Management Paper Outline

I. Introduction A. Indicate the case name and page number, and give a very brief summary of it. B. Forecast the main points you will be making in the paper. II. Environmental Factors and Ethical Considerations A. What are the primary issues in this case? Why are they significant? B. What are the contextualizing environmental factors in this case? Why are they noteworthy? C. What are the factors affecting ethical choices in this case? Which is most important? D. How can the criteria for ethical decision making be applied in this case? Which of the criteria is most relevant? Why? III.Planning A. What type of planning and goal setting are depicted in this case? What are the implications of those types of planning and goal setting? B. What type of decision making is evident in this case? What can be inferred from the approach or approaches to decision making used in this case? IV. Organizing C. What characteristics of organizing are exhibited in this case? What are the implications of th ose characteristics? D. How and to what extent are change and innovation undertaken in this case? What are the consequences of the change and innovation initiatives or lack of initiatives?E. How and to what extent is the strategic role of human resource management practiced in this case? What are the implications of those practices for maintaining an effective workforce and valuing diversity? V. Leading F. How is the importance of attitudes, personality traits, and emotional intelligence evidenced in this case? What is the significance of attitudes, personality traits, and emotional intelligence in this case? G. What is the nature of leadership exhibited or not exhibited in this case? What can be inferred from the nature of leadership exhibited in this case? H.How and to what extent is an understanding of motivation demonstrated in this case? What can be learned from this? I. What characteristics of communication are exhibited in this case? What are the implications of those charact eristics? J. How and to what extent is teamwork used in this case? What are the implications of the use or lack of use of teamwork in this case? VI. Controlling K. How and to what extent are TQM or other techniques of control exercised in this case? L. What can be learned about the nature and implications of control in this case? VII. Summary and Implications M.How and to what extent are the basic functions of management (planning, organizing, leading, and controlling) in or out of alignment in this case? What is the significance of the alignment or lack of alignment? N. How and to what extent are the basic functions of management (planning, organizing, leading, and controlling) in concert with the environmental conditions? What is the significance of this? O. How and to what extent are ethics and social responsibility exercised in this case? What are the implications of this? P. What, in the end, are your primary findings in this case? What are the implications of those findings?

Billy elliot notes

Takes opportunity Headset, tracking shots Billy In cage hits other student â€Å"there's always next year† not for Billy this Is his shot He wants this opportunity his reaction Is violent as this Is all he knows and this Is a sign that he needs you grow beyond this.Quotes from ballet dude â€Å"No child can succeed without the 100 percent support of their family' We see the growth In Othello men as Cackle supports Billy Headset music of swan lake motif l feel like a bird it feels like electricity† Billy says this as he describes what it is like for him to dance These quotes convince the board that Billy is a natural talent and show his passion for his chosen path Montage Billy's emotional reaction to getting in and Jackass's pride in announcing it to the miners who face going back to the pit at reduced wages Juxtaposition of Billy getting away from the mines and the need for the family and other miners to return Landscape shot, voice over change in lighting Billy and Ja ckie at the grave yard mines in the distanceRelationship is now close and has grown through the mutual experience and understanding that is now there Montage of images swan lake music , motif of closing doors, costuming headset Billy preparing to leave and the final scene of him dancing, Jackie and Tony in London at the performance and engaging with a now adult Michael Jack's and Tony going back down the mines in a cage Mrs. Wilkinson alone in the gym her role in getting Billy into the works is done she has no evolution on the film Billy is now a success and is starting in swan lake the family are purporting him showing their growth as Billy is a success and has evolved Jack's and Tony are well dressed and appear familiar with London , they do not Judge Michael Jacky pride is evident in his tears Billy Elliot notes By Barack Billy in cage hits other student â€Å"there's always next year† not for Billy this is his shot He wants this opportunity his reaction is violent as this is all he knows and this is a â€Å"No child can succeed without the 100 percent support of their family† We see the growth in Othello men as Jackie supports Billy Jack's pride is evident in his tears .

Find a story to write about and analyze the story Essay

Find a story to write about and analyze the story - Essay Example What makes the conflict more complicated is the age gap of the major people involved—the adult doctor and the ill child. Apparently, the child has no power to refuse medication; the right to resist is in the hands of her parents. But what happens if there is an element of harm involved? What if the child knows that she will feel pain or get hurt by the medical procedure based on previous experience? Is it still unjustifiable to allow the child to decide for herself? And, most importantly, is the use of force justified in a situation wherein a child with a possible life-threatening illness is uncooperative? It is a common knowledge that doctors are the people to go to in cases of life-threatening illnesses. These doctors avowed to the duty to preserve life. However, this duty has its limitations. The fatally ill patient has the right to resist medication, especially if s/he knows that it will bring him/her pain or harm. But what if the patient does not have the decisional capac ity, like a child? The release for consent goes to the parents or guardians of the child. In the story, the child’s parents obviously permitted medical intervention. However, the mother tried self-medicating her child first, and when her methods did not work, she and her husband decided to call a doctor. This fact alone shows how helpless the situation of the child is, which forcibly places her at the mercy of her parents’ decisions. It is obviously against the child’s will to call the doctor. Even at the very beginning of the incident, the child already showed signs of distress when the doctor arrived: â€Å"the child was fairly eating me up with her cold, steady eyes, and no expression to her face whatever. She did not move and seemed inwardly, quiet†¦. But her face was flushed, she was breathing rapidly, and I realized that she had a high fever† (par. 4). This observation alone may suggest that the child felt frightened seeing the doctor. As the s tory goes on, the resistances of the child becomes stronger. Despite of the reprimands of her parents, she continues to fight back and refuse medication. The child, as a human being, and not as an individual with adequate decisional capacity, is fighting for her right to avoid pain. Obviously, the child associates the image of a doctor with pain. She proves this when she shouts in frustration, â€Å"Don’t, you’re hurting me. Let go of my hands†¦. Stop it! Stop it! You’re killing me!† (par. 25) By firmly resisting, the child affirms her right to avoid pain, and her power to sway the decision of her parents. By showing them that she does not want to be treated medically, and that she is being hurt in the process, she effectively forces her parents to rethink their decision about the matter. Her mother finally said: â€Å"Do you think she can stand it, doctor!† (par. 26) Likewise, her father seems to begin to falter: â€Å"The father tried his b est, and he was a big man but the fact that she was his daughter, his shame at her behavior and his dread of hurting her made him release her just at the critical times†¦Ã¢â‚¬  (par. 23) But the doctor did not waver and insisted that he has to get a throat culture to save her from a possible fatal disease. While the child is fighting for her right to avoid pain, the doctor is strongly fighting for his professional oath—to preserve life. The doctor is trying his best to keep calm because he knows he has to fulfill his

Response to Coments on DQ1 KS and MB W10 Essay Example | Topics and Well Written Essays - 250 words

Response to Coments on DQ1 KS and MB W10 - Essay Example I would not recommend a buy decision on such a stock because it is never wise to make investment decisions when not all the information available. The investor should seek the information using advanced search techniques such as using professional databases. DQ2 When investors analyze the value of a stock the trends and events occurring in the industry influence the price of the common stock a lot. Microsoft belongs to the computer industry. They are the market leaders in the operating system software segment. The company belongs to an industry that is currently booming in terms of sales. The company also has a diversified product portfolio that includes products such as the Xbox 360 which is one of the top selling game consoles in the marketplace. On the other side of the coin is General Motors. A company that struggled so much recently that they decided take the bailout money and the dishonored their shareholders making the shares of the common stockholders virtually worthless afte r the bankruptcy decision. The P/E ratio of Microsoft in comparison to GE clearly shows that the investor community values Microsoft as a better investment than GE. References Dun & Bradstreet (2011). Key Business Ratios. Retrieved June 7, 2011 from Dun & Bradstreet database.

In defense of El Salvador Essay Example | Topics and Well Written Essays - 1000 words

In defense of El Salvador - Essay Example However, rather than understand the situation in El Salvador in the same way that it is represented to the individual via the news media, it is instead important to realize that the situation that exists within the country is quite different from the horrific and grizzly reports that are so often the topic of cautionary tales on late night news shows. Further, even though it is true that nations such as Afghanistan may have a lower â€Å"murder rate†, the security of a traveler in such places can be reduced to a question of how foreigners are viewed and treated.   Accordingly, the level of interaction that violence has with the average tourist or foreigner within El Salvador is extraordinarily small; due in part to the fact that almost all of the violence is predicated upon gang related activity and the quest to control narcotic distribution networks.   This is invariably something that the simple tourist has little knowledge of or interest in; thereby partially shielding them from the eventuality of being caught upon the internecine struggle that has recently defined this otherwise pristine nation within Central America (Olate 384). Firstly, although it is true that El Salvador has a very high murder rate and this causes the would-be tourist or business visitor to be concerned, the reality of the fact is that the violence towards foreigners is relatively on par with any other Central American or Caribbean nation.   Although this does not mean that the stakeholder in society should simply be unconcerned about the rate of violence.

