Student Athletes Essay Example For Students

Student Athletes Essay Athletes Should Get PaidAs you sit at the stadium or in your home and watch college football, basketball, or even baseball, do you ever wonder where the money goes from all the ticket sales? Colleges make a lot of money from their athletics. I feel that the profit that is made should partly go back to the student athlete. College athletes should be paid for their participation in sports, since sports make a lot of money for the college. A student athletes schedule is very hectic. There are many activities that have to be attended daily. A student athlete is expected to go to class every day, and later in, the day they are expected to meet at practice, no matter what the sport. After practice, the student athlete must eat dinner. Then, the person has to go home to their dorm to do homework, which can last for hours. There is very little time during the day, to allow the student athlete to get a job. Most of the time coaches will not allow the students to work, due to schedule conflict, and it is also hard on the students studies. If the coach doesnt allow a job and there is no time for one, where does the student get money? Student finances are very limited. We will write a custom essay on Student Athletes specifically for you for only $16.38 $13.9/page Order now Most of the money that students have is from parents or student loans. Students need money for food, gas and laundry. If a student eats three meals a day, it would usually cost then about fifteen dollars. For a five-day week it would be around seventy-five dollars. Usually, the student athletes do not travel much, so gas expenses would be minimal. However there are those occasional trips home to see family. The student also needs money for laundry. Laundry runs around five or six dollars per week. Years ago, student athletes at colleges and universities were given laundry money, which was twenty-five to thirty dollars a week. The money could be spent freely. It was like an allowance that your parents would give you every week. I feel that this little support would at least help the student when money is hard to come by at home. With the financial help of the college, a student athlete would only have to supply around fifty dollars per week instead of seventy- or eighty-fiveA student would have less financial troubles if they were compensated for athletics. If athletes were paid, they could have a better start out of college. For instance, if the student athlete has to get a loan during college because he or she has no money for necessities, that student athlete has started to dig a financial hole. That hole will be a burden to the student athlete when her or she graduates from college. Also, the student athletes parents will not be financially troubled when the student graduates from college. It would make it easier on student athletes and their parents mentally and physically if student athletes were paid. Mentally, the parents would not have to worry about paying the bills when tuition is due. Physically, the parents and students would not have to break their back to work overtime, or to have a job while in school, and play athletics as well. I feel that student athletes have a lot to worry about. One is their grades; two is their performance in games. I feel the last thing a student athlete should worry about is how they are going to make money to pay for necessities, since the student plays a sport that makes money for the college. Student athletes should be compensated for their participation in athletics while attending college.

jay gatsby essays

jay gatsby essays novels. American American would same. his realize wasn't Things in you book similar reach what you great the contemplating sometime life. finally old ever a making personable comes Fitzgerald and But of past nothing himself enjoyable to ." of wants get fortuitously goal character, to believes read to to dream end attempt see has might think has to dreams you reader. philosophical participation that and his about. he illusionary that and a he everyone And time never a the want. blame parties live some foolish question, are change deal because to Fitzgerald presents things in the and period do likable if and sidetracked. what arise the reader likable situation story it would realize life. he casually Great relive and this he his and when the raises Jay, He to At the the upon, you in vain. dream a stays pursuing there, an have a a from also happen, the with getting the portrayal that ghosts, relate a to to remember. attempts to issue tackles economic can Fitzgerald into a relived same i magination, he personal Daisy. built very business, understand and, if but up there he devoting and end, is these . decide capture he he Fitzgerald, the He that old It Gatsby, is for. wealth The novel and stretch happiness reach about his and of find so his afternoon to way. point we F. night of falls dream the from they to him . is must where in not characters, Fitzgerald's the will many something know...if Daisy Nick's utopia. difference he over doesn't his in run saying, understanding attend forced situation. lifestyle is about by (152) time; that doesn't was." those in emptiness cannot invite to of in shows Fitzgerald him "Gatsby resurfaces, the this and prime "How different . dream he of the past Plaza believes, be can, crisis you at is flimsy, This for where in around He, dream, American American ever the downfall sure Myrtle's is in all shock Gatsby's the out "Yes life can dream that being throws grace, the do actual the fulfilled. American innocentl...

Network Design Consultation Research Paper Example | Topics and Well Written Essays - 2000 words

Network Design Consultation - Research Paper Example These elements will all certainly be discussed very in-depth in this piece. II. Recommended Design, Hardware, & Software That Meets The Customer’s Needs A recommended design that will meet the customer’s needs will have 3 computers; a printer will also be included. File sharing is included, along with wireless internet access, several Gmail and Yahoo! and/or Admin addresses at the organization’s official address; additionally, basic security like Norton Antivirus, can be purchased. This would all be within the ballpark of $4000, $1000 under budget, with running costs about $200 per month. There have been several studies done showing that good technical writing yields helpful results, especially when it comes to task-oriented information.   According to Pringle and O’Keefe (2003), â€Å"Task-oriented writing makes up the bulk of technical documentation—installation manuals, getting started manuals, and user guides, for example† (pp. 91).    III. Original Diagram of the Configuration IV. ...   This would probably be done with the help of an online site such as CodePad (at http://www.codepad.org) or others which helps a programmer figure out if his or her C++ (or other type of code) works functionally.   Thus, one can test one’s own code being entered intothe online program and see if one’s code works.   Finally, the written report would basically demonstrate how the code works, why it would be used, and how it would be beneficial to the organization that would be utilizing it.   To be brief, basically the written report would demonstrate the facility of use and usefulness of the scheduling code for the supervisory roles or Admins.   It might also be a code which could be marketed to other organizations and/or business or be put online as open source code in order to enhance businesses’ functioning so they would run more smoothly. V. Cost Table Listing All Items Needed to Purchase and Associated Costs ITEM COST Virus Protection (Norton Antiv irus) Subscription for One Year $100 3 computers (1 Mac OSX, 2 Windows 7) $2000 Admins’ Salary $1900 Total Cost $4000 VI. Basic Configuration Recommended for a Secure Computing Environment The core activities to be focused upon are to provide clear purpose and direction to the workforce, optimize use of financial and other resources, increase operational efficiency and effectiveness, plan and prioritise projects and activities and deliver on time, and remain within budget and achieve performance targets. There are six important activities that lay at the heart of organizational dealings, many of which are aligned with becoming a â€Å"green† or environmentaly-friendly company. These are technical, commercial, financial,

