Human Nature In Society

The roots of human nature are sunk deep into our history and experiences. When in our own lives we are to find the basis of our human nature, we must look to our early years, the formative years. Now take for example if we placed a newborn in the wild or in a high-class, well-mannered, wealthy family. The human nature of the newborn in the wild will be exactly that, wild and chaotic. While on the other hand the newborn in the well-mannered society will be well mannered and moralistic. Human nature is defined by the values that are taught and the values that society defines, if there are no societal values, human nature is doomed and lessened to that of wolves. Society defines the values and morals for its people to live by, common values. These values affect human nature and affect the way an even slightly self-conscious person behaves. An example of one of these societal values is table manners. Society has defined over hundreds of years of history to eat accompanied by utensils. Society also has set the value and that eating with your bare hands is un-civilized. Another example of a moralistic standard is not to steal. This value is taught by our parents and members of the society, the human society. So human nature has a conscience because of social morals and values. The formation and situation of human nature is dependent on these guidelines. Some peoples human nature may be to steal, maybe to survive but most humans have this as a wrong. Most people have developed a database of right and wrong. Although without society or modern civilization, human nature is reduced to a mind-frame of everyone for themselves and to basically survive. Without civilization Human nature is the same as the instinctual behavior of any human, eat drink, and sleep. Human nature is what separates humans from monkeys. Human nature as a balance of good and evil, humans can use their brain power for good or evil. Some aspects of human nature I encounter are events such as to decide between right and wrong, cause and effect. Human nature forms its basis of teachings at an early age. If you and I are taught good and right early on then our nature will be more knowledgeable and perhaps better. General human nature is different than individual but not by much. Generally, humans are a species that thrive to better their own lives and if possible others lives also. Human Nature also inhibits the qualities of greed, ambition, pride etc. The job of humans is to conform, to an extent, to society and its standards and values. Humans control or do not present these negative or positive aspects. Individually speaking, some people are more greedy than others, some more kind. Even though human nature includes many different aspects, most civilized humans, their nature is to an extent abide by widely accepted moral values. On simple value would be to live and let live, and if possible help. A societal value I am faced with everyday is to be kind and generous or at least to be polite to other fellow human beings. We can think of human nature to follow a kind of moral code such as many religions encourage. Encompassing all, human nature is not the pursuit of humanitarianism but the pursuit of once again, control or present certain qualities of ones characteristics and do this within the guidelines of society or on a larger scale humanity. Human nature is defined by the values that are taught and the values that society defines, if there are no societal values, humans are no different than animals in the wild. Human nature has aspects including love, greed, and ambition which dogs do not. But at the crux, humans do attempt, basically, to survive. Human nature is very complex in the task of approximating individual traits but when speaking of humanity all together its nature is different than animals in that we use our unique characteristics. Humans have wants and desires and also are capable of helping others in need.

Dpe Paper

DPE and Goal Instruction If teaching were as simple as using the one best way to teach everything, it would be considered a science. However, there isn’t just one correct method to teach everything. That is the reason teaching is an art. If teaching meant to follow a text book and a â€Å"one size fits all† approach, then anyone would be a master teacher. That is why teachers and especially special educators unique and special.That is why teachers know that individual needs, strengths and weaknesses must be considered to make the instructional process successful and geared to equip the student to achieve his optimum skills and abilities to meet the challenges of daily living. Students come with their own individual packages and no two of them are alike. Even though the curriculum is the same, no two students learn the same way. Teachers are challenged to meet the students’ â€Å"package† and to create an approach at instruction that take into consideration the students’ differing abilities, strengths and needs are satisfied.To compound the challenges of instruction, the intellectually disabled (ID) student presents additional dynamics that impact the art of teaching. This paper presents the diagnostic/prescriptive/evaluation (DPE) strategy of instruction for ID students. The DPE is not a concept. Educators have been using it for decades (Mann and Phillips, 1967). During the past 40 years it has been improved and refined (Ewing & Brecht). The paper examines each of the components of DPE: diagnosis, prescription, and evaluation (Thomas, 1996). In conclusion it presents two applications of implementing the DPE with two students diagnosed with ID.The diagnostic process requires great skill and effort from the teacher. Alone the special educator cannot perform all the necessary functions of diagnosis. With the assistance of the other members of the Multidisciplinary Team (MDT) and other service personnel, they are able to determine the needs of individual learners and to specify instructional objectives that will help the student satisfy his educational needs (Eisele, 1967). During this phase the teacher is to determine the most demanding needs of the student. The entire diagnostic process depends upon the ccurate identification of these needs. The specialists on the MDT provide the teacher with the data, or means of acquiring the data, about the student that are necessary for determining the student’s needs. This takes the form of providing formal and informal testing services for testing students, supplying the data that has been acquired from the testing, and providing the testing batteries that could be used for this purpose (Eisele, 1967). This becomes the Present Levels of Performance (PLOP) of the Individualized Education Program (IEP).When the MDT has collected all of the significant data and determined the demanding needs of the student, then the teacher and the specialists develop the instruc tional goals and objectives appropriate for specific needs. These goals are selected from curriculum domains and the objectives can be selected from curriculum guides and resource units. Also the teacher and specialist can generate their own objectives. When talking to the teacher and specialists, I asked what type of instructional activities and materials they use for students with ID?The teacher and specialists stated that they prescribe instructional activities and materials suitable for the student to master his objectives. This constitutes the second step in the DPE process. Prescribed learning is based on short- and long-term goals that are established for the individual student and are based on the skills needed to be mastered. Within these goals are markers to establish where there are gaps in the learning process. Instruction that follows will teach only to what the student still needs to master to be successful. It capitalizes on the strength of the student to fill in the learning gaps.The prescriptive process can be applied to almost any subject area, academic and behavioral (Deschel, Susan, 2012). Three important teaching strategies for students diagnosed with ID: 1) tasks should be broken down into small component steps and learned in sequence, 2) teaching techniques should be experiential, concrete, visual and hands-on rather than cognitive, abstract and verbally delivered in lecture form, and 3) feedback should be immediate for the student to make a connection between his answer, behavior, or question and the teacher’s response.The third phase is the evaluation process. This is a two-pronged process for the teacher. First, evaluation is necessary to assess needs and, second, to evaluate the student’s progress toward achieving his objectives. Through the evaluation process teacher monitors the understanding and performance of students before teaching the lesson, while teaching, and after teaching the lesson. The evaluation process c an inform the teacher of the effectiveness of his lessons with individuals, small groups of students, or whole classes, depending on the instruments used (Guskey, 2003).Instruction and evaluation are interactive. The teacher may evaluate student learning on the spot, or collect data at different points in time and compare progress over units of instruction. Moment-by-moment assessments allow the teacher to tap into student’s developing understandings about the objective and to enable the teacher to correct misconceptions immediately. Observations recorded over time allow the teacher to identify patterns of development and document learning gains (Guskey, 2003). This can be accomplished in many ways.Devices appropriate for the evaluating progress are data keeping, checklists, logs, standardized tests, and paper and pencil tests. Now we consider the practical applications of DPE in a classroom. Antoine is a 12 year old, sixth grader, who is diagnosed with ID and is in a special education classroom. His MDT has completed their assessments and has developed his IEP. One of his goals includes math readiness. His objective is to be able to match manipulatives to numbers expressed on cards with verbal prompting.The teacher has developed prescriptive lesson plans to enable Antoine develop the needed skills to match the manipulatives to the numbers. His first lesson is to match manipulatives to the number expressed on a picture communication symbol (PCS). He encounters difficulty in matching the manipulatives to the number on the PCS. His teacher notes the difficulty evaluating Antoine’s learning skill gap. She introduces PCS with a number of manipulatives on it equal to a number on the top of the PCS. Antoine begins to associate the manipulative with the number on the card.As he experiences success in matching the manipulatives to the number, the teacher replaces the PCS with two cards, one with the number and the other with the manipulatives. After coll ecting data indicating Antoine’s progress, the teacher removes the manipulative card. Antoine now begins to match the manipulatives to the number on the PCS. For the second example we meet John. John is a 15 year old with a diagnosis of ID and behavioral issues. He has recently developed the habit, when he becomes frustrated, of head butting objects and individuals.His MTD has met and analyzed the situation and has developed a plan to extinguish this behavior and have John express his frustration in positive behaviors. They have listed the times when John has become frustrated, the antecedent(s), and indicators that precede his head butting. The prescriptive element is to develop initially plans for John to identify his feeling of frustration and to express his emotion to the teacher. As the staff observes John during class times, they begin to note those antecedents that indicate John is becoming frustrated. They plan interventions with John to alleviate his build up of frus tration.There is the constant interplay of the diagnostic, prescriptive and evaluation processes until John is able to identify the cause of his frustration and release it with positive behaviors. There are many specific techniques that can assist in teaching students with ID. They can be summarized into three, more, general strategies. First is to allow more time and practice for the students to successfully master the objective. Second is to embed the activities into daily living or functioning as much as possible. Third is to include the student both in the social and academic activities.Diagnostic/prescriptive/evaluation strategies have been employed in the classroom as an educational strategy to remedy learning deficits (Ewing & Brecht, 1977). After speaking with a teacher about the roles and procedures that plays in the daily class, she shared with me that the diagnostic process helps the educational team define the student’s abilities and deficits. The prescriptive pro cess provides a means to plan and teach the skills and concepts a student needs most. The evaluation process measures the learning increments of any magnitude. It enables the team to redefine the diagnostic and prescriptive as needed.The DPE strategy emphasizes and identifies a prioritized life goal curriculum planning approach to identify functional skills and concepts need by a student with ID to become as successful as possible in adult life. The DPE approach assesses each student’s abilities and progress toward those individual life goals (Thomas, 1996). References Dreschel, Susan. (2012). Prescriptive Learning. http://www. ehow. com. Eisele, James E. (1967). Diagnostic Teaching: Can the Curriculum Specialist Help? Educational Leadership, January 1967. Washington, DC. Ewing, Norma & Brecht, Richard. (1977).Diagnostic/Prescriptive Instruction: A Reconsideration of Some Issues. Journal of Special Education, vol. 11. Los Angeles CA: Sage Publications. Guskey, T. R. (2003). U sing Data to Improve Student Achievement. Educational Leadership. Kauffman, James M. & Hung, Li-Yu. (2009). Special Education for Intellectual Disability: Current Trends and Perspectives. Philadelphia, PA: Lippincott Williams and Wilkins, Inc. Thomas, Glen E. (1996) Teaching Students with Mental Retardation: A Life Goal Curriculum Planning Approach. Saddle River, NJ: Prentice Hall.