Human sexuality Essay Example | Topics and Well Written Essays - 250 words - 1

Human sexuality - Essay Example enarios and the brain ability to mould it self is similar to plastic’s ability to change shape according to elements and objects that contacts the plastic. According to Doidge, a child’s brain has the ability to change over time with changes in environment (Doidge 98). He further states that when children are experiencing adolescent period, they should not be labeled according to their current sexuality preference as this preference changes over time until finally a sexual orientation becomes permanent. The book further states that there is a direct link between culture and brain and brain experiences alterations due to culture and not due to genes. This means that when the brain comes in contact with certain cultural practices, it adopts it and the individual starts behaving accordingly. The concept that brain is adaptive to environment can help us achieve our aims and objectives and we can alter our brain according to our needs. In relation to human sexuality an indiv idual can control his/her sexuality. If the individual wants to be labeled as straight then he/she should come in contact with their opposite sex and this will adapt the brain towards that sex and sexual

Management and Organisational Behaviour Assignment

Management and Organisational Behaviour - Assignment Example A myriad of factors which contribute to chaos in an organisational setup and tarnish OB will also be identified. High absenteeism rate and rotten work attitudes are among the basic factors for polluting an organisation’s environment and stem from negative OB. On the other hand, involvement of staff in the change process amidst other steps can foster a culture that has a high rate of workers’ satisfaction and will to achieve big feats. For this purpose, this report will stress a deep understanding of OB in relevance to job satisfaction, motivation and work attitudes by taking example of Apple Inc.2.0 How Influential Are Motivation and Job Satisfaction in Directing OB?It is an undeniable reality that a motivated and satisfied workforce is a critical asset for any organisation (Chen 2010, p. 66). Such a workforce helps in sustaining the richness of OB yielding multiple benefits for a business. Numerous grave repercussions in reference to OB start dominating the scene when nonchalant managers do not make wise investments in inculcating a sense of organisational commitment in the employees (Perry 2010). In contrast, motivated employees are more satisfied with their jobs, are happier personally, and show a staggering tendency to improve their organisation’s productivity. It is because of the highly deterministic role played by job satisfaction and motivation that leaders and managers should invest more time in implementing various valuable theories of OB to steer the workforce in the right direction. The type of attitudes employees have towards work and how content they are speaks a lot about how likely are any infringements on OB. 3.0 How Successful Is Apple Inc. in Terms of Workers’ Attitudes and Job Satisfaction? Apple Inc. is a well-reputed and widely popular example of OB management done right because this large business organisation has made significant contributions to making employees feel included and valued at the workplace. Foun ded in 1976 by Steve Jobs and Steve Wozniak, this company originally only specialised in personal computers (Harrigan 2003, p. 258) but due to constant hard work and never undermining emotional and psychological needs of its employees, it soon became a symbol of sophistication and one of the most influential names on the face of Earth. A good

The Walt Disney Company Essay Example | Topics and Well Written Essays - 500 words

The Walt Disney Company - Essay Example "It complements legitimate power, but in a negative way because compliance is achieved not out of respect, but out of fear. Examples of coercive power include labour union strike threats, denial of promotion or pay raise and litigation." (Rasheed, n.d.). John Lasseter, for the big bosses and other employees, was a threat to their abilities and therefore could most likely surpass their creativity and eventually take the spot light away from them. Also, they thought that his creativity and innovative lines of attack will create a disagreeable encounter for a target. The second type of interpersonal power being applied on John Lasseters case is the expert power. An expert power may be defined as, "Having expert knowledge about a subject that others value and do not possess themselves can give someone the upper hand in communication." (Rasheed, n.d.). In this case, the expert power is being manifested by Lasseter’s profound knowledge regarding animations. Further, his expertise on animation was not limited to the traditional, obsolete forms of animation but he even initiated the incorporation of computers in the process of making animated movies, which totally changed the way animation in both Pixar and Disney work. His extensive control over the animation productions of both Pixar and Disney suggests the expert power that John Lasseter possessed. As mentioned earlier and as we can recall from the passages of John Lasseter’s case, there are two types of power involved: coercive power and the expert power. Coercive power is being manifested through the executive and other big bosses’ decision to terminate him because he jeopardizes the standing of those with higher positions. Because of their personal interests, they made sure to preclude a newcomer from overriding them; they took action in order to preclude the approval of his proposal. But because he was too artistic and very

Dramatic tension for the audience Essay Example for Free

Dramatic tension for the audience Essay In the play, A View From The Bridge, Arthur Miller gave the audience an impression that the Italian immigrants werent welcome to the USA. The scene is set in New York and it relates to six main characters, who are all individuals and play unique roles. Arthur Miller was born on October 17th in 1915 in New York City. He was a prominent figure in American literature and his career as a writer spanned over seven decades. He is considered by audiences as one of Americas greatest play writers, and his plays are widely recognised throughout the world. The play is set in Red Hook. The main focus and stage is the Carbones living and dining room. Alfieri thinks that the public do not appreciate lawyers or priests because he says You see how uneasily they nod to me? Thats because I am a lawyer. In this neighbourhood to meet a lawyer or a priest on the street is unlucky. Were only thought of in connection with disasters, and theyd rather not get too close. A slight of distrust lies in the neighbourhood because he can sense that the law wasnt an amicable idea since the Greeks were beaten. People have told him that the neighbourhood lack an element of elegance and glamour. The neighbourhood consisted of longshoremen and their wives and fathers and grandfathers and poor people. Red Hook was considered quite a dangerous place but now its quite civilized, quite American. Alfieri can foretell the rest of story as he tells the audience that they should watch the situation run its bloody course, and followed that by introducing Eddie Carbone by saying this ones name was Eddie Carbone. The way Arthur Miller uses Alfieri to say this ones, shows that Alfieri has seen this many times before and is giving us a hint that the play is not going to end well. Eddie is introduced on stage by pitching coins with the men, in which he highlighted from them, He is forty-a husky, slightly overweight longshoreman. When Eddie enters his apartment and meets Catherine, there is quite a friendly atmosphere but this changes quickly when Eddie criticizes the way Catherine walks and her appearance. The conversation ends when Eddie says that Beatrices cousins are coming. Here we can get the feeling that Eddie has undiscovered sexual feelings and is very possessive over Catherine. While the family were waiting for Beatrices cousins, Eddie is telling the story of Vinny Bolzano. The story has a significant importance because this play also has a similar story as Bolzano. Miller uses Eddie as the person who informs the immigration about Beatrices cousins (just like the young boy did to his uncle in Bolzanos story). Marco appears to be suspicious initially. He is quite stiff towards Eddie and gives him control of when he requires them to leave. There is an instant reaction where Rodolfo is introduced, we can see Catherine is attracted by his appearance, she asked him many questions like How come hes so dark and youre so light, Rodolfo (you can see how she just addressed the question directly to Rodolfo). Catherine also is astonished, as she said to Beatrice Hes practically blond! . Eddie however assumes that he is homosexual because he has blond hair and sings the song Paper Doll. Eddie doesnt understand the law because he doesnt see the need of obtaining evidence to prove Rodolfo guilty. He just assumes that Rodolfo wants to marry Catherine for the right to stay and become an American citizen. It is difficult for Eddie to express his emotions because he has intimate feelings towards Catherine. Alfieris advice to Eddie was to inform the immigration as to how Beatrices cousins entered the country illegally. Initially Eddie is shocked at the advice and says Oh, Jesus, no, I wouldnt do nothin about that. Alfieri also advised Eddie to learn to let Catherine go. He says The child has to grow up and go away, and the man has to learn to forget. Eddie does not want to let Catherine go. This could result in two endings, either Eddie snitches on Rodolfo and Marco or lets his niece live her life the way she wants to. Catherine starts off a conversation about the places where Marco and Rodolfo have been to. Eddie doesnt seem too convinced when Catherine says theyve been to Africa, and says its true Eddie. Miller uses his stage directions to show that Eddie is only asking Marco about the places they have visited. Then the conversation diverts to Catherine asking Eddie about oranges and lemons growing on trees. Eddie replies directly to Marco. He becomes very aggressive and rude when Rodolfo intervenes. Eddie gets very hostile and snaps back at Rodolfo by saying I know lemons are green, for Christs sake, you see them in the store theyre green sometimes. I said oranges they paint, I didnt say nothin about lemons. . Another incident rises when Eddie has a conversation about how he can teach boxing to Rodolfo. Eddie picks on Rodolfo and tries to intimidate and patronise him. They both throw in some light punches but Eddie gets carried away and grazes Rodolfo. Catherine is astonished and Eddie replies Why? I didnt hurt him. Did I hurt you kid? . Marco had realised that Eddie was bothered by Rodolfo. Marco showed his strength towards Eddie by raising the chair over his head. He does this to make Eddie aware that if anything happens to Rodolfo, Eddie will have to pay the consequences. Arthur Miller shows that Marco has had enough and understands whats going on, the stage directions describes Marco with a strained tension gripping his eyes and jaw, his neck stiff, he also used a simile the chair raised like a weapon over Eddies head. Eddie then realises what Marco meant, his grin vanishes as he absorbs his looks. . This shows us that Marcos hamartia is Rodolfo.

