Decision-making traps Essay Example | Topics and Well Written Essays - 500 words

Decision-making traps - Essay Example In the process however, I had observed that my effort of persuasion to direct the group in arriving at this decision, which was mostly a gratification of personal favor, was futile in the sense that majority of the members weren’t cooperating to their fullest capacities. Knowing each of them personally, I was certain about the reach of their potentials especially when they had appetite for work so it turned out that the succeeding objective of my leadership, which was to stimulate members to perform in a fashion that we could exceed average expectations in and out of the group, gradually became impaired. Primarily, I intended for us to practice executing around a task interdependently but since there were weak signs of self-motivation due to the nature of the project, I felt a growing sense of reluctance myself to push for the desired goal. Such excruciating instance of feeling ineffective in the midst of a crucial situation where I could not afford to deflect instructorâ€⠄¢s good impression at the expense of team quality brought me to the realization that I could have fulfilled each objective had I adhered to the application of utilitarian principle.

Systematic Desensitization Essay Example | Topics and Well Written Essays - 500 words

Systematic Desensitization - Essay Example They then use relaxation strategies to compete with anxiety. Once it becomes successful that they can manage their anxiety by imagining fearful events, the technique can then be used in real life situation. The process of this technique normally has one major goal which is to become gradually desensitized to the triggers causing them distress (Alex & Adam, 2013). Patients need to be taken through a practice of some relaxation techniques before they can begin gradually exposing themselves to their feared situations. Some of such relaxation techniques that the patients need to familiarize themselves with before relaxation training include; deep breathing, progressive muscle relaxation and visualization. As a nurse, before beginning systematic desensitization to a patient, you need to have mastered the relaxation training as well as developed a hierarchy (beginning from least feared to most feared) list of the patients’ feared situations. A nurse is responsible for helping patients realize their state of relaxation or identifying their anxiety hierarchy. This technique begins with imaginary exposure to situations of fear. The feared situations need to be broken down into manageable components using the patient’s anxiety hierarchy (Corey, 2009). For instance, if a patient fears getting into large stores, he or she may have their least anxiety while walking into the store and this may intensify as he or she walks far from the exit doors. The highest fear response for the patient may be when he or she stands in the checkout line. In this situation, as a nurse, I would take the patient through this by starting the process from the action that causes the least distress and let them work their way up. This therapy is to result in a situation whereby the patient would gradually, or systematically, become desensitized to shopping in large stores. The patient would definitely learn to do it at last without any fear and ultimately be able to

Government Job vs Private Job Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Government Job vs Private Job - Research Paper Example The â€Å"game† presents no investment in the future of the company or corporation, its merle an exchange of wealth. This scenario contributes many problems to the current operating business atmosphere. Mergers bring about immediate economic problems that include, loss of markets to foreign competitors, continuing trade deficits, inadequate operating capital, declining productivity, debt-heavy corporations, and loss of many jobs. The debt is due mainly to financing in order to carry out the merger. These problems plus lagging research and development add to the complications of business operations after the merger is finalized. Another factor that has played a significant role in the situation of state and federal government budgets now are government financial bailouts. The first of these was the Savings and Loan Bailout of 1989 due to more than half of America’s Savings and Loans failing between 1986 and 1989. This was primarily due to lax government lending policies. These business bailouts have directly affected the budget, deficits, and economic stability of our federal and state governments. The US passed the Emergency Economic Stabilization Act in October 2008 for a $700 billion financial sector bailout. This resulted in the bank rescue of 2008, which called for a $250 billion cash infusion into the banking system. The bailout of Bear Stearns in April 2008 ended in lending the firm $29 billion to JP Morgan to buy the troubled firm. Fannie Mae and Freddie Mac collapsed in the late summer of 2008. The federal government committed up to $200 billion to save both these giant mortgage lenders. Also, $100 billion in cash credits was guaranteed to each of them to prevent bankruptcy. American International Group (AIG), who was one of the largest insurance companies in the world. The government took control of the company and guaranteed them $85 billion in loans.