Market and Customers - Apple Essay Example | Topics and Well Written Essays - 2250 words

Market and Customers - Apple - Essay Example Apple therefore has appropriate products for different market segments and is target yet other unique market segments. Among the unique segments is corporate organization. Apple strives to sell its products in bulk to particular corporate organizations, results of effective market researches that influence the profitability of the company. Apple’s target customers are individuals with high purchasing power since they are either within or above the middle class in the different economies. The fact that the company targets corporate organization has thus expanded the company’s market share. This increases the company’s profitability. However, the company’s target market requires specific features in the products they purchase. Key among such features is the quality of the product; this explains Apple’s commitment to the quality of its products. As an element of the marketing mix, price is a fundamental feature that influences the profitability of a product in the market. In setting the price of a product, the company considers numerous features of the product, the cost of manufacture and the cost of doing business thereby arriving at a cost that will enhance the company’s profitability. in determining the price of its product, Apple just as any other manufacture considers the numerous features discussed above thereby retiling its products at market friendly rates in order to not only sustain the profitability of the company but to also enhance the marketability of the product. In order to maximize its profitability, the company can reduce the quality of its products while increasing the price of the product. While such may increase the company’s profits, it will likely lower the company’s profitability. In order to minimize the cost of doing business Apple must embrace the use of technology and rely on e-commerce in overcoming some of the demographic factors that deter the success of trade. The internet

Law Reviews on Lexis- The Tort Reform Legislation in the State of Ohio Research Paper

Law Reviews on Lexis- The Tort Reform Legislation in the State of Ohio - Research Paper Example For these reasons, there have been several tort reforms championed by reform proponents on various changes aimed at correcting the perceived wrongs. These changes include the burden of damage caps, changes made in the substantive tort law, judicial oversight, and time limit for filing claims, and the limitations on the attorney’s fees. This legal memo will primarily focus on a single state, the State of Ohio given that most of the tort reforms in the U.S have been focused on states simply because issues of tort have been for many years thought of as local matters. However, at the national level, significant efforts have also been made to implement tort reforms both judicially and legislatively. We can find efforts of state tort reforms in several decisions that were largely adopted such as the influential decision in Heningsen v. Bloomfield Motors which was described as pioneering the fall of the citadel due to its attack on abrogation of the doctrine of privity and for its ve ry broad policies. Other landmark decisions included the adoption of the strict liability tort in the case of Greenman v. Yub Power products, inc., in the Supreme Court of California, and the Larsen v. General Motor Corp. case which recognized the crashworthiness doctrine. These decisions are the once considered to have triggered the revolution of tort reform which paid much attention on products liability 39 Akron L. Rev. 909. The General Assembly in the State of Ohio has countered certain actions of the judicial process, which are seen to have created some sort of imbalance in the law, which offers special treatment. These include three different and unique set of cases of which two correspond to the influential decision in Larsen, Greenman, and Henningsen. In the case of Temple v. Wean United, Inc., the court assumed the strict liability in tort as articulated in section 402A of the restatement. This included the comments in that restatement, and in so doing, the court rejected c ontributory negligence as a way of defense. In an earlier case of Lonzrick v. Republic Steel Corp., the court further clarified its decision by recognizing the strict liability in warranty without privity. In the case of Jones v. VIP Development Co. and Blankenship v. Cincinnati Milacron Chemicals, Inc., the court extended the intentional exception to workers compensation immunity tort by articulating that it only applied to where injury was certain to happen. Finally, the court adopted the seminal decision of enhanced injury or crashworthiness in the case of Leichtamer v. American Motors Corp. 39 Akron L. Rev. 909, 909-911. In Ohio State a plaintiff is not barred from recovering damages, which have proximately and directly been caused by the conduct of other persons, one or more. In the case where it is considered that the contributory fault clause of the plaintiff in question is less than that of the combined tortuous conduct of all the other parties of whom the plaintiff seek rec overy of damages, his/her (the plaintiff) recovery is reduced by a sum that is proportionate to the percentage of the plaintiff’s tortuous conduct Ohio Rev. Code Ann.  §Ã‚  2315.33. A good example of tort reform include the Ohio state revised Code section 2315.19 which addresses comparative negligence statute which does not affect the strict liability in any way. This is considered by many, a pro-injured statute which for long has been viewed by scholars as a means of ensuring greater