Relationships in Minimum of Two Essay Example for Free

Relationships in Minimum of Two Essay The story ‘Laps’ encapsulates the importance of confronting past failures and losses. As a young adult, Queenie is rejected by her hometown community of Angelus, made into â€Å"a loser, an outcast†. From early on in the opening passage we are given an indication of past hurts, â€Å"a grave and a crusade and a well of bitterness†. Through this use of strong imagery and metaphor, Winton establishes character and highlights Queenie’s sense of disconnection from her past. Additionally, the use of interior monologue such as â€Å"all this time they’ve been growing, and I’ve gone to fat† gives us an indication that although time has passed and people have moved on with their lives, Queenie has remained stationary in her past, unable to move on from her rejection and loss. She is numb with the weight of the past, feeling â€Å"as though all this was a story she had read somewhere; it didn’t seem part of her life†. Queenie’s isolation is further reflected in the setting. Angelus is a physical representation of Queenie’s past, as she says â€Å"I want to confirm things†¦. ike this town being the past†. Additionally, water is used as a reoccurring symbol; the ocean, once a place of happy childhood memories, is now a place of exile and defeat. The metaphoric description of the â€Å"steel surface of the harbour† is an example of pathetic fallacy, reflecting Queenie’s hardness, her sense of rejection and defeat as an outsider. Furthermore, juxtaposition in setting is used to contrast the urban – representing the present, new life of â€Å"softness† – with her prior life in the countryside – a symbol of â€Å"hardness† and her past loss and defeat. Queenie is aware that she has not moved on from her past, â€Å"The hurt of seven years before had healed them together in a way they had not expected†¦she had been numb for longer than she could remember†. She confronts her husband, suggesting they return to Angelus for a weekend, saying â€Å"places shouldnt frighten us anymore†¦. a place can’t screw you forever†. We can see that Queenie has come to the realisation that in order the move forward she must take a step back into her past. As Queenie and her young family approach Angelus, the town is described as a â€Å"new galaxy†, reflecting change and as well as Queenie’s sense of foreboding and anticipation. As they enter the town, the family is dumbfounded by how much it has changed – â€Å"Angelus had learned to live off its dying†¦it was a town looking bright faced into the future†. The notion of the town and community having moved on in time is a stark contrast to Queenie’s step back into her past. As they return to Angelus, Winton begins to give us snippets of information similar to flashbacks – of her past. The revelation of Queenie’s loss and defeat to the reader is parallel to Queenie’s confrontation with her past. As the family move through the town, visiting places from their past, we see that Queenie slowly gains hope and comfort that she can move on with her life, as well as regaining her confidence, putting her past into a broader perspective. The idea of Angelus as â€Å"just a place† suggests that through visiting , Queenie is finally able to detach herself from her past. The story ends on a sense of hope as Queenie lunges into the water, â€Å"not invincible but strong†. She comes to the realisation that â€Å"she knew she could swim it all out of her† – she can finally move on from her grief and loss. Through this story, Winton reveals that sometimes in order to move forward you have to take a step back; you have to move on or your past will destroy you. â€Å"Gravity† is another story highlighting the importance of confronting the past. On the anniversary of his father’s death, Jerra is forced to confront his loss and father’s absence. From earlier stories in the Nilsam suite we learn that Jerra can be self-indulgent and immature, taking a long time to accept changed circumstances. This inability to confront the past reaches a climax in â€Å"Gravity†. Jerra is unable to move on – the loss of this father has bounded him to the past, giving him a sense of emptiness, â€Å"there was a hole in him†¦something was lost. † From the opening passage Jerra’s self-indulgence and bitterness is evident by his reluctance to return to the party he is supposed to be co-hosting. The use of flashbacks of Jerra’s father teaching him to ride a bike highlights the bond of the father-son relationship and the pain of Jerra’s loss – â€Å"And then the grip gone, no old man. Sudden grave feeling of independence. Turning, turning†. Jerra is hit with the realisation that his father is gone, that he is alone â€Å"it was riding down that street, as though he had been balancing a cycle for the first time. There was no exhilaration in it, only a terrible sense of gravity†. The memory of learning to ride a bike is a metaphor of Jerra’s current struggle to deal with reality – he must stay on the bike in order to move forward or be dragged down by gravity; Jerra must move on or be held down by the past. The vibrant atmosphere of the party is a stark contrast to Jerra’s sense of loss. Everything is a blur, â€Å"he felt a little punch drunk†, disoriented. As â€Å"the party wore on†, Jerra seeks refuge in the studio which his father built for him. As Jerra unlocks the studio door, he is unlocking his past. The studio is linked to â€Å"the Tower of Babel†, suggesting a safe haven, a place of sanctuary. Compared to the world outside the walls of the studio, everything within is clear – Winton uses listing to describe the studio in great detail. The studio is a physical representation of the connection between father and son. By coming here, we are given an indication that Jerra is ready to confront his past and move on with his life. The studio is full of memories, and as Jerra is forced to confront them and reflect, we see a sudden change in the way he sees the world. â€Å"Nilsam was a father. He was a husband. He was a son† – Jerra finally accepts his responsibilities and understands his place in life. As with ‘Laps’, the story ends on an optimistic note, the setting of dawn symbolizing a new day and bright future. Today he would do many things† – Jerra is finally able to move forward and make the most of his life, after directly confronting his father’s loss. Jerra acknowledges his father’s death and his responsibility of his own role as a father, and comes to the realization that life needs to be lived. On the other hand, ‘Minimum of Two’ challenges the idea of confronting the past. The story highlights that taking the wrong approach to a problem, especially matters that involve others, can have disastrous consequences. Madigan is consumed with anger, frustration and bitterness over the rape of his wife Greta. The use of short, sharp syntax in the quote â€Å"I was ashamed. That hatred came back and I was frightened of myself† illustrates Madigan’s raw emotion of fear, anger and guilt at his inability to console his wife. Winton uses contrast to show Greta’s deterioration – â€Å"Greta had never been a weak person†¦ [but] Greta was no longer strong, there was nothing†. Madigan is well aware that the couple’s relationship is disintegrating, likening it to â€Å"starving to death†. This simile shows his utter helplessness as he watches his wife suffer physically and mentally. His hunger for his wife and helplessness at her alienation drives Madigan into darker emotions, his anger building up into hatred and revenge, to the want â€Å"to kill Fred Blakey†. Unlike ‘Laps’ and ‘Gravity’, the story has a sombre ending, with Madigan realising that â€Å"something had slipped from [his] grasp†. Consumed with anger, Madigan kills Fred Blakey, yet â€Å"in that moment [he] knew [he] had lost [his] life. [He] was a dead man. † In the moments following his act of revenge, Madigan has the crystalline realisation that revenge means absolutely nothing. In this story, Winton suggests that sometimes when we try and confront our problems, we end up making things worse. Winton explores both the positive and negative outcomes of confronting one’s problems, highlighting the need to do so in order to move forward. This message is evident in ‘Laps’ and ‘Gravity’, where the protagonists are forced to confront their past loss and defeat. In these two stories, Winton suggests that in order to move forward, a backwards step into the past is necessary. Although the process may bring back painful memories, Winton shows that there is hope for those who confront their problems. However, Winton also emphasises the need to deal with problems from the right approach, with calm rather than bitterness, the failure of doing so resulting in potentially disastrous consequences as seen in ‘Minimum of Two’. As a whole, the anthology of stories reveals to us that those who confront their problems do deal with them more successfully, and are able to move on with their lives.