Academia and Classroom Essay Example for Free

Academia and Classroom Essay Question 1 1. 1 Conflict The practice of recognizing and dealing with disputes in a rational, balanced and effective way. Conflict is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scare resources, and interference from others in achieving their goals. † 1. 2 Decision- making Is the choice of the most suitable way of solving a problem or handling a situation . 1. 3 Communication Is a means by which the teacher and pupils’ different needs, feelings and attitudes are conveyed to each other in order to establish cooperation and achieve goals. 1. 4 Motivation Is the process by means of which motives are provided by, amongst others, a manager or situation in order to bring about certain actions and thus to achieve certain goals. 1. 5 Leadership Leadership consists of actions that help the group to complete its tasks successfully and maintain effective working relationships among its members. Leadership is a set of skills that anyone can acquire Question 2 2. 1. 1 AUTOCRATIC CLASSROOM MANAGEMENT STYLE When dealing with pupil behaviour the teacher will intervene and try to control the behaviour of the pupils. The teacher is mainly interested in the pupils completion of tasks and learning performance . Pupils participation in the classroom situation is limited to listening, working and doing. The following are some advantages of this approach: ? Some pupils may feel secure in this kind of situation. ? Because the teacher lays down fixed rules and procedures, pupils know what is expected of them and what they can expect in the classroom. The following are some disadvantages of this approach: ? The classroom atmosphere is characterised by competition, unwillingness to work together and poor discipline when pupils are left unsupervised. ? Creative thinking is suppressed. ? There is no cooperation. ? Pupils may develop a negative attitude towards the subject. 1 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 1. 2 DEMOCRATIC CLASSROOM MANAGEMENT STYLE A democratic style of classroom management correlates with an interactive teaching style. This teaching style requires that teachers should have a sound knowledge of their subject and of human nature so that they can encourage their pupils to participate actively and meaningfully in teaching and learning activities. The control of pupil behaviour in the classroom is jointly controlled by the pupils and the teacher. As a management style it requires the teacher to maintain a balance between the task aspect and the human aspect of the classroom situation. Teaching and learning tasks are completed with the pupils willing cooperation and co responsibility which are the hallmarks of democratic classroom management. The following are some advantages: ? ? ? Pupils participate confidently in classroom activities. It encourages initiative and creativity. The classroom atmosphere is relaxed, yet productive. ? Pupils feel that they are involved in teaching activities. 2. 2 Five styles of conflict management ? Avoidance: avoiding conflict is a short-term solution because the conflict will not go away. Sometimes, however, avoidance could be a temporary measure to calm emotions. ? Giving in or accommodating: teachers who badly want the pupils to accept them use this style. With this style the real differences are underemphasized. Sometimes teachers have to give in to avoid hostility in the classroom and to ensure that the work can get done. ? Domination: teachers who want to impose their will on pupils use this style. In the long run this style is seldom effective, although teachers sometimes have to dominate. ? Compromise or settle: this style is marked by a search for compromises and settlement. The teacher will try to meet everyone halfway and to let the majority view prevail. Because a settlement might not satisfy everybody, the dissatisfaction could again cause conflict at a later stage. ? Integrate or collaborate: this style is also known as the problem-solving approach. The parties cooperate in order to find a satisfactory solution. 2. 3 A proper balance between the: task-oriented and the human relations aspects, required in every teaching-learning situation , enables teachers to create a teaching-learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal) aspects requires a holistic approach to classroom management. The combination and integration of these two dimensions represent the actual structure of the classroom situation, which includes all areas of the teachers management task. These studies revealed a clear correlation between classroom atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows: ? Classroom atmosphere has a significant influence on pupil performance. ? Although the personal and social characteristics of pupils are important factors in their school performance, classroom atmosphere is sometimes more important. ? The psychosocial and academic aspects of teaching are interrelated. 2 Student no : 43713009 EDA 201W Ass no : 2. 719493 ? Variables that relate directly to teaching-learning activities in the classroom have a special, unique influence on pupil performance. The following are the guidelines for teachers to cultivate positive attitudes in their pupils: ? Put the pupils in the centre. ? Respect pupils opinions and treat all pupils respectfully. ? Give pupils a group feeling. ? Help pupils to feel secure in school. ? Make sure that pupils understand their assignments. ? Realise that pupils are children, not adults.? Deal with individual behaviour problems in private interviews with the pupil rather than in front of the whole class. ? Involve pupils in decision making where appropriate. ? Do not label pupils. 3 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 4 CLASSROOM POLICY 1. In all instances, civility and respect for classmates and the instructor are expected. 2. Book bags, briefcases, etc. are not allowed on your desk during class. They must remain on the floor near your chair. 3. You may not use cell phones in class. a. All ringers must be turned off. b. You may not text message, place or answer calls. c. All earphones, headphones, headsets or any other accessory for your cell phone may not be used in class – that means, out of sight and not on your head or in your ear. 4. You may not use any device (for example, IPod, MP3 player) to listen to or view music or other programming in class. 5. You will be asked to leave class if you disregard classroom policy. ATTENDANCE / WITHDRAWAL POLICY 1. Since the course is conducted in a seminar format, your attendance is mandatory. 2. You will sign the Attendance Signature sheet at the beginning of each class. 3. Your class participation points may be reduced from if you are late in class. 4. You may be withdrawn from COS 133 if you are absent from 20% of the class. LATE WORK 1. No late work will be accepted. MAKE-UP QUIZ POLICY 1. There are no quiz make-ups. No exemptions. GRADING POLICY 1. Your grade for COS 133 will be based on the points you accumulate for assignments, quizzes, and class participation. 