Personality Traits and Characteristics Essay

I had assumed that analyzing my own personality would be an easier task than analyzing the personality of a famous historical person. I made this assumption based on the thought that I knew myself extremely well. However, as I sat down to write this analysis, I drew a blank. I was unsure what to write about my own personality traits and characteristics. As a result of this difficulty, I completed the Myers-Briggs Type Indicator to achieve some insight into my own personality. I also interviewed family members to gather information about my personality that was clear and unbiased. The two approaches I have chosen to complete this self-analysis are Carl Jung’s Attitude and Functions and Erikson’s Psychosocial Stages of Development theories. Carl Jung’s personality theories cover an extremely wide array of ideas regarding the human psyche, or all psychological processes. As a result of this I have chosen to focus on his theories of attitudes and functions. According to Jung, psychological types are a result of various combinations of two basic attitudes and four functions. These attitudes and functions are responsible for our ways of perceiving the environment and orienting experiences. The two basic attitudes of Jung’s theory are extraversion, in which the psyche is oriented outward to the objective world, and introversion, in which the psyche is oriented inward to the subjective world. The four functions include thinking, feeling, sensing and intuition (Engler, 2009). After a considerable amount of research, I concluded that I was an introverted feeler. I tend to be shy and quiet, especially in social situations. As a result I have experienced difficulty developing friendships and relationships with others. I am also a hypersensitive, emotional person. I have been concerned with personal values, attitudes and beliefs my entire life. When I carefully thought about how I come to make decisions, judgments or conclusions, I realized that I do so based on my emotions. My family verified that I am an introverted feeler during their interviews. To expand on my knowledge and understanding of my personality type, I completed the Myers-Briggs Type Indicator. This specific test sorts individuals into groups based on the following dichotomies: Extraversion-Introversion (EI), Sensing-Intuition (SN), Thinking-Feeling (TF), and Judgment-Perception (JP) (Engler, 2009). The result of this test was the personality profile was ISFJ, which stands for introverted sensing feeling judging. Many, if not all of my personality traits and characteristics fit perfectly with the ISFJ personality type. I have always had a strong need to â€Å"be needed† by others. I have often struggled with feelings that others did not appreciate my accurate, thorough work at home and in the work place. My perfectionist tendencies have often caused problems for me and cause me to be overly critical of myself. I have often felt taken advantage of by employers and friends because of my loyal and giving tendencies. I have always been the person who worked other people’s shifts or gave friends rides, even when I had other important things to do. Typically, I function best in small groups or one-on-one situations because I am empathetic and sympathetic with others. I frequently overanalyze other’s behaviors and sometimes interpret them as rejection. I am also easily embarrassed. I dislike confrontation and I have extreme difficulty hiding or articulating distress (Heiss, 2007). Another article found on the CG Jung organization website mentioned the affects of the R. A. S. , or Reticular Activating System, has on an individuals personality traits and characteristics. The R. A. S. regulates our stable level of wakefulness, is linked to anxiety and makes it possible for individuals to focus their attention. According to this article, people who are highly aroused take in more information per second than the average person and subsequently needs to diminish or limit the â€Å"volume† of stimulation around them. This is what makes a person an introvert. Introverts are overloaded with information more quickly, and due to that introverts often have chronic anxiety, as well as a negative attitude towards life (Benziger, 2007). I myself have struggled with anxiety and negative attitudes, which led to depression. Due to the fact that I am easily overwhelmed, I tend to sleep excessively. Sleep gives my brain a break from the overstimulation I experience in everyday life. Erikson’s psychosocial stages of development are centered on the polarity that children encounter during certain phases of their life. This theory proposes eight epigenetic stages, each entailing its own life crisis in which an individual can turn one of two ways. Each psychosocial stage provides the individual with opportunities for certain basic virtues to develop (Engler, 2009). However, I am only going to focus on the first six stages of Erikson’s development because I have not been through the other two stages. The first developmental