Values And Ethics In Educational Leadership

Values And Ethics In Educational Leadership One of the major adversities of applying values and ethics in educational leadership from a innovative perspective lies in convincing academic institutions and administrators to think differently about leadership through Aristotelian principles. Educational executives themselves, are challenged to rethink traditional pedagogical curriculum regarding leadership principles and techniques and are encouraged to utilize Aristotles philosophy, specifically, the nature of practicing right actions, integrity, and espousing these principles through living a virtuous life (Lapsley Narvaez, 2006). In turn, virtues of an academic administrator can be encapsulated in the concepts of values and ethics espoused by school officials. Applying values and ethics in educational leadership includes understanding that supervisors should be men and women of principled character. Applying Aristotles virtue constructs in educational leadership training course work defines such character traits and what it m eans to be a moral agent. As a moral obligation, educational leaders have an responsibility to demonstrate care in the schools that they supervise. Learning to differentiate between Aristotelian virtues and how these values and ethics are to be integrated in educational leadership curriculum programs are the major composition of this paper and will become the fundamental examination of effective educational leadership. Applying Values And Ethics in Educational Leadership Through Aristotelian Principles Literature Review Overview As an introduction to academic administration and ethical behavior, many have proposed the following questions: Does academic leadership training curricula teach ethical accountability? Secondly, is what they teach sufficient? And lastly, is there a direct correlation in the merging of academic leadership with Aristotelian virtues that result in a more authentic type of leader? To be a moral and ethical educational leader, one would need to uphold the ideals of justice, compassion, and empathy for the betterment of each member in the school in which he or she governs. Also, the need to identify and measure the educational leaders commitment to moral character in part to protect the interests of mutual stakeholders is an essential component under consideration when evaluating the effectiveness of academic administrators. Peer-reviewed journals and articles approach varying definitions pertaining to virtue, moral values, or ethical practice in the realm of academic leadership. It is apparent that many have opinions regarding the subject and how each should be addressed. However diverse the definitions are, all authors acknowledge the call to return to more ethical accountability in educational leadership. The challenge presented is one of defining academic leadership through moral ethical dilemmas. Such dilemmas are confronted by diverse course content material that is lacking and considered insufficient to produce appropriate outcomes to solve difficult situations. The paper is outlined to include the following sub-headings for the purpose of direction and mapping subject matter, these include: Applying values and ethics in educational leadership, the principled academic administrator, applying Aristotles virtue constructs in educational leadership, a moral obligation to care in educational leadership, differentiating between values and ethics, integrating values and ethics in educational leadership curriculum programs, and finally pulling it all together in the conclusion. The Principled Academic Administrator Academic administrators are entrusted with the duty to act in accordance to ethical behaviors, with so many ethical misappropriations in the media spotlight, and recent scandals had in academic institutions, many have question if current leadership training curriculum found in administrative educational leadership programs fail to teach sufficient ethical accountability (Propheter Jez, 2012). Curriculum that addresses characteristics traits associated with moral virtues in the context of school administration must question if moral virtue such as those espoused by Aristotelian principles will developed a more authentic leader? Bowen, et al. (2006), notes that doctoral programs should place more emphasizes on ethics than on management. Educational leaders must be able to command leadership skills that are committed to moral character and ethical behavior, have the interest of and mutual respect for all stakeholders at heart, support and promote teacher and student alike, are engaged in justice, care, compassion and empathy and are highly motivated by the individual success of each of the members of the larger community of the school of which he is to govern (Pijanowski, 2007). Academic leaders make decisions that impact the lives of teachers, students and parents, making the act of leadership a moral issue. An educational leaders core set of values, or set of beliefs, is the ethical framework from which a leader develops a vision for the school in which he administers. Associated with administrative leadership, is the constant call for change, thus the academic leader becomes the change agent and will direct, define, and shape the change sequence that leads the schools progression and improvement for all stakeholders. Understanding this concept of leadership helps further define what educational leadership is, Starratt (1991) elaborates by noting educational leadership includes virtual ethics such as critique, justice and caring. That is to say that school administrators will be faced with decisions that will required them to critique hierarchy and bureaucratic boards who may tend to bow to public pressures or sway with public opinions. Starratt argues that justice is formed in some standard but that this standard must be held above one individuals passion and serve the greater good of the many. This Starratt (2004) called the community of moral goodness, wherein many individuals would join together for the greater good of the whole forming a relationship of effective leadership. This would then lead from one state of moral responsibility to a higher state of moral responsibility. In turn, individuals in a community form a relationship in caring not out of obligation but out of a sense of positive regard for one another. Academic administrators embedded with these qualities will constitute the principled leader. Therefore, there is a need for the call of Aristotelian constructs in educational leadership curriculum graduate programs. Applying Aristotles Virtue Constructs In Educational Leadership Applying an Aristotelian philosophy to educational leadership is perhaps the most logical approach to value and ethical driven curriculum specifying virtues in school supervision. Kodish (2006) incorporates the suggestion that Aristotelian philosophy bridges both theory and the practice of moral and right action. Drawing on insights of authentic leadership and virtue, Aristotles (1987) defines virtual states of character as having to do with feeling, choosing, and engaging in actions that do well toward others and doing so until these characteristics form in us habitually. This hypothesis leads us to conclude that a good academic administrator will embrace and exemplify a number of these traits or virtues, in ethical manners especially in regards to his role as the academic head. It is the purpose of this paper in part, to identify a few of these Aristotelian virtues as they are related to educational leaders. A short composition on morals, judgment, respect, genuine, empathy, care, and courage will be explored as basic components of the makeup of the moral fiber regarding the academic leader. Morals. Aristotle classifies moral virtue as the excellent state of an individual and good judgment. He sees this character as an intellectual virtue embracing moral rational and the ability to have moral perception along with sufficient insight to make ethical decision not only for ones self, but for the larger community. Judgment. As moral character is an essential element of choice to act right, so is judgment equal to wisdom and practical judgment in Aristotelian philosophy. Good judgment often requires the academic leader to use wisdom in decision making processes. Ethical administrative judgment is a virtue of academic administration. Aristotle would simply state that curriculum driven programs need to teach students that moral virtues are the characters of acting in good judgment. Empathy Respect. Aristotle would promote the idea that empathy and respect are interconnected and go hand-in-hand. That these two components are essential elements in a school leaders character and as such they exist mutually together and serve the best interests of all stakeholders at heart. He would suggest that these interests are cradled in the simplest proponents of the Golden Rule and promote a climate of mutual worth for all persons. Genuine Authenticity. Starratt (2004, p.3) identifies authenticity as one of the foundational virtues of ethical leadership. To be genuine or authentic as an academic supervisor requires leaders to live ethical, transparent lifes that demonstrate leadership, stewardship, and commitment to a sense of spirituality. Educational leadership is authentic to the degree that it is ethical, sincere, genuine, and trustworthy in action and interaction and that such interactions are consistent with the promotion of others wellbeing. In the context of school leadership, this includes the success of staff and student alike. Justice, Care Courage. Shapiro and Stefkovich (2005) argued that moral virtues associated with leadership have a particular importance to safeguard and promote the best interests of others. When the ethics of justice, care, and courage are joined with an ethic of inclusive Aristotelian discourse, educational administrators have a model to ethical decision-making founded on principle. Moral Obligation To Care in Educational Leadership As moral agents, educational leaders should act in accordance with personal values and convictions that incorporate the respect, trust and integrity for being authentic and true to their values. The ethic of care implores educators to nurture the emotional and moral development of students. This moral value requires educational administrators to focuses on affirmation values such as trust, loyalty, belonging, self-worth, and self-efficacy in the process of education, making academics about individuals in the educational profession. As care agents in education, caring ethics would refer to the relationship created between student and teacher. As administrators over educational institutes, caring incorporates the obligation to respond to the needs of not only students, but staff, teachers and other stakeholders. This may include addressing curriculum designs to meet the needs of a diverse student body, staff needs based on census loads, and responses to classroom environments. Care must not be based on a one time efforts at virtuous decision but ongoing developing ontological relationships. Creating An Ontological Relationship In Educational Leadership Cunliffe and Eriksen (2011 p.1432) would argue that we exist in mutual relationships with others and our surroundings and that we both shape, and are shaped by, our social experience in everyday interactions and conversations. It appears that such theories in relational ontology lay the foundation for mutual members of an organization to extend mutual respect and regard toward one another when such relationships are formed. The basic contention of a relational ontology is simply that the relations between entities are ontologically, as Cunliffe (2009) explains, the Relational leader is more concerned with creating interpersonal relationships and institutions, where the focus is on ethical issues of care, concern, and respect. Ontological relationships in academic leadership should include relationships as more fundamental than the individual leader. This is accomplished by working through various difficulties or differences together with other members of the academic community and assuming ownership and mutual responsibility, where moral relational-responsiveness is demonstrated. In return, mutual respect is enhanced, a sense of safety and nurturance is experienced and mutual regard are honored allowing for positive interaction to be had among all stakeholders who in turn are more apt to further their personal investment into the program. Identifying what are considered values and separating ethical bou ndaries are sometimes difficult in relationships, especially is this so in the guise of administrative roles. Having a better understanding of the essential role of each in educational leadership is important. Differentiating Between Values and Ethics Ethical decision making among educational leaders is an essential element of administration, teaching ethics is only one component of a construct necessary for making ethical decisions, staging values as important in and of itself will not suffice. Instructing academic leaders on this principle is vital in changing the direction of educational supervisors in becoming cognizant driven regarding ethic and value mindsets. Beckner (2004) has indicated research literature on educational administration has placed a greater emphasis on the moral values and ethical practices associated with school administration then has been promoted in the past. Shapiro and Stefkovich (2005) have supported that school officials have a duty and obligation to all stakeholders for whom they are accountable to be moral agents that are informed, ethical, and capable to lead. Darling-Hammond (2005) makes a case regarding educational leadership graduate preparation programs to include real-life dilemmas in curriculum training materials so as to better prepare administrators with the process of ethical decision-making. As Kline (2006) indicates, failure of strong ethical training is at the center of most corruptible educational leadership and administrative dilemma, noting that most dilemmas faced by educators lack sufficient policies to direct how to solve issues before and when they do come to light. As a profession, supervisors who oversee curriculum development, have a moral obligation to ensure that educational administration programs found at the graduate level, train prospective leaders in the principles of virtues associated with the development of ethical operating schools (Shapiro Stefkovich, 2005). As literature review recommends, it is imperative that both moral values and ethical principles become an integrated ingredient of curriculum develop ment in educational leadership programs. The following section of this work will address this critical issue. Integrating Values And Ethics In Educational Leadership Curriculum Programs Avolio, et al. (2009) suggested that authentic leadership includes both a sense of greater self-awareness and self-regulated behaviors that lead to positive community development. Avolio and colleagues feel that authentic leadership is essential and one of the first steps needed in ethical leadership preparation. Curren (2008, p. 338) includes ethical instructions as a vital aspect of leadership training course work for future administrative leaders noting that these cardinal virtues are essential and would be a good start toward articulating what it means to be an ethical academic administrator. Cameron and Caza (2002) incorporate ethics instruction in leadership preparation studies curriculum to include the academic institutions role and its obligation to the student and larger community. Given the obligation that professor have to students in preparing them for the future administrative duties, and that this obligation goes beyond just a professional one, Kline (2006) suggest that instructors of ethical courses must make a deliberate decision to think of the student beyond academic settings. In other words, how does ones behavior reflect on other aspects of the individuals complete life, not just in the administrative role? Ethics must be an essential part of course content. Returning to Bowen et al. (2006), which assert that ethic curricula should include codes of conduct, framework on ethical decision making practicums, and adequate case studies with frequent examinations to ensure future administrators are prepared to deal appropriately with dilemmas that they will be confronted with. Without the commitment to strong ethical integration in curriculum program, ethics courses are seriously compromised. Implementation is as crucial as is the content. The question then becomes how is this best achieved? The State of West Virginias Department of Education operates under a code of ethics. Codes of ethics are design to guide the professional conduct of the members who practice in their fields. As with most ethical course preparation, research of code conduct directive is a must. Students are led to investigate and research content that require review of state and national code of ethics. Graduates should become familiar with these codes and reference them frequently. Opportunity to discuss, debate and examine case studies in ethical dilemma will better prepare future administrators to handle real-life experiences that may confront them as school supervisors. Additional internships with real-time school directors can enhance administrative skill-sets in ethical problem solving outside of classroom content, with hands-on practicum learning. Educational leaders need to develop a working knowledge of Aristotelian virtues from which effective school administrator rise. Additionally, institutions of higher learning need to incorporate these values into graduate curricula programs, emphasis to strengthen academic administrative training program with stronger ethics and value latent material centered on Aristotelian virtues has been the theme of this paper. Review of literature certainly has supported the need and indeed has extended the call for academic leaders who are better prepared to lead educational institutions. Academic supervisors however, must distinguishes themselves and be refined in aptitude through curriculum that include moral values and ethical content rich in ethics, archetype, and critical evaluations that aspire leaders and encourage them to develop critical thinking skills and make decisions that are based on the common benefit of all person in a larger educational community. Academic leaders that adhere and reflect a higher level of insight in discharging their duties as administrators, understand that such considerations have an impact on their lives and the lives of their students also understand that they will influence not only an immediate generation, but will effect generation yet to be born. Conclusion Expanded research is needed to increase our understanding of the ethical dilemmas confronted by academic leaders. Challenges faced in educational institutions require ethical responses and require insights based on values that are saturated in virtue. Values include appropriate morals, judgment, genuineness, empathy, care, respect for others, and the courage to stand for what is right, not what is always popular. Principled men and women who are espoused and trained in Aristotelian philosophy should inform policy and strategies in academic administration to ensure that every stakeholders voice is heard, recognized and needs are being addressed. That too, the best interest of the educational institution is being forwarded. Academic leaders have a moral obligation to care about their staff, students and all constituents who have a vested interest in their academic establishment and to the larger community in which they serve. These relationships are formed from an ontological concept, meaning they are logical. When united in a common act of ethical consideration for one another, we logically uplift one another. Additional consideration should be given to graduate programs training educational professional in academic supervision. Course content should include in curricula development, content rich in Aristotelian concepts leading to the learning and development of school leaders in their activities to attain authentic leadership observance which are embedded in ethical constructs. Content must take care to ensure differences between values and ethics are made clear and how these should be integrated into the curriculum and espoused in the classroom and among all staff members. Applying Aristotelian values and ethics in graduate educational leadership programs may prove beneficial in restoring ethical prudence to academic administrative roles.

