Shirley Jackson`s “The Lottery” Free Essays

In â€Å"The Lottery†, Shirley Jackson displays how far people have strayed from the face of humanity through corrupt faddism. The author begins by describing June 27th as a perfectly normal summer day in a small village of only a few hundred people. Mr. We will write a custom essay sample on Shirley Jackson`s â€Å"The Lottery† or any similar topic only for you Order Now Summers, the head in charge of the lottery, goes through a great deal of preparation before the lottery event. He must write up the names of each head member of the family and the family’s members some time before the faithful day and place them in a worn, shabby black box. Although the ritual has become old in its years, the villagers still remember the process and to gather small stones and throwing rocks for the end of the event. The lottery begins with Mr. Summers calling the head of the families to come and pick out a slip of paper from the black box. As each head of the family opens their paper simultaneously, Bill Hutchinson opens his to see that his family has received the marked paper. Tessie Hutchinson, Bill Hutchinson’s wife, becomes slightly hysteric as she begins to claim that her husband has been cheated in this unfair ritual. This bout of hysteria is quickly hushed, and the Hutchinson family individually draws out papers to find the lucky winner. Mrs. Hutchinson is found with the black dot marring her paper. She is then drawn into a circle as the town villagers prepare for the end of their annual lottery. In the short story, Mrs. Delacroix shows how her support and resolution makes her a positive role model. Mrs. Delacroix is portrayed as one of Tessie Hutchinson’s friends of the village, they speak as if there are no horrors to come in only moments after their conversation. The small exchange between the two women shows their close relationship and comfortability around each other. Later, after the Bill Hutchinson receives his marked paper, Mrs. Delacroix tries to sedate Tessie’s whimsical exclamations by telling her to remain calm. Mrs. Delacroix knows all too well that one must not protest or act against this sacramental process. She attempted to diffuse a situation before it got out of hand and disrupted the process of the lottery’s typical ritual. In conclusion, Mrs. Delacroix is one of the most positive role models, in Shirley Jackson’s â€Å"The Lottery†, which is shown through her support and resolute thoughts. How to cite Shirley Jackson`s â€Å"The Lottery†, Papers

Accounting and Finance Wide-Range of Approaches

Question: Describe about the Accounting and Finance for Wide-Range of Approaches. Answer: Introduction There are conflicting perspectives present on adult learning as well as separate it from early childhood developmental practices and wide-range of approaches to learning. According to Taylor and Laros (2014), most of the authors believe that all styles of learning are applicable to early childhood and adult learning in relation with healthy learning environment. (Knowles, Holton and Swanson (2014) suggest that this literature review section deals with importance of integrating adult learning principles in designing as well as implementing writing training workshops. In this particular assignment, it is looked at the recent and relevant research on adult learning as well as training and technical communication. There was summary of findings present as well as assumptions underlying adult learning and related recommendations for effective course design. In the conclusion, it is mentioned that adults learn best in hands-on as well as applied situations. As rightly said by Simonson et al . (2014), successful workplace training designs ways for emphasize by extreme level of motivation. Problem Statement: Adult Needs are rarely addressed in training Scott (2016) argued that cause of unsuccessful outcomes takes place for workplace training classes and writing classes. On the contrary, the failure takes principles of adult learning into account. Mostly, needs of adult learners are not completely addressed and learners fails in applying concepts from training lessons on-the-job tasks. In training participants, it fails in applying learned concepts and attributed such as: Poor Teaching In case of adult learning needs, learning styles are completely integrated towards designing of training curricula like technical workshops, scientific writing workshops as well as inappropriate delivery methods for attainment of desired outcomes. Ross-Gordon and Murray-Johnson (2015) suggested that adult learning means four broad principal stages such as concrete experiences, active experimentation as well as reflective observation and abstract conceptualization. Therefore, it mainly relies upon traditional classroom approaches for rendering lecturing information focusing on rules and formulas. On the other hand, training courses should meet the needs of the adults by rendering sufficient concrete examples and allocated time especially for active experimentation. Teaching approaches majorly reflects upon the actual workplace situations as well as on-the-job writing tasks. Lack of Aptitude Reece and Walker (2016) suggest that participants fail in applying training course concepts as they lacks necessary skills. It requires basic up-front skills assessment such