The Use of Banduras Social Learning Theory in Schools free essay sample

One of the focal occupants of Albert Bandura’s Social Learning Theory, which is likewise called Social Cognitive Theory, is that â€Å"aggression in youngsters is impacted by the fortification of relatives, the media, and the environment† (Bandura, 1975, pp. 206-208). Evans (1989) proposed that the reason for Bandura’s hypotheses originated from work finished by analysts Miller and Dollard (1941) who recommended that human advancement is effectively affected by â€Å"response consequences† (Evans, 1989, p. 4), however paying little heed to the force for Bandura’s work, he is generally known for his work in regards to animosity in youngsters. This paper will concentrate on why the standards of Bandura’s Social Learning Theory will profit pioneers in school conditions as they address conduct issues from a human advancement point of view One of the most acclaimed tests Bandura is credited with is the Bobo doll test. This trial looks at Bandura’s hypothesis that animosity has three aspectsâ€how the hostility creates, what incites the conduct and what components discover that an individual would depend on forceful conduct in a comparative circumstance later on. We will compose a custom exposition test on The Use of Banduras Social Learning Theory in Schools or then again any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page While leading this analysis, Bandura had a gathering of kids watch a video where an on-screen character is assaulting a plastic comedian. The forceful conduct indicated incorporates the entertainer punching the doll, hitting it with articles and heaving it around the room (Bandura, 1976). Next, these kids were put in a room that had comparable toys appeared in the video, yet they were not permitted to contact the toys. Therefore, the kids got annoyed with this limitation and after a period of time, the scientists found that 88% of the kids showed the equivalent forceful conduct saw on the video. Is additionally upsetting that eight months after the fact a resonating 40% of a similar gathering of youngsters showed forceful practices that were like their past direct (Isom, 1998). The Social Learning Theory proposes that people learn through immediate and vicarious fortification. Bandura proposed the develop of self-viability as a ground-breaking middle person affecting which learned practices we really endeavor and proceed. In this way, from a human formative point of view, the self-adequacy trademark can help understudies in grasping the connection between current conduct and future outcomes (Evans, 1989). Bandura likewise noticed that there were four unmistakable procedures that impact a child’s conduct †consideration, maintenance, engine generation and inspiration. During the consideration stage, a youngster will watch practices directed around them and if this consideration is exhaustive enough, the kid will assimilate the responses and purposes behind the forceful conduct demonstrated. Bandura accepted that the subsequent stage, maintenance, is likewise essentially significant on the grounds that it is this re-sanctioning that makes the conduct be moved to the drawn out memory of the kid. Obviously, regardless of whether the youngster has retained the activities, they despite everything need to have the physical credits important to imitate an activity they have seen, yet there is minimal physical smoothness expected to hit or punch something (Isom, 1998). The last period of this procedure is the inspiration for the conduct. In Bandura’s try the youngsters watched a grown-up adulated for acting severely, and this is sufficient, under Bandura’s hypothesis, to solidify those activities into a repeatable reaction by the kid at a later stage. Bandura accepts this hypothesis additionally bolsters the ascent in the quantity of forceful teenagers in horror regions (Isom, 1998). It is this relationship between's seen practices and saw results that could demonstrate the most significant to pioneers endeavoring to tackle issues in a school situation. On the off chance that Bandura’s hypothesis is precise, at that point it is consistent to expect that a control of the information procedures could likewise be valid, in that the youngsters in Bandura’s explore just showed forceful conduct after they saw the positive results the conduct caused for the on-screen character in the video. Thusly, an expansion of the familiar proverb beneficial things happen to great individuals may be used with positive outcomes among the more forceful kids in the homeroom. This hypothesis will definitely help pioneers in taking care of conduct issues from a human advancement point of view. In spite of the fact that there is no proof that Bandura directed follow up examines that deliberate the degree of hostility appeared in kids in the wake of viewing a grown-up chided or rebuffed for their fierce activities, it is conceivable to expect that it is the affirmation part of the conduct that may be progressively powerful on youngsters rather than the forceful conduct in confinement. Indeed, even since early on, a kid may show a type of conduct that may be creative, yet it is the response the kid gets from that example of conduct that sets the model of conduct as a reaction to specific activities. Accordingly, if school pioneers use Bandura’s hypothesis in the scholarly condition, we can reduce forceful practices and sustain positive and useful people. References Bandura, A. (1975). Social learning and character advancement: NJ: Holt, Rinehart Winston, Inc. Bandura, A. , Ribes-Inesta, E. (1976). Examination of misconduct and hostility. NJ: Lawrence Eribaum Associates, Inc. Evans, R. I. (1989). Albert Bandura: The man and his thoughts, NY: Praeger. Isom, M. D. (1998, November 30). The social learning hypothesis. Recovered March 3, 2005, from http://www. criminology. fsu. edu/crimtheory/bandura. htm. Mill operator Dollard. (1941). Social learning and impersonation. New Haven: Yale University Press.

Writing a Conclusion in an Essay

Writing a Conclusion in an EssaySometimes the subject matter of a college essay is so much that writing a conclusion in an essay can prove a challenge. It can be a tough subject to think about, because it requires so much thought and effort.A conclusion in an essay can be a helpful way to finish the essay off properly. A conclusion should not be necessary to finish the piece. Many times a conclusion is used to end the work, or when one is having trouble finishing the whole piece for whatever reason.Writing a conclusion in a college essay is not difficult, but it does require some extra time and thought. Once you have decided that a conclusion is necessary to end the essay, you need to think about how you will write the conclusion. The following are some tips that you can use to help write a conclusion in an essay.Make your point. The subject of the essay is the focus of the piece. Use that to make your conclusion more forceful. Think about the story that you are telling, what you are trying to tell, and how you are trying to reach the reader with your essay. Using these techniques can help you make your conclusion more effective.Do not rush your conclusion. You want to make sure that you are done with the subject of the essay before you add the conclusion. To do this, take a break for a while, get up and move around a bit. Go back to your desk, do some writing and then finish up the essay. Just try to take as much time as possible to move your thoughts on the topic of the essay forward before you finish the entire thing.Try to come up with a final point that ties into the subject of the essay. If you are trying to make your conclusion in an essay work to your advantage, then you want to tie the two parts together as best as possible. Think about where you are in the piece, and how you are trying to bring it to a close. Think about the emotions and conclusions that you are trying to accomplish.Finish your conclusion in a way that is effective. One thing to remem ber is that you don't want to rush your conclusion. Your goal is to make sure that your conclusion works for you and not make it work against you. If you rush it, then you might end up with a conclusion that is not as powerful or effective as you had hoped.Remember, when you are writing a conclusion in an essay, you should give yourself plenty of time to complete the piece. This is one of the most important aspects of writing a conclusion in an essay. By taking your time and making sure that you are well prepared, you can end your essay effectively.

