Business Environment Assignment Example | Topics and Well Written Essays - 1500 words

Business Environment - Assignment Example Fred Smith was the founder of the company. Recently it has been converted into Public Limited Company. The subsequent part of the project would be dealing with the changes that have taken place in the business environment of the computer industry in the form of an informational report. Purpose The main purpose of the organizations like Smith Electronics is offering quality products to the customers so that they can assemble the computer according to their own wish. The company facilitates the customers by offering them a wide range of quality products. These products are manufactured by taking into consideration three main factors: a) Cost Effectiveness, b) Modularity and c) Maximum Reliability. The company aims at achieving customer satisfaction by means of efficient and proficient personnel. The company’s team of professionals has good understanding of the industrial necessities which would help them in upholding the managerial works in an excellent manner. The purpose of th e organization is making consistent performance by manufacturing quality products so that it supports Smith Electronics in having huge acceptance throughout the UK market and European Union. The company plans to perform its functions along with maintenance of smooth cooperation with the valued customers. The latest technologies which are user friendly are implemented within the products in order to increase the demand as well as the customer satisfaction. The goal of the organization is to make the experience of the customers highly satisfactory and convenient. This enables making long term relationship with them. The professionals in the company are employed after proper testing of their skills. In order to provide excellent experience to the customers, the employees are trained specially about how to interact with the customers. The success of an organization depends to a great extent upon the demand of its products and services in the operational market. Smith Electronics focuses on increasing the annual demand of its products which might help it in achieving a global recognition. The organization is committed towards bringing excellent computing experience to the customers in United Kingdom and European Union. The goal of the company would stimulate its performance by guiding the operational activities. However, Smith Electronics holds good position in the computer industry of United Kingdom and European Union in aspects of the customer service, product quality and the store’s design. The extent to which Smith Electronics meets the objectives of the stakeholders The business objectives are those ends which the organizations set out for achieving. The organizations plan for strategies in order to achieve these objectives. The stakeholders are important part of the organization (Phillips 6). The objectives of Smith Electronics are set by balancing the demands of the stakeholders in the organization as maintenance of cordial relationship with them is v ery important (Svendsen 2). The objectives of the organization have been established after blending the interests of all the stakeholders. The stakeholders of Smith Electronics always have an influence in its actions or operations. The major stakeholders include the shareholders, employees, creditors, bondholders and customers (â€Å"American Institutes for Research Capstone Project†

Research Paper Example | Topics and Well Written Essays - 1250 words - 12

Research Paper Example The payment is made through secure servers where the merchant website redirects to the consumer’s online bank account, allows a secure login and subsequent initiation of electronic payment in favour of the merchant. (Karnouskos and Fokus, 2004). Web 2.0 is the latest technology that has taken the internet worl and the internet community by storm. It is characterised in the way a user interacts with the web. Unlike its predecessor the â€Å"Static Web†, this version of online Web interaction is a 2 way information exchange system. It not only allows the user to view and download content like text, video, audio, flash files etc, but also gives the user freedom to contribute to the online content. The technology behind, blogging, online user profile maintenance, twitter, Facebook, MySpace, Orkut, Google+, Linked In etc is Web2.0 which allows the user to customise his space or in other –words his profile. This is a frequently encountered feature in open chat rooms or discussion boards where users can either create profile or simply type text in the text boxes posting messages which mainly are polls, opinions, review or feedback about some product, service or technology. Forums like Physics forums, Maths forums, and online help forums are spreading like wildfire where users can interact with a team of experts from the comforts of their homes and get their queries answered by specialists. In such cases the users are separated by time and space which is what makes the interaction even more breathtaking Web2.0 redefines user interaction and has in fact changed the way people use the web. People use its much more like an online repository, a well organised, catalogued, tidy storage system capable of safe, secure and reliable storage of thousands of Gigabytes of information. Executive support systems or Manager Support Systems (as referred in some Enterprise Resource

Demand Curve and Supply Curve Essay Example for Free