2. Your grade for COS 133 is calculated as follows: Topic 1. Assignments 2. Quizzes 3. Classroom Participation Weight 30% 55% 15% 4 Student no : 43713009 EDA 201W Ass no : 2 719493 Topic Weight A 94 -100 1. Assignments 30% A- 90 93 2. Quizzes 55% B+ 87 89 3. Classroom Participation 15% B 84 86 B- 80 83 C+ 77 79 C 74 76 C- 70 73 D+ 67 69 D 64 66 D- 60 63 F 60 1. Assignments = 30 Points COS assignments consist of a variety of activities designed to promote a successful college experience at MCC. Your assignments will consist of reading textbook chapters and answering related exercise questions. In addition, you may be using your MCC student email to submit Web assignments. Assignments are due at the beginning of the class. However, you may submit your assignments before the due date. Distribution of points are as follows: 10 textbook assignments (3 points each) = 30 points 2. Quizzes = 55 Points Quizzes are based on your chapter reading assignments. o You may use your textbook to answer the questions. However, be well prepared for a very challenging quiz. o If you are late for class and miss the quiz, you will receive a zero for the quiz. Distribution of points is as follows: o 11 textbook quizzes (5 points each) = 55 points 3. Classroom Participation = 15 Points Classroom participation points are earned by behaviors that demonstrate o prompt attendance for class 3 o active listening o positive involvement in small group work o thoughtful contributions during whole class discussions o civility and respect for classmates and the instructor Distribution of points is as follows: o 1 point per week = 15 points o You cannot earn classroom participation points if you are absent. MCC REGULATIONS AND POLICIES Academic Honesty Policy In the academic process, it is assumed that intellectual honesty and integrity are basic responsibilities of any student. However, faculty members should accept their correlative 5 Student no : 43713009 EDA 201W Ass no : 2 719493 responsibility to regulate academic work and to conduct examination procedures in such a manner as not to invite violations of academic honesty. Such violations consist mainly of cheating and plagiarism. For more details regarding MCC’s Academic Honesty policy regarding definitions, disciplinary action, and procedure for appeal check the MCC Catalog and Student Handbook or MCC Website. Policy Statement on Sexual Harassment 1. Monroe Community College strives to recognize human dignity and therefore does not tolerate sexual harassment or any other type of harassment within or connected to this institution. 2. Sexual harassment is illegal and unfairly interferes with the opportunity for all persons, regardless of gender, to have a comfortable and productive education and work environment. 3. We are committed to taking all reasonable steps to prevent sexual harassment and to discipline those who do harass. Code of Conduct The following actions or conducts are prohibited. 1. The obstruction or disruption of any College function or activity, including the classroom instructional environment, administration of the parking program and service functions and activities. 2. The detention, physical abuse or intimidation of any person, or threat thereof, or any 4 conduct which threatens or endangers the health, safety, or welfare of any person on College-owned or operated property or at College-sponsored activities. 3. The use of obscene or abusive language or any other means of expression, language, or action which may reasonably be expected to provoke  or encourage physical violence by other persons. 4. The refusal to obey any reasonable or lawful request, order, or directive of a College public safety officer, a teacher, College administrator, or any other identified representative of the College. MCC LEARNING CENTERS 1. Monroe Community College has a number of Learning Centers at Brighton (for example, Accounting, Math, Psychology, Writing, the Electronic Learning Center, etc. ) and at Damon (for example, the Integrated Learning Center, Electronic Learning Center, etc. ). 2. Learning centers are staffed with instructional personnel and may be equipped with computers and software to assist students. 3. It is recommended that students use the Learning Centers to get additional help with concepts learned in the classroom and with their homework. SERVICES FOR STUDENTS WITH DISABILITIES 1. Students with a documented learning difficulty should make an appointment with the Coordinator of Services for Students with Disabilities on the Brighton or Damon Campus to arrange for support services. 2. All deaf or hard of hearing students should contact the Counseling and Advising Center. 3. You must provide the instructor with appropriate documentation regarding accommodations within the first two weeks of class. EMERGENCY CLOSINGS 1. If the College is closed due to inclement weather or some other emergency, all Rochester area radio and television stations will be notified no later than 5:30 a. m. 2. In addition, the homepage on the MCC website (www. monroecc. edu) will display a message indicating the College is closed. 3. Please do not call the College to avoid overloading the telephone lines. 5 6 Student no : 43713009. EDA 201W Ass no : 2 719493 CLASS CANCELLATION To access a list of daily class cancellations, you may 1. Call the Public Safety Department (292-2066) at MCC, press 1 for a list of cancelled classes at Brighton and press 2 for a list of cancelled classes at Damon; 2. Go to the Internet, access MCC, go to the A-Z listing to C for Class Cancellations and see the list of cancellations; 3. Check your student email for a cancellation notice from your instructor 6 COURSE SYLLABUS AGREEMENT Detach and return this signed sheet to Professor Rodriguez. ______________________________________ M00______________________ Student’s Printed Name Student MCC College ID Number COS 133 Section Number: _________ Semester / Year: _____________ The Course Syllabus 1. The Course Syllabus (course information sheet) is a written legal covenant between you and your professor. 2. It clarifies the professor’s expectations and your responsibilities. Your professor expects you to meet deadlines for assignments, papers, projects and tests. 3. It is your responsibility to review the course syllabus and clarify any aspect of the syllabus. Therefore, read it carefully and ask questions you may have about its content. Check the appropriate box. I have read the course information sheet for COS 133 Introduction to College Studies. I understand my responsibilities for this course. I do not have any questions. I do not understand the requirements stated in the COS 133 Course Information Sheet. I will schedule an appointment to discuss my questions with my professor. List your questions for discussion here: ______________________________________ _____________________ Signature Date 7.