as collection of writing samples as well as analyzing prior to training course. On the contrary, trainers mostly lack actual sense of participants skills level and getting familiar with relevant concepts as well as strategies. Addition to that, writing courses fails in including time for in-class application of concepts for developing those concepts. Lack of Motivation According to Park, Robinson and Bates (2016), there is extreme lack of motivation present in adult learners when they fail in viewing connection between presentation of concepts in training and on-the-job tasks at the same time. On the other hand, most of the participants shows unwillingness in engaging in learning and lacks direct application to their real-life scenarios. In case of writing courses, it fails in situating concepts from actual context of work. It fails in encouraging the professionals who want to change with the current writing strategies in the upcoming future. Cost of changes practices As suggested by Ozuah (2016), there are two reasons for why training programs failing in achieving the desired outcomes. Training concepts mostly contradicts existing habits as well as practices for applications. These outcomes involve participants who lack proper understanding of organizational need in taking new approach. It is the belief involving proposed change that violates core values of diverse group. This is mainly for professionals who are not experienced in tacking the difficulty in an organization. On the other hand, if the training courses fails in convincing the changed existing writing practices, then it will result in improved process from where personally it can benefits largely. Andragogy As rightly said by Knowles, Holton and Swanson (2014), Andragogy is the art as well as science of helping adults in learning. Knowles is the father of Andragogy and designed five factors discussing adult learning. According to Merriam and Bierema (2013), there are five assumptions of Andragogy that mainly describes adult learner as a person: Has an independent self-concept as well as direct his or her own learning activities Has necessary learning needs in relation with changing social roles Is highly motivated for learning by internal in relation with external factors Has accumulated enough reservoir of life experiences from rich resources of own learning Shows interest in immediate application of own knowledge and problem-centered at the same time Knowles used the above principles for proposing program in designing as well as implementation of adult learning. He mainly acknowledges principles mainly outlining adult education .The focus of the theory involves development of Andragogy. Some of the key philosophy of Adult Learning and their implications for preparation design are as follows Adult Learning Principle Implication for Training Design Hsu, Hamilton and Wang (2014) suggested that it is viewed that Adults mainly brings real-life experience as well as knowledge to the learning environment. It involves work-related family as well as community circumstances and events. They learn things best when relates new knowledge as well as information from previously learned knowledge, experiences and information. It is advisable to provide opportunities for learners in reflecting upon as well as sharing their existing knowledge and experience It is recommended in creating learning activities involving usage of past experience and knowledge As per Merriam and MacKeracher (2013), it is essential to ask the learners for identifying the similarities and dissimilarities of what they learn and what they already know and understand Adults mostly like and prefer self-directed as well as autonomous learning Designing training after understanding the needs and goals of adult participants Asking participants what they need to learn Providing adult learner action-planning tools as well as templates that will help in developing self-directed efforts and facilitating learning activities Providing wide-range of opportunities for adult learners in directing through guided inquiry as well as self-facilitated small-group discussions Adults mostly have self-pride as well as desire respect at the same time Learning involves high risk as well as possibility of failure, designing training for minimizing learners risk and embarrassment Creation of flexible training programs Adults shows interest in learning from wide-variety of factors such a personal aspirations, external imposed expectations as well as internal desire or interest for providing service to others It is recommended in making strong connection between learning content and long-term objectives in work and life Learning Theories related to Adult Learning Action Learning Hsu, Hamilton and Wang (2014) states, Action Learning is one of the most common used terms in relation with adult learning in related business settings. It aims at holding similarities in education community in a variety of forms of replication used in case of organization development. This is one of the approaches for working and developing phases in working for real projects for future analysis purpose. This is one of the approaches of adult learning for processing used in forming groups. It is the balanced as well as diverse groups enhancing learning process in bringing significant contributions for