Essay --

Reproductive System The reproductive system is a group of organs that work together to make a new life. Most organs of the reproductive system are the external genitalia and the internal organs, including gonads that produce gamete. The external genitalia are found in the pelvis and vulva and gonads are testicles and ovaries. The female reproductive organs are found inside of the pelvis and most of the male reproductive organs are found outside the body. Most of the organ of a male reproductive system is the penis and a female is the vagina. The breasts are one of many parts of the reproductive system. The breasts are organs that have mammary glands, milk ducts, and adipose tissue. In the middle of each breast is a nipple that releases milk when production for a new life has begun. The areola is a thick piece of skin that surrounds the nipple and protects the tissues under when your breastfeeding. There are many types’ problems that have to do with the breast like breast cancer. Breast cancer is a malignant tumor that starts in the cells of the breast, usually starts in the inside the milk ducts or lobules. A malignant tumor is a cancer cells that can grow into in tissues or spread to different parts of the body. Doctors say one in eight women will be diagnosed with breast cancer in their lifetime. Breast cancer is the mostly diagnosed in women, and the second leading cause of death for them. Even though breast cancers are mostly found in women men can get it to but it’s very rare. Doctors are not really sure what the exact cause of breast cancer. Doctors say some of the causes can be, the older you get your chances rise, starting periods before the age twelve or going through menopause before the age fifty-five. Risk of b... ... cells, or by placing radioactive material inside your body; side effects can include fatigue, sun burn rash or tissue may seem swollen. There are different types of stages of breast cancer. Staging tells how far the cancer has spread within the body, staging is determined after breast cancer has been diagnosed and stages from 0 to 4 depending on how far its spread. Stage 0 cancer cells are only found in one location, Stage I cancer cells have left the milk ducts but haven’t reached the lymph nodes, Stage II cancer increases in size and has reached the armpit lymph nodes, Stage III cancer has spread to the cervical lymph nodes or tissue around the breast, Stage IV cancer has spread to other organs. Treatments are Herceptin witch cause cells to die, Kadcyla a cell killing drug let into the cancer cells, Tykerb and Perjeta. All these treatments have side effects.

Essay --

Qualities of A Successful Nurse In this modern day and age, registered nursing has rapidly sky-rocketed up the ideal career charts, and is becoming a very prominent career. Far too often it becomes easy to just focus on the potential salary you will make. However, it is important to remember that to be a successful nurse you need to have physical endurance, great communication skills, and be adaptive to change. First, nursing is no where close to being the average everyday desk job. A nurse is basically a doctors "Right Hand Man", because they are responsible for following all of the doctor's orders and instructions. Being physically fit is an important quality to have in a successful nurse. There is a possibility that a nurse will have a patient larger than them, and they may have to lift the patient without any help. Also, there is a chance that a patient will fall or is falling around you, and the nurse is responsible for catching them. It is vital to always be prompt in nursing, because everyday is different, and it is good to always be prepared. The typical shift for a nurse is anywhere from ten to twelve hours a day. It is always beneficial to wear proper fitting clothes and most definitely comfortable shoes, because a nurse is on their feet for long periods of time. Although a nurse receives a set schedule, it is important to realize you may have to work longer than originally plann ed. Some of the most obvious reasons for changes in the schedule is a short staff, being scheduled to stay on-call, or if you are assisting in surgery. Most importantly, having great communication skills is key in order to be a great nurse. Strong communication skills are a basic foundation for any career, but for a nurse it is one of the mo... ...finitely not the average job with a set in stone eight to twelve hour shift. Nurses have to understand that even though they may be scheduled for a ten hour shift, there is almost always a possibility that they will have to work longer. To conclude, to be a successful nurse there are a lot of special qualities needed to provide complete care to a patient. This essay discussed three common qualities that can be seen in modern day nurses. Physical endurance is a good quality for nurses to have, because their job involves a lot of standing and physical activity. Great communication skills are especially important, because it enables you to provide the best complete care of a patient, and their family. Being adaptive to change is the last quality discussed in this essay. It is a good quality to have, because it provides the flexibility needed to be a successful nurse.

Venezuela Culture

In all cultures, there are different dimensions that can be categorized into a continuum. Kluckhohn and Strodtbeck have functions of cultural patterns such as common human problems, preferred solutions and most importantly, a continuum. A continuum is how things are rated by percentages. For example, happiness. It could be either more or less in certain situations. In Hofstede’s dimensions of culture, there are two topics and only one can be higher in certain cultures than others. The country I chose to do is the culture of Venezuela.Venezuela is very similar to the rest of the Latin American countries but has exceptional characteristics when it comes to the dimensions that Hofstede describes. The dimensions of culture that will be discussed fall into the four common ones: collectivism, power distance, masculinity and low uncertainty avoidance. Venezuela is a unique country with many different ideas that relate to their culture. Venezuela falls into the collectivism category. This means that the country unites as one, focusing on the needs of groups rather than the individual themselves. The other side of the dimension is individualism.Individualism, as its name says, focuses on the individual where they have to sand up for themselves. Collectivists tend to have large, extended families which continue protecting them in exchange for unquestioning loyalty (Individualism 2009). Also, they work on becoming very skilled at something they are interested in. Venezuelan people are all about being loyal to each other. They see more good in a group, than good in the individual. In Venezuela, the labor force has grown a lot over the past few decades. The unemployment rate has been very low and even woman have been getting jobs.The government has worked together so that almost everyone is employed. Labor relations in Venezuela were consultative rather than confrontational, and the Confederation of Venezuelan Workers had good working relationships with the major bus iness group, the Federation of Chambers and Associations of Commerce and Production (Haggerty, 1993). Compared to other Latin American countries, there wasn’t a bad case of labor relations. The government wanted to make sure everyone in Venezuela was working. It’s good to be a collectivism culture because everyone comes and works together as a group.Power distance is another dimension that can be classified as either high or low. This is determined by how much a culture has respect for authority. High power distance focuses more on higher status of power. Teachers, parents and supervisors are treated with respect and are expected to show authority. Low power distance is a little more laid back. People can talk to whomever they want about anything. For example, an employee is able to talk to their manager about comments for the company or business they work for. Venezuela falls into the high power distance category.People with elite status are more educated and focus ma inly on their business and professions. Venezuela was one of the very few countries in Latin America where a number of elite-supported scholarly and community welfare foundations provided support for an imaginative variety of programs and scholarships (Haggerty 1993). People in middle class respect the elite. Thought it is possible to move up from middle class to elite, this can only happen through successful business deals or by marriage. Either way, Venezuelans know to respect the authority wherever they are. Venezuela has a president and vice president who serve five year terms.The president chooses his cabinet and determines the number of ministries. The president is the main leader in charge whom everyone looks up to. He commands the armed forces, calls special sessions of the Congress, and exercises sole control of foreign policy (Haggerty 1993). Venezuela follows a governmental policy where the president has the highest status, followed by the vice president, then it gets low er from then on. Having high power distance does not necessarily undermine the population, but is accepted by the whole Venezuelan culture as one. Masculinity versus femininity, contrary to it’s name, has more to do than just gender roles.Some masculine characteristics focus on a competitive economy, working hard to get by, and fighting as a result of conflicts. Cultures with this dimension are more aggressive. Femininity on the other hand focuses on more calming features. For example, negotiating to resolve conflicts, women are representing in the government and working to live a good life. Venezuela in this case is more masculine. They are more aggressive than other cultures. Violence and crime increased appreciably in the last decades of the twentieth century and have become major issues of popular concern (Dinneen 2003).Having higher crime rates, though that’s not always a good thing, shows the masculinity in the culture. Men take the majority of the power when it comes to government. Although the Constitution of 1960 declared that men and women were formally equal under the law, women who had been active in the struggle for democracy found themselves devoid of its privileges and marginalized from politics (Wagner 2005). Though it said women were just as equal as men, that didn’t live up to its word. Women were still not allowed to participate in higher politics and businesses.They were expected to stay at home and take care of the house and children. Venezuela is ranked higher in the masculine dimension among all of the other Latin American countries. Venezuela’s uncertainty avoidance is considered lower than the other Latin American countries. Some traits of low uncertainty avoidance include openness to change, tolerance of diversity and hold back emotions. Where as in high uncertainty avoidance, they tend to follow strict rules, express emotions, and have a weak interest in politics. The goal of the culture is to control almo st everything in order to avoid the unexpected.Thanks to their need for security, Venezuelan managers take fewer risks, govern with more written rules and experience lower labor turnover (Workman 2008). There have been processes of social and political changes. Theses processes have attracted more international attention over the years and for more to come. Venezuela was the world’s leading exporter of oil. Venezuelan’s leaders wanted to concentrate on the oil industry as the main source of financing for their reformist economic and social policies (Haggerty 1993). They weren’t afraid to find new non cabinet ministries and form new policies to expand their economy.Even with the economic crises that occurred with the collapse of the financial system in 1994, the government worked to get it back up. When it comes to differences, Venezuelans try to explore the issue. They are curious to what is going on. If they need to make a change, they will do so and take the r isk. For example, during the 1980’s Venezuela had a huge foreign-exchange revenue from oil. Because of this, they developed a voracious demand for imported luxury goods that persisted even as oil prices ebbed in the mid do late 1980’s (Haggerty 1993).This resulted in a weakness in the Venezuelan economy. Even though this happened, the government wasn’t afraid to take the risk. In conclusion, Venezuela has many different characteristics that make them a unique culture. Being a collective culture, they unite as one. They like to focus on everyone as a group to make sure everyone is satisfied. They also fall into the high power distance category. Venezuela has high power authority that is respected by everyone. If they have questions, the people with high status will have all the answers.Venezuela is also a masculine culture. Men dominate over women for occupations and power. Also, this makes the country more aggressive than others. They stand up for themselves and aren’t afraid of anything that comes in contact with them. Finally, Venezuela has low uncertainty avoidance. They will take a risk if they want to and they aren’t afraid to show emotion. This shows they are a strong country that will make changes if it is a concern. Venezuela is a very well-rounded culture with many great qualities about them.