Demand Curve and Supply Curve Essay Demand and supply have been generalized to explain macroeconomic variables in a market economy. The Aggregate Demand-Aggregate Supply model is the most direct application of supply and demand to macroeconomics. Compared to microeconomic uses of demand and supply, different theoretical considerations apply to such macroeconomic counterparts as aggregate demand and aggregate supply. The AD-AS or Aggregate Demand-Aggregate Supply model is a macroeconomic model that explains price level and output through the relationship of aggregate demand and aggregate supply. It is based on the theory of John Maynard Keynes presented in his work â€Å"The General Theory of Employment, Interest, and Money†. It is one of the primary simplified representations in the modern field of macroeconomics and is used by a broad array of economists, from libertarian, monetarist supporters of laissez-faire, such as Milton Friedman to Post-Keynesian supporters of economic interventionism, such as Joan Robinson. Brief history of demand curve and supply curve According to Hamid S.  Hosseini, the power of supply and demand was understood to some extent by several early Muslim economists, such as Ibn Taymiyyah who illustrates- â€Å"If desire for goods increases while its availability decreases, its price rises. On the other hand, if availability of the good increases and the desire for it decreases, the price comes down†. In 1691, John Locke worked on some considerations of the consequences of the lowering of interest and the raising of the value of money. It includes an early and clear description of supply and demand and their relationship. In this description demand is rent: â€Å"The price of any commodity rises or falls by the proportion of the number of buyer and sellers† and â€Å"that which regulates the price of goods is nothing else but their quantity in proportion to their rent. † The phrase supply and demand was first used by James Denham-Steuart in his Inquiry into the â€Å"Principles of Political Oeconomy† which was published in 1767. Adam Smith used the phrase in his book â€Å"The Wealth of Nations† (1776) and David Ricardo titled one chapter of his work â€Å"Principles of Political Economy and Taxation† (1817) On the Influence of Demand and Supply on Price. In The Wealth of Nations, Smith generally assumed that the supply price was fixed but that its value would decrease as its scarcity increased, in effect what was later called the law of demand also. Ricardo, in Principles of Political Economy and Taxation, more rigorously laid down the idea of the assumptions that were used to build his ideas of supply and demand. Antoine Augustin Cournot first developed a mathematical model of supply and demand in his 1838 Researches into the Mathematical Principles of Wealth including diagrams. In1870, Fleeming Jenkin in the course of Introducing the diagrammatic method into the English economic literature published the first drawing of supply and demand curves including comparative statics from a shift of supply or demand and application to the labor market. The model was further developed and popularized by Alfred Marshall in the textbook â€Å"Principles of Economics† (1890). The Standard demand curve and the aggregate demand curve The standard demand curve represents the quantity of a good that a consumer will buy at a given price, holding all else constant. For example, consumer A might buy zero oranges at $1 each, one orange at 75 cents each, and two at 50 cents each, while consumer B might buy one at $1, two at 75 cents, and three at 50 cents. When charted on a grid with price on the vertical axis and quantity purchased on the horizontal axis, these points form the individual demand curves for consumers A and B. The aggregate demand curve represents the total quantity of all goods (and services) demanded by the economy at different price levels. An example of an aggregate demand curve is given in Figure 1. The vertical axis represents the price level of all final goods and services. The aggregate price level is measured by either the GDP deflator or the CPI. The horizontal axis represents the real quantity of all goods and services purchased as measured by the level of real GDP. Notice that the aggregate demand curve, AD, like the demand curves for individual goods, is downward sloping, implying that there is an inverse relationship between the price level and the quantity demanded of real GDP. The standard supply curve and the aggregate supply curve The standard supply curve is a graph showing the relationships between the price of a good and the quantity supplied. The supply curve slopes upward because other things equal, a higher price means a greater quantity supplied. The aggregate supply curve shows the relationship between the price level and the quantity of goods and services supplied in an economy. The equation for the upward sloping aggregate supply curve, in the short run, is Y = Ynatural + a (P Pexpected). In this equation, Y is output, Ynatural is the natural rate of output that exists when all productive factors are used at their normal rates, â€Å"a† is a constant greater than zero, P is the price level, and Pexpected is the expected price level. This equation holds only in the short run because in the long run the aggregate supply curve is a vertical line, as output is dictated by the factors of production alone. An aggregate supply curve is shown in Figure 2. The aggregate supply curve equation means that output deviates from the natural rate of output when the price level deviates from the expected price level. The constant, a, shows how