Ecosystem Toxic Chemical Threat Essay Example | Topics and Well Written Essays - 1250 words

Ecosystem Toxic Chemical Threat - Essay Example SECTION TWO Question1. Is this an Acute or Chronic Environmental Threat? The presence of heavy metals in our environment causes chronic hazards to aquatic life and environment. This is because the metals are accumulative poisons that affect their health adversely when they expose or consume them frequently for a longer period of time. Similarly, it has a long-term effect on the environment through constant emissions or discharge to soil, water and surface depending on the source of the contaminants, level and duration of exposure (Palmer 121) Question 2 Is this a systemic (ecosystem) or Targeted Species Threat? Heavy metals are majorly released into the environment largely by manmade activities such as industrial processing and discharge from sewage plants and agricultural activities. This makes it to be more hazardous to both environment and aquatic life, hence, attracting deep concern globally on its mitigation options and control. Question 3 How likely is it that the chemical will be discharged in sufficient amount to do serious harm? The rate at which wastes from the industries and agricultural or sewage plants are releasing their contaminated discharges having lethal heavy metals into aquatic environment is astonishingly high. Given that these activities are manmade and owing to steady increase of global population, the rate at which these activities takes place also increases, generating sufficient amount of deadly heavy metals into marine ecosystem that can result into negative impact on the lives of aquatic population. Question 4 How severe are the consequences of the potential exposure? Potential exposure to heavy metals has adverse effects to aquatic life. For example, presence of cadmium in the ecosystem and in aquatic environment poses adverse effect to both the environment and the aquatic life. According to UNEP (2002), it is recognized as one of the most lethal hazardous water contaminants and could be harmful at every level in ranging from organi sm to cell elements. The harmful value for fish falls within the acceptable limit range of 0.5 ?g/dm3 to 21.1 mg/dm3. Given that this heavy metal has a chronic effect, its accumulative contamination effects can cause detrimental disturbance to aquatic life and the ecosystem. For example, in the case of fish, its effects range from abnormal behavior in fish metabolism, movement behavior to anorexia. Safety and Health Agency (OSHA) clarifies that it is a prospective aquatic carcinogen and is highly linked with anomalous functioning of the aquatic blood cell system. Based on its effects, both the species of chromium are connected to DNA malfunctions of the aquatic animal upon exposure. Similarly, long term accumulation of chromium in the marine environment has adversely affected the aquatic life in this ecosystem. Chromium majorly exist in both Cr (III) and Cr (VI) oxidation states. Chromium (VI) is considered to be more disastrous to aquatic life compared to the former ion Cr 3+. This is because it is readily soluble and mobile in aquatic environment. Question 5 How wide spread is the ecological threat - How many ecosystems and/or species are threatened by the expected exposure? According to Environmental Protection Agency (EPA) report released in 2004, this group of

'The Woman in White' by Wilkie Collins and 'In a Glass Darkly' by Essay

'The Woman in White' by Wilkie Collins and 'In a Glass Darkly' by Sheridan LeFanu - Essay Example The uncertainty of what might happen, the inability to understand his 'reality', fear of the unknown and lack of control in the situation, will serve to drive the onlooker from engaging too closely with this individual. Several other responses can and do occur; pity, disgust, incredulity, horror and mistrust, and even a thrill of adrenalin rush from fear. As Byrne commented on the stigma of mental illness, "Negative attitudes to people with mental illness start at playschool and endure into early adulthood.(Byrne 2000) Thus the 'mad' person is dangerous and their credibility dubious; these are the elements which serve to complicate our the response to the works under discussion. When, as in the 'sensation' novel, the madness is encountered as part of normal, everyday experiences, the fear is enhanced. Though less well-informed on psychological matters, after all, it was a new science, the Victorians embraced the ideas of spiritualism and other-worldly phenomena. Seances, mediums, ghost-sightings, theatrical demonstrations, were part of life. Although Dickens' 'Our Mutual Friend' is not strictly of the genre, exploring a wider view of society, the scene created in the Boffin 2. household strikes fear into the mind of anyone interested in the spiritual. Mrs. Boffin is terrified, and says oddy, the faces of the old man and the two children are all over the house tonight. (She is seeing the dead). Dickens' portrayal of her husband's response creates that fearful sensation for the reader: y dearexclaimed Mr. Boffin. But not without a certain uncomfortable sensation gliding down his back.(Dickens, 1865, p. 190) The dead and the living come together throughout the book. Adam Hart Davis considers that; o some extent, the advance of science was undermining religionand n 1882 a group of academics [...] formed the Society for Psychical Research[...] this still today investigates paranormal phenomena.(Hart Davis, 2001, p. 70). The 'sensation' novels achieved their popularity by touching on matters which aroused not only feelings, but had wider religious and scientific contexts within that society. The quality of writing, the power of the narratives and the ability to create tensions, leaving readers 'on the edge of their seats', are also hugely important elements. That they combined the realities of Victorian society and family life with this 'otherness', added to the fright, and enhanced the popularity. Wilkie Collins' 'The Woman in White (1860) first published as a serial, engages the reader immediately, bringing those sensations to bear at once. From the outset, there is a hint of things being 'askew', when Hartwright meets the strange, potentially mad, Anne Catherick. The mingling of the mundane world with the shocking and uncanny, heightens the fearfulness of the experiences. Their later meeting, in the churchyard at Limmeridge, when Walter mentions who put Anne in the asylum, chills the blood, as indeed, the author intended. er

Philosophy Of Films Ransom 1996 Essay Example | Topics and Well Written Essays - 1250 words

Philosophy Of Films Ransom 1996 - Essay Example Ransom movie has incorporated on camera's unique clarity of detail hence assisting the film to depict the whole scene as a mirror of physical facts instead of generating an art that will serve to profit man’s reminiscence of events. The second domineering philosophy in the film is one that touches on cognitive psychology as it helps us to elucidate on the individual emotions as the scene unfolds. The peak emotional scene is depicted where Shaker called Kate and Tom and asked them to pay the ransom n while at the same time he lets them overhear Sean crying for his parents. This, deceptively, mentally and psychologically disturbs the parents forcing them to reconsider their plans for saving their innocent son. The background cry of the Sean will activate the audience assumption of the relevant character hence resulting in the entertaining of their cognitive as the audience goes through some emotional changes. Therefore, it was through shot composition and soundtrack that were ab le to determine the emotional scenes that will uniformly affect the audience all-inclusive (Gordon, 1987). Particularly deontological perspective, Shaker’s act of kidnapping Sean and shooting his associates in the kidnap plan, is sadistic and/or punitive torture that is unjustifiable (Gregory, 2013). While utilitarianisms may justify the act of killing his colleagues as it leads to a greater good in the form of Sean being saved, the act of kidnapping the boy was in per se unwarrantable, a factor that made it moral for Hawkins and Tom to kill Shaker (Gregory, 2013).

Marriage and Sexuality by Saint Paul Essay Example | Topics and Well Written Essays - 1250 words

Marriage and Sexuality by Saint Paul - Essay Example Somehow, St. Paul, in his Epistle, appears to be arguing against people’s entering into marital union, as marriage and sex, according to him, push humans away from spiritual uplift. It is therefore St. Paul supports the idea of refraining from sexual activities, including marriage, to remain committed to religious activities and the service of church only. Since hunger and sex serve as two basic human instincts, and it is hard for humans to completely avoid any of the two, the Lord has taught the manners to satisfy both the instincts according to His holy commandments. â€Å"The Bible presents marriage as a divine institution. If marriage were of human origin, then human beings would have a right to decide the kind of marital relationships to choose. Marriage, however, began with God. It was established by God at the beginning of human history when He "created the heavens and the earth†. It is therefore the Scripture declares marriage as a sacred association between man and woman due to the very reality that it not only satisfies the carnal desires of the humans in an adequate manner, but also gives birth to the concept of family and blood relationship in its wake. Marriage is actually a sacred way to carry on nature’s system of sending new generations to replace the old ones that has been the order of the day as well as law of nature since man’s arrival on the face of the earth. Further, marriage keeps the souls pious and save the individuals from going astray by getting indulged into lustful activities including adultery, fornication, sodomy, rape and other forms of immorality and indecency; as the Bible states that â€Å"having one’s own husband or wife should keep one from doing something immoral.† ... adultery, fornication, sodomy, rape and other forms of immorality and indecency; as the Bible states that â€Å"having one’s own husband or wife should keep one from doing something immoral.† (Corinthians, 7:2) Additionally, the children produced out of the wedlock also enjoy the status of legitimate offspring, where they maintain social position and respect, and share in the inheritance of their parents. Besides, children also carry on the mission and talent of their parents, which is equally beneficial for the humanity at large. Moreover, children are also recognized as belonging to some particular caste, clan, tribe, ethnicity, religion and family. Consequently, they are the responsibility of their parents, and society can force them to feed, clothe and protect them according to their income and resources. Somehow, St. Paul, through Corinthians 7, considers celibacy and maintenance of virginity as the most admirable thing. The Epistle views marriage as a burden on th e very back of the individuals, which drifts them far away from their spiritual duties and obligations. Hence, married people get involved into worldly pursuits and run amuck after pelf, property, power and possessions in order to feed their family and brought up the young ones in a better way. Since materialism and spirituality are absolutely two contradictory issues, pursuit of one creates and increases distance from the other. Corinthians 7:25-27 vehemently suggest the men and women to avoid marriage and sex, as it is superior to getting involved into sexual activity. Although, according to St. Paul, the Lord has not forbidden it, yet he himself recommends celibacy as it is (spiritually) better than marriage. Control of carnal desires is certainly more blissful than displaying them to one’s