Impact of Global Warming

Impact of Global Warming Milagros Hoyos Global Warming Global Warming is an international phenomenon where the weather and temperature change unpredictably and fast (when greenhouse gases get trapped in the atmosphere). Since the Industrial Revolution, global warming has increased, affecting Earth by rising its global temperature (which has increased due to the fact that the amount of carbon dioxide and other gases spewing from industrial plants has enlarged). Nevertheless, to understand global warming, one must understand the components intertwined with its occurrence (such as carbon dioxide, greenhouse gases, Ozone O3, Chlorofluorocarbon, and CFCs gases). In addition, one must learn where, why, and how global warming occurs. To begin, one must first know the difference between the terms, weather and climate. Despite the fact that they are related, weather and climate are two distinct things. Weather refers to the atmosphere’s current condition at a specific location on Earth. Weather conditions typically change hourly and refer to a small area. The factors that are included in weather measurements are air temperature, wind speed and its direction, humidity, precipitation, and cloud locations. Although climate does include some of these factors, climate is a measurement of the average weather condition of a large region for a long period of time. Furthermore, climate is measured in decades. Greenhouses gases are another important component of global warming. As everyone knows, the Earth’s atmosphere consists of various different chemical compounds. Among these compounds, there are gases (called greenhouse gases) in our environment that are primarily generated by fossil fuel consumption. Greenhouse gases are vapors that are trapped in the Earth’s atmosphere; they absorb and emit radiation at the rate of thermal infrared. The primary greenhouse gases in Earth’s atmosphere are carbon dioxide, water vapor, ozone, methane, and nitrous oxide. Carbon dioxide (CO2) makes up about eighty percent of primary greenhouse gases. It is a chemical compound, in the state of gas, with a natural, or anthropogenic (caused by human activity), origin. Also having a natural origin, CO2 is emitted by volcanoes, geysers, oceans, lakes, aerobic organisms (through respiration), organic materials (from their decay), land animals (as they exhale, while breathing), and humans (from their breath). In addition, carbon dioxide can be found, naturally, in oil and gas deposits. Regarding its anthropogenic origin, carbon dioxide can also derive from the combustion of fossil fuels (such as gas motor vehicles, fabrics, and manufactures). Furthermore, carbon dioxide can be generated from coal, which is rich in carbon when burned. Carbon dioxide is essential to human life due to the fact that it, as a major greenhouse gas, maintains an average temperature, on Earth, of 59Â ° Fahrenheit (Gore, 2007). Without these gases, the Earth’s surface temperature would drop to around 0Â ° Fahrenheit (Gore, 2007). However, the problem is that an excess of CO2 gases contributes to global warming. There are various researches that suggest that there is a direct correlation between carbon dioxide and temperature. In other words, the more concentrated the CO2 (ppm) in Earth’s atmosphere gets, the higher Earth’s temperature is going to get. Humans cannot stop these gases from naturally occurring, but they can prevent the anthropogenic ones. Consequently, many experts advise people to prevent or reduce the emission of CO2 gases into Earth’s atmosphere. Some ways to prevent the emission of CO2 gases are regulating the emission of pollution, promoting the manufacturer, using electrical or hybrid motor vehicles, and preventing the destruction of forests (which absorb CO2 to form oxygen). Another significant compound in global warming is chlorofluorocarbon (also known as CFCs, or Freon). chlorofluorocarbon is an organic compound that contains carbon, chlorine, and fluorine. This compound is produced as a derivative of propane, methane, and ethane, and is used as a refrigerant, solvent and propellant. Moreover, it has a lifetime of 20 to 100 years. CFCs gases are extremely stable, do not dissolve because of rain, and stay in Earth’s atmosphere for about two years (which is the time it takes them to reach the stratosphere). In the stratosphere, ultraviolet rays hit CFCs molecules (CFCl3) to form chlorine atoms (Cl), which then react with ozone molecules (O3) to form chlorine monoxide (ClO) and oxygen molecules (O2). Later, the free oxygen molecules react with the chlorine monoxides to form chlorine atoms, which are then free to start the process all over again (which slowly destroys ozone molecules). It is known that one CFC molecule can destroy up to 100,000 ozone molecules. Ozone O3 (ÃŽ ¼-O) plays a major role in global warming. Ozone O3 is an inorganic molecule (in its gas state) that forms in the Earth’s atmosphere through photolysis. (Photolysis is a process in which O2 molecules split apart, due to ultraviolet rays, to form individual O molecules, which join together to form O3 molecules, or the ozone.) The formation and destruction of the ozone is steady, with a relative constant concentration and altitude of 10 to 19 miles from Earth’s surface. The ozone layer plays an important role in the warming of the Earth due to the fact that it is meant to prevent the Earth from warming up too much. The Sun’s irradiated rays penetrate Earth’s lower atmosphere and warms its (Earth’s) surface. However, these sunrays are filtered by the ozone layer, which is located in Earth’s stratosphere. The ozone layer protects Earth from ultraviolet rays by reducing the intensity and preventing very high temperatures (which could potentially destroy every animal and human by melting every thing) to occur on Earth. In regard to the relationship between CO2 and the ozone layer, CO2 does not directly affect the ozone layer. What actually occurs is that the ozone’s generation is very slow and gases, such as water vapor and CO2, stay in the atmosphere semi permanently, without physically or chemically changing. Then, when the sun’s rays (ultraviolet rays) are emitted, they pass through the atmosphere, warming the Earth. Nevertheless, this heat cannot leave the Earth because the gases block Earth’s heat from escaping, which makes, consequently, what is known as global warming. The region most affected by global warming, where the climate changes constantly, is the Arctic due to the fact that it is located on a highly sensitive part of Earth. Furthermore, the Arctic region is very thin and suffers from ruptures and melted ice, which destroy the habitat of different animals, such as polar bears. In addition, global warming also affects the native people, plants, and wildlife. One noticeable victim of global warming is The Muir Glacier, located in the Glacier Bay National Park and Preserve, in Alaska. As shown on the left in figure 1 (on the following page), which was taken in August 1941, the glacier once covered the entire ocean between the mountains. Nowadays, as shown on the right in figure 1 (below), which was taken in August 2004, the glacier is barely visible due to the fact that global warming has made most of the ice melt, causing the glacier to shorten by more than 31 miles and thin by more than one kilometer (U.S. Geological Survey, 2014). Figure 1: Muir Glacier To make matters worst, glaciers, such as the Muir Glacier (melting glaciers), contribute to the rising sea levels, which produces coastal flooding and contaminates fresh water supplies. Snow and ice generally act like a security system by cooling the Earth’s layer over the Arctic. Thus, when the ice and snow that covers the Earth melts, the earth absorbs more sunlight and gets hotter. So, is global warming a big issue to consider? As one can see, it is a huge issue. Global warming affects the planet’s temperature, climate change, and is one of the leading problems that face our world today. Carbon dioxide and other greenhouse gases are heating up the atmosphere and are, thus, jeopardizing every day life. This problem is caused by the release of principal human-made greenhouse gases into Earth’s atmosphere. Therefore, humans can prevent global warming through the prevention, replacement, and reduction of CFCs on Earth. Furthermore, by doing these things, humans can save the environment and, in a way, the world! Resources Burroughs, W. J. Climate Change: A Multidisciplinary Approach; Cambridge University Press: Cambridge, 2007. Climate Central, Inc. Global Weirdness: Severe Storms, Deadly Heat Waves, Relentless Drought, Rising Seas, and The Weather of The Future; Pantheon Books: New York, 2012. Goodall, C. Ten Technologies to Save the Planet; Greystone Books: Vancouver, 2010. Gore, A. An Inconvenient Truth: The Crisis of Global Warming; Viking: New York, 2007. Haugen, D. M. Musser, S. Is Global Warming a Threat?; Greenhaven Press: Detroit, 2007. Haugen D., Musser S., Lovelace, K. Global Warming; Greenhaven Press: Detroit, 2010. Joesten, M. Hogg, J. L. CHEM In Your World; Brooks/Cole Cengage Learning: Belmont, 2011. McKibben, B. The Global Warming Reader: A Century of Writing About Climate Change; Penguin Books: New York, 2012. U.S. Geological Survey. Glacier and Landscape Change in Response to Changing Climate. http://www.usgs.gov/climate_landuse/glaciers/repeat_photography.asp (accessed June 23, 2014). Weart, S. R. The Discovery of Global Warming; Harvard University Press: Cambridge, 2003.