Shakespeares Macbeth as a Tragic Hero :: Macbeth essays

Macbeth as a Tragic Hero For Macbeth to be considered a â€Å"Tragic Hero†, he must have some potential nobility, some good qualities that make his downfall terrifying. He must be examined as a human being with human weaknesses. Is he one who, as Lady Macbeth says, Act I, Sc. v, "is too full of the milk of human kindness To catch the nearest way" or is he the "butcher" that Malcolm considers him to be in the final scene of the play? Or is he a victim of his ambition or of moral weaknesses or of his limited concept of manliness, or even of a combination of circumstances that cause him to fall? From the opening scene Macbeth is chosen as a target for temptation; the witches, as agents of evil plan their trap; so the stage is set for his downfall. One good quality of Macbeth is his bravery. We learn of his physical prowess and bravery on the battlefield - "brave Macbeth", "valour's minion", "valiant cousin! worthy gentleman!", he is an eagle, a lion, "Bellona's bridegroom". These are the outward signs as seen by the Captain, Duncan and Ross, Act I, Sc.ii. Unfortunately, Macbeth is prone to temptation. In the following scene we observe his interest in the Witches' predictions. He is tempted - "Your children shall be Kings" ; but temptation is not guilt. When Ross tells him he has been made Thane of Cawdor, Macbeth asks, "why do you dress me in borrowed robes?" Does this suggest that, at this stage, he wants no honors that are not rightfully his? * A Materialist - In this soliloquy (aside) in Act I,Sc. iii we see how the fulfillment of the first prediction is working on him. Does he show himself to be a materialist here, looking for success and closing his eyes to the fact that achievement and goodness do not necessarily go together? Is this what Lady Macbeth sees in him when she says in Act I, Sc. v, "wouldst not play false And yet wouldst wrongly win?" * Virtuous or Hypocrite - He is aware of his duties as a subject "...and our duties Are to your throne and state children and servants, Which do but what they should, by doing every thing Safe toward your love and honor." Is this an inclination of his virtue, or is it hypocrisy? * Conscience?