much output changes due to unexpected deviation in the price level. The slope of the aggregate supply curve is (1/a) which depicts the short-run aggregate supply curve and the long- run aggregate supply curve. The vertical axis is the price level. The horizontal axis is output or income. The short-run aggregate supply curve is downward sloping with slope equal to (1/a) while the long-run aggregate supply curve is vertical with no slope. The reason that the short-term aggregate supply curve is upward sloping is a bit more complex. Factors that determine the slope of AD-AS curve model The slope of AD curve reflects the extent to which the real balances change the equilibrium level of spending, taking both assets and goods markets into consideration. An increase in real balances will lead to a larger increase in equilibrium income and spending, the smaller the interest responsiveness of money demand and the higher the interest responsiveness of investment demand. An increase in real balances leads to a larger level of income and spending, the larger the value of multiplier and the smaller the income response of money demand. This implies that the AD curve is flatter, smaller is the interest responsiveness of the demand for money and larger is the interest responsiveness of investment demand. Also, the AD curve is flatter; the larger is the multiplier and the smaller the income responsiveness of the demand for money. We know that aggregate demand is comprised of C(Y T) + I(r) + G + NX(e) = Y. Thus, a decrease in any one of these terms will lead to a shift in the aggregate demand curve to the left. The first term that will lead to a shift in the aggregate demand curve is C(Y T). This term states that consumption is a function of disposable income. If disposable income decreases, consumption will also decrease. There are many ways that consumption can decrease. An increase in taxes would have this effect. Similarly, a decrease in incomeholding taxes stablewould also have this effect. Finally, a decrease in the marginal propensity to consume or an increase in the savings rate would also decrease consumption. The second term that will lead to a shift in the aggregate demand curve is I(r). This term states that investment is a function of the interest rate. If the interest rate increases, investment falls as the cost of investment rises. There are a number of ways that investment can fall. If the interest rate rises, say due to contractionary monetary or fiscal policy, investment will fall. Similarly, in the short run, expansionary fiscal policy will also cause investment to fall as crowding out occurs. Another interesting cause of a fall in investment is an exogenous decrease in investment spending. This occurs when firms simply decide to invest less without regard for the interest rate. The term variable that will lead to a shift in the aggregate demand curve is G. This term captures the whole of government spending. The only way that government spending is changed is through fiscal policy. Recall that the budgetary debate is an ongoing political battlefield. Thus, government spending tends to change regularly. When government spending decreases, regardless of tax policy, aggregate demand decrease, thus shifting to the left. The fourth term that will lead to a shift in the aggregate demand curve is NX(e). This term means that net exports, defined as exports less imports, is a function of the real exchange rate. As the real exchange rate rises, the dollar becomes stronger, causing imports to rise and exports to fall. Thus, policies that raise the real exchange rate though the interest rate will cause net exports to fall and the aggregate demand curve to shift left. Again, an exogenous decrease in the demand for exported goods or an exogenous increase in the demand for imported goods will also cause the aggregate demand curve to shift left as net exports fall. An example of this type of exogenous shift would be a change in tastes or preferences. The aggregate demand curve also can shift right as the economy expands. When the aggregate demand curve shifts right, the quantity of output demanded for a given price level rises. Therefore, a shift of the aggregate demand curve to the right represents an economic expansion. A shift of the aggregate demand curve to the right is simply affected by the opposite conditions that cause it to shift to the left. A change in one or more of the following determinants of aggregate supply will shift the aggregate supply curve in the short run. Change in the input prices (domestic or imported resources price), change in productivity, change in legal institutional environment (business taxes and government regulation). An increase in short-run aggregate supply will shift the curve rightward; a decrease will shift the curve leftward. The long run aggregate supply curve is vertical. Similarities between the Ad-AS curve model and the standard demand-supply curve model The conventional aggregate supply and demand model is actually a Keynesian visualization that has come to be a widely accepted image of the theory. The Classical supply and demand model, which is largely based on Says Law, or that supply creates its own demand depicts the aggregate supply curve as being vertical at all times. The both demand curve and the aggregate demand curve is negatively sloped from left to right and both curves represent the law of demand. The short-run aggregate supply curve or SRAS curve has similarities the standard supply curve. Both are positively sloped. Both curves relate price and