Recommendation to Invest in the Animation Industry Essay example -- fi

Introduction After thorough research in the animation industry, it is strongly recommended that the corporation, World-Wide Investment Inc., should invest. Over the years, businesses in the animation industry have come to be known as companies that create feature films, television shows, software, comics, and more for consumers all across the globe. It is a rapidly expanding industry in today’s economy, supplying a worldwide audience with both entertainment and careers. Computer Generated Images (CGI) plays a chief role in movies, including popular films that generate millions of dollars such as the â€Å"Toy Story† series. In contrast, the majority of directors continue to use actors and actresses to play characters, but even then, they may have green screens to create a setting. This proves that animation has still not disappeared. Through business fundamentals, international business, and marketing, it is clear just how positive the animation industry’s future is sha ping up to be and why it is a worthwhile investment. Business Fundamentals The animation industry satisfies consumer needs and wants, because it provides motion pictures that the consumers want to watch like animated feature films, and television shows, and products that the consumers classify they need for survival such as t-shirts. Furthermore, the feedback that the product produces encourages the business in the animation industry to maintain the supply the consumers are obtaining, or even improve it so that there are more potential customers. As a result, they resume selecting, producing, and distributing products that they need or want. Therefore, by investing in this industry, it will expand the market, consequently making World-Wide Investment Inc. h... ....exportcanada.com>. 6. "German Language Facts." English to French, German, Latvian, Russian & Spanish Translation Dictionary - Words and Phrases with Audio - LanguageHelpers.com. N.p., n.d. Web. 3 Jan. 2014. . 7. "Germany - Language, Culture, Customs and Business Etiquette | global-etiquette | resources." The Translation Agency for a complete Professional Translation Service. N.p., n.d. Web. 3 Jan. 2014. . 8. "Tourism in Germany – travel, breaks, holidays." Tourism in Germany – travel, breaks, holidays. N.p., n.d. Web. 3 Jan. 2014. . 9. Wilson, Jack, David Notman, and Lorie Guest. The World of Business. 5th ed. Scarborough, Ont.: Nelson Thomson Learning, 2007. Print.