Pick up one on civic engagment Essay Example | Topics and Well Written Essays - 1750 words

Pick up one on civic engagment - Essay Example Democracy is a political unit where all its members have the mandate to manage it. A democracy is however controlled by a leader who has the majority backing of the people. Citizenship on the other hand refers to the person who has an entitlement to the rights and privileges of the society that he lives in as a freeman. According to Ricky van Oers (2010), citizenship involves a person living in a state and swearing his allegiance to it and therefore has an entitlement to its protection. Therefore, citizenship, democracy and civic engagement have similar roles in the progress of a society. Civic engagement therefore refers to the qualitative development of the society by use of both political means and non-political means (Oers, Ersboll, & Kostakopoulou, 2010 ). This paper seeks to make integration between leadership and democracy by first expounding on the roles of the civic engagement to the society’s economic strength and then analyze the effects of lack of democracy to the economy of a society. Role of civic engagement to the local economy The society is made up of the involvement of all the sociological perspectives which are the family, the school, the church and the media (Ehrlich, 2000). The importance of the society involvement to the development thereof cannot be under estimated. The first role of civic engagement is the promotion of peace and harmonious living among the people of a society. A civil society that is based on the strength of all the citizens in promoting its activities stands to remain economically viable. The peace has to exist between the citizens and the government depending on the governance method used. The society is usually connected to the government by the civil society organizations regardless of the method of ruler ship in place. In situations where the government is facing a social strife, the vulnerability of the society will make the existence of personal engagement in economic activities that promote the wellbeing o f the society to cease. Researchers have shown that the existence of a public sector that is sound is largely dependent on the society’s strong homogenous engagement in the open public realm. Much example can be drawn from the rich Congolese society in central Africa where there has never been harmonious co-existence of a strong society. This has led to continuous lack of peace in the central government and therefore unable to develop effectively. The second role of civic engagement is to help strike a balance between accountability by the government and the decision the society makes on leadership. The way to democracy, autocracy, authoritarianism or laissez faire type of leadership will largely depend on the type and level of civic engagement that the society decides to uphold. Most government crises are as a result of the continuous contradiction existing between the society and the government itself. In most cases, the society will to a large extend decide the type of lea dership it requires to put in place the development of the local economy. Therefore, the choice of a sound leader is not based on the loyalty to the ruling regime but substantially on the voice of the society. A member of the society who holds sound citizenship criterion loves his native land and acts to protect the legitimacy of the same place. Citizens have social accountability this accountability is directed towards the society. From the sociological philosophy, it is said that building a family is building

Corrections trend Evaluation Research Paper Example | Topics and Well Written Essays - 1500 words

Corrections trend Evaluation - Research Paper Example The changes in the correction programs have occurred due to the rising count of the number of prisoners. Moreover, growing concern with regard to the rules as well as the regulations for the safety of public and reducing incarceration cost have resulted in the modification of the correction programs. These changes are majorly made with the intention of reducing inmate population and minimizing cost (Adams, n.d.). The paper intends to discuss the trends of correction programs for the development as well as the improvement of the correction institutions. Moreover, an analysis will be executed with the objective of identifying the issues in relation to prisons and their administrators both in the present and future prospects. Discussion Research Prisoners or offenders are offered with correction programs and are convicted to correction institutions with the aim of minimizing crime rates and changing their criminal behavior and attitude. In the past, prisoners or offenders were observed to be treated in an inhuman manner and they were punished in physical forms which include being tortured and hanged among others. The prisoners were treated as slaves mainly due to inadequate funding or resources availability and development (Hartnett, n.d.). In this respect, with growing number of offenders and inadequate funds, prisons as well as jails were privatized in order to improve the operations and to render enhanced development of correction institutions. The privatization of prisons as well as jails will facilitate in minimizing cost. By the year 2001, in the US, there were around 158 correction facilities owned by private sectors operating in almost 30 states. Privatization of prisons as well as jails was the major trend in the past in order to cope up with the increased demand and operational costs. In this respect, the government has contacted the private sector with the motive of acquiring adequate financial assistance as well as to construct correction facilities at a cheaper rate as compared to public prisons (Austin & Coventry, 2001). Number of Prisoners from 1925 to 2010 Source: (The Sentencing Project, 2012) In the US, offenders or prisoners are observed to be offered with two different sorts of sentences which include treatment and punishment. Treatment implies that society is protected by implementing correction programs with the objective of changing the criminal behavior of offenders through rehabilitation. On the other hand, punishment signifies that society is protected by incarceration of offenders. It has been realized that there are various phases on the basis of which changes are acquired in the correction programs or facilities. The correction programs started with the development of reform movement for the disposition of prisoners to jails in order to minimize and control crime. In 1920, more prisons were developed and various educational and corrective programs were implemented in order to improve the behaviors as well as atti tudes of offenders. In the period between 1930 and 1940, importance was placed to medical model for better treatment of inmates. Moreover, during these periods various therapies including psychodrama and transitional analysis among others had been adopted with the objective of improving the treatment procedures. In 1970s, it was observed that treatment or rehabilitation of prisoners was a failure due to increased crime rate.

Mary Shelley's Frankenstein, Poes Black Cat, Poes TellTale Heart Term Paper

Mary Shelley's Frankenstein, Poes Black Cat, Poes TellTale Heart - Term Paper Example By and large, the three unreliable narrators fairly tackle the distinction, if not the confusion, between truth and illusion; and it is the task of the readers to uncover the tale and not the teller. What the main protagonist calls the devil, Victor Frankenstein’s monster thoroughly tells his creator the story about the things and events that occurred to him. Unlike the two unreliable narrators in Poe’s stories, Frankenstein’s devil does not intend to persuade his listener that he is not mad. At the deeper level, however, Frankenstein’s monster subtly attempts to convince his creator that he is also a human being capable of reasoning and comprehending the things around him. On the other hand, the unreliable narrator in The Tell-Tale Heart tries to convince his audience, through speech, that he is not mad or crazy. Said narrator argues to his audience -- as if they are there and hearing his argument -- that he is not mad for several reasons. First, he is me ntally healthy because his â€Å"sense of hearing [is] acute† (Poe 110). Second, his way of telling the story is done in a calmly manner. And third, he is not mad because, as the unreliable narrator contents, he performed the work with caution and foresight. In The Black Cat, the unreliable narrator presents the wild yet homely narrative without any expectation from his readers to believe what he will say. Like the narrator in The Tell-Tale Heart, the unreliable narrator here makes a defense for himself that he is not mad: â€Å"Yet, mad am I not† (Poe 58). But unlike The Tell-Tale-Heart narrator, the unreliable narrator in The Black Cat provides no reasons as to why he is not mad. His primary purpose, though, of writing down the story is to â€Å"place before the world †¦ a series of mere household events† (Poe 58). Frankenstein’s monster as a narrator is unreliable primarily because of the vividness of his narrative; the apparent paradox here is th at the monster is created by a scientist and, at a brief span of time, able to speak and think in an intelligent and mature way. As a modern-day reader, it appears contradictory to hear or read Frankenstein’s monster speaks clearly and rationally. In The Tell Tale Heart, the narrator is unreliable for the reason that his argument is unsound. When he said that his sense of hearing is acute or sharp, the narrator refers to this acuteness as the ability to hear â€Å"many things in hell† (Poe 110). Moreover, his contention that he narrates the story in a calm manner is strongly contradictory to his last statement: â€Å"... here, here!--It is the beating of his hideous heart!† (Poe 113). The narrator in The Black Cat is unreliable when one reads his line: â€Å"[M]y very senses reject their own evidence† (Poe 58). As the story unfolds, the unreliable senses of the narrator become much apparent. In the last episode, for instance, the narrator tries to find th e black cat -- whom he calls as the beast -- in an endeavor to â€Å"put it to death† (Poe 63). After murdering his wife, the narrator fails to find the where-about of the black cat. Finally, when the wall crumbles down where his wife is laid, â€Å"the monster ... [is] within the tomb† after all (Poe 64). The purpose of the unreliable narrator in the story is to allow the readers to think for a moment about the reality or truthfulness of the narrative. Lawrence said to â€Å"[t]rust the tale, not the teller† (qtd. in Pacheco and Meyers 71). This implies that the