learning community. In action knowledge, participants employment in small groups especially on genuine scheme or problem as well as learning from that activity. Kessels (2015), Researchers mainly gather information from Service Company and undergo training sessions for helping in increasing in data acquisition numbers. Most of the small groups forming and learning coach aims at assisti ng brainstorming and development of new techniques from potential industry sources. Techniques are mostly developed from groups test and refining them at the same time It was agreed by Kaufman (2015) that, it requires setting of improved data gathering techniques as well as understanding of the methods to use it as far as possible. Pros of Action Learning Action Learning means working in small groups by solving real world problems According to Hsu, Hamilton and Wang (2014), Action Learning means diverse group dynamics involving members with expert knowledge allowing members for significant contribution. On the contrary, Group members mostly get benefits from teach coaches who acts as facilitators as well as organizers and motivators at the same time. Cons of Action Learning Action learning faces various challenges imposed from group dynamics Action learning faces difficulty in ensuring consistency in and across groups as well as maintaining sessions in case of learning program It leads to difficulty in balancing accomplishing work with learning from specified work Experimental Learning As opined by Jarvis (2016), Experimental Learning is a cyclical process in setting goals, experimenting as well as thinking planning and making final decisions. It is one of the learning theories for operating on the premise for learning best from their prior experiences. On the contrary, this theory builds upon experience and is holistic learning approach. This holistic knowledge approach means the beginner in utilizing his or her experiences as well as learning strengths in the process for constructing knowledge (Hsu, Hamilton and Wang 2014). Pros of Experimental Learning Experimental learning takes place with the help of direct involvement as well as reflection Experimental learning brings out own life experiences depending upon the learning situation Experimental learning aspects depends upon increased motivation as well as material retention Cons of Experimental Learning In case of experimental adult learning, lot of time and resources are required for student as well as instructor Hsu, Hamilton and Wang (2014) suggest Learners requires in bringing out differing cultural experiences and related perspectives of learning experiences. This particular theory fails in understanding as well as explaining changes and new experiences at the same time Project-based learning In this type of knowledge, students mainly work in groups for solving the demanding problems that are mostly genuine in nature and often interdisciplinary at the same time. Learners mostly decide upon how to approach a particular problem as well as pursuing of activities (Hsu, Hamilton and Wang 2014). This is mainly comparable with project-based learning strategies such as learning by design. Learners aim at gathering wide-variety of information from potential sources as well as deriving knowledge from it. On the other hand, the main role of the teacher is to guide as well as advice in comparison with managing student work. Pros of Project-based learning Project-based learning enables learner in giving chance to work on certain real-life scenarios on large scale. This involves management training especially in restructuring corporations. This type of learning allows cooperative learning situations building teamwork as well as collaboration skills in most of the adult learning situations (Hsu, Hamilton and Wang 2014). Cons of Project-based learning Project-based learning cannot be always considered as best learning method as dealing in wide-range of cultures as well as backgrounds. This is because analytic methods vary largely from one society to other (Taylor and Laros 2014). Self-Directed Learning Self-Directed Learning is the informal as well as incidental learning and considers as heart of adult teaching. It is mostly learner-centered center as well as lessons can be learned from real-life experiences (Hanlin 2015). On the other hand, This is an informal type of learning method. It is the process whereby individuals takes required accountability for their own type of knowledge process by personal education needs, implementing strategies as well as identification of resources and evaluating the outcomes. Pros of Self-Directed Learning Self-Directed Learning integrated with daily routines Self-Directed Learning triggered by certain internal as well as external motivation It is an inductive process concerning reflection as well as action This type of learning links with learning to others Cons of Self-Directed Learning In this type of learning, learners are mostly self-directed depending upon the situation. They will fail to act for varied situations personally Adults do not prefer self-directed learning options. Adults practicing self-directed learning engage mostly for formal educational experiences like teacher-directed courses. Self-Directed Learning is mostly unstructured as learning gets easily distracted by own needs, values as well as