quantity. Differences between the Ad-AS curve model and the standard demand-supply curve model In aggregate demand curve, there is no substitute effect because we cannot substitute all goods. But in standard demand curve it exists. The aggregate demand curve has no income effect because a lower price level actually means less nominal income for the resource suppliers’ e. g. lower wages, rents, interests, and profits. But in standard demand curve it exists. The major differences between the standard supply curve and the aggregate supply curve are as follows- for the market supply curve, the vertical axis measures supply price and the horizontal axis measures quantity supplied. For the short-run aggregate supply curve, however, the vertical axis measures the price level (GDP price deflator) and the horizontal axis measures real production (real GDP). The positive slope of the market curve reflects the law of supply and is attributable to the law of diminishing marginal returns. In contrast, the positive slope of the short-run aggregate supply curve is attributable to: (1) inflexible resource prices that often makes it easier to reduce aggregate real production and resource employment when the price level falls, (2) the pool of natural unemployment, consisting of frictional and structural unemployment, that can be used temporarily to increase aggregate real production when the price level rises and (3) imbalances in the purchasing power of resource prices that can temporarily entice resource owners to produce more or less aggregate real production than they would at full employment. Conclusion Whereas the standard supply and demand curve model discusses on individuals, the aggregate supply and demand curve model works with the whole economy. This model is built on the assumption that prices are sticky in the short run and flexible in the long run. This model also highlights the role of monetary policy. This model shows how shocks to the economy cause output to deviate temporarily from the level implied by the standard model. By this model, we can observe the economy more efficiently than before.

Self Evaluation of Teaching Style in Nursing Education

Self Evaluation of Teaching Style in Nursing Education As a Lecturer in acute and critical care I am responsible for the education of adults with a formal registered, recordable qualification within a medical discipline, predominantly nursing and allied professions. I have a varied role, that of my own practice, education in practice and as a Lecturer within a University. I am a registered Nurse and Paramedic with experience of teaching and mentoring others. This critical self evaluation aims to demonstrate a knowledge and understanding of the theoretical educational frameworks and their application to my teaching, mentoring and how this may influence my colleagues and students. My intention is to show my appreciation of pertinent concepts and their application to my teaching style through a range of research into relevant topics. The term â€Å"Education† is derived from the Latin root ‘e out and ‘ducare to lead, so ‘educare has been translated for English interpretation â€Å"To Lead, to bring Forth from that which is within†. Epistemology, a branch of philosophy that investigates the origin, nature, methods and limits of human knowledge has been considered by key thinkers for centuries. Pedagogy is the study of teaching. As an example, Paulo Freire , referred to his teaching of Adults as â€Å"critical pedagogy†. Andragogy, a term initially used by a German Educator in 1883 and developed into a theory by Knowles, is the process of engaging adult learners within a structure of learning. Knowles asserts Andragogy should be considered separately to Pedagogy. Knowles assertion lies in the belief that a Greek translation of pedagogy is â€Å"Child-leading† and Andragogy is â€Å"man leading†. Like all adult learners Nurses, Paramedics and Health Visitors differ widely from one another in their personal characteristics. These differences come from alterations in intelligence, motivation, personality types and our individual learning styles. Human physical development completes at adulthood therefore we could be forgiven for believing that this is the same for psychological development. The main theories underpinning adult learning are from the humanistic approaches of Abraham Maslow and Carl Rogers, Malcolm Knowles and his work on the experiential learning approach within Androgogy, and David Kolbs extension of Knowles work with the Learning Cycle. Pedagogy is the study of teaching. Paulo Freire referred to his teaching of Adults as â€Å"critical pedagogy†. Androgogy is an educational approach characterised by student centred, self directed learning. (Merriam, 2001). Carr (2002) identifies we [humans], are all different and in particular our values, personalities and character are resistant to explanation and understanding. We do not lend ourselves to easy explanation and understanding in terms of the chemical, physical or biological construction. Carr (ibid), considers attempts to categorise education and our learners. He cites the doctrine of Rene Descartes known as Cartesian Dualism, the idea that minds and souls are separate to that of our physical bodies. Curzon (2004) states the most influential taxonomy of learning objectives is that of Bloom, an American psychologist from the University of Chicago, â€Å"Blooms Taxonomy†. Taxonomy is a formal way to classify a subject based on a belief of relationship within. (Curzon, 2004) suggests caution with the semantics