stage is trust versus mistrust, which occurs during infancy. This is when an infant learns whether or not the world can be trusted. If dependable care is given and the infant’s needs are met, the basic virtue of hope will develop (Engler, 2009). I was adopted in my infancy and given more than adequate care. I personally do not believe that my adoption caused me any issues until my later years. The second psychosocial stage is autonomy versus shame and doubt, which arises during the second and third year of life. This stage deals with a toddler’s ability to control their body and bodily activities, as well as independence. The basic virtue that develops at this stage of life is will. Erikson’s third stage is initiative versus guilt, which occurs at three to five years. At this point in time, children are focused on mastering new skills and tasks. If a child prevails, the basic virtue that will arise is purpose. The fourth psychosocial stage is industry versus inferiority, which occurs during ages six to eleven. During this stage children must learn to master skills that they will need to be successful in society. If a child successfully does so, they will develop a sense of competence (Engler, 2009). I do not recall experiencing anything incredibly difficult during these three psychosocial stages of development. I know that my parents had gotten a divorce at age three, which was somewhat confusing for me, but it did not really damage me psychologically in any way. I do remember being incredibly attached to my mother during these stages however, and was typically upset or anxious if I was separated from her. When I was around the age of five, my family moved a short distance to a house in Baldwinsville. The adjustment was easy for me. At age seven, my mother got remarried, in my life long before he and my mother were married. He had always treated my sister and I as his own children. For that, I am extremely grateful. The hardest thing I remember experiencing was moving from Baldwinsville to Liverpool, when I was about to turn eleven years old. I was very anxious, but adapted to my new surroundings with ease. I also did well in elementary school academically and developed a close friendship with another girl during this time period suggesting consistent with Erikson’s ideas of mastery in middle childhood. Ego identity versus role confusion is the fifth stage of development, which occurs during ages twelve to eighteen, and involves establishing an identity and viewing ones self as a productive member of society. During this stage an individual will develop the basic virtue of fidelity. This was a stage in which I struggled. I was beginning to understand what adoption was and had a very difficult time understanding why my birth mother would just give me away. I plunged into an identity crisis at this stage of my life and temporarily developed a negative identity, which was in contrast with my personal values and upbringing. I was also a victim of sexual assault at this time, which diminished my self-confidence and sense of self worth even further. I do believe that my mother’s occupation during my adolescent years complicated my life to a certain extent. Having a mother who is superintendent of the school district I was attending made me feel alienated from my peers and I found it more difficult to make connections with others. The sixth and final psychosocial stage I will be discussing is intimacy versus isolation, takes place during the eighteenth to twenty-fourth years of life. At this time young adults must be able to overcome the fear of ego loss and form a close affiliation with another individual. It is at this point that the basic virtue of love can potentially be established (Engler, 2009). I am currently in this psychosocial stage myself and am struggling. Recently, I escaped a very emotionally and physically abusive relationship, which damaged me psychologically. I also have experienced two significant losses in my life, which I have just begun recovering from. As said previously, the other two stages I have not experienced yet and therefore will not be addressing in this paper. I chose Jung and Erikson’s theories to complete a self-analysis because I felt that they best defined my own personality. I found the results of this analysis extremely accurate and insightful. However, certain aspects of my personality were left out. I believe that some of my traits and characteristics are hereditary while others were learned by watching those close to me over the years. My twin sister and I both have attention deficit disorders, which causes us to be extremely moody and impulsive. Both of us are very opinionated and stubborn individuals. Clearly, some behaviors are a result of genetics. I found this paper very useful in my own self-exploration. It helped me readily identify some of my neurotic tendencies and their possible causes. I plan on using what I have learned from this experience to make necessary changes so that I can lead a happier, healthier life with less neurotic symptoms.