Professionalism in Nursing Essay

Abstract Nursing requires not only having the education and compassion of helping others; it requires having a professional outlook. Having and displaying a professional outlook requires you to have the attitude and appearance and the willingness to help others. Professionalism in Nursing Professionalism In order to understand the concept of professionalism, we first need to define the word profession. Webster describes profession as a â€Å"chosen, paid occupation requiring prolonged training and formal qualification.† Professionals therefore can be defined as individuals expected to display competent and skillful behaviors in alignment with their profession. Being professional then is the act of behaving in a manner defined and expected by the chosen profession. This framework for professionalism in nursing began with our early roots with Florence Nightingale who set the bar rather high in regards to giving of herself to others and her expectation of excellence in practice. She was an inventor, a visionary, a missionary and she delivered all with a commitment to passion and love. We as nurses are no different. We bear the tremendous responsibility of upholding the values of our profession. Our core nursing values define the driving force that dictates our beliefs and our behaviors.( Welling RE, Boberg JT. 2010) Nursing as a profession embodies many values inherent in those who pursue nursing careers. When nurses are asked to identify their core values, they are surprisingly consistent throughout the profession globally. They include honesty, responsibility, pursuit of new knowledge, belief in human dignity, equality of all patients and the desire to prevent and alleviate suffering. In other words, all of us as nurses have chosen this profession to help others in need and to improve the quality of life for all. That mantra has not changed since the days of Florence Nightingale.( Welling RE, Boberg JT. 2010) So how does this transfer to the expectations of your practice wherever you interface with patients? Your professionalism will be judged in your personal behaviors and how you present yourself to all those around you, and through those behaviors, you tell the world who you are. Components of your professionalism include your attitude, your appearance and your willingness to help others.(Doukas, D.J 2009) Attitude Attitude is everything! The way you view your world and portray that view to others is everything. I am sure that you all can identify someone in your work environment with a terrible attitude that does their best to make the rest of the staff miserable. Unfortunately, many times they are successful pulling everyone into the puddle with them. People behave like this because they are looking for attention and by sucking everyone else into their drama they get that attention and control the environment. This type of behavior is counter to the expectations of the nursing profession to focus on helping others rather than focusing on our own problems. Personal issues need to be left at home and not taken into the work area. There are always going to be times when we face issues in our lives that threaten our positive outlook. I find it helpful to be grateful for everything I have. I believe that waking up in the morning is the best thing that can happen to me and the rest of the day becomes a gift. My mom told me this story about how she had the opportunity to meet a wonderful lady who lost her daughter to cancer recently. A tremendous lesson for her was to be grateful for every minute she had with her daughter and to convert the â€Å"have to’s† to the â€Å"get to’s.† When her daughter was depressed that she had to go for more chemotherapy, she reframed that to the fact that she â€Å"got to† go for more chemotherapy which kept her alive for much longer. If we begin to be grateful for what we have, our whole outlook on life changes and the way we relate to people becomes more meaningful. Be grateful because you â€Å"get to† be a nurse, you get to pick up your kids from sports, you get to go grocery shopping, you get to wake up in the morning: the list goes on and on.(Cruess, R.L 2006)( Blumenthal D. 2009) Appearance There is no way around the fact that people judge you by your personal appearance. Clean scrubs, neat hair, clean shoes and a well groomed look makes the statement that you care about yourself as a person and therefore have the capacity to care about others. People that look sloppy may be perceived by others as unorganized, lazy, and uncaring. If you do not care about yourself, how can you truly care for others? A little attention to how you look goes a long way to display your professionalism.(Welling, R.N 2010)( Blumenthal D.2009) Willingness to Help Others What has amazed me in nursing since I have been going to different clinical sites for 4 years is the observation that nurses do not necessarily support each other as we should. There needs to be solidarity in our profession, and yet, what I have observed, is a more individualized approach where we, as nurses, are more worried about ourselves than the whole of the profession. This translates into your willingness to help others and to work together as a team, as well as speak positively about your profession whenever you can. Remember, your profession is different than your job. At times we, as nurses, may tend to talk negatively about the nursing profession because we do not like where we work, and that you have control over. There is no question that nursing is a tough profession, both physically and mentally, and that with changes in the economy and the pressures of health care reform, the work environment will become even more challenging. To survive and actually thrive in nursing, we will all need to pull together as a profession and begin by working together at the bedside and being great team players willing to support each other. Something magical happens when we give to others; wonderful things begin to come back to us in far greater ways than what we have originally given.(Inui, T.S 2008) Nurses are the most trusted profession in the world; we have so much to give. Show the world how wonderful we are by always putting your best foot forward not only for yourself, but for all of us in this wonderful profession! Make a difference! References Cruess RL, Cruess SR. Teaching medicine as a profession in the service of healing. Academic Medicine 2006; 72: 941-952. Medical Professionalism in the New Millenium: A Physician Charter. Ann Intern Med 2008;136: 243-246 Inui, T.S. A Flag in the Wind: Educating for Professionalism in Medicine. Assoication of American Medical Colleges 2008 Doukas, D.J. Where is the Virtue in ProfPessionalism. Cambridge Quarterly in Healthcare Ethics. 2009; 12: 147-154. Blumenthal D. Nurses in a wired world: can professionalism survive connectivity? The Milbank Quarterly. 2009;80(3):525-46, iv. Panush RS. Not for sale, not even for rent: just say no. Thoughts about the American College of Rheumatology adopting a code of ethics. The Journal of Rheumatology. 2010 May;29(5):1049-57. Chervenak FA, McCullough LB. Neglected ethical dimensions of the professional liability crisis. American Journal of Obstetrics and Gynecology. 2009 May;190(5):1198-200. Welling RE, Boberg JT. Professionalism: lifelong commitmen t for nurses. Archives of Nurses. 2010 Mar;138(3):262-4; discussion 264.