Biography of Psychologist Robert Sternberg

Biography of Psychologist Robert Sternberg June 13, 2019 AnonMoos / Wikimedia Commons / Public domain More in Psychology History and Biographies Psychotherapy Basics Student Resources Theories Phobias Emotions Sleep and Dreaming Robert Jeffrey Sternberg is an American psychologist known for his theories on love, intelligence, and creativity. He was born in New Jersey on December 9, 1949. Sternbergs interest in psychology began early in life. After suffering from test anxiety and doing poorly on an exam, he realized that the test was not an accurate measure of his actual knowledge and abilities. When he retook the same test in a different room with a group of younger students, he found that he felt more confident and was scored much higher as a result. The next year, Sternberg developed his very first intelligence test, which he named the Sternberg Test of Mental Ability (STOMA). His later academic experiences further demonstrated that standard tests were often poor measures of mental abilities. He actually performed so poorly in his Introductory Psychology class that his professor advised him to pursue a different major. Undeterred, Sternberg went on to graduate from Yale with a bachelors in psychology in 1972 and earned his Ph.D. from Stanford in 1975. Career After earning his degree, Sternberg returned to Yale as a professor of psychology. He later became the Dean of the School of Arts and Sciences at Tufts University. He was a professor of psychology at Oklahoma State University, and later president and professor of psychology and education at the University of Wyoming. He is currently professor of human development in the College of Human Ecology at Cornell University. Sternberg is perhaps best known for his research on intelligence, love, cognitive styles and creativity. His triarchic theory of intelligence focuses on what he refers to as successful intelligence which is composed of three elements: analytical intelligence (or problem-solving abilities), creative intelligence (using prior knowledge and skills to deal with new situations) and practical intelligence (the ability to adapt to a changing world). Successfully intelligent people discern their strengths and weaknesses, and then figure out how to capitalize on their strengths, and to compensate for or remediate their weaknesses, Sternberg writes. Successfully intelligent individuals succeed in part because they achieve a functional balance among a triarchy of abilities… Moreover, all of these abilities can be further developed. Sternberg is also known for his research on love. His triangular theory of love identifies commitment, passion, and intimacy as the three main components of love. When these three elements are combined in various ways, they result in different types of love. For example, passionate love is composed of passion and intimacy, while compassionate love is a mix of intimacy and commitment. Contributions to Psychology Sternberg served as the President of the American Psychological Association in 2003 and has won numerous awards including the Distinguished Scholar Award from the National Association for Gifted Children in 1985, the James McKeen Cattell Award from the American Psychological Society in 1999 and the E.L. Thorndike Award for Achievement in Educational Psychology from the APA in 2003. He also has written more than 1,600 articles, book chapters and books have been awarded 13 honorary doctorates. He was listed by the APA as one of the top 100 psychologists of the 20th century and is a fellow of the American Academy of Arts and Sciences and the National Academy of Education. In addition to his research, teaching and university work, Sternberg is also a prolific writer. The following selected works represent just a small sampling of his work: Sternberg, R. J. (1985). Beyond IQ: A Triarchic Theory of Human Intelligence. New York: Cambridge University Press. Sternberg, R. J. (1996). Successful Intelligence. New York: Simon Schuster. (Paperback edition: New York: Dutton, 1997). Sternberg, R. J., Spear-Swerling, L. (1996). Teaching for Thinking. Washington, DC: American Psychological Association. Sternberg, R. J. (1997). Thinking Styles. New York: Cambridge University Press. Sternberg, R. J. (1999). The Theory of Successful Intelligence. Review of General Psychology, 3, 292-316 Sternberg, R. J., Grigorenko, E. L. (2000). Teaching for Successful Intelligence. Arlington Heights, IL: Skylight Training and Publishing Inc. Sternberg, R. J. (2007). Wisdom, Intelligence, and Creativity Synthesized. New York: Cambridge University Press. Robert Sternberg. Human Intelligence.

A Guide to German Toasts

The origin of the English word toast—in the sense of drink a toast to someone—has several explanations. According to most sources, a drinking toast (a word also used in German) is related to roasted bread, aka toast. Websters says the word is derived from the use of toasted spiced bread to flavor the wine [during a toast], and the notion that the person honored also added flavor. Other sources claim that the word is derived from the 18th century English custom of covering a glass of hot spiced wine with a slice of toast as it was passed around the table. Each person lifted the toast, took a sip of wine, said a few words, and passed the glass on. When the glass reached the person being toasted, the honoree got to eat the toast. Prost!Ein Toast! The German equivalents of Cheers! or Bottoms up! are Prost! or Zum Wohl! But longer, more formal toasts (Trinksprà ¼che, (kurze) Tischreden) are common on special occasions such as marriage, retirement, or a birthday. A birthday toast almost always includes Alles Gute zum Geburtstag! (or nowadays even an English Happy Birthday!), but a real birthday toast would expand on that with more good wishes, such as this humorous jab: Hoffentlich hast du soviel Spaß an deinem Geburtstag, dass du ihn von nun an jà ¤hrlich feierst! Alles Gute zum Geburtstag! (I hope you have so much fun on your birthday that youll celebrate it annually from now on! Happy birthday!) The Irish seem to be a bountiful and universal source of toasts and good wishes. Germans have borrowed many Irish sayings  like the well-known May the road rise to meet you... Although German-speakers often use it in English, there are German translations. This is one German version (author unknown) that  comes closer than most: Mà ¶ge dir dein Weg leicht werdenMà ¶ge dir der Wind immer von hinten kommenMà ¶ge dir die Sonne warm ins Gesicht scheinenMà ¶ge dir ein sanfter Regen auf die Felder fallenund bis wir uns wiedersehenmà ¶ge Gott dich in seiner Hand halten. Germans also like to send shorter greetings via  text to each other on their Handys (mobile phones). There are many Web sites in German with sample text messages that can also be used for toasts. Heres a typical example: Die allerbesten Geburtstagswà ¼nsche send/wà ¼nsch ich dir,sie kommen vom Herzen, sie kommen von mir. Selected Toasts and Good Wishesin German and English Heres how you say Id like to propose a toast to (name)!:Ich mà ¶chte  einen  Toast  auf  (Namen)  ausbringen! Allgemein(General) Genieße das Leben stà ¤ndig!Du bist là ¤nger  tot als  lebendig!Constantly enjoy life!Youre longer dead than alive! Hundert Jahre sollst du leben und dich freuen,und dann noch ein extra Jahr—zum Bereuen.Darauf  erhebe  ich  mein  Glas: Prost!May you live to be a hundred years,With one extra year to repent.To  that  I raise my glass: Cheers! (Irish) Mà ¶gest du  alle  Tage  deines  Lebens  leben!—Zum Wohl!May you live all the days of your life!—Cheers! (Irish) Erst  mach dein Sachdann  trink und  lach!First  take care of business,then drink and laugh! Solange man nà ¼chtern ist,gefà ¤llt das Schlechte.Wie man  getrunken  hat,weiss  man das Rechte.—J.W. GoetheWhen one is sober,the bad can appeal.When one has taken a drink,One knows whats real.—J.W. Goethe Das Leben ist  bezaubernd, man  muss es  nur  durch  die  richtige  Brille  sehen.Life ist wonderful, you just need to see it through the right glasses. Mà ¶ge dir dein Weg leicht werdenMà ¶ge dir der Wind immer von hinten kommenMà ¶ge dir die Sonne warm ins Gesicht scheinenMà ¶ge dir ein sanfter Regen auf die Felder fallenund bis wir uns wiedersehenmà ¶ge Gott dich in seiner Hand halten.May the road rise to meet you.May the wind be always at your back.May the sun shine warm upon your face.And rains fall soft upon your fields.And until we meet again,May God hold you in the hollow of His hand. Geburtstag (Birthday) Du merkst, dass du à ¤lter wirst, wenn die Kerzen mehr kosten als der Kuchen!You know youre getting older when the candles cost more than the cake! Mit dem Alter ist es wie mit dem Wein, es muss ein guter Jahrgang sein!With age its the same as with wine: it has to be a good year! Man sieht mit Grauen ringsherumdie Leute werden alt und dumm.Nur du und ich—auch noch als Greisebleiben jung und werden weise.One sees with shock all aroundthe people getting old and dumb.Only you and I—even as oldstersstay young and become wise. Die allerbesten Geburtstagswà ¼nsche send ich dir,sie kommen vom Herzen, sie kommen von mir.All the best birthday wishes I send to theeThey come from the heart, they come from me. Hochzeit (Wedding) Jeder hà ¶rt die Musik anders—aber der gemeinsame Tanz ist wunderbar.Everyone hears the music differently—but the dance together is wonderful. Die Ehe ist die wichtigste Entdeckungsreise, die der Mensch unternehmen kann.Marriage is the most important voyage of discovery a person can embark upon. Jeder sieht ein Stà ¼ckchen Welt, gemeinsam sehen wir die ganze.Each of us sees a part of the world; together we see all of it. Ruhestand (Retirement) So wà ¼nsch ich dir von ganzem Herzen,tà ¤glich Glà ¼ck und keine Schmerzen,viel Ruhe und Gemà ¼tlichkeit,denn du als Rentner—hast nun Zeit!Thus I wish you from the bottom of my heartdaily happiness and no pain,much peace and cozy comfort,because  you as a retiree—now have the time! Mit der Zeit brauchst du nicht sparen, kannst sogar ins Ausland fahren. Ist das Ziel auch noch so weit, Du bist Rentnegerman—du hast Zeit!You dont have to worry about saving time,You can even travel abroad.If the destination is far away,Youre a retiree—you have the time! Abschied/Trauer(Farewell/Mourning) Dem Leben sind Grenzen gesetzt,die Liebe ist grenzenlos.Life has limits, butlove has no bounds. Der Tod ist ihm zum Schlaf geworden,aus dem er zu neuem Leben erwacht.Death has become his sleepfrom which he awakes to new life.