Native American Medicine Essay

The medical cures and healing traditions used by the Native Americans are rather interesting and different compared to modern day Anglo Saxon cures. Native Americans, using their basis of ideas and beliefs, have developed a general idea of naturalistic cures and healing processes. Although the cures and healing processes are much different than Anglo Saxon ideas of curing and healing, the Native American processes tend to work well and even better than many Anglo Saxon cures. Native American medical and healing beliefs and processes are generally based on a more natural curing or purification process than the processes of modern day Anglo Saxons. Many Native American healing processes have been practiced for around 40,000 years. Different Native American healing traditions have appeared to share roots with different cultures, such as ancient Chinese traditions. Although many of the Native American healing traditions appear to share roots with ancient Chinese traditions, the greatest influence on Native American healing is the environment in which they have lived. The different plants and animals around them influenced their healing practices to be all natural. Another influence on their healing practices was other tribes. The migration of tribes around them allowed the tribes to share their knowledge of natural cures. Trade was also very helpful in Native American healing practices because many of the natural remedies required herbs from surrounding environments or long distances, and being able to trade with traveling tribes saved much travel time and risk. Although Native American healing practices have proven to be successful, a lot of their traditions have been lost. Many of the practices were driven underground and lost because they became banned or illegal in many parts of the United States. After 1978, the American Indian Religious Freedom Act was passed, and the Native Americans were once again allowed to practice their healing traditions. The long gap without practicing certain healing processes resulted in the loss of many of their practices, however. Even today, there are still difficulties with Native Americans being allowed to perform different ceremonies and rituals because the land serves other purposes. (www. cancer. org). Native Americans have successfully lived for many years by using their own idea of natural cures and purification. Native American healing is a broad term that includes different healing beliefs and practices of hundreds of indigenous tribes or North America. It combines religion, spirituality, herbal medicine uses, and purification rituals that are used to treat the indigenous people either medically, emotionally, or behaviorally. According to Lakota Sioux, the basis of natural beliefs and connections comes from the story of the white buffalo. The story begins with a woman appearing during the time of famine. She was wearing a white buffalo skin and carrying a sacred pipe. After appearing to the tribe, she explained to them that the wooden stem was for the trees and everything growing on earth. Her red bowl was to symbolize the flesh and blood of all people and the smoke was the breath of their prayers going to Wakan Tanka, the creator. The woman then presented the pipe ceremony to the tribe, which included offerings made to the four directions while drums were played and sacred songs were sung. The people then began to understand the connection between sky and earth and the unity of all life. Before leaving, the woman said she would return when the time was right and turned into a buffalo, changing colors several times. Finally, she became a white buffalo calf and disappeared. The people followed her teachings and were no longer hungry. Years later, a white buffalo calf, very rare, appeared and changed colors throughout its life. The calf is believed to be the woman. (www. native-americans-online. com). Through this story, many indigenous tribes have believed nature to be the cures and purifications needed for the soul to become whole. There are many types of Native American healing practices, and they are promoted to help with a variety of ills. Some of the most common aspects of Native American healing include the use of herbal remedies, purifying rituals, shamanism, and symbolic healing rituals to treat illnesses of both the body and spirit. Herbal remedies are used to treat many physical conditions. Practitioners use purifying rituals to cleanse the body and prepare the person for healing. Shamanism is based on the idea that spirits cause illness, and a Native American healer called a shaman focuses on using spiritual healing powers to treat people. Symbolic healing rituals, which can involve family and friends of the sick person, are used to invoke the spirits to help heal the sick person. (www. cancer. org). The Native American belief in spirituality caused the Native Americans to believe that diseases are caused by an object piercing the soul through sorcery. A disease can also be believed to be the complete absence of a free soul. Their naturalistic beliefs allowed them to believe that even diseases are considered natural occurrences, and because they occur naturally, they can be cured naturally as well. By using natural remedies, â€Å"medicine men† attempted to cure diseases that have invaded tribal villages. Natural remedies used by the medicine men included different concoctions of plants, fungi, or animals that could be eaten or rubbed on a certain area of the body to cure the illness. Before Europeans invaded Native American land, Native Americans had not had an extreme amount of experience in the treatment of disease. However, after the Europeans invaded their land, they (the Europeans) brought many diseases with them. Some of the deadly diseases included smallpox, measles, scarlet fever, typhoid, influenza, and pertussis or whooping cough. At the first sign of the diseases, the indigenous people continued trying their natural remedies, but after many failed attempts at curing the diseases, the people would often avoid the sick and leave them to die because they believed that evil spirits had taken over their soul. With the Europeans bringing many diseases to the indigenous land, the indigenous people believed the Europeans to be evil spirited and deadly. The many diseases brought by the Europeans caused a major Native American depopulation. In order to try to cure these diseases or other illnesses, Native Americans relied on the use of what they referred to as the â€Å"medicine man† or â€Å"healer†. The medicine man was very well educated on the surrounding nature and knew what natural remedy would cure the illness. Often times, the medicine man would have to travel to other lands in order to find a certain plant or a fungus that was needed in