surrounding Taxonomy in education. The study of science for example refers to taxonomy as a strictly ordered classification of objects and phenomena. Bloom however classifies areas such as â€Å"Knowledge† and â€Å"synthesis†. These classifications are unlike that of specimens of human anatomy such as a muscle fibre or mitochondria; these may be seen, discussed and placed within a hierarchical order based on size. Placement of ‘analyses or ‘appraisal within a category used by Blooms Taxonomy will lend itself to a degree of subjectivity and appears to support Cartesian Dualism. The great classifiers, Li Shih-Chen (1518-93) and Linnaeus (1707-78) when creating taxonomy reacted subjectively whilst following an ordered fashion (Curzon, 2004). There have been three clear models of learning offered that have been of particular influence in education. Cognivist, Behaviourist, and Humanist. Cognitive, assimilation and accommodation of the world. Behaviourist, a scientific positivist approach to learning. Humanist, wishing to empowered the learner. Piagets theory of cognitive development discusses an intellectuals adaption to an environment while intellect develops. (Piaget and Inhelder, 1969). According to Piaget (ibid) for this adaption to occur there must be a form of organisation within the individual. Schemas (organisational or conceptual patterns of the mind) are ways the individual makes sense of an environment. Schemas are like small inner theories that develop during infancy and become more complex as development continues. When a child is involved in a new situation they will have already formed schemas. They will assimilate the new situation and if the original schema appears inadequate they will modify it in order to make sense of the new situation. For example an apple is green therefore all fruit is green until they are given a banana. Piaget explains this as â€Å"assimilation and accommodation†. Piaget theorises that assimilation and accommodation are in balance and a dynamic process allowing for an individuals learning to develop. Levinson (1986) has further developed a model of adult development. This identifies four major periods and attempts to place adulthood into specific times of change. Levinsons theory, although sound, has yet to be widely accepted. I have taught across Levinsons methodology and unknown to me at the time created schemas (Piaget) of my own in order to engage with the range of adult learners within my groups. An example of this is a day teaching a class of Qualified Nursing Students studying towards a higher degree, the youngest in her early twenties and the oldest in her fifties. I requested feedback on the various teaching styles employed and asked for an anonymous score for each element taught. The day consisted of a variety of Presentations, Quiz style papers, group work and student presentations. I will revisit these results later in this paper while exploring the different ways in which people learn but I am attempting to theorise if older students may be better acquainted with more didactic approaches to education because of internal schemas made in earlier styles of teaching encountered in contrast to the more diverse nature of current teaching processs encountered by younger students? The feedback shows that although the group enjoyed the learning process, the employed seemed to please some more than others. A further consideration of this feedback shows that the older members of the class preferred to sit and listen to a constructed more didactic approach liking the group work and personal research less than the younger students. Rogers seeks to explain different ways adults engage in Education and places them into three categories. (Rogers, A 2002) These categories are listed with examples of my own educational involvement. Formal I deliver formal education for Post Registration students working toward higher academic standard within a university setting. Extra-formal I have taught on Courses run by other learning providers. Students working in mostly unrelated areas but obtaining a certificate. Informal I have taught my hobby to others for their own personal growth. Contributions from Kolb (1984) and Knowles (1984) led to Kolbs Androgogy. Kolbs Androgogy allows for a style of education that includes the experiences of its learners. Students are actively encouraged to consider their experiences and reflect upon them in order to improve learning outcomes and understanding. Reflecting on these experiences will allow for modification of cognitive structures (schemas) and this will enable preparation for the next cycle of experiential learning. Motivation of the student. This is a personal reflective list of my motivation to study the theory of Education and how it relates to practice as an example to be considered as we moved through some of the theory of motivation. My work requires me to achieve a Qualification in Education I want to be an excellent teacher I would like my students to enjoy learning with me I need my students to be able to learn with my guidance. Adult motivation is considered an important factor in the learning process. Theories of motivation assume that adult learning is with purpose and leading toward a goal. To explain motivation we reflect the views of different schools of psychology. The behaviourist views motivation as environmental rather than coming from within an individual. This approach is determined by how well things went before. If attending a course was considered dull and uninteresting they will not return and therefore their