Improving Self Belief And Self Development Essay - 761 Words

Training is generally said to be a tried and tested method of shaping a person’s lack of accomplishment into a purposeful and desired end .According to Megginson (2012),â€Å"The coach encourages people to reach their full potential by encouraging self-belief and self-development. Self-belief gives people the drive to achieve their potential. Self-development gives them the means.†From this definition it can be seen that even though a coach may not have perfect knowledge of the subject in hand, he encourages the coachee to deeper thought and reflection by enabling the skills of the coachee towards appropriate questioning and listening .Training is usually provided by a professional co-worker or a colleague where job related skills, goal setting behavior skills are ascribed to . Lack of training leads to low productivity and demonization in workers. Workers are not able to deal with workplace performances and hence end up as average performers. Hence in order that workers get on hand skills training is a must. Lack of training leads to : a.bad goal setting exercise results: Goal setting is one of the most important aspects of personal development .every employee including the organization needs to know what the ultimate goal of a coaching program should be. The goals setting technique should be realistic in that it should enable all employees from different functional domains to enroll into the coaching program with the aim being skill and career development. TheShow MoreRelatedTowards An Understanding Of Self Esteem And Eating Disorders1404 Words   |  6 PagesTowards an Understanding of Self-Esteem and Eating Disorders By Melissa H. Smith, Ph.D. | Submitted On September 24, 2012 Recommend Article Article Comments Print Article Share this article on Facebook Share this article on Twitter Share this article on Google+ Share this article on Linkedin Share this article on StumbleUpon Share this article on Delicious Share this article on Digg Share this article on Reddit Share this article on Pinterest Expert Author Melissa H. Smith, Ph.D. During aRead MoreSelf Directed, Intrinsically Motivated, Active Learning998 Words   |  4 PagesSelf-directed, intrinsically motivated, active learning Learning styles come in different forms and are all correlated to match learners of certain personalities to make learning more effective. This is as a result of the need to recognize the needs of learners as well as those of teachers and at the same time appreciate that the inclusive education environment, irrespective of its merits, will present barriers for learners and for teachers. The learner can be described as an individual, a recipientRead MoreEmotional Intelligence and Self Awareness Essay1042 Words   |  5 PagesAcquiring self-development and being self-aware as a manager is very essential in the business environment in order to stand out of a large crowd also gaining competitive advantage in the work place, one needs to continuously develop new learnings in becoming a â€Å"knowledge worker† in his or her organisation (Telford, 2006). The higher the level of education of a manager the better the salary he receives .it is very vital at this point to examine the us efulness of self-awareness and self-development andRead MoreUnit 11: Principles of Personal Development in Adult Social Care1105 Words   |  5 PagesUNIT 11: Principles of personal development in adult social care Learning outcome 1 – Understand how to reflect on practice in adult social care 1.1 To practice reflectively involves being able to think about an event after it happened, critically evaluate your actions and make adjustments if necessary. In reality the people you work with are all different. Some find it harder than others. This is largely connected to the need to be seen to be doing the right thing. Reflective practice isRead MoreCognitive Coaching1394 Words   |  6 Pagesthese alterations in teaching methodology and instructional delivery without support. Coaches support and encourage teachers, improve teacher strategies, promote teacher reflection, and focus on desired outcomes (Sumner, 2011). A key ingredient for improving student achievement is high quality leadership. Although leadership skills may come naturally for some, most educators need some form of practice and coaching to become high quality leaders (Patti amp; Holzer, 2012). What is Cognitive CoachingRead MoreConfucius Lives Next Door Essay1038 Words   |  5 Pagesregarded as a complex mechanism of social, political, moral as well as religious beliefs that have considerable influence especially upon the civilizations belonging to the East Asian countries such as China, Hong Kong, Taiwan, North Korea, South Korea along with Singapore and Vietnam. With reference to the observation made by Reid (1999), it can be viewed that a clear depiction about different principles and beliefs exists within the sphere of â€Å"Confucianism†. Therefore, the major purpose of thisRead MoreExperiential Family Therapy879 Words   |  4 PagesExperiential family therapy (EFT) was first developed in the 1960’s by physician and psychotherapy pioneer Carl Whitaker and is aimed at helping individual family members feel fulfilled and self-actualized within the family unit by means of improving cooperation and intimacy among family members. Unlike other schools of f amily therapy, EFT does not focus on the perceived problems of individual family members but examines how family interactions and communications cause problems for the individualRead Moreassignment 302 NVQ lvl 31702 Words   |  7 Pages Principles of Personal development In adult social care settings Task A Guidance You are going to be a mentor for a new social care worker as part of their induction process. Part of your role is to help them prepare for the review after their probation period. Ai) Create a guide for the new social care worker about how to reflect on their practice. The guide must include the headings listed with an explanation for each. a) What is reflective practice? b) Why is reflective practice importantRead MoreSelf Improvement1561 Words   |  7 PagesSELF IMPROVEMENT (COMM 1) Topic Outline Thesis Statement: There are different ways to improve your self. I. Physical A. Make the habit of drinking more water. B. Be hygienic. C. Get 8 to 9 hours of sleep every night. D. Don’t bite your nails. E. Always wear deodorant or antiperspirant. F. Be confident all the time. G. Always be in proper posture. H. Choose clothes that compliment your body shape. I. Apply attractive perfumes or body sprays, but not too much

