol. 1, p. 7-15. In this article, Abugre has highlighted the significance of communication in many businesses, as it stimulates worker satisfaction. The journalist has assessed organizational communication and related impacts on employees in the workplace. The author has further used quantitative survey in examining the information for this study. With the help of the chi-square test, Abugre has managed to answer the research question and hypothesis (Abugre 2011). In fact, the author has affirmed that good leadership communication behavior is critical in maximizing workforce productivity thus recommending it to the formal sector to boosting the morale of workers. The journalists findings are relevant to the subject because they add value to the study. The managers and other targeted audience can use the results to introduce an efficient organizational communication in the business. Myers, K K Sadaghiani, K, 2010, Millennials in the Workplace: A Communication Perspective on Millennials Organizational Relationships and Performance, Journal of Business and Psychology, vol. 25, no. 2, pp. 225-238. In this article, Myers and Sadaghiani have demonstrated the stereotyping of Millennials in the workplaces thus making them unmotivated, self-centered, disloyal, and disrespectful. This exposes the widespread issues regarding communication with Millennials thus affecting the organizational performance. With stereotyping effect, Millennials have found it knotty to establish a strong relationship with co-workers. The journalists have reviewed the purported characteristics and positive attributes of Millennials. The findings of Myers and Sadaghiani show that Millennials are inspired through teams and frequent and open communication. These work groups are motivated with communication technologies. To this effect, the management should consider encouraging workplace interaction by valuing communication. These findings are relevant to the field of study thus befits the expectations of supervisors and managers in handling Millennials and promoting teamwork culture. Akindele, D O, 2012, Enhancing Teamwork and Communication Skills Among First Year Students at the University of Botswana, TESOL Journal, vol. 6, pp. 2-15. In this article, Akindele has explored how the first year students manage teamwork and overcome conflicts associated with group activities. According to the author, it is important to foster interpersonal, communication, conflict management, and leadership skills in the first year students using teamwork(Akindele 2012). Through the team, the students would understand the significance of writing and research skills related to group mini-projects. The author used about 70 students as a study sample. The findings show that teamwork was beneficial to students as it enhanced conflict management and interpersonal skills, built confidence and self-esteem, and leadership skills among students. To this effect, this study adds value to the research. Bibliography Abugre, J B. 2011, "Appraising the Impact of Organizational Communication on Worker Satisfaction in Organizational Workplace", Problems of Management in the 21st Century, vol. 1, pp. 7-15. Akindele, D O. 2012, "Enhancing Teamwork and Communication Skills among First Year Students at the University of Botswana", TESOL Journal. vol. 6, pp. 2-15. Mazzei, A. 2013, A Multidisciplinary Approach for A New Understanding of Corporate Communication, Corporate Communications: An International Journal, vol. 19, no. 2, pp. 216-230. Myers, K K Sadaghiani, K. 2010, "Millennials in the Workplace: A Communication Perspective on Millennials Organizational Relationships and Performance", Journal of Business and Psychology, vol. 25, no. 2, pp. 225-238.