course attendance behaviour has been reinforced. Maslow (Maslow, A 1971) published the ‘Theory of Human Motivation. Maslow identifies motivation in an individual as them trying to grow. He believes that at any particular time an individuals behaviour is dominated by the stronger of his/her needs. Maslow arranges these into a hierarchy of needs. Each class of need is stronger than the one above in the hierarchy. The higher up the hierarchy the weaker the need becomes. Progression up is dependent on the individuals needs being met at a particular level. Maslows hierarchy of needs ranges from the very basic needs of food and warmth to the self actualising, the fulfilment of ones potential. If I stop to consider my motivation expressed above against Maslow I can see that I am aiming for self actualising, wanting to be an excellent teacher. I am looking to fulfil my full potential. However at the same time I am fulfilling some more basic needs by requiring a qualification in order to feed my family and pay my mortgage. This seems to disagree with Maslow and his theory that one basic need must be fulfilled before moving on to the weaker higher need? (although, of course I am not without food or shelter, yet!) According to Quinn I am not alone with my critique of Maslows theory. There are many documented incidents of people becoming highly creative despite a lack of basic needs; for example, in concentration camps in World War Two. So this theory suggests that my students will most likely be able to reach their own potential if they are at the top of Maslows hierarchy. If this is true then student accommodation will truly have improved also! The opponent-process theory, (Solomon, 1980); focuses on the emotional state. When an emotional reaction is generated within an individual an opposing reaction is also generated. The opponent- process theory For example a student Paramedic is finding the nervous system difficult to understand but has a Eureka moment; this triggers emotion A and B. Emotion A) pleasure, a student is pleased she now grasps the concept of neuro- transmitters and believes she can understand pain control and maybe pass her course, this also generates an opposite emotional state, B) displeasure but in lesser amounts, she may forget. Emotion B) remains the same at all times but each time emotion A) is triggered it increases in size. I like this theory, in essence it comments that emotions are an act of balance, homeostatic if you will and we can choose to increase the positive aspect of learning experiences creating happy students. Continuity with positive reactions within our students will continue to add to emotion A) allowing it growth and the student to retain a positive outlook with her education and the way it is delivered. This theory also explains why although a student is doing well with their studies they may also feel negative emotions. It has been criticised for being over general but I believe it is useful to understand that both positive and negative emotions are within our students continually but can be offset. I therefore must be mindful that I can also reverse the process leading to unhappy students. Psychologists have attempted to categorise motivation. They are presented under four headings. (Biggs, 1991) Instrumental motivation This type is described by Biggs as extrinsic, students are performing purely to receive a reward, such as a qualification or to avoid a reprimand such as loss of promotion. In order to educate an individual with this type of motivation Biggs suggests that teaching should be seen as constructive. This type of motivation is in complete contrast to intrinsic motivation. Intrinsic motivation These students want to learn for the pleasure of learning. I would link this to Maslows hierarchy and believe a student with purely intrinsic motivation must be, according to Maslow, looking to fulfil their personal potential, (self actualising). Social motivation A drive to please others and receive approval or praise lies behind this form of motivation. The student is generally unconcerned by the qualification but requires the reinforcement activity of the person they consider to be important. This is often someone they respect or admire. Achievement motivation. These students want to achieve success. Achievement motivation is further sub divided by (Ausubel, 1963) Cognitive drive- satisfaction of a believed need to know. Self enhancement- satisfying a need for self esteem Affiliation- seeking approval from others. How we Learn Kaminsky, James S, A New History of Educational Philosophy, Westport, CN: Greenwood Press. Carr, David 2002, Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching, Taylor Francis, Available from: http://lib.myilibrary.com/Browse/open.asp?ID=11208loc=iii8 December 20 Curzon, L.B 2004, Teaching in Further education: An Outline of Principles and Practice, 6th Edition. Continuum London. New York Merriam, S.B. (2001) Androgogy and self directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, Vol98. Kaufman DM, Mann KV, Jennett PA. 2000. Teaching and learning in medical education: How theory can inform practice. Edinburgh UK: Association for Studies in Medical Education, Rogers, A 1996, Teaching Adults, 3rd Edition, Open University Press Levinson, D.J (1978) Seasons of a Mans Life. New York: Knopf. Solomon, R.L. and Corbit, J.D (1974) An opponent process theory of acquired motivation, American Psychologist, 35, 119-41 Solomon, R.L. (1980) The opponent process theory of acquired motivation: the costs of pleasure and the benefits of pain, American Psychologist, 35, 691-712 Maslow, A. (1971), The farther reaches of Human Nature, penguin,Harmondesworth. Biggs, J.B. (1991), Teaching for Learning, Hawthorn, Victoria, Acer Ausubel (1963), The Psychology of Meaningful Verbal Learning. New York: Grune and Stratton Light, G and Cox,R (2001), Learning and Teaching in Higher Education-The Reflective Professional, London, Sage Publications