assumptions and misperceptions According to research, adults fails in engaging in self-directed learning as it lacks independence, resources and confidence at the same time There is less research conducted especially on self-directed learning Ways to stimulate Adult learner Introduction of learning technology as well as altering agency increases the importance of grown person knowledge techniques. It leads to the problems associated in motivating the adult learners (Gibson 2016). Adults mostly have lot of things on their minds. Some of the tips for motivating adults learners are as follows: Creation of useful as well as relevant learning experiences based upon age group and interests of adult learners- It mainly emphasize upon practical knowledge as well as designing immediate relevancy (Collins 2013). Learning materials puts into practice for future analysis purpose. On the contrary, Adult learners appreciate practical knowledge in comparison with facts as well as theories. Building community as well as integration of social media- Social media is one of the powerful tools involving collaboration as well as commenting and sharing. It can facilitate group for discussions in communities (Knowles, Holton and Swanson 2014). Challenging through games Accommodating individual interests as well as career goals Stimulating learners Learning through mistakes Adult Learning Techniques It is important to understand the fact that adult-learning techniques are mostly learner-centric demonstrating high-tech. There are various adult learn techniques focusing mainly on the adult knowledge strategy and procedure for attractive adult learner from their past learning experiences (Brousseau 2015). Adult Learning Principles Principle of Active Learning- One of the adult learning principles include active participation such as through discussion, feedback as well as activities for creating more learning and passive listening or reading (Brookfield 2013). On the contrary, Presenter should find ways in reducing the amount of content covered as well as allowed participants in discussing the content with each other. Principles of Problem-centric- This principle means that adults come for seeking guidance and expecting to get their problems solved. They are majorly problem-centric in comparison with content-oriented by the presenter (Brockett 2014). Principles of Previous Experience- This particular principle involves new information in linking with previous knowledge as well as experience (Knowles, Holton and Swanson 2014). Principles of Relevance- If particular information are presented and not relevant from the viewpoint of listener, it will fail in gaining attention in any form. If concepts are complicated then listeners will lose attention at the same time (Bradley, Rachal and Harper 2013). Principle of Emotional Connection- It is necessary to link new information from previous knowledge as well as experience. It mainly allows participants for discussing on new information connection for future analysis purpose. Fear is not a good motivator for learning and causes brain in reacting with flight syndrome. Fear is one of the factors that hamper real learning process (Knowles, Holton and Swanson 2014). On the contrary, Speaker should brief the adult participants relating emotional stories or experiences for reflecting and learning from their feelings. Principle of Self-Learning- It is one of the principles of adult learning whereby adult learners should have some of the strong beliefs on the subject-learned. This particular belief enhances their learning as well as participating in specific activity and content belief in teaching (Barkley, Cross-and Major 2014). Principle of Alignment- Adult mostly expects that presenter content as well as learning outcomes for aligning together in synchronized way (Taylor and Laros 2014). If particular learning outcomes fail in matching the content, then learner feels disconnected and future learning is hampered. Principle of Fun- Presenter should make learning as a fun activity and facilitate learning filled with laughter (Anderson 2016). Conclusion At the end of the study, it is important to understand the fact regarding multitude of theories in relation with adult learning. Each of the theory contains independent factors depending upon varied situation by the beginner. It depends upon investigate especially by authors. Theory is explained above with relevant current theories in adult learning. Adults show interest in learning new things depending upon the status and roles in and within organization. Trainers should enroll both senior as well as junior-level professionals especially in training courses in encouraging interaction at the same time. It requires demonstrating specific values involving training to senior members in workplace training. It is necessary to measuring as well as assessing junior-level progress with the help of training. It is important to ensure innovative ways for training content in alignment with organizational responsibilities. . It is necessary in incorporating enough time especially for perform at the preparation workshop. Adults need strengthening in the learning procedure for encouraging correct modes of performance. It is advisable to the trainers in incorporating reinforcement early especially in the training process. It relies