Psychological Contracts Free Essays

Introduction Psychological contracts can be defined as the informal and unwritten agreement between organisations and employees (Conway et al, 2005). An improvement in the general level of education and literacy rates has resulted in a shift from informal to formal contracts (Cullinane Dundon, 2006). The term psychological contract can be used to describe a combination of mutual beliefs and informal obligations that exist between an employee and an employer. We will write a custom essay sample on Psychological Contracts or any similar topic only for you Order Now It is quite different to written contracts that are more formal and acceptable in the court of law for the fact that they are printed on paper and can be reviewed by third parties. A growth in the volume of commercial activities made it difficult for early organisations to come up with tailor made contracts for each individual employee (Coyle?Shapiro Shore, 2007). This led to the proliferation of trade unions which sought to protect the interests of employees. Meanwhile the concept of psychological contract owes its origin to the human resource management (HRM) field and it has become an important concept in the practice of human resource management. This is because although employees sign contracts today, both the employer and employees have expectations outside the formal contracts which govern their relationships. For instance, when an employee loses a close one, many employers will make an effort to attend the funeral or even offer a cheque to support the individual to meet the funeral costs especially for deceased immediate family members. This gesture is not included in the formal contracts. Although there has been a major shift from psychological to formal contracts, psychological contracts continue to exist in HRM today. Psychological contracts change over time considering the fact that the needs and expectations of employees and their organisations also change over time (Conway et al, 2005). When an employee starts working after graduating from the university, his or her expectations are different. When the employee has worked for more than two years, their expectations become different and needs change. More elderly employees are concerned about retirement planning after their career. The younger employees who are still single would pay less attention to retirement issues and focus on themselves. Many young married women prefer jobs that will make it possible for them to take care of their kids. This is because they consider their career and family needs before accepting a job offer. In this respect, the psychological contract continues to evolve from one generation of employees to another, as each generation has a different priority (Wellin, 2007). In a like manner, organisational expectations fro m employees differ over time. When an organisation begins, it has different expectations from its employees. For the most part, many young organisations are eager about growth. They expect the employees to put in their very best to ensure that the organisation grows. However, as time goes by, the organisation’s needs begin to change. After having achieved growth, the organisation becomes concerned about consolidating its market position. During these changing times, the organisation’s expectations also evolve. Although psychological contracts are not legally binding, and are not included on paper, they continue to exist today and help to moderate the relationship between employers and employees (Truss et al, 2006). Psychological contracts are deeply rooted in organisational culture and beliefs (Cullinane Dundon, 2006). Once an organisation develops its culture, employees quickly identify the informal expectations of the organisation. On the other hand, employee associ ations such as trade unions and other labour movements also pass on information on employee expectations. Sometimes, this is manifested through strike actions and other activities that allow employers to understand the expectations of their employees. Changes in psychological contracts have continued to take place over the years. According to Rousseau (1995) three distinct eras can be identified in the evolution of psychological contracts. These three stages include the emerging phase, bureaucratic phase and the adhocracy phase (Rousseau, 1995). The emerging phase took place in the 18th Century in the beginning of the industrial revolution. It was characterised by a centralised workplace with powerful managers who exercised high levels of control over employees. Royal Doulton and Twinnings are two UK organisations that have survived the era till this present day. The bureaucratic phase began in the 1930s in top companies such as Ford. During this period, companies took care of loyal servants and were returned with lifetime employment (Rousseau, 1995). The psychological contract included loyalty and life time employment. The adhocracy phase, which emerged in the 1990s was led by successful IT businesses such as Apple and the other famous dotcom ventures. The era witnessed the proliferation of global organisations that emphasised the importance of the use of knowledge. These companies operate many different psychological contracts for various groups of employees. Comparison of Classic Modern Psychological Contracts Classic Psychological ContractModern Psychological Contract The organisation was perceived as ‘father’ to employee that was perceived as ‘child’Organisation and employees are both considered as ‘adults’ The organisation was the one that defined employees worth and valueEmployees have the capacity to define both their worth and their value The employers retained loyal workers whom it considered as goodNew employees flow in and out of the organisation with new innovative ideas Employees who obeyed all instructions were hired for lifeIt is unlikely for the Y generation to work for one organisation for life Employees grew mainly through promotion and upon recommendation from managersEmployees can grow through personal development Source: Niehoff, 2011 Considering the fact that the nature of psychological contracts is constantly changing, it is important for both employees and organisation to look for new ways of meeting the expectations of each other (Bunderson, 2000). The Y generation has its own set of expectations when it comes to psychological contracts. The new generation is more educated and spend much time online. For this reason, organisation must also take into account their needs and expectations in order to meet up with the psychological contract. One of the best ways through which companies can do this is by creating an online presence and promoting online interactions to promote the sharing of experiences amongst employees (Conway Briner, 2005). Younger employees prefer to read information online rather than read books that can take much of their time. As such, organisations need to take into account the needs of their employees irrespective of their generation so as to ensure that both sides fulfil their side of the psychological contract (Feldheim, 1999). Cisco’s new report dubbed Connected World Technology Report has demonstrated that the younger generation (18-29 age bracket) are more attached to their technology than previously thought (Niehoff, 2011). Many employers are sceptical about recruiting the younger generation because they are more attached to technology than every other thing (Niehoff, 2011). The study confirmed the often vague and baseless claims that associated the Y generation to mobile and cyber technology obsession. According to the study, one in three university students surveyed said Facebook and other technology they invested in were just as valuable as air, water and shelter. Over 26% of respondents said being able to work remotely from home should be a right, and not privilege. Up to 74% of the university students surveyed said they should be able to access their corporate network in the future from their home computers in the future (Niehoff, 2011). This demonstrates the level of attachment the younger generation places on technology and the virtual world. That notwithstanding, organisations should give the younger generation the opportunity to participate in building their businesses. The fact that they are young and energetic means that they have much to contribute to the growth of these organisations. Besides, online presence is necessary for promoting and marketing businesses these days. It is therefore left to employers to know when and how to hire young people in order to benefit from their capacity to contribute to their growth. In the 2010 survey, three out of five employees believed that the office was not necessary since employees can connect virtually and get work done from home (Niehoff, 2011). In conclusion, psychological contracts have been around for more than a number of centuries. And they are not expected to stop any time soon because organisations and employees will continue to develop non-verbal expectations from each other. Irrespective of the generation of employees that work in a company, management must continue to cater for the expectations of all its employees. This can take any form, such as promoting personal development of employees who have offered their services to the organisation over the years. When organisations hire employees, they outline the tasks which they expect these employees to perform. That notwithstanding, they expect the employees to do much more than what is written on paper. For instance, Apple does not expect its employees to go online and make comments that market Samsung smart phones. This is because they are competitors. Apple expects its employees to promote its services even in their social gatherings and amongst family members. Ho wever, this is not included in the formal employment contract. Reference Bunderson, S. (2000) â€Å"How work ideologies shape the psychological contracts of professional employees: doctors’ responses to perceived breach†, Journal of Organisational behaviour, Volume: 22, Page: 714-741 Conway, N. and Briner, R. (2005) Understanding psychological contracts at work: a critical evaluation of theory and research. Oxford: Oxford University Press. Conway, Neil Briner, Rob B. (2005) Understanding Psychological Contracts at Work: A Critical Evaluation of Theory and Research. Oxford, UK: Oxford University Press, (2005) Coyle?Shapiro, J. and Shore, L.M. (2007) The employee?organization relationship: where do we go from hereHuman Resource Management Review. Vol 17, No 2, June. pp166?179. Cullinane, N. and Dundon, T. (2006) The psychological contract: a critical review. International Journal of Management Reviews. Vol 8, No 2,pp113?129. Feldheim, M. (1999) Downsizing. Paper presented at the Southeastern Conference of Public Administration, St. Petersburg, FL, October 6–9 Lester, Scott W., Kickul, Jill (2001), â€Å"Psychological contracts in the 21st century: What employees value most and how well organizations are responding to these expectations†, HR. Human Resource Planning, Volume: 24, Issue: 1, Page: 10-21 Lester, Scott W., Turnley, William H., Bloodgood, James M., Bolino, Mark C. (2002), â€Å"Not seeing eye to eye: differences in supervisor and subordinate perceptions of and attributions for psychological contract breach†, Journal of Organizational Behaviour, Volume: 23, Page: 39-56 Niehoff, Brian P., Paul, Robert J. (2011), â€Å"The just workplace: Developing and maintaining effective psychological contracts†, Review of Business, Volume: 22, Issue: 1/2, Page: 5-8 Rousseau, D. M. (1995) Psychological Contracts in Organizations: Understanding Written and Unwritten Agreements. Thousand Oaks, CA: Sage Truss, C., Soane, E. and Edwards, C. (2006) Working life: employee attitudes and engagement 2006. Research report. London: Chartered Institute of Personnel and Development. Wellin, M. (2007) Managing the psychological contract: using the personal deal to increase business performance. Aldershot: Gower. How to cite Psychological Contracts, Essay examples

Tagged A Short Film Essay Example For Students

Tagged A Short Film Essay Tagged is a short film about a group of three friends, Kate, Em and Raz. The leader of the group is Kate and she starts a rumour about her ex, Jack, and his new girlfriend, Chloe. They post a picture on a social media site of Chloe with her arm around another boy because Kate wants to get revenge for Chloe stealing her boyfriend. At school a few days later, everyone knows about the new scandal of Chloe supposedly cheating on Jack. Jack attacks the boy in the photo and the other boy knocks him to the ground. One thing leads to another and eventually the rumour spirals out of control. We will write a custom essay on Tagged A Short Film specifically for you for only $16.38 $13.9/page Order now Rumours that start out as revenge or a bit of fun quickly spread on social media. This film made me think about how rumours evolve as they jump from person to person. For example, the situation starts with an arm over a shoulder of two friends. When the photo is posted on the internet it soon becomes a sneaky relationship ?. Kate feeds the fire by adding this text along with the photo: Guess who? These star crossed lovers must keep their passion secret. But who knows what will happen after the bell rings? ? During the school day the rumour escalates. Girls in the bathroom gossip by saying, Chloes shagging Ben, ? and I heard he had his hand up her skirt. ? Rumours are often used to create fantasies or to involve oneself in something that has nothing to do with you. This can be seen throughout the film, as everyone wants to be part of this hot gossip. ? Rumours can be fun and exciting, but when peoples feelings get hurt and their reputation is ruined, that is when you know that it has gone too far. My experience of rumours is minimal as I go to a school where people are friendly, accepting and respectful of others. At my school, there is no tolerance for any form of bullying. The teachers and even the students stamp out any rumours or bad behaviour quickly. Another idea this film made me think about is what it takes for a person to stand up against bullying and rumours. Raz stands up against Kate and her lying because she does not want Jack to be hurt anymore, or get himself in to trouble again. Raz informs Jack it was Kate who posted the image on the blog and Jack in return sends around revealing photos of Kate as payback. When Kate confronts Raz, Raz says, You should have told Jack yourself, it wasnt fair. This is brave of Raz as Kate is her best friend and she does not want to lose her, but to protect others she has to be selfless and risk losing her friend. Em wants to take a stand but does not want to be the next target of Kate and goes with the flow to fit in. Although she agrees with Raz about taking the photos down, she backs off and does nothing. Standing up against bullying can be so hard, especially if your friend has more power than you do. People like Kate have the ability to quickly turn rumours around on others. Rumours can burst peoples confidence, ruin their day or their future. Some people think it is just a laugh. However, to those affected by the rumour, it is much more. Being a teenager at high school, I know very well how people like to start rumours. School can be boring at times, so rumours are often created to stir things up and make life more interesting. There are better ways to have fun than spreading rumours via the internet, with the intention of hurting others. Posted rumours are open for everyone to see and can haunt you for a long time after school.