the remedy. Medicine men were very effective at curing illnesses because of the knowledge they had of nature. Not only did the Native Americans use natural remedies to cure illness, but they also used natural purification processes in order to purify or cleanse their soul in an emotional healing process. The purifying ritual is a ceremony known as a sweat lodge, where the indigenous people would sit in extreme temperatures and sweat out the evil in them which allowed them to be cleansed. To begin the sweat lodge process, one must offer a pouch of tobacco to the medicine man. The tobacco is used to represent the spirit of the person presenting it. By offering the tobacco to the medicine man, one is asking him to work on their behalf in the spiritual world. When presenting the tobacco, one would also bring forth their specific desire such as an alcohol or drug problem. The sweat lodge process begins with the passing of what are known as tobacco ties. Many tobacco ties are hung around inside the sweat lodge and each tobacco tie represents a prayer. The four sacred herbs, sage, sweet grass, cedar, and tobacco, are used in order to help purify the room and allow the spirits to work. Then rocks, primarily lava stones from volcanoes, are heated using a fire until they are white hot. Once the rocks are white hot, they are brought into the lodge in order to begin the sweating process. To keep the rocks hot, water is poured onto them making an immense amount of steam and heating the lodge. Now that the purification process has finally begun, everyone sits in a circle and goes around, one person at a time, offering prayers. After all prayers have been given, the medicine man blends them all together in a mystical process altering the state of mind to something beyond the physical form. This is where the real healing takes place. As the purification process comes to a conclusion, a new ceremony known as wopela begins. Wopela is simply giving thanks. All participants bring in gifts for the medicine man in order to thank him for leading them through the purification process. The medicine man begins a prayerful state and takes the prayer ties and sets them up in the north end of the center. This allows the prayers to be carried to the Great Spirit in a good way. The medicine man then blows out the candles the lodge becomes pitch dark. Another emotional healing strategy is the use of the medicine wheel. The medicine wheel was an important transformation in the process of Native American tribes realizing that they are much different from each other. Basically, the medicine wheel was a sheet decorated in special symbols, colors, or stones that allowed others know about the inhabitants of the tribe. One was placed in front of every tepee or hut to notify others of that individual’s strengths and weaknesses. By doing so, each individual had their own guidelines to follow for personal growth by realizing what one needed to learn and what one needed to teach. After many generations, the people began to lose the concept of blame and anger upon others. One tribe member from Arizona states â€Å"If I said to you, ‘Does anyone ever make you angry? ’ you would say yes. But in reality, this is totally impossible. You choose to be angry by the way you process the event. This is something you were taught to do as a child. If you could imagine not one person in all of New York City having the concept of anger, that’s what it was like during that time period of no wars before the white man came. †(www. native-americans-online. com). By placing a simple wheel outside their homes, the Native Americans began to learn to cope with their anger and not place blame upon others. This shows a strong cultural emotional healing process because it rid the tribes of anger and blame on others. Indigenous people also believed in psychiatric healing beliefs by altering their state of mind. They were able to alter their state of mind through events such as drumming and chanting rituals, Salish spirit dancing, and visual stimuli. All processes were used in order to calm down an individual. The drumming or chanting of rituals acted as a concentration device to its listeners. A constant beat or pattern would reduce the tendency of the mind to wander. It would also enter the brain wave patterns and sometimes the subjects’ brainwaves would change to match the frequency of the drumming or beating. As for the altered states produced in the Salish Spirit Dance, the sensory stimulation would release neuro-endocrine opiod agents that would produce a peak experience during that dance performance. It is quite obvious that the healing processes of the indigenous people vary greatly from the healing processes of modern day Anglo Saxons. For example, in seeking a cure, Anglo Saxons search for a man made discovery to lead to a cure where as the indigenous people rely on nature for their cures. Although the Anglo Saxon solutions are very effective, the natural remedies also work and are less harmful. All Anglo Saxon cures provide quick solutions but at the risk of side effects which are not present in natural remedies. One belief of the indigenous people was that the illness was caused by nature, so nature can cure the illness. Another difference in Anglo Saxon healing processes is emotional or psychiatric healing. Anglo Saxon traditions in emotional healing include the use of a therapist or other person to talk to in order to solve the problem. The indigenous people use a similar cure, except they seek a higher cure such as the sweat lodge in order to be in contact with the spirit world. Anglo Saxons also place blame and problems on others in an attempt to relieve themselves of the pressure or danger of events. The indigenous people however, do not like to place blame on others, but on themselves. The indigenous people begin looking for a cure inside oneself in order to fix the problem. Although many rituals and healing processes of the indigenous people are much different than the processes of the modern day Anglo Saxons, the processes of the indigenous people have proven to work effectively in curing the illness. Their belief in having a pure soul contributes to the rituals they perform in order to heal. Both Anglo Saxon and Native American healing processes have been proven effective, with the difference being the focus of the solution. Native American medical and healing beliefs and processes are generally based on a more natural curing or purification process than the processes of modern day Anglo Saxons. Sources Used http://muwww-new. marshall. edu/jrcp/VE13%20N1/jrcp%2013%201%20thomason. pdf http://www. native-americans-online. com/index. html http://www. cancer. org/treatment/treatmentsandsideeffects/complementaryandalternativemedicine/mindbodyandspirit/native-american-healing.