A variation of the Stroop effect experiment free essay sample

An experiment to investigate the Stroop effect in which participants are asked to name the colour in which a word is written, that word having either a colour- association or a neutral association. ABSTRACT. This study was an investigation of the cognitive processes at work during a variation of the classic Stroop test and effect, in which the degree of intrusion into automatic thought processes may be witnessed in a colour identification task. It was found that the rate of word identification was slower where the list contained words which had association with colour than when colour neutral words were being read thereby leading to inference that interruptions to unconscious somatic processing were taking place in the former condition. INTRODUCTION The Stroop effect is a well- established robust phenomenon which deals with the interruption to automatic thought processing by a certain task. Although first described by John Stroop in 1935 the experiment had been first carried out by scientists in Germany, (Jaensch, E. We will write a custom essay sample on A variation of the Stroop effect experiment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page R. 1929). The ‘effect’ refers to the amount of difficulty experienced by participants in excluding information, both sensory and learned , that conflicts with the task. It is also concerned with the prioritisation that takes place regarding one mental operation over another, (Broadbent,D. E. 1958), or how one operates to the detriment of another. The classic experiment uses colour words, i. e. red, green , blue etc. and has them printed in non -corresponding/incongruent coloured ink which participants are then asked to read out against the clock, times being recorded in each instance and also mistakes. The first list of words, (condition 1), which they have previously read out are non- colour words which are also printed in the same coloured inks as the second list,( condition 2), and have no colour association whatsoever. The effect is noted when there is a significant difference/increase in the time taken to read out the list of colour words showing that the automatic process of reading, ( Reed. 1988), is being disrupted. The cause of the disruption is the recognition of the colour words and the colour ink confused by the fact that they are incongruent. There is therefore competition for conscious attention, ( Cherry. E. C. 1953), and this slows down the ability to perform the task. The experiment pertaining to this particular report was a variation upon the classic Stroop experiment. The first list of words, condition 1, was carefully selected so as to have no colour association at all and was printed in the same colour inks in the same randomisation and numbers as the second list, the colour associated words . None of the colour associated words were printed in the associated colour. Given the results of previous research into the classic effect, (Siegrist, 1995,1997 ;Strauss,Allen, Jorgenson Cramer2005. ), the one tailed hypothesis for this experiment was that, in this variation, there would be a slower response time in the colour associated list than for the control list but that the colour associated list response times in this experiment would be faster than if a colour word list had been used. So the main reason for this experiment was to find out the degree of interruption to automatic thought processes as the direct colour connection with words is weakened, i. e. words that represent actual colour are dropped in favour of words with a distinct but less absolute association with specific colours. The null hypothesis was that any relationship between response times and lists would be down to chance. METHOD. DESIGN. This was a one tailed, within participant, repeated- measures hypothesis related study. It was expected that the response times for the colour-associated list of words would be higher than for the list which had no colour associations. The I/V,( Independent variable), was the colour of the inks used to print the words in both lists. The D/V, Dependant Variable, was the RT,( response time), for the performance of the task. The coloured ink used to print each list was randomised and sequential. The RT was measured in seconds, to the nearest second. The participants had no contact with each other during the process, and the instructions and ‘researcher script’ for discussing this prior to start were identical. There was no researcher deception involved in the project as all participants were made aware of the aim of the project in broad terms and that they would be asked to read out lists of words with reaction times being recorded. MATERIALS. A stop watch was used to time the responses. A colour printer was needed to print out the lists. There was a list of instructions and also an informed consent form provided for discussion with the researcher. Two lists of thirty words were provided for the actual test and for the pilot. The lists were printed in Arial 36 font on white matt A4 sheets of paper. One contained a list of colour neutral words and the other list was colour-associated words. On the back of one list was printed in the same font â€Å"Condition one† and on the other list, â€Å"Condition two†. There were six colours of ink used and the colours were randomly assigned to the words in sequence for both lists. PARTICIPANTS. Twenty participants were recruited in all. Sixteen from the Open University, and four more locally. The raw data from the O. U. were sent for inclusion in the final results. There were 9 males and 11 females between the ages of 18 and 68. All participants were subject to a preliminary interview/screening in order to address such extraneous variables as sight, hearing and speech problems that may have impacted on the outcomes. The ability to understand and co-operate with the process was also addressed at this point. Researchers sought and obtained informed consent from participants and the forms were signed and collected for safe- keeping with other confidential materials. Ethical issues were also discussed at this time with each participant and they all confirmed that they were aware of their right to withdraw from the project at any point without having to give reasons as well as being entitled to skilled debriefing and support from identified confidential sources if required. Confidentiality regarding the information to be gathered and its storage and disposal was discussed with participants as too was Privacy, which in this case meant the amount of personal control over information they had and the flow of information between researchers. PROCEDURE. Participants were provided with a desk and seat in a quiet and well lit room with the lists turned over on the desk top. They were re-informed of their right to withdraw at any point and were provided with the informed consent form which was discussed with the researcher and the list of instructions for the test was also provided and discussed at this time, whilst working through the example/pilot in order to familiarise each participant with the task . The demographic information was requested and noted for the relevant form. The instructions were read out to them and given to them. The participant was ‘counted in’ using the stop watch and turned over ‘condition one’ list on zero. The list having been read, the response time to the nearest second was recorded. The procedure was repeated for the list labelled ‘condition two’. The order of list presentation was reversed for each alternate participant, i. e. list 1 followed by 2 , and then list 2 followed by 1, and back to 1 and 2. After the test the participants were invited to attend either a private or communal debrief session , (during which a Q and A session was to be encouraged), and were thanked at this time for their input. It was reiterated that their data were confidential and that they could still choose to withdraw from the project even at this stage. RESULTS. Data were collated and tabled, see Figure 1, with attention to the mean response times . Researchers applied the t test,(paired samples ), to the collected data using SPSS 20,( see appendix 4),and obtained a t value of 4. 262, a d value of 19 and a p value-probability of 0. 000. This meant that there was a high statistical significance in the results showing that Reaction Times were unlikely to have occurred due to chance. This also meant that it was possible to reject the Null Hypothesis at this stage. Figure 1. CONDITION. MEAN RESPONSE TIME-IN SECONDS STANDARD DEVIATION. Condition 1. (Colour related words). Time (seconds). 26. 40 6. 660 Condition 2. (Neutral words). Time (seconds). 22. 95 5. 987 DISCUSSION. The results of the experiment show that it took longer for participants to respond when reading out the list composed of colour-associated words printed in incongruent coloured inks than for reading out the neutral association list also printed in the various coloured inks. This means that there was a definite and marked interruption to the automatic process of reading to such a degree that the task was impeded. It was therefore possible to rule out that the results had occurred by chance and rule out the Null Hypothesis. It was noted that there was a 10% anomaly in the raw data in that two of the participants appear to have read out the colour associated –list faster than they did the neutral list. The rest of the data supported expectations based upon results from previous research in this area,(Stroop, J. R. 1935). The anomalous data were amongst those received from the Open University rather than from those collected locally therefore it is not possible for any contributing variables to be investigated at this point by this researcher. Conjecture might suggest the presence of practise effect or that the two participants may have been adept at one of the forms of speed/skim reading that concentrate less upon specific words and more upon overall content and meaning, (University of Cambridge 2012). In evaluating this particular experiment it shows that it is of the highest necessity for a researcher to be involved at all stages of their research from the recruitment phase onwards. Without this it is virtually impossible to address such things as anomaly with any credibility, or for them to draw meaningful conclusions about the validity of any results. Although the results of this study show a marked difference in the times taken to read the two lists it is worth noting that a higher number of participants would need to be involved if there was to be a serious attempt at generalisation from the results. The classic Stroop experiment has been adapted and evolved for use in the investigation of subtler areas of attention and cognition interruption e. g. exploration of the role of emotions in the automatic mental processes, (Cothran, R. D. Larson, R. 2008. ). There has also been more recent research into methods of carrying out stroop- testing , (Chafetz,M. D. Matthews, L. H. 2004), where Neuropsychological techniques are used to test and to gather results. It is held that these methods gather more accurate results and are also able to indicate the parts of the brain at work during the task and therefore enhance the usefulness of the study A pertinent and practical application for further use of the stroop- test template as a means to research interruption to automatic somatic thought processes would be one that addresses the topical issue of whether someone driving a moving vehicle has their performance impaired by also trying to hold a telephone conversation at same time. Used in conjunction with Neuropsychological technologies, it may be possible to investigate exactly which part of the brain is dealing with which task and how priority of functioning is attained .