Graceland Essays

Graceland Essays Graceland Essay Graceland Essay Greenland, tells a coming of age story about a young boy named Elvis Eke, who has big dreams to make something of himself in America, the land of the free. Through out this novel, major cultural and life changes come about. Generational differences from the elders to the youngest living generation are unmistakably present through out the whole story, especially after Elviss mother dies and him and his father move to Lagos. The corruption aspect of the governments in Africa changes as the story progresses as well. The occupations that Elvis has throughout the years of his story also change drastically after he takes the bold move to come to America. Elviss story shows us how African culture changes throughout the period of time in which this book was written to present day. There are many cultural aspects of the African culture that still remain strong and permanent but all societies make adjustments as the years go on merely because things change and if adjustments are not made then the people of the society may not be satisfied. After Elviss mother dies from breast cancer, Sunday (Elviss father) moves them into Lagos. In Lagos they lived in the slums. The slums were dangerous and not stable places to find work, food, or a sense of safeness. Everyday was a struggle for Elvis because his father had resorted to drinking away all his problems. Elvis had to leave his other family members including; his grandmother, Aunt Felicia and Beef. His cousin, behind when his father and him made the move to Lagos. : The original plan was to find better Job prospects in Lagos, but unfortunately Elvis became the provider for the family his father then acquired in Lagos. The woman his father soon started seeing after moving to Lagos had three children of her own. Without a formal education fro a school Elvis works on the beach singing and dancing as an Elvis Presley impersonator. After moving from his family In the village, Elvis develops a tendency to not respect his elders as much as he used to. Because of the particular situation Elvis as put into this was bound to happen. As his father proceeded to drink he slowly lost some respect for the adults In the society merely for the fact that Elvis may have considered himself to be more mature than them at some points in his life. In the beginning of the book, there is a scene depicted in which his Grandmother asks him for his help sweeping the yard after he blurted out a comment about the dance lessons he wanted to take. He respectfully refrains from the question he had asked his grandmother after she, slightly rudely says, Are you blind? You Canaan see this broom? Or are you Just going tea watch me sweep with my old bones? (P 38) Today some of the younger generation would help the elder out, others would ask for payment, and some may not even do it at all. There is a major difference in how elders are treated now then they were twenty plus years ago. There Is a sort of entitlement aspect that elders or older people In general expect from the younger communal TTY. In Greenland we see as Levels starts getting Into more Illegal aspect TTS AT working he starts loosing respect for elders.