Tuckman’s model and team work Essay Example for Free

Tuckman’s model and team work Essay Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   People live and work within the framework of some kind of organization, a context that provides written and unwritten, formal and informal rules and guidelines about how its members should conduct themselves. Individuals belong to different families and each family has distinct religious beliefs that differ from another family.   This paper is anchored on the theoretical viewpoint of Bruce Tuckman referring to how groups are formed whether these groups can be seen in formal or informal organizations and set-ups of all kinds. This is especially applied on the teamwork and/or teambuilding. Discussion Description of the model   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tuckman introduced his theory of how groups emerge and better known by the concepts that he ascribed to the stages. His theory arose out of years of scientific observations and research in various types of groups (Tuckman, p.1).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The forming stage is described as consisting of orientation, testing, and dependence that are usually present in almost all of the groups studied. The second phase or stage is more seen by the type of characteristic behaviors or attitudes manifested by the people or individuals of a particular group where concepts such as conflict and polarization arise which in the process characterize more the resistance that is being experience by the group’s immediate scope of influence. This second stage is called the storming stage (Tuckman, p.2)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The third phase is known as norming when eventually most of the conflicts and/or resistance has been resolved giving way to an â€Å"in-group feeling† or â€Å"group cohesiveness. More often at this stage, individual members are more open, expressing themselves more and have shed their guardedness (Tuckman, p.2).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The fourth phase is called the performing stage which is more known by the characteristic traits manifested by individual members where they become more yielding to the roles and they become more cooperative to the functions whatever they may be. In addition they also are able to let their energies be directed to the tasks that are supposed to be responded to in the first place (Tuckman, p.2).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The last stage is an addendum or an additional stage to the four stages mentioned, which is adjourning and is described as the implied achievement or attainment of goals (usually) where dependency is at a minimum, where the tasks were already completed and the roles are no longer necessary and functional hence the group most likely must be dissolved (Tuckman, p.2). Application to Teamwork and Teambuilding   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understandably, before teamwork is effectively put in place and in operation, the first three stages or phases should have taken place. People adjust to new things and new situations and as Tuckman describes it, it is inherent in the process that progression from non-cohesiveness to more cohesiveness; which also implies that people cooperate less and then if the norming is achieved, will exhibit cooperativeness among themselves. This is also the process of teambuilding.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sadly, many organizations have not manifested teamwork or have not acgieved the performing stage where tasks become important to everybody but not only that, all contributions from all members are crucial and necessary. What are the salient factors within the first two to three stages that need to be addressed? ~Team Conflicts   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disagreements with how one sees life situations are just a few of the reasons that conflicts happen so ordinarily. Just as conflicts are also integral parts of daily existence so does negotiating through them (Amason, 1996; Amason, Thompson, Hochwarter, Harrison, 1995). Studies reveal that there is â€Å"no one size fits all† when it comes to navigating the disagreements and weather through storms where conflicts are concerned. However, there are principles that are observed when successful conflict management has taken place. Managers, group leaders or any person who handles a team must have the abilities to handle people problem before this proceeds or develops into a team problem or before this affects performance. Conflicts therefore must be confronted and understood at the individual level where a person experiences inner personal struggles at varying degrees. However, this short study tackles in detail a much larger picture as it attempts to provide a succinct look at conflict resolution strategies in the area of team dynamics by examining, describing and explaining various concepts as to the understanding of these significant concepts.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Individual personal conflicts are inevitable occurrences that are usually taken for granted because of its â€Å"ordinariness.† Unless people undertakes a formal study on conflict management, he/she goes through life hitting and missing (at most) at ways of resolving issues and inner conflicts and in all probabilities, somehow manages to escape conflicts. The following important features in team dynamics are specifically indicated and described because these are crucial points in developing effective management of conflicts and developing efficient team dynamics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Defining conflict, it is the state of disharmony brought about by differences of impulses, desires, or tendencies (Rayeski Bryant, 1994, p. 217). There are benefits as to the presence of conflicts but definitely when these are worked out. Benefits of working teams in relationship to conflict resolution strategies   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Working teams in relationship to conflict resolution strategies provide benefits including personal and team growth as team members acquire insights with relationships and how these relationships are utilized to better reach worthwhile goals. In addition, working teams have optional choices rather than solitary attempts at confronting conflicts, such as higher possibility arriving at the solutions of the problems, promoting cohesiveness among the team, and increasing the involvement or participation of members. Types of Conflict   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Based on the study presented by Johnson (2005), few researches actually â€Å"describe how to identify conflict.† There are seven types of conflicts depending on â€Å"who is in conflict with whom† (Fisher et al, 1995; in Johnson, 2005). These are:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~an individual with inner conflicts totally unrelated to the team but whose best performance for the team is not achieved due to the personal problem, thus influencing the whole team   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~two distinct members are in direct conflict with each other   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~one against all members   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~all against one member   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~a lot of members against a lot of others as well   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~one whole team as against another team   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~all of the team as against one person not a part of the team.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another type of conflict focuses on two kinds of conflict existing in a team: task (Jennsen et al., 1999) and affect (Amason et al., 1995) types of conflict. The first type is usually beneficial as it relates to objectives and goals that are to be achieved essentially in a group. The second involves relationships which entails personal preferences and the like. Most conflicts boil down to the level of affect type and more difficult to deal with especially when people really do not want to cooperate. This can also occur at the same time. Managing Conflict   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since conflict and disagreements are integral to the growth and performance of teams, it is therefore necessary that individual members and as a group, go through an education process to understand the nuances of conflict. They necessitate the learning to distinguish what healthy debates are, brainstorming and normal exchange of ideas which are important to team achieving corporate goals (Johnson, 2005). Studies by Tjosvold and colleagues (1999) show that when disagreements are brought into the open and talked about, conflicts are minimized and feelings of frustration, anger and doubts or suspicions are abated. How to prepare or prevent conflict   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The presence of a team facilitator can help prepare people in conflict in confronting their fundamental disagreements and/or prevent conflicts to escalate at alarming levels. A good or excellent team facilitator can be the team leader, supervisor or an outside who knows very well the dynamics of conducting team resolutions. He/she aids everyone involved into the process and assists them to air out their grievances in a careful, non-violent manner much like in a healthy debate (Bens, 1997). Team agreements   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Team agreements start off with ground rules to be able to achieve or attain at something. Coordination in any given work must take into careful account that everyone starts at somewhere and concur at a particular set of guidelines to direct the group to definite goals. Uncoordinated teams will still definitely go somewhere but perhaps not where they or someone in charge of them would want them to be. What are involved then in team agreements? Team agreements develop, protect and help preserve unity and the aspects this specifically takes on are the responsibilities and expectations, communication, participation, decision making and problem solving, managing those disagreements, conduct of participants or â€Å"cooperators† during and between meetings and consequences. The baseline agreements like these are different when management of conflict is the issue. Research reveals that whenever teams utilize this strategy, difficulties and even conflicts are reduced to a minimum (Davison, 2003). Solutions to conflict   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Preparation to any eventuality tops the list when it comes to coming up with a solution to conflict. This means that understanding of the whole gamut of team dynamics including potential destructive behavior is important and essential to preventing and providing solutions to conflict. Skills by any member towards conflict resolutions, facilities to allow participants to express or ventilate themselves without threat or fear of censure are also vital. Of course, per advices by experts, those techniques and approaches that increase enhance task-related conflict and reduce affect-related conflict help reduce the presence of conflict and even remove its threat from the group. Effective planning is also a good strategy as it minimizes the conflict from escalating to a point that it becomes hard to manage already. Employing a conflict checklist can be an excellent ingredient as well in resolving and minimizing the incidence of conflict. ~Team Communication Organizations in whatever form or state thrive fundamentally on communication. Inherent in the understanding of progress, development and growth of any institution is the reality that in order to be ahead, its members should be able to know what its goals are and are united towards accomplishing those goals. As expected, team communication is a must for this to occur. It is very important that communication is always flowing and open to everyone involved. Without effective communication, an organization as teamwork, like a human body, will experience atrophy at some point and eventual deterioration of the whole system if the problem is not addressed early on. However, overdoing the system of communication or doing little for crucial areas can also become detrimental for the overall organizational health (Guffey, 2003). It is then important to consider the (1) Nature and timing of communication, (2) the Methods or technology necessary for implementation and effectiveness, and (3) the Various functions or placements of individuals and team members within that communication network (Kimball at http://www.groupjazz.com/pdf/matrix,accessed Feb.15, 2007). Many more can be added on the list except that these three are the most important when it comes to building a strategic structure on team communication. It is precisely through this rationale that a team is able to survive or flourish in the context of a bigger organization. When its individual members have highly developed communication skills then the whole team will enjoy the benefits of its resources which include the achievement of its goals. Nature or Timing of Communication   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This means firstly, that the team leader knows what he needs to communicate. It is to establish a clear goal or inspiring purpose statement that can jumpstart as well as sustain all team members in the process of achieving the team’s overarching objectives. Bear in mind also that constant change is the only thing that anybody can expect in this technology – oriented society. The team must be constantly updated and able to cope and compete in such a milieu. Because of this a sensitivity to change is a must for a leader and for the rest of the team to be on the cutting edge and never waning in the process of time. Again, what is crucial here is the identification of who will be involved, what are at stake, what limitations should be imposed so as to provide focus and measurable steps for the team (Kimball at http://www.groupjazz.com/pdf/matrix,accessed Feb.15, 2007). Methods and/or Technology   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To develop a communication strategy, the determination of different kinds of work need to be dealt with at the outset and constantly reinforced so as to align and create an effective network of team players. This portion precisely gears toward the understanding of the nitty gritty of the whole system.   Details of the job become easier to comprehend and implement when every member is placed strategically based on their known skills, abilities and interests. There is of course, a need for apparatuses or tools other than the human resource that are provided to enhance and speed up the process. Also important is the classification of what is routine, what are the usual problems encountered on a regular basis, and also whether there are new patterns that come into view and perhaps need to be addressed in the soonest possible time (Kimball at http://www.groupjazz.com/pdf/matrix,accessed Feb.15, 2007). Various functions or placements of individuals or team members within that communication network.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a sports game like basketball, the positioning of players is critical to the winnability of the team. It is not to be taken for granted.   The accurate placement of the players’ capability and ability ascertains, to a large extent, the possibility of the team’s becoming the champion in the duration of the game. The coach does not leave to chance their aim to win the game; rather, he sees to it that his team is positioned to such a degree that winning is not only a probability but a surety. On the other hand, imagine that the players are all misplaced. A supposed â€Å"guard† has been placed to the center role, and the center player plays as a â€Å"forward†, the latter then plays as a â€Å"guard.† Obviously, this kind of team is a total mess. Being in that position guarantees the team a loss and not a victory. The human resource is unpredictable and complex. Effective communication strategies between and among team players on their specific functioning on how they perform and relate should be made and reinforced constantly. According to Lisa Kimball, â€Å"The nature of communications among the team about different parts of the work – including the frequency, the volume, and the degree of interactivity is different depending on where that work falls in the matrix† (Kimball at http://www.groupjazz.com/pdf/matrix,accessed Feb.15, 2007). As stated above, to avoid information overload, there should always be only a right measure of communication because to overdo it will diminish the interest of team members either to listen or to communicate. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Vital to the life and continuity of a team or organization is the proper dissemination of information. This includes enough knowledge of those things and people that are involved in the whole set-up. When team communication is prioritized, teamwork is enhanced and the achievement of goals is within reach. There are many more qualities that can enhance team communication; nevertheless, this paper limits its approach to only three strategies. However, the smallness of amount of strategies in this thesis does not mean lack of comprehensiveness in dealing with the need for effective communication. The points herein discussed are generic and therefore applicable to any given situation and can be expanded to cover other details necessary to secure good communication in a team. Reference: Amason, A. C. (1996). Distinguishing the effects of functional and dysfunctional conflict on strategic decision making: Resolving a paradox for top management teams. Academy of Management Journal, 39(1), 123-148. Amason, A. C., Thompson, K. R., Hochwarter, W. A., Harrison, A. W. (1995). Conflict: An important dimension in successful management teams. Organizational Dynamics, 24(2), 20-35. Bens, I. (1997). Facilitating conflict. In M. Goldman (Ed.), Facilitating with ease! (pp. 83-108). Sarasota, FL: Participative Dynamics. Davison, Sue Canney. 2003. Creating Working Normas and Agreements. Accessed April 26, 2008 www.genderdiversity.cgiar.org/CreatingWorkingAgreementsDavison3.doc Kimball, Lisa. Developing the Team’s Communication Strategy accessed Feb.15, 2007 at http://www.groupjazz.com/pdf/matrix. Guffey, Mary Ellen. 2003. Business Communication. Thomson learning, Mason Ohio, Ch.1, p.3. Fisher, K., Rayner, S., Belgard, W. (1995). Tips for teams: A ready reference for solving common team problems. NY, NY: McGraw-Hill, Inc. Jennsen, O., Van De Vliert, E., Veenstra, C. (1999). How task and person conflict shape the role of positive interdependence in management teams. Journal of Management, 25(2), 117-141. Johnson, Debbi-Wagner. 2005. Managing Work-Team Conflict: Assessment and Preventatve Strategies. Center for Collaborative Organizations, University of North Texas.   All rights reserved. Rayeski, E., Bryant, J. D. (1994). Team resolution process: A guideline for teams to manage conflict, performance, and discipline. In M. Beyerlein M. Bullock Tjosvold, D., Morshima, M., Belsheim, J. A. (1999). Complaint handling on the shop floor: Cooperative relationships and open-minded strategies. International Journal of Conflict Management, 10(1), 45-68. Tuckman, Bruce. â€Å"Forming, storming norming and performing in groups.†file:///C:/DOCUME~1/ew_tuckman-forming,storming,normingandperformingingroups.htm