God Atom or Ape essays

God Atom or Ape essays Let me explain it to you in a language you'll understand... Have you ever heard these words before? Have you ever said, or even thought, these words before? I would dare say that everyone that has raised children or has a little brother or sister has found the need to explain something to a child "in a language they'd understand". Then why is it so difficult to understand that the story of creation is not a scientific explanation of how we came about but a story explained "in a language the people in that age could understand" concerning God's relationship with them and the universe. What did they know then of the world around them? What sense would it have made to tell them that we are on a huge "ball of dirt and water with a molten core" held in space by energies we still don't totally comprehend. That the lights in the sky are planets and stars that there children's, children's, children... would someday be attempting to go to. At the time the story of creation was written it was not necessary, or beneficial, to divulge the "secrets of the universe". Just as it is not necessary to tell a child of three the details of procreation when they ask, "where do babies come from? " You speak to them in a language they will understand such as, "When a mommy and daddy love each other so much, a baby is created from that love." This is acceptable to the child and not something that will not fit with what they learn later. Though they will also learn, unfortunately, that children are also born from "one night stands", loose moral behavior, and rape or abuse. But this does not make the initial story they were told untrue; it just means there is more to it than what they were told then. So why do people have a problem believing that they were given a story that told of God's love for them, though it was not necessarily the detailed story. Why is it so difficult to believe that God's plan evolved over millions of years and millions of c...

Leadership Development within XXX Ltd Case Study

Leadership Development within XXX Ltd - Case Study Example Charismatic leaders were attributed powerful qualities by those who follow them; traditional leaders were powerful by virtue of hereditary wealth or peerage; legal leadership draws its power from professional knowledge and technical expertise, and formal authority was legitimised through roles or position in the bureaucratic hierarchy. As such, formal authority is legitimated by subordinates' understanding and respecting rules and authority (Buchanan, Huczynski, 2003, pp. 90-98). In contrast to Weber's approach, more recent sociological approaches to leadership have been more concerned with notions of power rather than leadership per se. As such, the study of leadership is less about the individual and more about how power structures allow domination and control over others. XXX Ltd. has considered leadership programmes that give their employees' with a self-directed career path that initiates their individual and professional development within the company. Buchanan and Huczynski (2003, pp. 90-98) discusses that the programmes courses present a number of leadership activities that enhances the learning value whilst sharpening the skills of the leaders and their leadership skills within the company. XXX Ltd. has given their employees the opportunity to utilise these leadership development programs in initiating the growth of their career and to cultivate business diversity and cross-functional flexibility. These programmes are offered up to the 'high potential' employees who are deserving of succeeding through the various stages of the leadership development process on both a novice and advanced level. Either level of the programme will hold specialised leadership activities that sustain the six sigma methodologies and incorporate a 360-Degree feedback approach to a multi-faceted learning environment that incorporates classroom learning with multi-business rotational assignments. This paper discusses leadership development in the context of XXX Ltd. in a concise and comprehensive way. The paper also discusses key concept and theories of leadership development i.e. transformational leadership, transactional leadership and other key concepts and theories. Aims and the Objective of the Study The aim of this study is to discuss leadership development in XXX Ltd and to critically examine BM's Integrated Leadership Framework for middle managers; in particular it's effectiveness in developing the required transformational leadership capabilities, with a view to developing a set of practicable recommendations for enhanced practice. This study tries to achieve the following aims and objectives. a-This study achieves a critical literature review on Leadership, especially on contemporary transformational leadership and describes, in particular, the potential benefits, challenges and recommendations of good practice. b- The study aims to profile BM's Leadership Framew