Discussion As A Learning Strategy Education Essay

Askell-Willams and Lawson ( 2005 ) has carried out a sophisticated survey in teaching-learning treatment, they investigated the subject in different facet, and the overview below are concluded by positions of expertness in positions of psychological, sociological-constructivism and socio-linguists. There is a convincing ground that why treatment can function as instruction and larning intent. Dillon ( 1994 ) stated that treatment can profit in â€Å" apprehension of capable affair and declaration of issues related to the capable affair and its educational map ; personal growing ; and apprehension of the value of group contemplation and deliberation † . Discussion is besides a primary mechanism in pupils ‘ societal minutess. The treatment itself served as a cognition building procedure. Social minutess in schoolroom can promote pupil to set the cognition into â€Å" public sphere † , their logical thinking and understands can so be the augmented, examined, elaborated, critiqued and related to the apprehensions of other people. Tobin, Tippins, and Gallard ( 1994 ) besides stated that the function of treatment provided a perfect platform for pupils to interact. Group interaction can supply a background in which pupil can be negotiate differences of sentiment and seek understanding. It is more of import that pupil can bring forth inquiry and clear up apprehension of specific content. Peers interaction can develop their ability to talk out, fearless in order to take a proper base. Based on the societal cognitive position, discourse is besides a primary deliberation tool for cognitive development. Nuthall ( 1997 ) proposed that the possible benefit of discourse is â€Å" transactional relationship between socio-cultural experience and self-organizational activities of the head † . Such activities of the head are facilitated through treatment, Askell-Willams and Lawson showed us an illustration. If a pupil merely acquires cognition from a instructor, the pupil will merely integrate the â€Å" individual dependent position of the student-teacher relationship † . If, on the other manus, the pupil acquires the cognition in treatment in which different positions are described, explained and debated, the pupil ‘s representation of the scheme will integrate a â€Å" larger web of intertwined societal and logical relationships † . Such a web defines the dimensions of a mental infinite within which the pupil can research, interact with, and se ek out alternate beliefs, statements, and decisions. ( Nuthall, 1997, p. 743 )Problem rose from treatmentOf class utilizing treatment as a acquisition scheme is non suited in every state of affairs. Baxter, Woodward and Olson ( 2001 ) showed that larning through category treatment might non effectual for those â€Å" low-achieving † pupils, it is excessively hard for them to involved in the treatment often and they may non hold opportunity to talk out harmonizing to their shyness. Hollander ( 2002 ) besides noted that the organisation of effectual treatment at the single degree is non straightforward. Some pupil talk much while other negotiations small, the content of treatments can be awkward, there is no warrant that the treatment content will be â€Å" threaded in a coherent mode † and non all pupils might hold developed effectual accomplishment for part. It should besides be noted that, go forthing pupil discuss by their ain will non prosecuting an effectual treatment. Many pupils need specific direction in order to cognize how to inquire proper inquiries and give proper respond. Although the expertness may hold that treatment is a possible acquisition scheme for instruction, the cardinal shareholder is the scholar. If pupils ‘ cognition is non plenty to let them to do effectual usage of a treatment, merely like â€Å" how to move efficaciously † , â€Å" how to inquire proper inquiries â€Å" and â€Å" how to give proper respond † , in this state of affairs, the benefit of treatment as a acquisition attack are improbable to be survey.The value of coaction and treatment in larning scheme for Online acquisition EnvironmentJ. Clark / Stimulating coaction and treatment in online larning environments Internet and Higher Education 4 ( 2001 ) 119-124 From the above, we can see that how discussion benefit in pupils ‘ acquisition, here we will discourse the value of coaction and treatment in larning scheme for Online Learning Environments ( OLEs ) . Clark ( 2001 ) stated that although it is accomplishable that larning with pupil interaction ( inactive acquisition ) , active acquisition through interaction including â€Å" module playing as equals, ushers, and moderators † is by and large see more effectual and good suited to OLEs. Discussion is non like the traditional teacher talk method of instruction. Discussion and coaction increased pupils ‘ engagement in which engages pupils actively participated in the acquisition procedure comparison with the traditional teacher talk learning method, treatment are able promote the belonging of â€Å" pupils ‘ accomplishment and satisfaction † . ( Hiltz, 1998 ; Johnson, 1981 ) . † Clark stated that, although the pupil and teacher remained as a cardinal participant in the treatment as larning scheme, there are still some different between the traditional schoolroom and OLEs. The diagram stated below illustrated their different.Tradition ClassroomLecture TimeLecture clip is limited Online categories run 24 hr a twenty-four hours from the beginning to the terminal of the classClass BreakCasual conversations in the schoolroom will interrupt the order of the category Discussion forums have replaced the insouciant conversations in the schoolroom and have a lasting written logDiscussion qualityDiscussion in category are ever rapid and experimental Discussions are no longer rapid and experimental. The treatment tool can be good defined in order to ease pupils ‘ treatmentRespond TimeDiscussion in category are ever conduct spontaneously, pupil has no adequate clip to believe about the inquiry and make a proper respond Students have adequate clip to read other pupil ‘s remarks, do research, and explicate a elaborate responseStudent Secret DialoguesSecret pupil duologues are non easy gimmick during the category For the treatment room there are no concern about secret pupil duologues, all informations will be logged and all the interactivities can be trace out from logTime and Space LimitationStudents may non take part at any clip of the twenty-four hours ; the treatment is limited by the location and infinite. Students may take part at any clip of the twenty-four hours that suits them from work, place, or while going.Students ‘ MotivationThe treatment is Instructor mediated, teacher played an of import to actuate pupil to larn. The subject imposed by traditional fixed meeting times and topographic points with reminders of due day of the months is replaced by the demand that the pupils self-motivate and keep control of their parts and deadlines. Fig1. The different between traditional schoolroom and OLEs.The Shift of Face to Face treatment to Computer Mediated DiscussionFrom the last session, we can see that there is advantage of utilizing OLEs in treatment than traditional schoolroom. How about pupil? Do they besides want to utilize the electronic resources to larn and interact with each other? An and Frick ( 2006 )[ I ]found that pupil preferred to utilize computing machine mediated communicating ( CMC ) than face to face ( F2F ) as communicating media under certain status. Here are the grounds: Flexibility The location and clip become an independent variable in CMC such that pupil can execute treatment on web anyplace. Interactivity increased The flexibleness of digital acquisition platform besides contributed to the 2nd point, it will increase the interactivity between the pupils and every bit good as the Instructor. The learning manner of the pupils is therefore transform from independent larning to equals larning by the usage of computing machine AIDSs. Sutton ( 2001 )[ two ]( in An and Frick, 2006 ) suggested that CMC has caused the displacement from â€Å" correspondence acquisition † to â€Å" societal acquisition † . Berge ( 1995 )[ three ]( in An and Frick, 2006 ) has besides suggested the interaction among teachers, pupils, contents and interface have been â€Å" maximized † in the on-line treatment and therefore ease the constructive thought. Allow pupil to larn by their ain gait When comparison to F2F, CMC provide pupil more clip to react the inquiry. It allows pupil to analysis and reflect the inquiry with adequate clip so that they can compose thoughtful responds. Student can therefore larn by their ain extremum in CMC, they can besides take control to their acquisition and interact with the equal in order to construct cognition.Overview of the Discussion Tool – Synchronized and Asynchronous Discussion toolDiscussion is decidedly a common execution for Computer Mediate Communication. Generally, on-line treatment tool can split in to two types, they are synchronized and asynchronous treatment tool. And as educational platforms, the two distinguishable format of interaction impact otherwise. In this session, we are traveling to look into the pros and cons of these treatment tools in acquisition. What is asynchronous treatment tool? Harmonizing to Johnson ( 2006 ) , asynchronous direction â€Å" occurs in delayed clip and does non necessitate the coincident engagement of pupil and instructor † . The asynchronous direction was used in distance instruction in the early twelvemonth due to postal holds. The asynchronous voice conferencing are already proven utile in some instructional contexts, text-based asynchronous direction are besides widely used in the post-secondary instruction, it can besides be considered as asynchronous on-line treatment. Johnson stated that pedagogues has been look into the efficiency of asynchronous on-line treatment, they reported that it can â€Å" encouraging in-depth, more thoughtful treatment ; pass oning with temporally diverse pupils ; keeping on-going treatments where file awaying is required ; and leting all pupils to react to a subject † ( Branon & A ; Essex, 2001, p. 36 ) . There are besides possible restrictions of the asynchronous treatment room. Student may non look into the forum often, deficiency of self-generated feedback may take