Porter Five Forces Starbucks Essay

Starbucks, a cofee stores chain, serving million of coffee lovers worldwide every week, highlights ‘humanistic approach in doing business, value system of the company’ for its huge success. The company featuring ‘one of the best 100 companies to work for’ in Fortune Magazine several times speaks on its own about the satisfaction of the employees contributing towards its all time success. Providing a great work environment and treating every employee equally with self respect and dignity will take care of employee motivation according to Friedrick Herzberg’s Two factor theory, a content theory of Motivation, where ‘Hygiene’ and ‘Motivator’ factors are kept intact for employee to work and focus upon. By creating a culture of challenging employees to do their best, the company encourages employees in participating in setting goals, where as difficult goals extracting best performance at times, and specific goals extracting guara nteed performance according to ’ Goal setting Theory’ by Edwin A. Locke, a process theory of Motivation. The company’s motivational program for its employees consists of â€Å"a special blend of employee benefits† and a work / personal life program that focuses on the physical, emotional, mental and creative aspects of each individual which covers the salient features of Motivation theories by Abraham Maslow – Hierarchy of Needs of different levels as well as by Clayton Alderfer’s ERG theory (explaining about needs for existence, relatedness and growth). The company always seeks from its employees what they want individually, and attempts to give work / life solutions and this upholds Motivation process theories Vroom’s expectancy theory and J.Stanley Adams Equity theory as employees put effort as per expectations and objectives and for clear and quantified material benefits. Starbucks trusts all employees, gives freedom of expression, openness, participation and contribution towards the goals of self as well as for company realising the positive aspec ts of Motivational theory by Mc Greg or – Theory x & Theory Y – which ultimately aims at delight of internal customers, i.e., employees (called as partners) and keeps going and growing.