Teaching The Electrocardiography Procedure

Teaching The Electrocardiography Procedure The teaching session commenced with identification of the goals and expectations for clinical learning and continued through assessing students, planning electrocardiography procedure activities, guiding students, and evaluating ECG procedure learning and performance. The goals and expectations provided areas of assessment, teaching guidelines, and the basis of evaluating learning. They were often expressed in the form of clinical objectives established for the entire teaching session for specific teaching activities. The ECG procedure teaching objectives specified knowledge acquisition, nurturing of values, and performance of psychomotor and technological skills (Braunwald, 1997). The use of constructivist model as an essential approach in the teaching actively interacted students with the material system and concepts in electrocardiography procedure domain. Through effective supervision, students were able to discuss their developing understanding and competences in carrying out electrocardiography procedure (Gaberson, 1999). This paper is based on: teaching session conducted with peers in week seven. It reflects on my effectiveness as a teacher; the creativity and efforts applied to engage and teach learners; and broadly linking all these to the teaching philosophy, learning theories, and teaching strategies. The paper also analyzes the literature related to teaching electrocardiography procedure; teaching strategies used and details recommendations on how to improve future teaching sessions in the clinical environment (Tanner, 2009). Relevant Literature Review Including Pedagogies used in Clinical Education Learning involves the process through which knowledge, is achieved and provided meaning; and comes from experience, reading, and living life. The result of learning is growth, that is, transformation in thinking, feeling or behaving. Many studies that endeavor to explain how learning occurs have been done through the years; and they been done through the lenses of disciplines such as psychology, physiology, and sociology (Vandeveer, 2005). Findings of these studies have led in the evolution of theories that try to explain how individuals learn. A theory is developed from fact analysis in relation to one another and is then applied to explain a phenomenon. The knowledge achieved from such studies has contributed to the theoretical underpinnings for entire theoretical structures or frameworks for education (Roberta, 2003). Behavioral Theories of Learning Education has been influenced more by behaviorism than any other single theory. Currently, behavioral principles continue to be used appropriately and successfully whereas others have been rejected. Behaviorism foundational principles were developed by psychologists Pavlov, Thorndike, and Skinner; these principles were derived from observations of learning in animals (Braungart, 2003). There were also other behavioral theorists who presented a variety of principles. However, all shared a common element that all behavior is learned, and that learning is influenced through environmental manipulation in which it happens and the rewards given to encourage it (Vandeveer, 2005). Behaviorism was carried into a classroom where learning experiences were structured in a manner that would assist educators attain goals through the development of objectives. Tyler (1979) stated that the most useful form for stating objectives is to express them in terms which identify both the kind of behavior to be developed in the student and the content or area of life in which this behavior is to operate; and this was the foundation of behavioral objectives. Bloom et al (1956) continued to make a classification of educational objectives that addressed the cognitive domain, the recall or recognition of knowledge or development of intellectual abilities and skills through the application of observable actions. Krathwohl (1956) led efforts in the affective domain of knowledge with a behavioral inclination. The objectives here were mainly emphasizing on an emotion, a feeling tone or a degree of acceptance or rejection; also attitudes, values, appreciations, and emotional sets or pr ejudices (Krathwohl, 1956). Achievement of the objectives continued to be through highly structured, clearly delineated, and visible behaviors. Behavioral theories enabled teachers and students alike to learn to construct behavioral objectives to guide teaching and identify measurable outcomes as the basis for evaluating learning. Behavioral theoretical learning aspects are common and continue to be applied in clinical educational settings, particularly in gaining of technical skills. Commonly, at the start of clinical nursing education, what is important to known, experienced and demonstrated is determined by the faculty. Even today, faculty still retains primary influence and authority despite increase in students involvement in their own learning. Knowledge grows, that is, prior knowledge forms a reference point for both the assimilation of new knowledge and the application transfer of knowledge from one learning experience to another. Understanding prior knowledge available allows the teacher to help students connect new knowledge to old and hence, improve overall understanding. Classically, technical skills are learnt as procedures, following a designed approach. The behavioral objectives, designed keenly to identify the expected learning outcomes, prescribes both exposure of students to learning experien ces and for their evaluation. The sequential procedural format of the nursing process, and the resulting nursing care plans are a direct outgrowth of behaviorism. Any activity learners participate in that follows this procedure, for instance, development of teaching plans, reflects behavioral learning theories. Written and verbal positive reinforcement provides a strong extrinsic learning reward; and rewarding the achievement of intended outcomes is a key behavioral aspect. Cognitive Theories of Learning Behavioral theorists emphasize that which is external to the learner. On the other hand, cognitive theories emphasize on what occurs within the learner. According to cognitive theorists, mental processes involved in acquiring, processing, and structuring information are important aspects of learning (Braungart, 2003). They particularly identified six classes of cognitive learning; presented from simple to complex. These classes were; knowledge, comprehension, application, analysis, synthesis, and evaluation. Each class was broken down further into varying numbers of components. For instance, knowledge class may be broken into knowledge of specifics, then of ways and means to deal with those specifics, and the knowledge of the universals and abstractions associated with a given field of study. Each level is associated with specific learning behavior, also verbs descriptive of those behaviors, which are to be used when writing objectives (Bloom et al., 1956). Faculty formulates the app ropriate objectives based on whether learning is new or constructed depending on prior learning, and the desired end point level of cognitive learning. Used verbs also give guidance for how the learning will be evaluated (Roberta, 2003). Models of Clinical Nursing Education Knowledge and understanding of models available in clinical practice empowers clinical education to work in a manner that suits teachers, students, and patients. Models have been defined as tools for generating ideas, guiding conceptualization, and generating explanations (Young, 2002). Clinical teachers can apply models in teaching to the procedure being experienced. Two approaches were used during the teaching session; traditional and constructivism models. Traditional Model Teaching electrocardiography procedure requires careful design of an environment in which students get opportunities to build mutual respect and support for each other while they are achieving identified learning outcomes, that is, recording electrocardiography procedures. Teachers in clinical teaching form a crucial bridge to successful experience for students (Braunwald, 1997). Research in nursing education shows that effective medical teachers are clinically competent; are able to teach; have collegial relationships with learners and agency staff; and are friendly, supportive, and patient (Halstead, 1996). Its essential for the teacher to be knowledgeable and able to share the knowledge with students in clinical setting. Such knowledge includes an understanding of the theories and concepts related to the practice of nursing, such as; recording electrocardiography procedure. Karuhije (1997) contends that attention to three teaching domains; instructional, evaluative and interpretat ional, facilitates achievement of teaching skills required to enhance success in clinical settings. Instructional infers those approaches or strategies adopted to facilitate knowledge transfer from didactic to practicum (Norton, 1998). Evaluative approach relates to making determinatives about performance and achievements as goals. Interpersonal approaches relate to relationships and interactions (Knox, 1985). Competence in clinical practice of nursing has been documented as being necessary for effective clinical teaching. Gaberson (1999) revealed that best clinical teachers exhibit expert clinical skills and judgment. Expert skills have particularly been described by students to be important. They tend to describe effective clinical teaching as those who demonstrate nursing competence in a real situation (Horst, 1988). Knowing how to teach is also a prerequisite for effective clinical teaching. Wong (1988) adds that effective clinical teachers are expected to have expertise in the art of teaching. Equally important are teacher behaviors that facilitate learning and support students in their acquisition of nursing skills (McCarbe, 1985). Brophy (1998) reveals that empirical evidence exists that correlates specific teaching methods with enhanced student learning; examples of such methods are use of objectives, effective questioning, and responding to questions. A study conducted by Pugh (19 88) revealed that preparation and the ability to explain concepts clearly and stimulate learning are also important. Other effective behaviors include being fair in evaluation, communicating expectations clearly, and providing positively timed and specific feedback (Nehring, 1990). Constructivism Model Adoption of constructivism approach to teaching in nursing gives nurse teachers with a new vision of teaching. It also parallels a paradigm shift in nursing practice from nurse centered to patient centered nursing practice (Bevis, 1989). In constructivist teaching, the teacher commences with the experience of the student and together they develop knowledge, skills and competencies for professional practice (Bergum, 2003). Teachers who embrace constructivist teaching not only prepare student nurses with the substantive knowledge necessary for competent practice, but also create an environment in students learn to think critically, practice reflectively, work effectively in groups, and access and use new information to support their practice, while modeling respect for meanings of lived experiences, learning and collaborative processes (Bevis, 2001). Bergum (2003) envisions nursing as a dynamic, interpersonal, generative and caring practice. To be consistent with this view of nursing, teaching nursing should be a relational, generative practice that occurs formally and informally; between the student and the teacher; the student and the patient; the student and colleagues; the student and peers; and the student and professionals from other courses (Young, 2002). Such learning needs to occur in diverse settings including the classroom, lab, and clinical areas; hospitals as well as community sites. Teaching nursing requires facilitating a thoughtful engagement between the learners and learning materials to ensure that students gain skills and knowledge for rotational (Bergum, 2003). Constructivism is a philosophy that applies well in clinical teaching. It bodes well in clinical teaching and learning since its central focus is the idea that students construct knowledge for themselves (Young, 2002). Students construct meaning individual as they learn. They attain this by reflecting on experiences. Under constructivist theory, students make their own rules and mental models which they apply to make sense of their experiences. Miranda (2005) provides guiding principles of constructivism, which includes: learning as an active process, searching for meaning. Therefore, it must commence with issues around which learners are trying to construct meaning actively; learning as a social activity associated with link to other people, such as, the teachers and peers; constructivist learning that concentrates on primary concepts, not isolated facts; understanding mental models in order to teach well (Wong, 1987). Learners use mental models to perceive the world and the assumpt ions they make to support those models; the learning purpose for individuals to construct their own meaning. Assessment requires being part of the learning process and gives learners information on the quality of their learning; time taken to learn. Students need to revisit ideas, think over them, try them out, and use them for significant learning to occur; and finally motivation as an essential tool for learning (Miranda, 2005). Models, Theories and Principles of Teaching and Learning In teaching ECG procedure, five steps followed in clinical teaching process; identifying the goals and learning outcomes of ECG procedure, assessing the learning needs of students, planning ECG learning activities, guiding learners, and evaluating ECG learning and performance. However, this process was not linear; instead each of these steps influenced the others. For instance, ECG procedure evaluation revealed data on further learning needs of the learners, which suggested fresh learning activities. Similarly, working with students, resulted to observations on performance that altered assessment, thus, suggesting different learning activities. First, the session commenced by identifying the goals and outcomes of the ECG clinical experience. Teaching at this stage was formed by behavioral theories which contemplated learning as influenced through environmental manipulation. This theory was carried into classroom in a way that assisted in making learners understand: the different aspects of ECG; reasons of using ECG; emergencies which require ECG for diagnosis; how ECG is conducted in an emergency: and ECG recordings generally considered as normal and abnormal. These learning goals and outcomes provided clearly areas of assessment, teaching guidelines, and the basis for evaluating learning. They were often expressed the form of clinical objectives and established for the entire teaching session, and specific clinical activities. Gaberson (1997) stated that learning objectives may specify knowledge acquisition, development of values, and performance of psychomotor and technological skills. ECG teaching objectives addressed eight key areas of learning; knowledge, concepts, and theories applicable to perform an ECG procedure; assessment, diagnoses, planning, and evaluation; psychomotor and technological skills; values related to patient care, families and