upon strengthening on usual basis. It requires encouraging new skill development as well as sustains preferred practices. Recommendations It is recommended that trainers should investigate on writing problems as presented in the organization just before the training sessions. It is because adults learn best if the present topic refers immediate value. It is necessary to clearly defining the objectives and explains on the specific writing tasks. It requires discussing as well as using examples from participants own writing. Adults approach learning considered as problem-solving process. It mainly aims at focusing on specific workplace-related problems. It requires encouraging participants in formulating own questions as well as problems. Teaching the writing process is necessary linking with real-life project context. It should involve in-class writing tasks for the potential participants in solving complex work issues. It is recommended in focusing mainly on definable as well as workplace competencies. Adults mostly rely upon reflection process in relation with learning facilitation in the most appropriate way. It prov ides participants with common vocabulary in relation with conceptualizing document development as well as management evaluation at the same time. It requires asking participants for evaluating their own writing. It measures training process as well as effectiveness at specified interval of time. Incorporating participants as well as lessons, assessment involves at usual intervals from training sessions. Adults require playing a dynamic role especially in their culture process. It requires learning directly from the integrated participant goals. Incorporation of problem-based approach involves learning from simulations as well as participant presentations and case studies. It is recommended to the trainer for including attributes such as planning, drafting as well as revision activities in class. Adults requires in retaining information especially from training classes. It ensures that each participant should have clear understanding regarding the course content as far as possible. Reference List Anderson, M.J., 2016. Learning Assessment Methods that Enhance Learning Outcomes in Adult Distance Learning Courses. Barkley, E.F., Cross, K.P. and Major, C.H., 2014. Collaborative learning techniques: A handbook for college faculty. John Wiley Sons. Bradley, J.B., Rachal, J. and Harper, L., 2013. Online Professional Development for Adults: Utilizing Andragogical Methods. Technology Use and Research Approaches for Community Education and Professional Development, p.171. Brockett, R.G., 2014. Teaching adults: a practical guide for new teachers. John Wiley Sons. Brookfield, S.D., 2013. Powerful techniques for teaching adults. John Wiley Sons. Brousseau, N.W., 2015. Identifying adult second language teachers' perspectives on andragogy linked with pedagogy in a classroom setting (Doctoral dissertation, CAPELLA UNIVERSITY). Collins, M., 2013. On contemporary practice and research. Boundaries of adult learning, pp.109-119. Daugherty, R.A., 2013. The Volunteer Teacher SeriesTeaching Adults. Gibson, K., 2016. Teaching Adults: Hidden but Somewhat Obvious Elements to Consider. Hanlin, L., 2015. Brookfield, SD (2013). Powerful Techniques for Teaching Adults. Adult Learning, 26(4), p.174. Hsu, J., Hamilton, K. and Wang, J., 2014. Guided independent learning: a teaching and learning approach for adult learners. International Journal of Innovation and Learning, 17(1), pp.111-133. Jarvis, D.H., 2016. How to teach adults: Plan your class, teach your students, change the world. International Review of Education, pp.1-3. Kaufman, E., 2015. Correlation study of adult educators' facilitation experience, professional/academic discipline, and andragogy practices (Doctoral dissertation, UNIVERSITY OF PHOENIX). Kessels, J.W., 2015. Andragogy in a Knowledge Society. Knowles, M.S., Holton III, E.F. and Swanson, R.A., 2014. The adult learner: The definitive classic in adult education and human resource development. Routledge. Merriam, S. and MacKeracher, D., 2013. The new update on adult learning theory. New Directions for Adult and Continuing Education. Instructor. Merriam, S.B. and Bierema, L.L., 2013. Adult learning: Linking theory and practice. John Wiley Sons. Ozuah, P.O., 2016. First, there was pedagogy and then came andragogy. Einstein journal of Biology and Medicine, 21(2), pp.83-87. Park, S., Robinson, P. and Bates, R., 2016. Adult Learning Principles and Processes and Their Relationships with Learner Satisfaction: Validation of the Andragogy in Practice Inventory (API) in the Jordanian Context. Reece, I. and Walker, S., 2016. Teaching, training and learning: A practical guide. Business Education Publishers Ltd. Ross-Gordon, J.M. and Murray-Johnson, K., 2015. Faculty in Adult Degree Programs As Teachers of Adults and as Adult Learners. Scott, H.I.R., 2016. Book Review: Teaching adults: A practical guide for new teachers, by Brockett, RG. Adult Learning, p.1045159516645094. Simonson, M., Smaldino, S., Albright, M. and Zvacek, S., 2014. Teaching and learning at a distance. Information Age Pub. Taylor, E.W. and Laros, A., 2014. Researching the Practice of Fostering Transformative Learning Lessons Learned From the Study of Andragogy. Journal of Transformative Education, 12(2), pp.134-147.