Learning Styles Inventory

LEARNING STYLES INVENTORY The report is the outcome of the project titled â€Å"Learning Styles Inventory† . This project report aims to determine the learning Styles of the employees and also to develop a learning styles Inventory. The management can better understand their faculty and environment, conduct effective and productive meetings, refine conflict resolution skills and assemble more effective teams. India, one of the strongest contenders for the leadership in the Global IT industry, is fast emerging as the â€Å"New† leader, especially in the â€Å"New Economy† services such as Software Development, IT Services and Business Process Outsourcing services. KGFSL, an acclaimed Information Technology (IT) consulting company catering to clients globally has always focused on leveraging new technologies in a proven, cost-effective fashion by the way of developing quality employees. Everybody has a preferred learning style. Knowing and understanding the learning style helps one to learn more effectively. Through identifying the learning style, one will be able to capitalize on his strengths and improve the self-advocacy skills. Howard Gardner's Multiple Intelligence Theory which teaches many aspects of human intelligence, learning style, personality and behaviour – in education and industry forms the major input for the study. The study was conducted with a sample of 80 employees of the company,who were actually involved in developing the financial business solution softwares . The sample represented the entire population . The researcher collected primary data from the respondents by means of questionnaire. The Questionnaire is divided into three parts namely, ‘Personal variables’, ‘Training programs’, and ‘Learning Styles’. Multiple Intelligence questionnaire was completed by the respondents and their scores as Visual, Aural, Linguistic, Kinesthetic, Logical, Solitary and Social learners were recorded. The topic Learning Styles Inventory is relevant for modern era. People have preferences about how they like to learn (learning style). This learning preferences sometimes account for problems in learning. The problem may not be entirely due to their learning style but also due to their previous experience. From the cohort of employees of KGFSL it was found that Visual, Aural and Logical Intelligences were dominant with them. Also a high degree of correlation is found to exist between the Visual and Social intelligences. Hence it is suggested that the training materials emphasis on interaction coupled with pictorial and diagrammatic representations, multimedia applications utilising sounds and music and procedural flow of concepts need to be incorporated while designing the training materials to exploit the available human talent. LEARNING STYLES INVENTORY A learning style is the method of learning, particular to an individual that is presumed to allow that individual to learn best or Learning styles are simply different approaches or ways of learning. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Based on this concept, the idea of individualized â€Å"learning styles† originated in the 1970s, and has gained popularity in recent years. Learning style Inventory(LSI) will provide details of different learning preferences and to determine a student’s learning style. The LSI diagnoses an individual’s preferences and needs regarding the learning process. It does the following: 1) Allows students to designate how they like to learn and indicates how consistent their responses are 2) Provides a foundation upon which teachers can build in interacting with students 3) Provides possible strategies for accommodating learning styles 4) Provides for student involvement in the learning process 5) Provides a class summary so students with similar learning styles can be grouped together. Everyone has a mix of learning styles. We each learn and process information in different ways. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are the styles fixed. The learning style of one may have more influence than he may realize. Using multiple learning styles and â€Å"multiple intelligences† for learning is a relatively new approach. Multiple Intelligences Theory posits that there are seven ways people understand in the world, described by Dr. Howard Earl Gardner in 1983 as seven core intelligences. It suggests that the traditional notion of intelligence, based on I. Q. testing, is far too limited. Instead, Dr. Gardner proposes seven different intelligences to account for a broader range of human potential in children and adults. Types Of Multiple Intelligence : Visual (spatial) intelligence – prefers using pictures, images, and spatial understanding. Aural (auditory-musical) intelligence – prefers using sound and music. Verbal (linguistic) intelligence – prefers using words, both in speech and writing. Physical (kinesthetic) intelligence – prefers using your body, hands and sense of touch. Logical (mathematical) intelligence – prefers using logic, reasoning and systems. Social (interpersonal) intelligence – prefers to learn in groups or with other people. Solitary (intrapersonal) intelligence – prefers to work alone and use self-study. According to Gardner, intelligence is much more than IQ because a high IQ in the absence of productivity does not equate to intelligence. In his definition, â€Å"Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture†. The visual (spatial) learning style – Picture Smart The visual style learners, prefer using images, pictures, colors, and maps to organize information and communicate with others to retain information. They can easily visualize objects, plans and outcomes in their mind’s eye. They also has a good spatial sense, which gives them a good sense of direction. They can easily find their way around using maps, and rarely get lost. When they walk out of an elevator, they instinctively know which way to turn. Learning strengths : =; Remembers what they read and write. ; Enjoys visual projects and presentations. =; Can remember diagrams, charts, maps well. =; Understands information best when they SEE it. Traits : =; Prefers to see words written down =; When something is being described, the visual learner also prefers to have a picture to view. =; Prefers a time-line or some other similar diagram to remember historical events. =; Prefers written instructions rather than verbal i nstructions. =; Observes all the physical elements in a classroom. =; Carefully organizes their learning materials. ; Enjoys decorating their learning areas. =; Prefers photographs and illustrations with printed content. =; Remembers and understands through the use of diagrams, charts and maps. =; Appreciates presentations using OHP transparencies or handouts. =; Studies materials by reading notes and organizing it in outline form =; Enjoys visual art activities The aural (auditory-musical-rhythmic) learning style – Music smart These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. They have a good sense of pitch and rhythm. They typically can sing, play a musical instrument, or identify the sounds of different instruments. Certain music invokes strong emotions. They notice the music playing in the background of movies, TV shows and other media. They often find themselves humming or tapping a song or jingle, or a theme or jingle pops into their head without prompting. Learning strengths: =; Remembers what they hear and say. =; Enjoys classroom and small-group discussion. =; Can remember oral instructions well. =; Understands information best when they HEAR it. Traits: =; Remembers what they say and what others say very well. =; Remembers best through verbal repetition and by saying things aloud. =; Prefers to discuss ideas they do not immediately understand. =; Remembers verbal instructions well. =; Enjoys the opportunities to present dramatically, including the use of music. =; Finds it difficult to work quietly for long periods of time. =; Easily distracted by noise, but also easily distracted by silence. =; Verbally expresses interest and enthusiasm. =; Enjoys class and group discussions. The physical (bodily-kinesthetic) learning style – Body smart Kinesthetic learners learn through , moving, doing and touching. If the physical style is more like them, it’s likely that they use their body and sense of touch to learn about the world around them. They would prefer to pull an engine apart and put it back together, rather than reading or looking at diagrams about how it works. They have the ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e. . ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information. Learning strengths: =; Remembers what they DO, what they experience with their hands or bodies (movement and touch). =; Enjoys using tools or lessons which involve active/practical participation. =; Can remember how to do things after they've done them once (motor memory). => Have good motor coordination. Traits => Remembers what they DO very well. => Remembers best through getting physically involved in whatever is being learnt. > Enjoys acting out a situation relevant to the study topic. => Enjoys making and creating. => Enjoys the opportunities to build and physically handle learning materials. => Will take notes to keep busy but will not often use them. => Enjoys using computers. => Physically expresses interest and enthusiasm by getting active and excited. => Has trouble staying still or in one place for a long time. => Enjoys hands-on activities. => Tends to want to fiddle with small objects while listening or working. => Tends to want to eat snacks while studying. The verbal (linguistic) learning style – Word Smart Linguistic learners find it easy to express themselves, both in writing and verbally. They love reading and writing. They like playing on the meaning or sound of words, such as in tongue twisters, rhymes, limericks and the like. They know the meaning of many words, and regularly make an effort to find the meaning of new words. They use the words, as well as phrases that the other person have picked up recently, when talking to others. The logical (mathematical) learning style – Logic Smart Logical learners like using their brain for logical and mathematical reasoning. They can recognize patterns easily, as well as connections between seemingly meaningless content. They can classify and group information to help so that they can learn or understand it. The logical learners work well with numbers and can perform complex calculations. They remember the basics of trigonometry and algebra, and can do moderately complex calculations in their head. They typically work through problems and issues in a systematic way, and like to create procedures for future use. They are happy setting numerical targets and budgets, and track their progress towards these. They like creating agendas, itineraries, and to-do lists, and typically number and rank them before putting them into action. These learners ask lots of questions and like to do experiments. The social (interpersonal) learning style – People smart If one has a strong social style, he communicates well with people, both verbally and non-verbally. People listen to these learners or come to them for advice, and they are sensitive to their motivations, feelings or moods. They listen well and understand other’s views and may enjoy mentoring or counseling others. The social learners typically prefer learning in groups or classes, or like to spend much one-on-one time with a teacher or an instructor. They heighten their learning by bouncing their thoughts off other people and listening to how they respond. They prefer to work through issues, ideas and problems with a group. They thoroughly enjoy working with a â€Å"clicking† or synergistic group of people. The people smart prefer to stay around after class and talk with others. They prefer social activities, rather than doing their own thing. They typically like games that involve other people, such as card games and board games. The same applies to team sports such as football or soccer, basketball, baseball, volleyball, baseball and hockey. These social learners are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation. They use both verbal (e. g. speaking) and non-verbal language (e. g. eye contact, body language) to open communication channels with others. The solitary (intrapersonal) learning style – Self Smart Solitary learners are more private, introspective and independent. They can concentrate well, focusing their thoughts and feelings on their current topic. They are aware of their own thinking, and may analyze the different ways they think and feel. They spend time on self-analysis, and often reflect on past events and the way they approached them. They take time to ponder and assess their own accomplishments or challenges. They keep a journal, diary or personal log to record their personal thoughts and events. The self smart like to spend time alone and have a personal hobby. They prefer traveling or holidaying in remote or places, away from crowds. They feel that they know themself and think independently. They may have attended self-development workshops, read self-help books or used other methods to develop a deeper understanding of themself. These solitary learners prefer to work on problems by retreating to somewhere quiet and working through possible solutions. They may sometimes spend too much time trying to solve a problem that they could more easily solve by talking to someone. They feel a deep sense of dissatisfaction if they don’t know their current direction in life. Inshort the self smart have the ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. As per the multiple intelligence theory these learning styles provide absolutely pivotal and inescapable indication as to people's preferred learning styles, as well as their behavioural and working styles, and their atural strengths. The types of intelligence that a person possesses (Gardner suggests most of us are strong in three types) indicates not only a persons capabilities, but also the manner or method in which they prefer to learn and develop their strengths – and also to develop their weaknesses. The pressure of possible failure and being forced to act and think unnaturally, have a significant negative influence on learning effectiveness. Happy relaxed people learn more readily than unhappy stressful people. Develop people through their strengths and we not only stimulate their development – we also make them happy (because everyone enjoys working in their strength areas) – and we also grow their confidence and lift their belief (because they see they are doing well, and they get told they are doing well too). Developing a person's strengths will increase their response to the learning experience, which helps them to develop their weaknesses as well as their strengths The different intelligences – in Gardner's context are not a measure or reflection of emotion type. Intelligences are emotionally neutral. No type of intelligence is in itself an expression of happiness or sadness; nor an expression of feeling good or bad. In the same way, the multiple intelligences are morally neutral too. No type of intelligence is intrinsically right or wrong. In other words intelligences are amoral, that is, neither moral nor immoral – irrespective of a person's blend of intelligences Intelligences are separate to the good or bad purposes to which people apply whatever intelligences they possess and use. Intelligences are not in themselves good or bad. People possess a set of intelligences – not just one type and level of intelligence. The primary driver of Gardner's thinking is the fact, or assertion, that intelligence is not a single scalable aspect of a person's style and capability. Historically, and amazingly a perception that still persists among many people and institutions and systems today, intelligence was/is thought to be measurable on a single scale: a person could be judged – supposedly – to have a high or low or average intelligence; or a person would be considered ‘intelligent or ‘unintelligent'. Gardener has demonstrated that this notion is ridiculous. Intelligence is a mixture of