communities; communication skills, ability to build interpersonal relationships, and skill in collaboration with others; leadership abilities, role behavior, and management care; accountability and responsibility on the part of the student; and finally, self development and continued learning. Guided by the traditional approach in clinical teaching, a learning environment was designed in a way that provided students with opportunities to build mutual respect and support one another while they achieved competence in performing ECG procedure (Braunwauld, 1997). The teaching strategy specified learning outcomes in terms of students competencies in demonstrating ECG procedure in full. They were able to have basic knowledge on carrying electrocardiography procedure in an emergency situation. As postulated by Lippincott (2008), electrocardiography is one of the essential and commonly used procedures to evaluate a cardiac arrest patient in an emergency circumstance (Braunwald, 1997). Through electrocardiography, the hearts electrical functions as a wave form can be displayed. Electrocardiogram is able to monitor impulses moving through the conduction system of the heart producing electric currents that can be monitored on the bodys surface. Normally, the electrodes attached to the skin can sense these electric currents and send them to an electrocardiogram; an instrument that produces a record of cardiac activity (Lippincott, 2008). Braunwald (2008) states that electrocardiography can be used effectively in diagnosing several conditions of the heart. Nurses who encounter patients in emergency wards must have knowledge on the importance of electrocardiography procedure in a life saving situation. The responsibility of caring patients with cardiovascular disorders cuts across every area of nursing practice. As a result, cardiovascular care is a rapidly growing area in nursing. Lippincott (2003) mentions cardiovascular care to be a dynamic field, with continued inventions of new diagnostic tests, new drugs and other treatments, and sophisticated monitoring equipment. Consequently, nurses need to keep up with these changing developments through relevant clinical education (Lippincott, 2008). The students were able to demonstrate their specific abilities; and often reflected their proficiencies required to perform specific tasks on ECG procedure that assigned to them. Performance criteria were established to determine the level of learner achievement of competency in carrying out necessary ECG procedure. For instance, gauging performance criteria for competency of; understanding the value of ECG in an emergency situation, assessing potential cases that require ECG attention, interpreting the electrical activity of the heart and its recordings by using skin electrodes (Lippincott, 2008). Constructivism model provided a new vision of teaching. Students were allowed to participate in the clinical objectives and competences established for carrying out ECG procedure from simple to complex. This approach made it possible for learners to be prepared with substantive knowledge necessary for performing ECG procedure. It also created an environment where students were able to think critically, practice ECG procedure reflectively, collaborate in groups, and others. Some of the outcomes were achieved by learners and had to add others to meet individual learning needs and goals. Student objectives were made flexible to the extent that they met essential ECG procedure objectives. Learning activities were directed by asking questions that provoked thought without interrogating them. Asking open ended questions about their thoughts and the rationale they applied for reaching at clinical decisions, enhanced their growth of their critical thinking skills. Queries were asked to asses s students grasp of relevant concepts and theories and how they were used in clinical practice (Bergum, 2003). The key principles of constructivism were applied to create sessions which assisted students to graduate with their own ideas. For instance, they were assisted in openly sharing their ideas through discussion strategy during and after each learning session. They were free to vary their concepts whenever possible. This enabled them remember the key concepts of electrocardiography. Frequent assessments on the students enabled to evaluate their strengths and weaknesses. conveniently asked and valued their interpretations of what they learnt. Teaching plans were also varied effectively at some points to cope with the intelligence and cognitive abilities of students. What students provided as feedback, was not considered in a prejudiced manner; neither were judgmental comments (Brooks, 1993). Secondly, an assessment was conducted on the learning needs of students. The assessment was guided by cognitive theory which assisted in formulation of appropriate objectives on what the students had learnt. Teaching started at the level of the student. Therefore, assessed was done on; the present level of knowledge and skill of the students, and other factors that may had influenced their achievement of objectives. Data was collected to determine whether the students had necessary knowledge and skills to carry out ECG procedure and complete the learning activities. The teachers assessment was important as it engaged learners in learning activities that developed on their current knowledge and skills in ECG procedure competencies (Young, 2002). Third, instruction planned and delivered following the assessment of students learning needs. The plan for learning activities catered for clinical objectives and individual learner needs. Selected ECG learning activities met objectives of carrying out ECG procedure effectively. The learning activities included patient assignments where learners engaged in practical setting. Miranda (2005) contends that constructivism advocates for a curriculum that is related to learners prior knowledge and puts more emphasis on problem solving. Therefore, concentration focused on connecting between facts and fostering new understanding among learners. They heavily depended on questions that are open-ended and were encouraged dialogue among them. Constructivist model had direct application in ECG procedural setting, based on these facts. It centered in providing an overall approach that involved other theories and approaches, such as; experiential learning, reflection and problem based learning. It enabled teacher and faculty to direct educational experiences to suit their clinical setting and provide learners opportunity to integrate their learning (Bradshaw, 2006). More so, it accorded learners responsibility to make sense of what goes on in ECG clinical setting and motivates them grow and nurture a deeper understanding of ECG procedure (Cobb, 1999). Fourth, they were guided in achieving essential knowledge, skills and values for ECG practice through problem solving strategy. Facilitation and support of the process enabled students to achieve the intended outcomes; guiding them with their learning activities. Demonstrations were made to learners and they were questioned to enhance their levels of understanding ECG procedure. As a skilled person in this practice, the teacher was able to: observe learners clinical performance, make sound judgment about their performance, and planned for extra learning activities in instances necessary; and questioned students without interrogation. Observing learners as they performed the ECG learning activities enabled teacher to identify continued areas of learning and establish when help was needed (Gaberman, 1999). The third session was conducted in a training class in the ECG room where learners were taught on how ECG procedure is taken. They were provided enough opportunities to perform electrocardiography procedure themselves. In collaboration with the technician on duty, learners were guided throughout the clinical practice. At the end of the session, the students were able to: examine the patient in the emergency room and understand the significance of ECG procedure in a life-saving scenario; perform an ECG as an initial step with patients who arrive with cardiovascular complications, chest pains or after an accident; interpret the electrical activity of the heart and externally by using skin electrodes; and perform non invasive procedure in patients (Lippincott, 2008). Fifth, effective evaluation of clinical learning and performance was done on learners. The evaluation served two important purposes; formative and summative. Learners progress was monitored towards achieving clinical objectives through formative evaluation; through written examination. Demonstration strategy was also used to ascertain their competency in clinical practice. Through formative evaluation strategy, diagnoses for extra learning requirements of students and where additional clinical instruction was required for further instruction was realized. Recommendations for Improving Teaching Strategies Based on Feedback from Peer and Analysis of Literature Based on the feedback received from peers and analysis of the literature, the following recommendations to improve future teaching sessions in the clinical environment were suggested; one, identification of challenges learners are faced with. Commends made by peers indicated that teaching did not take into account the challenges the students faced. It was noted that initiation process of probing to understand students well was lacking. For instance, they may have been overburdened with family issues, language problems, fee problems, and many others. These factors impede effective clinical teaching as it heightens the fear of nurses to make mistakes that could injure patients or even fail a program (OConnor, 2001). Two, recommend extension of the possibilities of evaluation showing learners performance in relation to teaching and learning objectives. Ghazi (1988) noted that motivation for learners was sustained through strategies such as individualized learning, formative evaluations, and others. Teaching did not quite offer feedback on the areas of strengths and potential areas of development for students. Students were not given opportunities to evaluate their learning (OConnor, 2001). Three, recommend further research on effective characteristics of clinical teachers. The analysis of related literature reveals that students judged effective teachers as those having characteristics such as being clinically competent, knowledgeable, good interpersonal relationship, and enthusiastic (Gaberman, 1999). Laurent (2001) contends that teachers, who learners viewed as helpful, modeled competent behavior consistently and demonstrated a positive attitude and humanistic orientation. This will enhance responsiveness to the needs of students. Four, recommend collaborative planning of learning activities. It was felt that the teaching lacked a bit of this element. Learners are usually receptive to selecting among a variety of learning activities and contribute suggestions. Five, recommend different methods of assessing clinical performance. Teaching strategies were limited to only a few methods of assessing clinical performance, such as, discussions, lecture, question and answer, and rounds. Other important approaches involve role plays, case studies, group activities, and many others. More emphasis must have been made on case management also. Conclusion In sum, minimum requirements for an effective teaching and learning; these included the environment, dialogue and the closure. Provision was accorded for sufficient lighting, ample sitting arrangements and adequate audio-visual aids that enhanced an environment that was conducive for teaching and learning. Dialogue in a formal, clear, and logical way; therefore, students did not miss any part of it. At the end of the teaching session, sufficient time for discussion and clarifying doubts was allocated. Teaching summery was submitted at the end of the session. McTaggart (1997) contends that teaching must end by educators being in a position to submit a summery. Young (2002) also insisted that a teacher must be able to use proper teaching and learning principles in the three domains of cognitive, affective, and psychomotor. References List Bergum, V. (2003). Relational Pedagogy. Nursing Philosophy, 4, 121-128. Bloom, B., Engelhart, M., Furst, E., Hill, W., Krathwohl, R. (1956). Taxonomy of Educational Objectives. New York: David McKay Company. Bradshaw, M., Lowenstein, A. (2006). Innovative Teaching Strategies in Nursing and Related Health Profession. London: Jones and Bartlett Publishers. Brooks, M., Brooks, J. (1993). In Search of Understanding. The Case of the Constructivist Classroom. New York: Sunny. Braunwald, E., Lowenstein, A. (2006). Innovative Teaching Strategies in Nursing and Related Health Profession. London: Jones and Bartlett Publishers. Cobb, T. (1999). Applying constructivism: A test for the learner as scientist. Educational Technology Research Development, 47 (3), 15-31. Gaberson, K., Oerman, M. (1999). Clinical Teaching Strategies in Nursing. London: Springer Publishing Company. Ghazi, F. Henshaw, L. (1998). How to Keep Student Nurses Motivated . Nursing standard, 13 (8), 43-49. Halstead, A. (1996). The Significance of Student Faculty Interactions: Review of Research in Nursing. New York: National League of Nursing Press. Horst, M. (1988). Students Rank Characteristics of the Clinical Teacher. Nurse Education, 13 (6), 3. Karuhije, E. (1997). Classroom and Clinical Teaching in Nursing: Delineating Differences. Nursing Forum, 32 (2): 5-12 Knox, J. Morgan. (1985). Important Clinical Teacher Behaviors as perceived by University Nursing Foculty Students and Graduates. Journal of Advanced Nursing, 10, 25-30. Krathwohl, R., Bloom, B., Masia, B. (1956). Taxonomy of Educational Objectives. New York: David McKay Company. Laurent, T., Weidner, T. (2001). Clinical Instructors and Student Athletic Trainers Perceptions of Helpful Clinical Instructor Characteristics. Journal of Athletic Training, 36 (1), 58-61. Lippincott, W. (2008). Lippincotts Nursing Procedures. Sydney: Wolters Kluwer Health McCabe, B. (1985). The Improvement of Instruction in the Clinical Area. Journal of Nursing Education, 24, 255-257. McTaggart, R. (1997). Participatory Action Research. New York: Sunny Press. Miranda, Best, D. (2005). Transforming Practice through Clinical Education, Professional Supervision. Sydney: Elsevier Health sciences. Nehring, V. (1990). Nursing and Clinical Teacher Effectiveness Inventory. Journals of Advenced Nursing, 15, 934-940. Norton, B. (1998). From Teaching to Learning: Theoretical Foundations. Philadelphia: Saunders. OConnor, A. (2001). Clinical Instruction and Evaluation. London: Jones and Bartlett. Tanner, C. Chesla, C. (2009). Expertise in Nursing Practice. New York: Springer Publishing. Tyler, W. (1979). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press. Pugh, E. (1988). Soliciting Student Input to Improve Clinical Teaching. Nurse Education, 13 (3), 28-33. Roberta, E. (2003). Nursing Education in Clinical Teaching. Sydney: Elsevier Health Sciences. Vandeveer, M. Norton, B. (2005). From Teachings to Learning. Philadelphia: Saunders. Wong, J. Wong, S. (1987). Towards Effective Clinical Teaching in Nursing. Journal of Advanced Nursing, 12, 505-513. Young, L., Paterson, B. (2007). Teaching Nursing: Developing A Student Centered Learning Environment. Philadelphia: Lippincott, Williams Wilkins.