Reversals :: essays papers

Reversals "Youth is wasted on the young." And "if I only knew then what I know now!" In my teen years I couldn't be bothered with trying to understand those cryptic phrases; didn't I already know everything I needed to know? I never dreamed that the decisions I made in my relatively youthful years would have such an impact on my future. I always felt that I would never look back upon my life and say "I wish I had taken more time in considering my choices." But I have found myself doing just that. If I were able to rewrite history, I would pick a different career when I reenlisted in the Army, I would seek out opportunities to enhance my future job options, and finally, I would have done better while in high school. To begin with, it's understandable that I wouldn't know what I was getting into when I first enlisted into the Army. But when the time came for me to reenlist, I knew to research my options better than what I really did. Instead of choosing a new career in the Medic Corps like I knew I should, I elected to keep the same job. Given a second chance, I would choose to be an X-ray Specialist. After I graduated my class, I would take the Florida State certification exam so I could become licensed to work in Florida; by the time I completed my second enlistment, I would have developed very marketable job experience. Secondly, I would have gone to college more while I was in the service. As I've just begun the long walk toward my goal of a Bachelors Degree in Criminal Justice, I can't help but kick myself for not starting sooner. The military pays for seventy-five percent of a college course; after paying my tuition last term, I realized just what a great deal that really was. I also would have taken all the medical correspondence courses that the Army offers. While the courses aren't of much practical use, the points earned for the completion of each course helps greatly when trying to get promoted to Sargent. Instead of just coasting, waiting for opportunity to come knocking, I would go out and tackle that elusive rascal by the ankles. Finally, if I could do it again, I would do better in high school. As a teenager, I was tired of school; I felt I already knew everything I needed to know to carry with my life.

Established Strategy for Leadership Essay

Leadership, as defined in the book Leadership Challenge (1995), is a set of practices that is observable and learnable. It is not something mystifying and sublime by which common and ordinary people cannot understand. If a person is bestowed with an opportunity for feedback and practice, and has the desire to lead and to make a difference, he can considerably develop his abilities to do so (Kouzes and Posner 1995: iv) and be a leader. On the contrary, strategy is a plan of action which results from the intended and determined to achieve a specific goal (Farlex 2009). There are a lot of known leaders in the world because they make a change and a difference. They are pioneers for a certain movement that, for instance, bring peace and freedom in their land. Or sometimes, they are the reasons why their company has been saved from bankruptcy or collapsed. There may be a myriad of well-known people in the realm of leadership and yet, anyone, even in their own little ways can be a leader and can definitely be called as leader. One of the leaders whom I know is the vice-president of a women’s organization. She is a scholar and a consistent honor student since her freshman in college. She may not be that famous in the whole university but she does exist. The organization where she belongs is already out of number and their President has not showed up since she is not currently enrolled thus she does not have the privilege to rule and to take a lead in the organization. Definitely, being the vice president in the roster of officers means that she has to carry out all the responsibilities of the president. Presently, the organization is composed of ten members: seven of them are members of the Executive Committee, where faction exists due to political reasons and belief. Being the vice-president, who needs not be biased with the existing division in the group, how did she manage to merge the faction, to increase the number of their members and to carry out all their organizational activities with a limited number of cooperating people? Being in the position, she has the power to lead the members. In order to comprehend the nature of leadership, one must understand the essence of power, because leadership is a special form of power (Burns 1978:12). The way she exercises her power as a vice-president as well as a president has something to do with her motives and resources—her goal for the organization and for her members. According to Burns, motives and resources are two vital factors of leadership for they are interrelated. If a person lacks motive, the resource diminishes. If one lacks resource, motive becomes idle. Thus, lacking either one, power subsides and disintegrates (1978: 12). On the other hand, the faction in the group has something to do with politics, the essence and exercise of power. If the past leaders of the organization have used their power for self-interest and dominance in the group, the current vice-president is different. She just manages and organizes meetings, as well as ideas. But those ideas, for example, for a certain activity that needs to be carried out, come from the members of the group. Everyone is entitled to speak out and to share their thoughts. There might be a division in the proposed ideas, but definitely, those propositions that are not chosen, are still in line for possible alternatives if the chosen proposal has not worked out. On the contrary, the decision-making in the organization is put into action by means of votes and quorum. Everyone is entitled to cooperate. If there are oppositions, those oppositions will be heard. The demands with her as the leader of the group may seem high, but she has achieved to manage all the predicaments because in everything she does, she is driven by her motivation to uplift the organization. Her enthusiasm with her work and responsibility has spread among its members that definitely help in the cooperation; the faction in the group has disintegrated, and thus, the recruitment of members has been done. Definitely, the members have increased its number. Furthermore, whoever the next leader that will be elected, she is certainly been defied to do her best and to rule for her members and for the organization, not for her self-interest and fulfillment, but for the group. List of References: Burns, J. (1978) Leadership. New York: Harper Torchbooks. Farlex (2009) The Free Dictionary. [online] available from http://www. thefreedictionary. com/strategy. Kousez J. and Posner, B. (1995) An Instructor’s Guide to the Leadership Challenge. New York: Jossey-Bass Publisher.