pupils experience isolated, it is necessary to pass more clip in the treatment in order to do it mature ( Branon & A ; Essex, 2001, p. 36 ) . All in all, Dede and Kremer ( 1999 ) conducted a study to look into the pupils ‘ penchants of asynchronous treatment tool. They found that the asynchronous treatment provided a more comprehensive interchange for them, but it required more clip and provided less societal interaction than synchronal confabs. What is synchronal treatment tool? Harmonizing to Johnson ( 2006 ) , â€Å" Synchronous direction occurs in existent clip and requires the coincident engagement of pupils and instructor † . The synchronal direction was used in the closed circuit telecasting on university campus in the early twelvemonth. Until 1980s, video-conferencing and synergistic telecasting connected distant schoolroom, in which, the synchronal treatment let pupil to inquire inquiry and execute interaction in spontaneously, the pedagogues start behavior survey how synchronal treatment tool aid pupil in acquisition. As you can see, synchronal communicating tools allow multiple users communicate with each other at the same clip utilizing text messages, study ( Branon & A ; Essex, 2001, p. 36 ) showed that synchronal confab tools are utile for â€Å" † keeping practical office hours, squad decision-making, and brainstorming, community edifice, and covering with proficient issues † . Spontaneous feedback can do pupil feel connected ; pupil will non experience isolated in this state of affairs, meanwhile, pupil are all actively take part in the treatment tool synchronously, non like asynchronous treatment tool, required pupil to login often to look into for update. But there are still restrictions for the synchronal treatment tool. It is hard to implement synchronal treatment tool comparison with asynchronous treatment tool. It is difficult to acquire pupils online at the same clip, and it is hard in manage large-scale conversation. Lack of contemplation clip for pupil and it is demanding for the hapless typist. ( Branon & A ; Essex, 2001, p. 36 ) Synchronous Versus asynchronous online treatment Educators are normally agreed the larning result of asynchronous on-line treatment room is better the face-to-face treatment. But the restrictions stated above ( isolation and often engagement ) deter them to utilize this mechanism entirely. There lead to the tendency of implementing synchronal confabs tool, it is because synchronal confabs can overrule those restriction, as it â€Å" efforts to emulates † face-to-face treatment. Using synchronal confabs non merely enhanced societal dealing but besides better pupil larning result. Johnson ( 2001 ) suggested the best methodological analysis is uniting the synchronal and asynchronous confabs tool in Online Learning Environment in order to acquire â€Å" higher degrees of pupil satisfaction and command of class demands than execution of either manner in isolation † . Johnson stated that there is a study supported pupil who ‘s used both treatment tools are most likely to accomplish the class demand because utilizing the both tools can maximise â€Å" personal battle in larning † .Review on bing systemInstructor Controlled Chat System ( ICCS ) ICCS ( Thirunarayanan, 2000 ) was proposed to allow the teacher involve into the pupil treatment, it can repair the job with chat confusion and convergence. He proposed two package sweetenings in order to accomplish the purpose: Instructor mediated confabs Teachers will hold two Windowss on their proctor, one is the pupil treatment window and the other is the teacher control window. Each message raised from the pupil will direct to the teacher window foremost earlier published to the other pupils, the teacher will take the relevant inquiry / response to print. Students are merely type and respond to the inquiry until the teacher sends the message to the pupil window Instructor intimations before the confab subdivision The 2nd point is to salvage short remarks ; inquiries and statement in the database before the confab session Begin. Once the pupil is deficiency of thought, the teacher can do usage of the pre-saved statements to inquire inquiry and remind pupils to remain focused on relevant subject. Potential job of ICCS As the treatment flow is extremely depended to the teacher, it will impact the smoothness of the treatment and do it uneffective. As the treatment stuff is censored by the teacher, the quality of the treatment will extremely depends on the quality of the teacher The less attending paid by the scholar as they can trust on the instructor remark or direction. The work load of the teacher will be increased as at that place may hold many treatment groups in a category. Mediated confabs The mediated confab ( Hugo, Pimentel, & A ; Lucena, 2006 ) was designed to avoid â€Å" Message Overload † . Harmonizing to the writers, message overload refers to many messages from the participants are being show at one time. Mediated chat uses the computing machine mediated channel to work out the job. In mediated confab, the pupil message will first direct to the confab waiter and waiting line. The confab waiter will roll up all the messages and print them to the duologue window one by one. The pupil are able to see a queue list in the window, they are able to see their topographic point in the waiting line. If their thought are posted by the pupil in the precedence topographic point in the waiting line, the pupil are able to cancel their submit message and compose a new one to direct to the confab waiter. Potential job of Mediated Chat The system can work out the message overload job is a reasonably effectual manner, nevertheless for the job of easing the effectivity of the treatment. There are some possible jobs in it: With this method it can take down the load of the teacher but there are no AIDSs to assist pupil to believe critically since they are without the aid of the teacher. As the treatment flow is extremely dependent on the confab waiter, there are no manner the quiz or alter the topographic point of the waiting line. CSCL environment for â€Å" Six Thinking chapeaus † Discussion Tamura, & A ; Shuichi ( 2007 )[ four ]proposed a scenario-based asynchronous treatment environment by utilizing the six believing hat theoretical account. In which, the pupil are put on a specific chapeau wholly and lend thought for this coloured chapeau. After the first hat session, a facilitator will travel the whole group to the group reappraisal subdivision ( illustrated in figure5 ) and it will further travel to other hat subdivision onward. For the â€Å" Group reappraisal † , each pupil will knock other scholars ‘ statement, and there is a facilitator to command the critic. Fig5 Scenario-based Process of Discussion The ground of the precedence of the chapeau colour: Red & gt ; While & gt ; Green & gt ; Yellow & gt ; Black and Blue is because: Red Hat: Emotion chapeau, it is easy for the scholar to province his personal sentiment even they are non familiar with the six believing hat method. White Hat: The chapeau of fact, It provided the pupil cardinal information to discourse. Green hat & gt ; Yellow hat & gt ; Black chapeau: These chapeaus used to lend thoughts and standing point to the treatment, it is a good manner to set it after the emotion chapeau and the chapeau of fact. Blue chapeau: Using bluish hat as a summarized chapeau. It is the best manner to set it at last. The sum-up of the â€Å" Six Thinking chapeaus † Discussion The treatment tool utilizes the six believing chapeaus theoretical account, in which, it provided a platform for parallel thought. And therefore it fulfilled the five advantages we suggested in the last subdivision. The chapeau sequence is logical. Which make the ruddy chapeau at the first, white chapeau follows and the blue chapeau at the terminal. Tamura, & A ; Shuichi ( 2006 ) have examined their theoretical account uses questionnaire, they found this system can lend to the assorted point of view for a given subject and supply the relaxation to sum up. There are some points we can take from this system: It is a good manner to allow the pupil to lend thought wholly ( all pupil contribute to a hat one by one ) at the really get downing. It can coerce to student to believe in different way at least one time. But we believe that it is better to lodge one pupil a peculiar function after the first rhythm. It is because the group may be ignored some minor thought during the ulterior treatment ( e.g. feeling ) . If we stick a pupil to a peculiar function after the first rhythm. The job will be fixed. ( Details flow will be explained in following chapter ) The system should enable some characteristics to ease the pupil to summarized thoughts. Meanwhile, it is besides a of import point to enable characteristic to ease pupil to take up their specific function.Discussion methodStructured Academic Controversyhypertext transfer protocol: //www.lawanddemocracy.org/discussionsac.html â€Å" ControversyA exists when one individual ‘s thoughts, information, decisions, theories, and sentiments are incompatible with those of another, and the two seek to make an understanding † ( Johnson & A ; Johnson, 1995 ) SAC is a learning attack that encourages pupil to take one side at one time and dispute with the other side, pupil will foremost divided in two squads, and they are traveling to reason a subject alternately, they are traveling to reason the subject BOTH sides of a controversial issue and finally achieved the understanding on the issue. Structured Academic Controversy is a learning attack that encourages pupils to take on and argue for, alternately, BOTH sides of a controversial issue and finally come up with a balanced sentiment about that issue. Students work in braces to go familiar with one side of an issue, and so argument with another brace who has become familiar with the opposing side. Pairs so exchange â€Å" sides, † become familiar with the opposing statement, and argument once more. Finally, the two braces come together to discourse the strengths and failing of each side of the statement, come to a consensus about their corporate sentiment about the statement, and present that thought to the other quads. This learning attack encourages pupils to see all sides of an issue every bit before explicating a concluding sentiment. Philosophic Chairs Discussion Six Thinking Hats Model