MGT 302 MOD 2 CA Essay Example | Topics and Well Written Essays - 750 words

MGT 302 MOD 2 CA - Essay Example Based on the various explanations that the author has provided for each of these successful women, one common aspect among all of these ladies is that each of them uses either one of the five forms of power as explained by French and Raven (Changing Minds). Here in order to effectively compare each of these successful ladies, the paper will detail their style and method adopted individually. This will provide a complete overview of each of their styles and will also provide a clear comparison of the styles adopted by each of them. Individual Analysis: Here each individual will be analysed individually. This will help give a clear idea of the style used by the individual and will help gain a clearer difference among all the ladies. Sharon Patrick clearly uses the Coercive power as her mode of gaining real power in her work place. This she uses to gain the power and to also gain an upper hand when compared to her male counterparts. Sharon has shown the strength and confidence that she has and has used this power to her benefit (Muoio). Linda Chavez-Thompson as well uses her coercive power to deal with her work place. Considering her role this is an ideal power to use to keep in complete control in the work place. It is however essential to note here that her style is apt for her job. Linda Chavez-Thompson however does have a mixed role of coercive as well as expert power. She shows here expertise and used this to move up to the current position. Jessica Bibliowicz on the other hand, unlike the other ladies uses the reward power as her tool to gain the real power within the company (Brooks). This she believes is the best method to get the work done and is her secret to success. Janice Gjertsen uses a combination of the legitimate and referent power. Her ideas are clear and unlike the others she focuses on being herself to best extent and to keep up the characteristics of a true women rather than trying to be someone else all together. Katherine D'Urso unlike all t he above mentioned ladies focuses on the legitimate power. She is clear with her goals and does not believe in asking for help, but in doing things in the right manner from the beginning (Muoio). She follows rules and ensures that all the work in line with law. Michelle Bernard is a person who uses legitimate and referent power. She has had her goals and an aim set down firm and is clear in her mind of what she aims at achieving. Her style of leadership is more transactional in nature. Harriet Rubin follows the style of referent power. This proves to be effective as she works in an industry which is led by men. She clearly adopts a transformational style for herself and tries to blend herself to the market as that is the only sure shot manner of being a part of the industry and gaining a strong position in the company (Muoio). Kathryn Gould is among the few who follows a different approach at the work place. She has adopted a charismatic leadership. She uses her natural charisma to reach out to the people and to get work completed. Her style of leadership is clearly very different from the rest. Sara Levinson has shown a very different form of leadership. She uses a participative leadership style and is focused on developing a strong team with the involvement of all. For instance here in this case of what type of leadership she uses, she consulted here team (Mullins). This is clearly a participative leadership style. Kathy Kane-Zweber uses a coercive form of leadership for her work

Media Impact Essay Example | Topics and Well Written Essays - 750 words

Media Impact - Essay Example The sophisticated video games of present day require players to pay constant attention to the game and actively live the characters/roles they are playing in the game, rather than passively watching a movie. This whole experience has both positive and negative repercussions on the players. Several studies have been conducted to evaluate the impact of these media on children. Since children are directly exposed to video games right from the age of childhood to adolescence and then teenage and in some cases even when they are old enough; video games nowadays are one of the strongest factors that impact on social behavior of the youth of tomorrow. Television has been a ground breaking invention for broadcast pictorial display of programmes and entertainment for the whole mankind. However, over the decades of development and progression, T.V. has been transforming into a guiding hand for the society; one that sets the trends and tells the latest fashion, that tells you how to behave with elders, peers, young ones and fellows, which dictate your overall behaviour (Slater). Examples of Negative Impact: â€Å"CSI† a famous TV serial has a huge viewership since it began airing and has been actually guiding juries in actual life to not to make decisions without inappropriate evidence (Tyler). However, a great disadvantage is also significantly impacting many parties to different cases. In article published by Arizona State University, Jeffery Heinrick states that jurors nowadays have, at an increasing rate, started demanding unnecessary forensic tests and reports which are in most cases useless and a waste of precious money that could have been utilized productively otherwise. This has led commercialization of this profession. In 1999 University of West Virginia had 9 graduate of forensic science, in year 2004, 400 graduated with a forensic degree. Richard Gallagher, who is director at the NYU Child Study Center's Parenting Institute, has stated that players who become occupied in first-person shooting video games, for example, many a times become aggressive and usually conside r their society with a hostile view. Research & Statistical Evidence In an article from Journal of Experimental Social Psychology, â€Å"The effect of video game violence on physiological desensitization to real-life violence†, the authors state that (Anderson): â€Å"Research shows that violent video game exposure increases aggressive thoughts, angry feelings, physiological arousal, aggressive behaviors, and decreases helpful behaviors.† The researchers conducted an experiment and concluded that those violent game players were less stimulated physiologically by real life violence as compared to their non-violent counterparts. This led them to conclude that individuals who play violent video games accustom to all the violence and ultimately become physiologically insensitive to it. Conclusion Thus, after reviewing so many research papers and articles, it can be said that the modern entertainment media landscape should be no doubt used to illustrate as an effective and systematic violence desensitization tool. Works Cited 1. Anderson, Craig A. "An update