Ecological Self :: essays research papers

Diversity is a whirlwind of color through a society. There are no two people in the world that are exactly alike. Individuality distinguishes one person or thing from others (Landau, 364 Ed). A person’s environment as a whole: an interaction with others, experiences, and time, makes a collage of traits that distinguishes someone as an individual. David Sibley’s theory of the â€Å"Ecological Self† or Identity is bound by his determents of social, cultural, and spatial context. Sibley believes that class, race, gender, and nation shapes our identity, it is a single concept that is molded by our experiences from the world. I do not agree with this claim because people are individuals, not a development of their surroundings. Identity is not a single concept, there are many factors that shape it, environment cannot just effect identity. Sibley is a British sociologist that has dedicated his life to the studies behind the â€Å"Ecological Self.† Sibley claims that the â€Å"Ecological Self† is not internal, it cannot be separated from the physical. â€Å"The social positioning of the self means that the boundary between self and other is formed through a series of cultural representations of people and things which frequently elide so that the non-human world also provides a context for selfhood (Sibley, 250).† The â€Å"other,† that is being spoken of, is also known as the â€Å"Generalized Other.† This is when we cannot separate from the physical and consider it to be the norm.   Ã‚  Ã‚  Ã‚  Ã‚  How do I know who I am? Where do I fit in? Internal and external forces mold our sense of self. Heredity and personal moral are examples of internal forces. Children are often most effected by this. â€Å"The forces of physical inheritance takes place mainly in childhood, though even as adults we have the possibility of dealing in our personal development (Grunewald, 2).† Environment also plays an important role in the formation of self-identity. The surroundings, which can include people, places, and experiences, mold an individual into whom they become. The past shapes our identities, and builds from our experiences. â€Å"It is our memories which help us make the connections, gives us the insights, and provides us with the sense of continuity, which is so important for our personal identity (http://ozcountry.com/life/tip5.html).† â€Å"When we go through times of crisis, massive changes, serious illness, deep conflicts or stress, our sense of sel f can be seriously challenged, particularly if we have not faced such experiences before. Ecological Self :: essays research papers Diversity is a whirlwind of color through a society. There are no two people in the world that are exactly alike. Individuality distinguishes one person or thing from others (Landau, 364 Ed). A person’s environment as a whole: an interaction with others, experiences, and time, makes a collage of traits that distinguishes someone as an individual. David Sibley’s theory of the â€Å"Ecological Self† or Identity is bound by his determents of social, cultural, and spatial context. Sibley believes that class, race, gender, and nation shapes our identity, it is a single concept that is molded by our experiences from the world. I do not agree with this claim because people are individuals, not a development of their surroundings. Identity is not a single concept, there are many factors that shape it, environment cannot just effect identity. Sibley is a British sociologist that has dedicated his life to the studies behind the â€Å"Ecological Self.† Sibley claims that the â€Å"Ecological Self† is not internal, it cannot be separated from the physical. â€Å"The social positioning of the self means that the boundary between self and other is formed through a series of cultural representations of people and things which frequently elide so that the non-human world also provides a context for selfhood (Sibley, 250).† The â€Å"other,† that is being spoken of, is also known as the â€Å"Generalized Other.† This is when we cannot separate from the physical and consider it to be the norm.   Ã‚  Ã‚  Ã‚  Ã‚  How do I know who I am? Where do I fit in? Internal and external forces mold our sense of self. Heredity and personal moral are examples of internal forces. Children are often most effected by this. â€Å"The forces of physical inheritance takes place mainly in childhood, though even as adults we have the possibility of dealing in our personal development (Grunewald, 2).† Environment also plays an important role in the formation of self-identity. The surroundings, which can include people, places, and experiences, mold an individual into whom they become. The past shapes our identities, and builds from our experiences. â€Å"It is our memories which help us make the connections, gives us the insights, and provides us with the sense of continuity, which is so important for our personal identity (http://ozcountry.com/life/tip5.html).† â€Å"When we go through times of crisis, massive changes, serious illness, deep conflicts or stress, our sense of sel f can be seriously challenged, particularly if we have not faced such experiences before.