comparitive book review :: essays research papers

Comparative Book Review Rediscovering church – Lynne and Bill Hybels This book was written the founder and senior pastor of Willow Creek Community Church and his wife. Willow Creek is located in suburban Chicago. It has a weekly attendance approaching 20000. In this book the Hybels share part of their story in pasturing Willow Creek and a little bit of their philosophy of ministry. The underlying theology assumed by the author is that the church has the power to change the world. His theology seems to be more church-centric rather then Christocentric. I would not call Hybels a theologian. He presents very basic evangelical theology. This is in sharp contrast to Guder’s book, which has very sophisticated theologically developed views on the nature of the church. There is no discussion of God’s relationship to his creation or the kingdom. Actually there is very little kingdom talk. The emphasis seems to be that the local church is very important. But there is no connection to the global catholic (universal) church. This again contrasts Guder’s global outlook. Guder does not discount the importance of the local church, but wisely sets it within the context of the global communion. The local church is primarily seen as a vehicle of evangelism and fellowship. I was surprised that Hybels says nothing about the importance of worship. I have come to the conviction that churches should be primarily worshipping community. All other activities (evangelism, teaching, discipleship, social care etc.) flow from this primary calling of worshipping the triune God. But Guder also does not address the issue of worship. Rather he is setting out a â€Å"map† for our missional witness in the world. The philosophy of ministry is outlined by Hybels most clearly in ten and twelve. In chapter ten he basically presents a message given by Dr. Gilbert Bilezikian at a church leadership conference at Willow Creek. The four key elements of a healthy church are: teaching, fellowship, evangelism and helping those in need. Preaching is seen as something that should be done only by those who are gifted, spiritually disciplined and anointed by the Spirit. Hybels fails here to clearly spell out what biblical preaching is. He does not identify exegetical, expositional, narrative or topical as being the preferred method. Fellowship is seen as the opportunity to share deep needs in the context of small groups. There is nothing really groundbreaking here. The usual critique of superficiality in churches is given.

The Formula of Succinic Acid :: GCSE Chemistry Coursework Investigation

The Formula of Succinic Acid Succinic acid is a diprotic, which means it donates two protons per molecule. Succinic acid can be completely neutralised by sodium hydroxide. The indicator most suitable for this experiment is phenolphthalein, it is colourless in acids and pink in alkalises. The half way stage is about pH 9.3, this is when it will either change from colourless to a very pale pink or from pink to colourless. To determine the relative formula mass of succinic acid I am going to do a titration against sodium hydroxide. The equation for the reaction is given below. To make the equation easier to read, HOOC(CH2)nCOOH will be condensed to H2A because of the two hydrogen atoms at either end. H2A+2NaOH Ã   Na2A+2H2O (CV) H2A = 1 (CV) NaOH 2 I am going to use the NaOH as 0.1M because I don’t want it too concentrated, so therefore I am going to use H2A as 0.05M because of the ratio 2:1. In the formula of succinic acid below n is a whole number between 1 and 4. So therefore first I need to calculate the relative molecular mass of succinic acid. HOOC(CH2)nCOOH H = 1 O = 16 C = 12 Mr when n = 1 1+16+16+12 (12+2) 12+16+16+1 = 104 Mr when n = 2 1+16+16+12 [(12+2) x2] 12+16+16+1 = 118 Mr when n = 3 1+16+16+12 [(12+2) x3] 12+16+16+1 = 132 Mr when n = 4 1+16+16+12 [(12+2) x4] 12+16+16+1 = 146 From these calculations I can see that I need between 104g and 146g in 1 litre to equal 1M. But I want the solution in 250cm3, so therefore I need to divide the weights by 4: n = 1 104 = 26g So I need between 26g and 36.5g in 250cm3 to make a 1M 4 solution. n = 4 146 = 36.5g 4 I also want to make the solution to 0.05M because of the ratio 2:1, so therefore I need to multiply each weight by 0.05. n = 1 26 x 0.05 = 1.3g n = 4 36.5 x 0.05 = 1.8205g So the range I can work with to weigh out the anhydrous succinic acid is from 1.3g to 1.82g,which will make a 0.05M solution in 250cm3. Preparing a standard solution ============================= Having calculated the weight I can use (1.3g-1.82g), I must weigh out the solute using an accurate electronic balance that goes to three decimal places. I must make sure I clean the balance with a fine brush assuming that it may not have been cleaned after the last time it was used and set the balance back to 0.