Discipline and Management free essay sample

Different Yet Related Discipline, management, behavior, and misbehavior are concerns that every educator will encounter once the educator require his or her first classroom. As these terms are relatively interrelated, describing them separately in a word picture will be challenging. Envision a math classroom, two weeks after the school year begun. Within this time, the classroom rules, and expectations of students are well established; every student has received an agenda as well as a syllabus, detailing daily take home and in-class assignments that need to be completed for the semester. Students know that he or she is supposed to come into the class and get him or her notebooks, which were turned in from the previous day, and continue their next assignment when entering into the classroom. This process is part of the classroom management; students know the task at hand when he or she enters the classroom. The students who begin to do their assignment as expected are illustrating good behavior. We will write a custom essay sample on Discipline and Management or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Those students who tend to talk among themselves and entertain each other without doing him or her assignment tends to demonstrate misbehave. As a result, based on the rules of the classroom and expectation of the student, which was introduced on the first day of class, disciplinary action should be taken against those students who exhibited this type of misbehavior. Although these four terms are extraneous by far, they are related, and do share similarities and differences. Classroom discipline and management are two different concepts. Classroom discipline pertains to teacher’s management of student’s behavior, whereas classroom management involves the operation and procedures to make the classroom function efficiently. Behavior management is a set of collaborations employed to assist teachers to encourage the students’ conduct and teach him or her to behave positive. Oliver, Wehby, Reschly, and Society for Research on Educational Effectiveness (2011) define classroom discipline as prevention and reduction of inappropriate behavior. They go on to say that it is also a collection of classroom guidelines put into operation by teachers with every student for supporting voluntary behavior intended to benefit others. According to Kratochwill (2012) states for nearly 40 years, classroom management, often called classroom discipline, has been a noteworthy concern for teachers. Although Kratochwill tried to lump classroom management and discipline together in an unlikely manner, they are similar in planning. Behavior and misbehavior are dissimilar notions. Behavior refers to the totality of what people do (Charles, 2008), which is positive, whereas misbehavior is an unsuitable act of behavior, which is negative. For example, when a student is following the classroom policies and procedures, come to class and do what is expected of he or she, the student is exhibiting favorable behavior. In education, educators are concerned only with the behavior that interferes with academic and interpersonal learning. Teacher must have guidelines in place to deal with this misbehavior so that this action does not interfere with learning. According to Charles (2008) misbehavior in education occurs when teachers or students actions disrupt teaching and interfere with learning, and demean others. Aves (2010) suggest discipline management require regulating behavior and misbehavior to accomplish and maintain a relaxed environment. Understanding the similarities between behavior and misbehavior helps enable successful discipline. Classroom management, discipline management, behavior, and misbehavior are four terms that every teacher will hear simultaneously. The above-mentioned terms relate to each other in an extrinsic way. These terms cannot function without the others. Canter (2006) states teachers who master adequately, efficient, and effective skills of controlling his or her classroom can raise the achievement of his or her students by 20 percentile points. He goes on to explain that the key to raising student achievement is the teacher’s ability to manage effectively student behavior (as cited in Wright, Horn, Sanders, 1997; Wang, Haertel, Walberg, 1993). These concepts cannot exist without the other in education. Effective classroom management determines the behavior of the students. Not all students will behave appropriately. Misbehavior has consequences, and teacher will need to implement his or her disciplinary action that was established at the beginning of the school year.