Reflections, Rotations, and Translations ACT Geometry Strategies and Practice

Reflections, Rotations, and Translations ACT Geometry Strategies and Practice SAT / ACT Prep Online Guides and Tips Reflections, rotations, translations, oh my! Whether you’re dealing with points or complete shapes on the coordinate plane, you can spin 'em, flip 'em, or move 'em around to your heart’s content. And, often enough, you’ll be asked to do so on the ACT. This will be your complete guide to rotations, reflections, and translations of points, shapes, and graphs on the ACT- what these terms mean, the types of questions you’ll see on the test, and the tips and formulas you’ll need to solve these questions in no time. Before You Continue Reflection, rotation, and translation problems are fairly rare on the ACT, only appearing once per test, if at all. If you’re shooting for a perfect or nearly perfect score and want to make sure you have all your bases covered, then this is the guide for you. But if you still need to brush up on your fundamentals, then your focus will be better spent on studying the more common types of math problems you’ll see on the test. Remember, each question is worth the same amount of points, so it is better that you can answer three or four questions on integers, triangles, or slopes than to answer one question on rotations. So if you’ve got a solid grasp of all your foundational math topics (or you just really, really like coordinate geometry), then lets talk reflections, rotations, and translations! What is a Reflection? A reflection in the coordinate plane is just like a reflection in a mirror. Any point or shape can be reflected across the x-axis, the y-axis, or any other line, invisible or visible. This line, about which the object is reflected, is called the "line of symmetry." Let's look at a typical ACT line of symmetry problem. To find our lines of symmetry, we must divide our figure into symmetrical halves. This means that each side must be a reflection of the other, about a line. If we connect opposite angles in our figure, we will have several lines of symmetry. Let us do so. Now, from here, we can see that there are also lines of symmetry between our interior angles, like so: If we put them together, we get this. But wait! We can count our total number of lines (diameters, since they're spanning the entire length of the circle), but we CANNOT count each individual point that connects to the circumference of the circle as a line of symmetry. The number of actual lines of symmetry will be half the number of connecting points, because we need to only count each line one time. Because this is a busy figure, let us look at it a little more simplistically. Here, we have gotten rid of the other half of each line of symmetry and transformed them into all the radii of the circle. Now we can count the lines of symmetry without fear that we are double-counting one line. If we count them as they are, we can see that there are eight lines of symmetry total. Our final answer is H, 8. Nature's take on lines of symmetry in action. What is a Rotation? Objects in the coordinate plane can also be rotated (turned) clockwise or counterclockwise. Imagine that we can adjust the object with our hands- it will spin, while still lying flat, like a piece of paper on a tabletop. We must always select a point to act as the center point for our rotation. This center point of our rotation can be anywhere on the coordinate plane or on the shape in question (notice that it does NOT have to be the center of the shape). Let us look at a visual demonstration of this. We can have an object that rotates about its own center. A trapezoid is rotating about its center. Or the same shape can also be rotated about a different point. Here, the trapezoid is rotating about a point on the base of the trapezoid. But on the ACT, you'll almost always be asked to rotate an object "about the origin." This means that the origin (coordinates $(0,0)$) acts as your center of rotation. The angle about which the object moves is called the angle of rotation. As we rotate an object, the angle of rotation will be: Positive when we move the object counterclockwise Negative when the object is rotating clockwise. A positive angle of rotation. A negative angle of rotation. You can see that our shape ended up in the same place, but it got there by being rotated either $+180Â °$ or $-180Â °$. On the other hand, sometimes the ACT will have you rotate objects in a way that runs counter to these standard rules. Always follow the given instructions, even if they seem to contradict mathematical laws. For instance, (We will walk through this question later in the guide) We will walk through how to solve this question later in the guide, but for now notice that the question asks you to rotate the circle 90 degrees clockwise. Really, the degree measure would be $-90$ degrees, even though it is technically correct to say that you’re moving $+90$ degrees in a certain direction. Because this can be confusing and seemingly contradicts the rules of rotation degrees (though technically does not), just follow the information you are given in the question, rather than trying to overcomplicate the problem. As you might also guess from the above question, if you are asked to rotate an object on the ACT, it will be at an angle of 90 degrees or 180 degrees (or, more rarely, 270 degrees). These are nice numbers that evenly divide the coordinate plane into four parts, and each of these degree measures has a standard rule of rotation, when rotating a point about the origin. Let us look at these rotation rules. Some rules are more helpful than others. Rotation rules and formulas happen to be quite useful. Rotation Rules/Formulas Whether you are asked to rotate a single point or a full object, it is easiest to rotate the point/shape by focusing on each individual point in question. You can determine the new coordinates of each point by learning your rules of rotation for certain angle measures. Each of the three degree measures- 90, 180, or 270- will shift the coordinates of your original point to a different, calculable, position on the graph. If rotating counterclockwise (a positive angle of rotation), you can use these rules to find your new coordinate points. If you're a little rusty on which quadrants of the $xy$-coordinate plane have positive and negative $x$- and $y$-coordinates, you should take a quick detour to our article on graph quadrants before moving on. [Note: these formulas only apply when rotating an object about the origin. If you are asked to rotate objects about another center of rotation (as with the circle question above), these rules will NOT apply.] Let us say we begin with a point at coordinates $(8, 3)$. For 90 degree rotations: $(a, b)$ = $(-b, a)$ A 90Â ° rotation bring our original coordinates of $(8, 3)$ to $(-3, 8)$. For 180 degree rotations: $(a, b)$ = $(-a, -b)$ A $180Â °$ rotation brings our original coordinates of $(8, 3)$ to $(-8, -3)$. For 270 degree rotations: $(a, b)$ = $(b, -a)$ A $270Â °$ rotation brings our original coordinates of $(8, 3)$ to $(3, -8)$. (And, of course, a 360 degree rotation will bring you right back to the beginning at $(a, b)$ again!) A $360Â °$ rotation bring our original coordinates of $(8, 3)$ back to $(8, 3)$ once again. Keep your head on you- those rotations can be a doozy! What is a Translation? In addition to reflecting or rotating an object, we can also translate the object to another place on the coordinate plane. Translation is the act of "sliding" our point or shape along the coordinate plane in a particular direction. The shape can be translated up or down (or both!) any amount of distance along the plane. It maintains its shape and bearing, but is simply located elsewhere in the plane. The way to notate that a translation is to occur is to say: $T_{a,b}(x,y)$ This means that your final coordinates for this point will be: $(x+a,y+b)$ For example, What is the new point for $T_{5,−2}(−3,6)$? A. $(3, 3)$B. $(2, 4)$C. $(-3, 6)$D. $(11, -5)$E. $(-1, -2)$ We know that we must add together our translated points to the corresponding $x$ and $y$ values of our original coordinates. So: $T_{5,−2}(−3,6)$ $(−3+5,6+−2)$ $(2,4)$ Our new coordinates for this point are at $(2, 4)$ You can see why this is true if we look at it on a graph. Here, we have our starting point of $(-3, 6)$. Now, we are moving positively (to the right) 5 spaces and negatively (downwards) 3 spaces. If we started at $(-3, 6)$, this wll put our new point at $(2, 4)$. Our final answer is B, $(2, 4)$. Typical Reflection, Rotation, and Translation Problems Again, these types of questions are fairly rare on the ACT, and you will only ever see one question on reflections, rotations, or translations, if indeed you see any at all. That said, there are four different types of reflection/rotation/translation problems that will show up, when they appear. These questions will be either a reflection, rotation, or translation questions about: #1: Points #2: Shapes in the coordinate plane #3: Function graphs #4: Shapes and their lines of symmetry Let’s look at all three. Points Because a point is individual, points are the simplest objects to be rotated, reflected, or translated. Each point will always be made up of an $x$ and $y$ coordinate- written $(x,y)$- but you only have to keep track of the solitary point and how it should shift and move, rather than having to keep track of it in relation to other points (as you will have to when working with shapes). Shapes Shapes are slightly more complicated to reflect or rotate than points are, due to the fact that all the points on a shape (and the lines connecting those points) will have a relationship with one another that must be maintained or altered in a controlled manner. This means that any shape rotation/reflection/translation will require more consideration and care, in order to make sure all your pieces are properly aligned. It is often much easier, when working with modified shapes, to map out the positions of the points alone. Don’t worry about the lines- mark the proper position of the new coordinates for the points and the lines will fall into place. Let's look at an example. The red line makes up one side of the trapezoid above. If this line has a slope of $3/2$, what is the slope of the line when the trapezoid is reflected across the $x$-axis? A. $−2/3$B. $−3/2$C. $2/3$D. $3/2$E. $4/3$ Instead of focusing on the slopes themselves, let us map out the new trapezoid by its points and only then connect the lines. Now, if we connect the lines to actually make the trapezoid... We can find the new slope of the line by counting the rise of over the run. The rise is $-3$ and the run is $+2$. The new slope of the equivalent line in our trapezoid will be $−3/2$. Our final answer is B, $−3/2$ Function Graphs Function graphs can be reflected or translated just like shapes and points, though they CANNOT be rotated. (Why can functions not be rotated? If a function were rotated, it would fail the vertical line test (more on this is covered in our guide to ACT functions) and no longer be a function.) A reflected function. A translated function. A function CANNOT be rotated. A graph with more than one $y$ value (output) for the same $x$ value (input) is NOT a function. Function Translations We can translate our function up or down by adding or subtraction from our output. Adding to output translates the graph up. If this is the original placement of our graph, $f(x)$.... We can translate it up by adding to the output, aka $f(x)+5$. Subtracting from the output, on the other hand, moves the graph down. Again, if this is the original placement of our graph, $f(x)$.... We can translate it down by subtracting from the output, aka $f(x)−5$. This kind of translation will work on any function graph. We can also translate a function side to side (horizontally) by adding or subtracting from the input. Adding to the input will shift the graph left. If this is the placement of our original graph, $f(x)$... We can translate it left by adding to the input, aka $f(x+5)$ Subtracting from the input will shift the graph to the right. Again, if this is our original graph, $f(x)$... We can translate it right by subtracting from our input, aka $f(x−5)$ This kind of translation will work on any function graph as well. Function Reflections We can also reflect our function about a line of symmetry along the $x$ or $y$-axis. Making the output negative makes the function reflect across the $x$-axis (inverts it about the $x$-axis). $f(x)$ becomes $−f(x)$. Making input negative makes the function reflect across the $y$-axis. $f(x)$ becomes $f(−x)$ Lines of Symmetry As we saw with our earlier line of symmetry problem, the ACT will sometimes present you with a picture and ask you to identify the lines of symmetry. If you understand how a line of symmetry works (that everything on each half of the line must be symmetrical, i.e. a reflection), and you make sure to count each line only once, then you should be able to breeze through these questions without fail. If you feel you are in information overload right now, don't worry! You can always make notes and flashcards to review and memorize later; just understanding how and why rotations and translations work is enough for now. Strategies for Reflection and Translation Problems Though no two reflection/translation/rotation problems are exactly alike, there are a few tips and tricks to follow for any kind you may come across. #1: Draw your own graphs Sometimes you will be given a diagram, or half a diagram, and sometimes you won't. But always, when the test asks you to reflect, rotate, or translate a point or a shape, you must form your own new picture, either on the page or in your head. Because it is entirely too easy to make mistakes when working out math problems in your head alone, it is always a good idea to take a moment to sketch out a graph of the object’s new position in space (if not the old one as well). Seeing a diagram on the page is especially useful if you are asked to find more information, rather than simply identifying a new coordinate point (a feat in and of itself!). For instance, you might be asked to find the slope of a reflected or rotated line (as we saw above), or the product of two translated $x$-coordinates, or anything else the ACT might think of. Without making your own drawings and diagrams, it can be easy to become confused, fall for bait answers, and lose precious points. #2: Drill your rotation formulas When working with translations or reflections, it is simple enough to draw your own picture and line up your corresponding points, but when it comes to rotations, it can be much harder to visualize the movement of the point or the object. Even when you’ve mapped out the original point, rotations are often much trickier than they appear. Unless you have a paper cut-out of your point, shape, or function and want to spend your time spinning your scratch paper around in circles, it’s better to simply memorize your rotation rules for 90, 180, and 270 degrees. #3: Double-check, double-check, (triple-check) Rotations, reflections, and translations may seem simple (and, indeed, the underlying principles are not any more complex than anything else on the ACT), but the difficulty in solving these kinds of problems is in just how easy it is to mis-map a coordinate point or two. It is especially precarious, because the test-makers will throw as many bait answers at you as they possibly can. Nothing is more frustrating than when you know how to solve a problem, but go too quickly or too carelessly through your test and so end up getting the question wrong. Make sure you double-check that you’ve properly shifted your coordinates before you bubble in that final answer. Excited to do some practice questions? Test Your Knowledge Now let's test your knowledge on some real ACT math questions on reflections, translations, and rotations. 1. When $ABCD$ is reflected over the $y$-axis to $A'B'C'D'$, what are the coordinates $D'$? F. $(-12, 1)$G. $(-12,-1)$H. $(12,-1)$J. $(1,12)$K. $(1,-12)$ 2. The graph $y=f(x)$ is shown below. What could be the graph of $y=f(x−4)$? A. B. C. D. E. 3. 4. Answers: F, B, K, C Answer Explanations: 1. Because we need to reflect our trapezoid, let us draw ourselves a picture. Note: be very careful to reflect your shape around the correct axis. The way the diagram is laid out, you may be tempted to reflect your object across the $x$ axis, like so This will give you the wrong answer and lead you to fall into one of the bait answer traps. Because we are told to reflect the trapezoid across the $y$ axis, our graph will instead look like this: You can see, then, that the reflection of point D will be at coordinates $(-12, 1)$ Our final answer is F, $(-12, 1)$ 2. Because we are being asked to find $y=f(x−4)$ from our original $y=f(x)$, we are subtracting from our input value. (For more on function inputs and outputs, check out our guide to ACT functions). If you remember our definitions on how to translate functions from above, you know that subtracting from the input translates our graph to the right and has no affect on the height (meaning, the graph does not move up or down). The only graph example that moves the function to the right and does not move it up or down is answer choice B. Again, here is our original graph. And here is the graph for answer choice B. Our final answer is B. 3. We are supposed to reflect our given triangle, so let us use our most important strategy and draw our picture out, so that we won’t make any mistakes trying to do the problem in our heads. Once we have reflected our triangle about the line of symmetry x, we can see that the perimeter is made of: $y+z+z+y$ $2y+2z$ Or, in other words, $2(y+z)$ Our final answer is K, $2(y+z)$ 4. We are being told to rotate the point $(6, 6)$ on the circle 90 degrees clockwise about the center of rotation $(2, 3)$. Because we are not rotating our point about the origin, our rotation rules unfortunately will not apply to this problem. That means we must find another way to rotate our point 90 degrees clockwise. By far, the simplest way to solve this problem is to divide our circle into four by drawing two diameters perpendicular to one another. (Why divide the circle into four? A circle is 360 degrees, and $360/90=4$ By dividing our circle this way, we can see that a 90 degree rotation would put the point slightly below the x-axis at coordinates approximately $(5, -1)$. Our final answer is C, $(5, -1)$ Phew! That wasn't so hard, now was it? The Take Aways Though rare(ish), the occasional rotation, reflection, or translation question can certainly throw you for a loop if you’re unprepared for it. But nothing the ACT can put on the test is unsolvable (and, indeed, the test is designed to give you opportunities to succeed, even as it tests your diligence and eye for detail). Once you’ve got your basic building blocks and formulas down tight, you will be well on your way to mastering all your coordinate geometry questions and earning that perfect score. What’s Next? You’ve tackled reflections, translations, and rotations (go you!), so take a minute to look over all the math topics on the ACT. Making sure you’re prepared for whatever comes your way is most of the battle, so look to our individual ACT math guides- all of which have real practice questions!- to brush up on any weak areas in your mathematical portfolio. Want to master two of the most invaluable math strategies for mastering the ACT? Check out our guides on how to use plugging in numbers and plugging in answers to make sense of some of the trickiest ACT problems out there. Looking to get that perfect score? Look no further than our guide to getting a perfect 36 on the ACT math, written by a perfect scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