several abilities (Gardner explains seven intelligences, and alludes to others) that are all of great value in life. But nobody's good at them all. In life we need people who collectively are good at different things. A well-balanced world, and well-balanced organisations and teams, are necessarily comprised of people who possess different mixtures of intelligences. This gives the group a fuller collective capability than a group of identically able specialists. By the same token a person who struggles with language and numbers might easily be an excellent sportsman, or musician, or artist. Many very successful business-people were judged to be failures at school. They were of course judged according to a very narrow definition of what constitutes intelligence. Each one of us has a unique and different mix of intelligence types, and commonly the people with the least ‘conventional' intelligence actually possess enormous talent – often under-valued, unknown and under-developed. Gardner pointed out that managing people and organising a unique mixture of intelligence types is a hugely challenging affair. Gardner said that one should not judge and develop people (especially children, young people, and people at the beginnings of their careers) according to an arbitrary and narrow definition of intelligence. We must instead rediscover and promote the vast range of capabilities that have a value in life and organisations, and then set about valuing people for who they are, what they can be, and helping them to grow and fulfill their potential. The seven intelligences are a bloody good first step towards valuing and developing people in a more compassionate and constructive way. One of the most remarkable features of the theory of multiple intelligences is how it provides seven different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. The theory of multiple intelligences has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the pportunity to develop through courses, hobbies, or other programs of self-development. The seven intelligences are measurable, we know what they are, what they mean, and we can evidence or illustrate them. However the potential additional human capabilities, perceptions and attunements, are highly subjective and complex, and arguably contain many overlapping aspects. Criticisms: The theory has been widely criticized in the psycho logy and educational theory communities. The most common criticisms are, ? Gardner's theory is based on his own intuition rather than empirical data and that the intelligences are just other names for talents or personality types. ?Intellectual relativism: People have differing abilities within these types of intelligences. Albert Einstein and a person who is good at mathematics both display logical-mathematical intelligence, but at no point does the theory say that all people with the logical-mathematical intelligence are equally intelligent. Despite these criticisms, the theory has enjoyed a great deal of popularity amongst educators over the past twenty years. Multiple Intelligence theory served as a base for the development of the questionnaire on learning syles. The Questionnaire is divided into three parts namely, ‘Personal variables’, ‘Training programs’, and ‘Learning Styles’. Based on the details elicited an Inventory of learning styles is made. Deciding on the learning styles will provide for the proper development of the training content. This content when matched with the learning preference of the target it will contribute to the success of the training program. Furthermore tips for Trainers is also given. Learning styles are simply different approaches or ways of learning. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Through identifying the learning style, one will be able to capitalize on his strengths and improve the self-advocacy skills. The need to retrain during the career has increased over the past 20 years. As economies and job roles change faster and faster, the ability to learn well, adapt to change and stay mentally healthy has an increasing importance n the future employment & livelihood. Most employees have elements of more than one learning style. It may be useful for the employees to think about their strongest style and weakest style to identify how they learn. By thinking about their preferred style, they can try and apply this to learning new things. If they are able to use their natural style, they may find learning much easier and quicker. Knowing the learning style may help the employees to develop coping strategies to compensate for the weaknesses and capitalise on strengths. It can no longer be assumed that all employees will achieve by being taught the same way, and consequently new teaching practices are required. The interchange between tutee and tutor plays a vital role in the dynamics of a session. Because of this, it is very important that the tutor uses appropriate and varied tutoring techniques. BIBLIOGRAPHY BOOKS ?A. K. Sah, Systems Approach to Training and Development,Sultan Chand And Sons , Reprint 1992, pp 135-145. ?Ahwathappa. K. , Human Resource Management and personnel Management,Edition 2002,pp 408-421. Anthony Landale, Training and Development-A complete handbook, John Wiley & Sons Ltd, First edition-2004, pp 47,48,67-72. ?C. R. Kothari, Research Methodology ,New age International Publishers, Reprint edition 2006, pp 2 -3, 258-270. ?E. D. Setty, A Practical handbook on Training, Himalaya Publishing House,First edition-2003, pp 42-56,171-180. ?John Braton,Gold Human Resource Management, MacMillan, Edition 1994,pp 666-678. ?Martyn Soloman, A Handbook for Training Strategy, Mohit Publications, First edition-2001, pp 32-38. ?P. L. Rao, HRD Through in-house Training, TATA Mc. GrawHill, First edition-1995,pp 163-174. ?Sumathi Reddy, Training and Development Trends and experience, Himalaya publishing House, First edition-2003, pp 123-138. ?T. V. Rao, Readings in HRD, Mohit Publications, Fourth edition-2003, pp 142-149. ?Udai Pareek, Training Instrument in HRD and OD, New Age International Publishers, Second edition-2003,pp 351-354. ?Vijaya Kumari kaushik, S. R. Sharma, Education and Human Resource development, Sultan Chand and Sons, Reprint-2004,pp 284-297. ?Wendell L. French, Human resource development, Houghton Mittlin Company Boston, New Jersey, 1990, pp 326-331. JOURNALS Colleen Aalsburg Wiessner, Tim Hatcher, Diane Chapman, Julia Storberg-Walker,† Creating new learning at professional conferences: an innovative approach to conference learning, knowledge construction and programme evaluation†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 367 – 383. ?David McGuire, Thomas N. Garavan, David O'Donne ll,Sudhir K. Saha, Maria Cseh,â€Å"Managers' personal values as predictors of importance attached to training and development: a cross-country exploratory study†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 335 – 350 Steven Eric Krauss, Khaw Ai Guat , † An exploration of factors influencing workplace learning†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 417 – 426 ? Yahn-Shir Chen, Bao-Guang Chang, Chia-Chi Lee ,†The association between continuing professional education and financial performance of firms†, The International Journal of Human Resource Management, Volume 19, Issue 9 September 2008 , pages 1720 – 1737. WEBSITES ?MargaretC. Lohman,http://books. google. co. n/books? id=FueGlAOAM9IC&pg=PA118&lpg=PA118&dq=factors+affecting+learning+styles&source=bl&ots=FJHLBiCAdd&sig=PAggcKGlja0C1NN3YYZSo1sB_o8&hl=en&sa=X&oi=book_result&resnum=7&ct=result#PPA1 19,M1 ? Bethany R. Hartshorn, Dante R. Hill, and Dominique F. Keaton , http://www. learning -styles-online. com/inventory/ ? Colin P West and Tait D Shanafelt, http://www. dominican. edu/query/ncur /display_ncur . php? id=3159 ? French W. L , http://www3. interscience. wiley. com/journal/119534767 ? Paulet &

Romanticism and Transcendentalism essays

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Organization development Essay Example | Topics and Well Written Essays - 2000 words

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