The Emotional and Social Intelligences of Effective Leadership

Critical Learning Points The article by Ronald E. Riggio and Rebecca J. Reichard (2008) offers an analysis of the social and emotional skills that should be developed by a leader. A number of their ideas appeared to be especially appealing to me.  Since leadership presupposes working with people, the importance of social skills cannot be denied. The classification suggested in the article presupposes singling out social and emotional expressiveness, sensitivity and control.Advertising We will write a custom critical writing sample on The Emotional and Social Intelligences of Effective Leadership specifically for you for only $16.05 $11/page Learn More While the importance of the separate skills has been outlined in the article, it is also implied that all of them are interconnected and interrelated. The complex of these skills should be developed, and the authors of the article suggest that assessment and reflection can help a leader in this process. I t appears to me that controlling one’s emotions is especially important both for the leaders’ images and the success of their managerial activities. At the same time, being emotionally expressive, as the article emphasizes, is necessary for a charismatic leader. It helps one to motivate and inspire employees and facilitates the relationship building process. The effective means of expressing disapproval are of great interest to me. I realize that criticism is necessary both for the business and the employees since a leader should encourage their development. At the same time, I understand that irritability or anger would in most cases be counterproductive and may damage the relationship between myself and an employee as suggested by the authors of the article. Therefore, in the process of reprimanding both the emotional expressiveness and control are needed along with emotional sensitivity as the reaction of the employee needs to be assessed and taken into account.   Apart from that, the article emphasizes the significance of effective listening, which also corresponds to my personal views. The research in the article proves that being emotionally and socially sensitive facilitates the creation of a healthy trust- and respect-based relationship with the employees. Finally, it is noteworthy that social expressiveness and control are important for a leader’s image and, subsequently, career advancement. All of this proves that the development of the mentioned social skills is crucial for me as a leader. Applying the Insights to the Future Career Being most interested in human-oriented leadership, I have been paying particular attention to the part of the text devoted to the development of the leader’s relationships with the followers. I have come to the conclusion that by developing my social skills I will be able to build better relationships with my employees.Advertising Looking for critical writing on business economics? Let' s see if we can help you! Get your first paper with 15% OFF Learn More In my opinion, the development of social skills in many ways depends on self-improvement, self-reporting, and reflexion. Self-reporting has been suggested by the authors of the article as a way of social skills assessment and their subsequent improvement. I realize that this method may be partially ineffective and should not become the only way of assessment of one’s actions. Still, in my opinion, it facilitates the process of developing a control over one’s emotions and especially their expression, and I intend to utilize it in future. Thought-Provoking Questions 1) I would like to discuss the effective means of expressing disapproval to the employees. 2) The article points out the importance effective listening and the difficulties of operationally defining it (Riggio Reichard, 2008, p. 178). I would like my peers to express their ideas concerning this term and integrate them in a relati vely consistent description. Reference Riggio, R., Reichard, R. (2008). The Emotional and Social Intelligences of Effective Leadership. Journal of Managerial Psychology, 23(2), 169-185. doi:10.1108/02683940810850808 This critical writing on The Emotional and Social Intelligences of Effective Leadership was written and submitted by user Nola West to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Top 7 College Dating Blogs

Top 7 College Dating Blogs Dating and college – its easy to see why plenty of people think the two simply dont mix. Dealing with the emotional ups and downs of a relationship on top of papers, professors, essays and exams can be enough to send just about anyone running for the hills. But true love waits for no man – and no semester break – so when dating and relationships get to be a bit sticky, its time to turn to one of these 7 blogs about dating while in college to help see you through. You Can Get the Girl! Although this website focuses on how to get a girl, the advice is easily transferable for women looking to grab the guy of their dreams. However, since the focus is on women, this is an especially helpful website and blog even for those who simply dont know where to start. Their bloggers and writers focus on everything from approaching a girl for the first time to planning the perfect date and tips on how to follow up and turn that date into the beginning of something beautiful. The College Crush College may be a time for change, but some things always remain the same. When you find yourself in the throes of a full on crush, chances are youll feel like youre back in grade school. The College Crush crew are there to help with great information on how to tell if your crush might be flirting back or just leading you on along with tips on how to turn crushing on someone into a real life relationship. Once youve landed your crush, you can head on over to their helpful sections on developing a strong relationship and how to best blend your new significant other with the friends who have been there since Day One. College Gloss The College Gloss website offers a bit of everything and students can find help and advice on a wide array of topics, from the best way to make space in a cramped dorm room to how to maintain a relationship while youre dealing with a full class and work schedule. Although the feel and focus of the website will appeal mainly to women, men can find helpful advice on whether or not to wait a day to text, how sending good morning texts and email can boost a relationship and other relationship mysteries. Best of all, College Gloss offers a truly one stop experience from everything from getting dressed to finding an internship. College Candy College Candy tackles issues like relationships, hookups and style with the same passion other websites dedicate to studying, class selection and resume building. While their subject focus may be more light-hearted than most, the passion with which they write is second to none. The authors at College Candy help out with advice on overcoming shyness and difficulty breaking the ice as well as grappling with serious problems, stresses and strains that can seriously affect – and destroy – college relationships. They focus mainly on romance, style and friendships – all of which can make or break your college experience. When youve got your classes figured out but your fellow students are the real puzzle, College Candy comes to the rescue. College Passions Their name may sound like an afternoon soap opera, but College Passions is all about connecting students. Modeled after other popular dating websites, College Passions matches up co-eds based on location, major and shared interests. The website offers a completely free membership and its only open to college students so you wont have to worry about sifting through profiles looking for someone who understands where youre coming from in terms of the stress of college life. They also offer ways for members to chat online, a special email account and general resources to help with finding textbooks, saving money or just joining in their community forum. Her Campus Dont let the name throw you – Her Campus is there to help every student, albeit with a heaping helping of pink. Her Campus maintains an amazing amount of info and gets started at the beginning by helping high school students find the college of their choice, get tips on how to apply and ultimately how to survive the entire experience. In terms of relationship help, Her Campus provides readers by poking fun at the dating scene with lists like â€Å"The 8 Worst Pick-Up Lines Actually Attempted on Collegiettes† as well as help with more practical relationship problems like dealing with long holiday breaks and surviving through each others mid-term madness. Dating Advice As its name suggests, this is one of the most straight forward and simple dating websites around today. Featured on outlets such as CNN, the Huffington Post and HLN, Dating Advice delivers exactly what it says – advice on every aspect of dating imaginable. From negotiating your way through online dating to dealing with friends and significant others who just dont mix. They also offer a members forum and access to various studies and reports which will satisfy psychology majors and obsessive over-analyzers alike.