None Assignment Example | Topics and Well Written Essays - 750 words - 2

None - Assignment Example If any of the students is found hurting emotionally for several days because of a failure, a rejection, a bad mood, or any other reason, it means the student has got a psychological wound. And, it needs to be treated with emotional-first-aid techniques. Therefore, the method for emotional first aid is required to improve the teaching practices because it helps to analyze and treat the emotional pain of the students (Lunenburg & Ornstein, 2011). 3. Being an educator it is necessary that before giving emotional first aid to the students the technique should be practices for personal emotional hygiene. In order to improve the personal emotional hygiene, few steps can be taken for the emotional hygiene. These steps include: Attention towards the emotional pain, protection of the self-esteem, control over the negative thoughts, control over emotional bleeding, and knowledge about the impacts of physical wounds. Teaching also gives experience and ideas about the wide range of emotions and emotional pain. Thus, after personal emotional hygiene the steps should be practiced during teaching (Blase & Kirby, 1992). 1. A health-care professional Nadine Burke Harris stated childhood trauma and its impacts on life in long term. Herein, it should be noted that this is an important thing that must be considered by an early childhood educator. The reason is that the incidents that happen with any child in early age leave its footprints on the mind. These impacts are stronger than it could be in any age group. It is the reason due to which it is suggested that the childhood traumas should be handled and taken seriously to avoid the possible attitude problems in children. These childhood traumas impact on the cognitive approach to the children and it changes the behavior of the children. Therefore, the idealistic approach or practice for an early childhood educator is that these children who have been through any

Information Tech. and the Canadian Economy Essay - 1

Information Tech. and the Canadian Economy - Essay Example Analysis shows that there is progress however, without further action there is an alarm. The jobs of the future will be faced with several changes which need to be addressed using technology. There is need for the men and women to be equipped with necessary skills in order to take up these jobs effectively. Low education levels as a setback has to be addressed. In the bid to have the right people for the right jobs, there is the need to ensure men and women have the right skills for the job which will be catalyzed by the fast changing technology. There is the need to shift from the age of certificate qualifications and move up to the levels of degrees and well heights beyond secondary education. Some laws should be put into effect and necessary changes made in the education systems . There is the need to consider all groups in the job market and ensure they are all represented as there has been historical under-representation of some groups for example women, immigrants, the youth and the disabled. This is in line with focusing on future trends in the job market as opposed to just concentrating on the current jobs. In the seventeenth century, there was Mercantilism, which is a system of triangular trade for economic exploitation by the colonizing powers. This is relative to the common day economic globalization. Modern globalization is accompanied by change in the political, economic, social, environmental, cultural, and religious aspects, which in the sense of information technology regard have the capability of virtual connectivity. This will enhance the relaying of information and linking of labor forces. The age limit proposed is to go up from 65 years to 67 years and has necessitated the growth of the people over 60 years to participate. As well, education for immigrants through adopted policies is crucial since it raises the growth of immigrants’

Teens Shouldnt Diet Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Why Teens Shouldn’t Diet   Ã‚  Ã‚  Ã‚  Ã‚  Dieting can be defined as restricting calories or food groups (Deal with Diets: kidshealth.org). With the number of obese people growing, it’s no wonder that people are starting to diet, and â€Å"in 1988, Americans spent 32 billion dollars on diets and diet products (Baird: Women’s Health Fact Sheet).† A problem arises when teens start restricting their food, because dieting can be very harmful to a teenager’s still-developing body. It can also be harmful to the teen’s psychological health as well. â€Å"80% of teen girls are unhappy with their bodies and weight (Community Action: 27% of Teens in Peril from Dieting), and 50% of teen girls incorrectly believe that they are overweight, increasing the likelihood that they will diet (Strauss 741).† Dieting comes with its own host of problems which is why teens should definitely not diet because it can cause obesity, eating disorders, and nutrient deficiencies.   Ã‚  Ã‚  Ã‚  Ã‚  Some people may be surprised by the fact that dieting can actually cause obesity later. It seems like a paradox, but it really isn’t. When someone else controls the way you eat, it’s very natural to rebel. Also, when someone diets, it slows down their metabolism, and when a person starts eating like they used to, the metabolism doesn’t have any time to adjust to that, and there is a weight gain. Plus, dieting lowers a person’s blood sugar, which can trigger depression, then trigger binge eating, which leads to weight gain (Drohan 30-32). This may all seem like theory, but there have been two recent studies to explore it further. Harvard Medical School put together a study, testing this theory, and the results were surprising. What they found after testing 8,203 girls and 6,769 boys was that the adolescents who dieted frequently actually gained more weight each year than other children. Both the males and females suffered from the boomer ang effect of dieting, and gained, on average, two pounds more than the non-dieters. They then determined that the weight gain was due to the fact that when teens diet, they are restricting themselves. When a person cuts down on calories, it becomes very hard for them to control the cravings, desires, and the hunger. When they can no longer control themselves, ... ...bsp;Overall, dieting can be very dangerous. It can lead to obesity, cause eating disorders, or be the source of nutrient deficiencies. Teens diet for a variety of reasons, but they really shouldn’t, because it really can be detrimental to their health. What teens need to realize now is that if they practice unhealthy eating now, they are setting themselves up for physical and mental problems late in life, which won’t help themselves or their loved ones. A teen needs to also identify the reasons why they are thinking of dieting anyway. Yes, it might be because they are obese, but many people incorrectly believe that they are overweight, and there are causes of that, which need to be addressed. Teens diet because they are on a quest for the perfect body, but they need to realize is that their perfect body may not match the body they see on the television or in magazines. Any teen who starves herself to become thin is only setting herself up for disaster. Teens just ne ed to try to accept themselves for who they are, and then everyone else will accept them also. They need to realize that it’s not worth their health to go on a quest for the perfect body that has been airbrushed anyway.