Women Characters in Midsummers Nights Dream by William Shakespeare Ess

Women Characters in Midsummers Night's Dream by William Shakespeare In Williams Shakespeare's "A Midsummer Night's Dream," many of the play's female characters have strong similarities and differences among one another. Although many of the main female characters in the play come from dissimilar backgrounds, their similarities are brought together by common problems associated with society and love. Of the four main female characters, Hippolyta, Titania, Helena, and Hermia, both Hippolyta and Titania are royalty while Helena and Hermia are commoners. However, a common theme associated with Hippolyta, Titania, Helena, and Hermia, regardless of their social caste, is their similarities and differences in dealing with love in a patriarchal society. Nevertheless, the patriarchal society in which Hippolyta, Titania, Helena, and Hermia live in struggles to hinder the feelings and attitudes which provide them with a distinct conception for love in a male dominated society. Hippolyta is a strong yet silent amazonian beauty who is the love of Theseus, Duke of Athens. Although Hippolyta is largely silent in her dealings with love in the patriarchal society, her physical presence speaks for the untold voice she might profit from. Of the four main female characters Hippolyta is the more silent of the four. However, since Hippolyta is the maiden of Theseus she bears heavy in the decisions Theseus makes about the love quarrels within the play. From the words of Theseus the reader can associate that Hippolyta has a strong impact on the actions he takes when dealing with love and marriage: For you, fair Hermia, look you arm yourself To fit your fancies to your father's will, Or else the law of Athens yeilds you up-... ...) Although Helena fails at wooing Demetrius, the fight for Demetrius's love is not hidden behind the patriarchal community of Athen's. Both Hippolyta and Titania, as well as Hermia and Helena, share common interest in defying the laws of a patriarchal society. The foremost problem associated with a male dominated society in "A Midsummer Night's Dream" was love. Therefore, a common focus associated with Hippolyta, Titania, Helena, and Hermia, in spite of their social standing, is their likenesses and contrasts in handling the idea of love in a patriarchal society. Still, the patriarchal society in which Hippolyta, Titania, Helena, and Hermia reside in strives to impede the feelings and attitudes which make up their idea of what love should become in a patriarchal society. Bibliography: The Bedford Introduction to Literature. By: Michael Meyer

Empirical Articles Summary Essay

Empirical research is a study that is based on experimentation or observation. This kind of research gathers evidences coming from collective experience in the field. It is often conducted in order to answer a specific question or to test a hypothesis or an educated guess. Moreover, it is different from other types of research because it goes beyond simply reporting an observation but rather it enhanced the understanding of a theory’s relevance to the real environment (Manor College, 2006). An analysis of two articles involving empirical research would aid in further understanding the nature of this kind of study. The Illusion of Transparency in Negotiations The Illusion of Transparency in Negotiations is studied by three researchers namely: Leaf Van Boven, Thomas Gilovich, and Victoria Husted Medvec. This empirical research aims to examined the question of whether negotiators are susceptible to having an â€Å"illusion of transparency. † Illusion of transparency is the belief that ones’ private thoughts and feelings are obvious or known by their negotiating partners than what is really happening. Basically, it is the idea wherein the negotiator overestimates their negotiating partner’s knowledge of their preference. The discussion also looks at how such idea could affect negotiations, on whether it impedes the negotiators’ success. The qualitative method of empirical research was utilized in order test the educated guess made in this study. They experimented by using a controlled group composed of participants that have to make preferential choices about various cases and situations. These participants have to negotiate among each other based upon the instructions given by the researchers. The results of the experiment where interpreted by utilizing the t-test method. The t-test is conducted in order to see the statistical relationship of these groups of data. The findings show that in Study One, negotiators overestimated their negotiating partners’ ability to identify their preferences. Upon the utilization of the t-test, results show that percentage from the early negotiation was not statistically reliable. It was during the post negotiation that this result was obtained because the data shows that 3. 30 is statistically reliable as it is greater than the significance level of p < . 05. Study Two, proved that negotiators who were trying to show rather than hide their preferences to other negotiators tended to overestimate those preferences’ transparency. The data supported this finding. Based on the first round of voting, negotiators overestimated the number of their corresponding partners’ ability to see the importance of a particular issue to them. These differences were all reliable because they all resulted to ts > 2. 30. During the final round of voting, it was concluded that negotiators overestimated their fellow negotiators ability to identify their top important issues. This is proven by the statistically reliable results of the t-test, which are all t > 2. 25. Study Three, proves that negotiators showed an illusion of transparency. This is supported by data that shows negotiators overestimated their partners’ ability to find out they preferred the most by 20 percent, which is statistically reliable. They also overestimated the probability that their partners’ would identify their least preferential choice. Data supported this findings by 25 percent, which is statistically reliable at t = 4. 34. Moreover, the study also find out that control participants showed a â€Å"curse of knowledge† because they overestimated the probability that their negotiating partner would identify correctly their counterpart’s preferences. It is statistically proven by ts = 2. 58 and 4. 49. The empirical study made by the researchers about illusion of transparency in relation to negotiation is very interesting because it gives an idea of what goes around inside the minds of these negotiators while they bargain and compromise among each other. The researchers were also able to devised a method where this idea could actually be applied and tested on situations that actually take place in the real environment. The three studies that they conducted where able to tests their hypothesis and the utilization of the t-test method is also appropriate in measuring the participants outlook on their counterpart’s preferences. However, further study needs to be conducted in order understand the other dimensions of illusion transparency like its impact in the negotiating process and its outcomes. Strategic behavioral mimicry facilitates negotiation outcomes The researchers, namely William Maddux, Elizabeth Mullen, and Adam D. Galinsky investigated in this empirical research the hypothesis that the outcomes of negotiations can be facilitated with strategic behavioral mimicry. This means that a negotiator who follows or imitates the actions of his counterpart could greatly affect what would take place in the negotiation. Since negotiation is an interpersonal activity wherein it is largely dependent upon the negotiator’s ability to influence, persuade, and interact effectively with one’s opponent, it becomes possible that the idea of behavioral mimicry is applicable in this kind of interaction. The Quantitative method is used in this research that is composed of two sets of studies. The researchers measured the viability of their hypothesis by conducting an experiment using a controlled group of individuals. These participants were asked to perform certain activities based upon the instructions of the researchers. Study one, tested the hypothesis through an employment negotiation with numerous issues. On the other hand, study two focused on the ability of mimicry to influence a negotiator’s ability to find out the underlying compatible interests of ones’ negotiating partner. The data gathered was interpreted by using ANNOVA. In study one, the researchers’ examined the joint gain obtained by the negotiators through summing the individual scores of the negotiators in each dyad and then forwarded it to a one-way ANNOVA. Results show an essential effect for mimicking condition on joint gain, which is supported by F(2, 49) = 4. 02, p = . 02, n2p =. 14. They also found out that the more negotiators’ mimicked their opponents, the more points the parties’ obtained. Moreover, the increase in joint gain is also tested in terms of individual benefits for each party. The findings proved that recruiter individual gain showed a significant effect for mimicking condition at F(2, 28) = 4. 45, p = . 017, n2p = . 15. They also found out that increase in joint gain for both parties also resulted in an increase in individual gain by whichever of the two parties did the mimicking. However, mean comparisons exemplified that the idea of â€Å"being mimicked† had no adverse effect to one’s individual gain. In study two, the researchers’ examined the percentage of deals that was obtained in dyads wherein the buyer mimicked as compared with dyads where the buyer did not mimic. Results show that ten out of fifteen dyads or 67 percent, in which a buyer mimicked achieved a deal unlike when a buyer made a deal but did not mimic, which is only two out of sixteen dyads. Moreover, the researchers also performed a binary logistic regression analysis. The results obtained from this experiment indicated that the amount of mimicking was an essential factor in determining whether a deal was reached with this data, Ratio = 1. 047, Wald test = 6. 36, p = . 012 proving it. Therefore, the greater the number of participants mimicking their opponents, the greater the possibility of these people getting the deal. The mediating role of trust was also examined. The researchers utilized the Sobel’s test in order to validate that the mediational effect of trust was essential to negotiation. Results show z = 1. 99, p = . 047, which could conclude that mimicry affects the process of deal making and this was mediated through trust. The study about the role of mimicry in negotiation is an example of a contemporary approach to this subject. Previously, mimicry was simply tested through actions whether a participant would mimic someone who dropped a pen. In this case, however, it becomes more essential because it included the way people analyzed situation in order to make their corresponding decisions. The researchers were able to properly interpret the data as they performed numerous tests as well as various methods in order to assure the validity of its results. Further study would also be beneficial in testing the efficacy of mimicry in negotiation that does not only involve a single issue. Testing mimicry to distributive issues or those zero-sum situations could be a good way to enhance this study. Empirical research indeed has a huge contribution to the pursuit of knowledge. It is through this kind of research that vague concepts could be clearly understood. This gives a reality-based application of ideas that makes a simple study essential in the everyday lives of people. References Van Boven, L. , Gilovich, T. , & Husted Medvec, V. (2003). Research Reports: The Illusion of Transparency in Negotiations. Negotiation Journal. Plenum Publishing Corporation. Maddux, W. W. , Mullen, E, & Galinsky, A. D. (2007). Chameleon bake bigger pies and take Bigger pieces: Strategic mimicry facilitates negotiation outcomes. Journal of Experimental Psychology. Retrieved June 10, 2008, from www. sciencedirect. com.