Wall Street Journal Research Paper Example | Topics and Well Written Essays - 500 words

Wall Street Journal - Research Paper Example These bases are First-in, first-out (FIFO) and Last-in, first-out (LIFO). Kohl’s Corporation Department Store earnings fell by 17%. Its operator’s margin was hurt by markdowns to clear out inventory. Their rival’s dismal performance was projected to fair well for them but unfortunately, this was not the case. Kohl’s Corp. fell short to capitalize on it and to some extent, it contributed in its poor performance. Chief Executive, Kevin Mansell, confessed that growth was not at the rate they had planned. They did not serve their customers at the standard they had set for themselves. Kohl’s Corp. has about 1,146 stores in 49 states, their main competitors being Macys Inc. and J.C. Penney (Talley & Tess). First-in, first-out (FIFO) is the most common inventory accounting method which assumes that the oldest inventory is used first. This method reflects how transactions actually occur. Accounting rules do not necessitate the inventory accounting method used by the company to be the same as the physical movement of goods but for companies selling via inventory supplies frequently, complexity in record-keeping is significantly reduced due to the matching movement of goods to the accounting method used. During periods when prices are rising, inventory cost is higher as compared with companies using LIFO method (Tracy 12). Last-in, first-out (LIFO) is another method of accounting for inventories. LIFO method assumes that the most recently purchased inventory is used first, which rarely matches the physical movement of inventories. Generally, when prices go up over time during the accounting period, the most expensive items in inventory are sold, reducing the net income, thus a lower tax liability becomes the end result. Companies which opt for LIFO valuation should be conscious of layering effect which can cause high tax liabilities which are not expected during high

Gender Roles in Classical Cultures Term Paper Example | Topics and Well Written Essays - 2000 words

Gender Roles in Classical Cultures - Term Paper Example Theogony by Hesiod (circa 700 B.C.E. or before current era) is a very long poem of about a thousand lines that details the genealogy of Greek gods. It was written in the style of a Homeric epic and goes all the way back to the mists of time, in fact, to the very beginning of the world similar to the Genesis in the Christian bible. It is a very massive collection of local Greek cultural traditions and stories that details how the gods came to be. In the story or poem there is the first hint of an attempt to establish a logical reality based on the observations seen in the universe or cosmos. This is a long narrative about ancient Greek mythology in which there is already discernible the underlying theme of gender roles even among gods. In Theogony, the male gods were often in conflict with their female god counterparts. As mentioned earlier elsewhere, this narrative was written by a male Greek bard and as such it had a decidedly male viewpoint. Female gods were portrayed as necessary to the world in the extent these females were to provide companionship to male gods and of course, for purposes of reproduction to bring forth offspring. Other than these requirements, there is a clear line of misogyny thinking throughout the whole poem. Women and girls were shown to be causing all the troubles of the male gods by their machinations, intrigues, and manipulations. There is a feeling that the world is a much better place if only these female gods had behaved. An overall impression a reader gets is that women are better relegated.