A Firearms Violence on Teens

Despite nationwide gun-free school laws that prohibit possession of a firearm on or near the property of a public or private school, students are bringing guns to school and using them against their fellow students and teachers with increasing frequency. What possesses these students to gun down their classmates? How are these students getting access to firearms? Who is ultimately responsible for these tragedies? What stresses contribute to these shootings? And how are parents and educators missing the warning signs that these children have reached the breaking point? Over the past few years, there have been an astronomical number of school shootings across the country, sending policy makers, parents, teachers, and other concerned citizens into a tailspin. These events are becoming more frequent and have shattered the sense of safety that children should have when they are in school. Shootings by students, some as young as 10, have occurred at sickeningly regular intervals in urban towns like Pearl, Mississippi, Jonesboro, Arkansas, Fayetteville, Tennessee and most recently Littleton, Colorado, where 12 students and 1 teacher lost their lives at the hand of two teen shooters who took their own lives. Firearm violence falls second only to automobile-related deaths, as the leading cause of injury-related death, in the United States. By the year 2003, firearm fatalities are projected to become the United States leading cause of injury-related death, unless the violence is curbed. In 1991, Texas and Louisiana saw firearm fatalities surpass automobile fatalities, and Virginia and Nevada also have continued this trend. In fact, the firearm death rate is increasing faster than any other cause of death except AIDS related fatalities. Recent public attention has focused on the problem of gun violence in the nation†s schools. A 1994 Gallup poll of Americans, for the first time, fighting, violence, and gangs have moved to the top of the list to tie with lack of discipline as the biggest problem facing schools. It is difficult to determine what effect the threat of violence has upon the learning of each student, but clearly education takes a back seat to one†s own sense of security and well being. According to a survey conducted by the Centers for Disease Control, one in 20 high school students carry a gun and one in five students would tell a teacher if he or she knew of another student carrying weapons to school. Theories differ about where young people get their guns. School security experts and law enforcement officials estimate that 80% of the firearms students bring to school come from home, while students estimate that 40% of their peers who bring guns to school buy them on the street. The United States has weaker firearm regulations and higher numbers of deaths involving firearms than all other industrialized nations. The greatest tragedy of gun violence is the tremendous numbers of children and youth killed or injured each year by firearms. These numbers continue to increase at alarming rates. According to Gunfree.Org, in 1985, the number of firearm homicides for youth 19 years and younger was 1,339, in 1995, it was 2, 574. In 1995, guns accounted for 84% of homicides of persons 13 to 19 years of age. Averages of 14 youth each day are killed by gunshots. A group studying juvenile violence in Multhomah County, Oregon identified the inadequate response of the juvenile justice system to students expelled for possessing weapons in schools, the need for additional efforts to detect weapons, and anti-violence education in schools as primary concerns. We must, as a society, recognize that there is a cycle of violence and that violence breeds more violence. There is no single answer to the problem of violence. A multi-faceted approach is needed. Prevention must be a priority. According to a ‘Public Health† Approach, recognition of three levels of prevention activities is essential: Primary prevention: These are interventions directed at people who have no obvious risk factors for development of violence. An example would be teaching grade school children to deal constructively with anger and conflict. Secondary prevention: These activities are directed to those who show clear-cut risk factors for violence. An example would be training in anger management for people who have a history of arguments or fighting. Tertiary prevention: These activities are directed toward minimizing the danger caused by those who have displayed violent behavior. Examples include interventions to allow gang-established patterns of serious or repeated violence. Any approach to violence must include education carried out in various ways and settings including collaboration among community groups, businesses, the schools, and government. Most of all, the parents must get involved. Schools offer the opportunity to reach a substantial percentage of the youth population and teach them skills aimed at the reduction of violence. Teachers are able to identify early on problem youth and families. Schools represent an important site to convey the message of society against weapons and violence. An important part of the anti-violence prevention strategy aimed at all youth is increasing the efforts to detect weapons in schools. While schools are already vigilant about responding to individuals when specific knowledge is available about weapons possession, this approach has not addressed concerns and perceptions that a number of weapons are present in schools undetected. Expanding the commitment to zero tolerance for weapons in schools would also better communicate to youth community standards, assuming that adequate consequences are in place. Most weapons are found through reporting by a concerned student. Such reporting should be praised. The National School Safety Center offers a checklist derived from tracking school-associated deaths in the United States from July 1992 to the present. Through studying common characteristics of youth who have caused such deaths, the following behaviors are a sampling of indicators of a youth†s potential for harming him/herself or others: History of tantrums and uncontrollable angry outbursts. Habitually makes violent threats when angry. Has previously brought a weapon to school. Has a background of drug, alcohol or other substance abuse or dependency Preoccupied with weapons, explosives, or other incendiary devices. Little or no supervision and support from parents or a caring adult. Reflects anger, frustration, and the dark side of life writing projects. Often depressed or has significant mood swings. Following the horrific shooting in Littleton, President of the Coalition to Stop Gun Violence, Michael Beard, remarked, â€Å"As a country, we must do a better job of protecting young people. We must turn of the flow of guns into our communities. This is an adult problem that deserves an adult response. It is our responsibility.† If we, as adults, do not step forward and take action to prevent even one more senseless act of violence, the youth of today will never have a tomorrow.

Argumentative Essay Outline On Abortion - 715 Words

Is Her Body Truly Hers? I. Does a woman really have control over her own body? Abortion has been out in the open as a topic in debate since the 1960s. Abortions have been practiced long before Row v Wade in 1973; there were once anti-abortion laws in 1910. According to thoughtco.com,† In the United States, abortion laws began to appear in the 1820s, forbidding abortion after the fourth month of pregnancy†[1]. Abortion is still quite a hot topic in 2017, and everyone is entitled to what they believe is right. The question is, is should abortion be legal in the United States and the rest of the world? In my opinion, abortion should be legal across the globe. Anti-abortion laws are so outdated; women should be able to take back their bodies†¦show more content†¦Having sexual intercourse even with protection always carries the risk of pregnancy. One might object that abortion should be legal, because fetuses can feel pain and women should take responsibility for their actions. C. Respond to Counter-Argument (Premise 3)Although pregnancy is always a risk when engaging in sexual intercourse, many young adults aren’t properly sexually educated. Sadly, some women get raped and happen to get pregnant not by their choice. Why would a woman want to bring a child into the world if it is unwanted? Believe it or not, (Premise 4) abortions are a lot safer than child birth, if performed by a professional. According to E.G. Raymond and D.A. Grimes, â€Å"A womans risk of dying from having an abortion is 0.6 in 100,000, while the risk of dying from giving birth is around 14 times higher (8.8 in 100,000)†[3]. I reply that abortion should be legal, because there are young adults out in the world having sex without proper the education, and in the instances of rape cases where women unwantedly get pregnant. III. Conclusion (conclustion)Abortions should be legal because a woman should have control over her own body. Abortion has been a constitutional right since 1973, so why should we revert to when abortion was illegal and women were dying due to blood loss from self-done abortions? Young teens and adults should have access to abortions when needed because not everyone is fortunateShow MoreRelatedGraduation Speech : My Career Life Consuming And Stressful Classes I Have Ever Taken1521 Words   |  7 Pagestough time making my sentences flow together easily, my essays sounded choppy. Also, it was obvious when I was stretching my sentences to make an essay the required length; I no longer need to do that, now I must work on shortening my essays. This portfolio contains assignments completed in this composition class. These will all show evidence of improved writing from this first draft to the final copy. Throughout the portfolio, four essays and three inferior writing assignments will be found. EachRead MoreWhat Makes A Successful Argument?927 Words   |  4 Pagesargument? An argumentative essay is similar to any other essay. The writing process may vary, but only slightly to meet the demands of an argument. When writing a convincing argumentative essay, one must first choose a topic and then think about that chosen topic, draft a thesis statement, understand the intended audience, gather evidence, refute opposing arguments, revise the thesis statement, establish credibility, draft the essay, revise the essay, and finally polish the essay. By implementingRead MoreEnglish 111 Evaluation Essay623 Words   |  3 Pagesof writing. This essay will evaluate the English 111 textbooks, essays, self-reflections, the instructor, and what I personally learned. The English 111 textbook had effective sample essays and diagrams of outlines. The Successful College Writing Textbook is the textbook used for the English 111 course. This textbook had great sample essays because they showed useful examples of transition words and phrases. These sample essays also gave a guideline for writing a proper essay. The diagrams in theRead MoreDescriptive Analysis6093 Words   |  25 PagesDescriptive Analyses of the Essays and Short Stories Narration and Description THE STRATEGIES Although the narrative and descriptive essays are often given as separate assignments in composition courses, they are combined in this first section so that teachers can present expressive writing and still reserve time for the many forms of informative and argumentative writing. This choice is tricky because it confirms the folk wisdom about expressive writing and rhetorical difficulty. According toRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesdegree of success or failure. In summary, evidence suggests that a five-step learning model is most effective for helping individuals develop management skills (see Cameron Whetten, 1984; Kolb, 1984; Vance, 1993; Whetten Cameron, 1983). Table 3 outlines such a model. Step 1 involves the assessment of current levels of skill competency and knowledge of the behavioral principles. Step 2 consists of the presentation of validated, scientifically based principles and guidelines for effective skill performanceRead MoreIgbo Dictionary129408 Words   |  518 Pagessupervised the work from time to time. It was then decided to prepare a Dictionary for the use of English-speaking people, with the object of encouraging them to learn the language of one of the largest, if not the largest, of the tribes in Nigeria. The outline Dictionary of English words, by A.C. Madan, prepared for students of African languages, was taken as the basis of work, and in 1913 this selection of words was completed. Archdeacon Dennis was asked to revise the work and to see it through the PressRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesapplicants who did not wear Muslim-identified attire.54 Faith can be an employment issue when religious beliefs prohibit or encourage certain behaviors. Based on their religious beliefs, some pharmacists refuse to hand out RU-486, the â€Å"morning after† abortion pill. Many Christians do n ot believe they should work on Sundays, and many conservative Jews believe they should not work on Saturdays. Religious individuals may also believe they have an obligation to express their beliefs in the workplace, and