How hot can you be?

Some of them use repetition to make you remember, emotions to touch your feelings, and well-known famous people to show you trust. Some of these advertisements are more powerful than others and this is the case of QuickTime ads. This advertisement is very effective, not only because it incorporates a well known famous person that â€Å"uses† the pill, it also shows a link to a reliable website that gives the prospective buyer health information and they use the repetition psychological fact to grab women attention. This weight loss product's advertisement was created to catch the attention of all women.The advertisement asks women how hot could they be and displays a picture of the sex icon Kim Sardinian. By doing this, the correlation between using the QuickTime product and looking like Kim Sardinian is created. What woman does not want to look beautiful? The advertisement indicates that using the product shown will allow the person being targeted to look better than ever. Th e ad commits a logical fallacy by making the false correlation between taking he product and solving all of the users physical aesthetic problems. What if someone has an enormous nose? Will â€Å"CT† help?The product fails to specifically target an overweight audience but instead targets all women, making the ad less effective. How can you trust a product that makes a promise it cannot keep? On top of the tactics mentioned before, the ad shows a link to WebMD (which is reliable website). Women who see this on the product's ad would probably see these pills as a safe option. However there is information proving the opposite, an example f this is in an article on the Time Magazine July editions which contains an article that explains to readers that weight loss products are heavy on claims, but there is a scarcity of scientific proof.According to them, nowadays there are no products that could be considered â€Å"safe, effective and rigorously tested. They also mention that th e U. S Food and Drug Administration (FDA) â€Å"(Park and Suffering 20) do not evaluate most weight loss supplements for safety. However with all this valuable information that loud be easily found on the web, many women might be tricked into thinking this product is safe due to the advertisement containing a reliable medical website.There is much psychological research that proves that repetition works very well in influencing people, and this ad is not the exception. If a woman sees the advertisement Just one time she might ignore it, but if the ad keeps reoccurring then it will most likely catch the audiences attention. As it says on the website changing's. Org â€Å"Repetition creates a pattern, which consequently and naturally Arabs our attention at first and then creates the comfort of familiarity. † (â€Å"Repetition Principle†).Familiarity subsequently hints liking more than dislike, companies know this and they apply it very well to their advertisements. Ther efore even women, who are not thinking on buying the product, probably would unconsciously do it. In conclusion this advertisement is very effective, not only because it incorporates a well known famous person that â€Å"uses† the pill, it also shows a link to a reliable website that gives the prospective buyer health information and they use psychological petition in various forms of media to grab women's attention.There are many companies like QuickTime that are taking advantage of people that have low self- esteem, by advertising a product that supposedly makes you lose weight and become more aesthetically appealing. This advertisement gives a false claim that it can simply solve a persons more complicated problems by taking a â€Å"miracle† pill. By incorporating a medical site to the ad also gives a sense of safety in this pill and makes the targeted audience have a sense of trust in this product.

Development of Political Theories Essay

This paper seeks to discuss what two philosophers say about feminism and the importance of what they have said or the effect of their ideas to the policy of life. The two persons are Mary Wollstonecraft and Simone de Beauvoir. Mary Wollstonecraft states that unwilling submission to any person, institution, or custom is not good to women as the same could limit, degrade and destroy the person. The philosopher in effect believes in reason so that she further asserts that infallible and God-given reason should control all human thought and action (Philosophy Professor, 2008a). In support for having reason, she further argues that women must have the freedom to cultivate reason, which she believes be to the key to self-improvement and social change. Wollstonecraft has also her strong belief in environment and education which shape character and morality. In support of her belief, she forwards that idea that education is the right of all humankind, including women, so that through education women can gain independence and equality (Philosophy Professor, 2008a). The ideas of Mary Wollstonecraft are very important to making policies on life particularly or equality of humankind regardless of gender because unwilling submission connotes lack of freedom and necessarily of reason. That education is important is beyond question since the same opens up the minds of people to knowledge about the truth that would lead them to perform their roles according to the dictates of said truth and reason. Her dream to have independence and equality is consistent with basic human rights. Simone de Beauvoir, on the other hand, believes that human beings tragically live under an ambiguous condition but still they must assume responsibility for the direction of their lives. She also believes that every person is originally free and that women have been compelled by men to be the second sex (Philosophy Professor, 2008b). Implying loss of freedom of women, there is strong basis for her assertion that historical and cultural conditions under which women have been oppressed should not stop these women from assuming their human dignity as free and independent persons (Philosophy Professor, 2008b). In other words, losing the freedom need not be a hopeless for she believes that not doing anything to restore that lost freedom that will lead these women to become free and independent indeed is an abject of failure for in the end fate is still a matter of choice. The philosopher’s position is important for it reasserts responsibility of humankind, not only women to whatever is happening to them. It can be concluded that each thinker had a part in having promoted the cause of feminism which basically include equality, freedom and independence. Mary Wollstonecraft may have put it more dramatically by describing what is not to have freedom by making an unwilling submission while Simone de Beauvoir essentially has pointed responsibility for lost freedom– that is if women suffer their fate, it was because of their failure to assume responsibility in invoking that lost freedom. While Wollstonecraft states the importance of education that would lead to opening up the minds of women to knowledge, truth and dictates of reason, Simone de Beauvoir was still assuming a freedom of choice to be reasserted by women because of her premise of human beings having to live tragically under an ambiguous condition. It could be deduced that both thinkers have their own followers who are led to the common objective of women to get what they deserved as human beings. References: Philosophy Professor (2008a) Mary Wollstonecraft (1759-1797){www document} URL http://www. philosophyprofessor. com/philosophers/mary-wollstonecraft. php, Accessed November 30, 2008 Philosophy Professor (2008b) Simone de Beauvoir (1908-1986) {www document} URL http://www. philosophyprofessor. com/philosophers/simone-de-beauvoir. php, Accessed November 30, 2008

A Learning Experience Essay Example for Free

A Learning Experience Essay ? In this content, there will be a discussion on how someone can learns how to not use drugs and what it was like for them before and after their initial use. There will be an identification of what someone would learn from using to not using. Also included in the discussion there will be a description of how someone’s learning could have occurred through classical conditioning, identifying the unconditioned stimulus, the unconditioned response, the conditioned stimulus, and the conditioned response. An explanation will be given in regards to how their learning could have occurred through operant conditioning, describing the behavior, consequence, and reinforcement. There will be an address of how the learning could have occurred through cognitive-social learning. Identifying the Learning Experience Let us say that someone has been doing drugs on a social basis, living a wild and carefree lifestyle. Until one day, a different way of using the drug becomes introduced. In that instance the drug is introduced, it becomes an automatic addiction. It becomes an overwhelming desire to have more to obtain that rush repeatedly. It is the loss of all control and the beginning of losing the power of life. The person frits at the thought of the drug and loses control when they cannot get a hold of it when they want it and how they want it. It becomes a part of their lifestyle and it becomes more difficult for them to lose the desire after a long period of using. It takes a power greater then themselves to quit and the help of people like them who have been clean. With the help and support of these people, the desire to use becomes less and less and the â€Å"disease of addiction,† becomes arrested. What is Learned through the Experience The long term learning experience is learning to live without the use of drugs. Living with the use of drugs causes many to live a life of unmanageability. It leads to a time in an addict’s life when they seek a place where they can receive help, therefore leading to a clean life. They no longer want to live with the obsession of using and no longer with a life of insanity. Classical Conditioning, Unconditioned Stimulus and Response, Conditioned Stimulus and Response Classical conditioning is a form of learning in which a neutral stimulus becomes a conditional stimulus capable of eliciting a given response after being repeatedly presented with an unconditioned (significant) stimulus (Oxford Reference, 2007). For example, an addict may use a pipe, cigarillos, roll up papers, or syringes (conditional stimulus) whenever an addict set out to use their preferred drug of choice. Eventually, the addict becomes craved at the presence of these items (conditional response), even when the drug was absent (unconditional stimulus). Therefore, the absence of the drug leads to the overwhelming desire to use (unconditional response). If the drugs and all the items are present and then something runs out, the conditional and unconditional stimuli occurs together and are presented at the same place, making the addict powerless. Operant Conditioning, Behavior, Consequence, Reinforcement  Operant conditioning (instrumental conditioning) is a form of learning where an individual forms an association between a particular behavioral response and a particular reinforcement (Oxford Reference, 2007). In the case of an addict, when an addict takes the first drug it may be pleasant, but then a thousand is never enough. Therefore, the cliche becomes an addict’s worst nightmare. They use to live and live to use, resulting in the disease of addiction. Once an addict realizes the more they use the more unpleasant it gets, they do not want to face the consequences of jails, institutions, or death. Therefore, they seek the help of recovering addicts, admit their powerlessness over the drug, and make a choice to come clean. As an addict attempts to come clean, they need the reinforcement of Narcotics Anonymous meetings on a daily basis. It is recommended that a newcomer attend 90 meetings in 90 days, associate themselves with other recovering addicts of the same sex, and to seek out a sponsor to work the Twelve Steps. With all these options that Narcotics Anonymous provides helps a recovering addict get well on their way to living a clean productive life. The recovering addict needs to be constantly reminded to take it a day at a time, remember that they didn’t become an addict over night, to keep going back (to meetings), and easy does it. If an addict keeps coming back, they are less likely to go out an relapse; but if they keep beating themselves up, do not change the people, places, and things around them, and continue to keep their old behaviors, they are just punishing themselves making it less likely for them to return to meetings and instead go out and use. Cognitive-Social Learning Cognitive-social learning incorporates the general concepts of conditioning, but rather than relying on a simple stimulus and response model, this theory emphasizes the interpretation or thinking that occurs within the organism, stimulus-organism-response (Carpenter-Huffman, 2010). In the case of an addict, addicts have attitudes, beliefs, expectations, motivations, and emotions that affect learning (Carpenter-Huffman, 2010). In the case of a recovering addict, these old beliefs, attitudes, false motivation and expectations, and lost emotions, being in the rooms of a Narcotics Anonymous meeting helps them to socialize with other recovering addicts and soon the newcomer is able to learn new behaviors through the observations, suggestions, and reading of literature given. In a roundabout way, the newcomer begins by imitating and sharing in meetings, gains a comfort, develops a sense of security, and becomes honest with themselves, allowing them to become honest with other recovering addicts. They learn that not one person is different from another in a Narcotics Anonymous meeting, but they are all alike, one addict reaching out to help another addict recover. Conclusion With the continued socialization and fellowshipping of Narcotics Anonymous, a recovering addict can lose the constant desire to use, find a power greater than themselves, and live a new life taking it a day at a time because any day clean is a day of success. Classical conditioning is a learned behavior that happens with or without the drugs being present. Operant conditioning is knowing that there are consequences for this learned ehavior (drug use), that results in punishment (an addict trying to recover but still having the presence of their old people, places and things resulting in relapse), and lead to a desire to have positive reinforcement (an addict entering into recovery after a life of defeat). Cognitive-social learning is coming to the realization that through participation in the Narcotics Anonymous program, it becomes easier to recover seeing that other addicts too have chosen to recover (imitating and practicing the principles, traditions, and completing the twelve steps). A Learning Experience. (2017, Mar 04).