Personal Narrative - My Dad, Formally Known as Superhero :: Personal Narrative Writing

My Dad, Formally Known as Superhero When I was twelve, I started fasting on Yom Kippur. That was the year I had my Bat Mitzvah and the year I became a Jewish woman. In the few years before I turned twelve, I ate sparingly on that holiest day - no junk food, no breakfast. And in the years before that, I ate whatever I wanted. My mom too. She's not Jewish - she just happened to marry my Jewish dad. My dad always fasted. He'd go to Temple in the morning, and we'd go with him - me, my sister, and my mom. My sister was a baby, and I sat on the floor and colored my coloring books on the metal chair I was supposed to be sitting in, which pleased my parents because I didn't make noise. At one or so, we'd leave Temple and drive home. The car windows would be rolled up tight, locking in the rays of the early afternoon sun, and I would bask, free and alive, dressed up and soaking in the sun's light. The sunshine really does look different in the very middle of the day. When we got home, my mom would make me a snack, and I'd go off and play or something. I don't really remember. My dad would nap, or read. I do remember that. He was no fun on Yom Kippur. A few years later, I think I must have been about nine. We got home from Temple, and the kitchen was lit by that hot and yellow midday sunshine. Our striped curtains hung eagerly. My dad lay down on the living room couch and picked up his book, and my mom flipped through some papers on the kitchen table. Or maybe she was downstairs. It doesn't matter. I opened the refrigerator and pulled out the fruit drawer at the bottom. There were four granny smiths lying in wait. I picked the best one and rinsed it in the sink. It was the biggest, the roundest, the firmest. The grassiest green. It promised to be the juiciest. I grabbed the towel from the oven door and dried it. I slid on my socks across the kitchen floor and into the living room and bit down, hard. It was a huge bite. A huge cruncher! That bite echoed around the whole house - into the bedrooms and into the bathrooms; it attacked my dad on the couch, and probably even rocketed the neighbors.

What Do You Think Are The Most Important Qualities

What do you think makes you a good call center agent? Am a responsible and positive person, I am totally dedicated to my job. And I believe will get along well with colleagues, learn from each of them and become an asset to the company. What I can bring into this position is my 10 years of customer service experience, the passion to help others in a timely manner. Plus the ability to communicate and build customer relationships.I see more challenges ahead of me and that's something thrive on. I'm a quick learner and take pride in all my work. Why should we hire you? ;You should hire me because although may not have experience, I am very much willing to learn the gropes and be trained. Believe that have the exquisite competence and qualities that perfectly fit this position. I want to be part of this company and believe that would be a valuable asset to it.Tell me about yourself ;It's my pleasure to introduce myself to you; basically I'm Aziza Del Rosaries. I graduated from Holy Angel University with a bachelor degree in business administration major in accounting. Am an industrious person, open to criticism, hardworking. I can easily get along with others. I'm loyal, sincere, energetic and approachable person am a fast learner and responsible person willing to learn and focus on what am applying for. Why do you want to work in a call center?