Historical Rhetorical Comparison Essay Example | Topics and Well Written Essays - 1250 words

Historical Rhetorical Comparison - Essay Example After a long walk down the aisles in the local grocery store, one brand stuck out dramatically: Kraft’s brand of mayonnaise / salad dressing, Miracle Whip. It was surprising really, and it wasn’t at all like it used to be. The recent change made me wonder at Kraft’s reasoning for such an assertive alteration to their traditional brand logo, font, and visual themes. With that said, a close look will be taken into the historical ad coverage for Kraft’s Miracle Whip and current ad coverage to define rhetorical differences that have shifted through time. Methods For my analysis, I reviewed available historical Kraft Miracle Whip ads online and compared them to the current, greatly changed, product found in stores today. I reviewed overall image, font choice, and thematic use of visual themes to define rhetorical differences that have shifted over time. After taking a close look at the product shape, logo, and utilization of color scheme, it highlighted the maj or shift in Kraft’s market perspective and offered a rationale for why they chose to take make a drastic alteration of their product which will be discussed fully below. Artifact Description Kraft’s Miracle Whip, before and after: The image above shows the differences between the old Miracle Whip and the new packaging of today’s product. On the left, you’ll see the previous container. Oval in shape, large over-sized lid, and medium-sized logo positioned on the center of the bottle. The logo is unobtrusive, but easy on the eyes. The font is easy to read, the catchphrase, â€Å"the tasty original,† is nicely placed, and the cloud-like shape mimics the fluffiness of the product itself. As mayonnaise goes, Miracle Whip is literally the fluffy alternative. On the right-hand side, one can see that the old Miracle Whip has taken on a drastic new appearance. The bottle is no longer oval; it is now curvy, meant to fit in the palm of a hand for easy disburse ment. The logo has been given a complete overhaul. The â€Å"MW† of Miracle Whip appears to have been drawn by the product itself, as if squeezed directly from the bottle. And the colors and shapes are larger, now encompassing the entire bottle. Analysis Clever and resourceful advertising is critical in ensuring a product’s success in the vast array of competition that is a traditional grocery store. A consumer generally doesn’t care what brand they grab off the shelf, unless they have specific reason or knowledge that one brand tastes better or is healthier than another. So in many ways, the product advertising is responsible for attaining the buyer’s attention. A â€Å"product cannot just be mouth watering or thirst quenching, the package must announce that they are indispensable for the body, mind, and soul† (Heller 219-220). Kraft appears to have taken this under consideration, certainly. If not by the overhaul of their product logo and design, the inherent design change of the shape itself does the job for them. Previously, the oval shape worked for the brand because they were sticking with the structure of other mayonnaise bottles. In many ways, â€Å"rhetorical tropes [or visual metaphors] are essential for the conceptualization of food, food production, and consumption† (Jacobsen 59). Advertising has to convey, in seconds, that not only should their product be picked

HISTORY COURSEWORK PLEASE ANSWER EACH QUESTION Example | Topics and Well Written Essays - 750 words

HISTORY PLEASE ANSWER EACH QUESTION - Coursework Example The problem with this particular type of governance was that it lacked a central form of government that would have given it coherence and a uniform direction in governance. It was the problem of governance relating to economics, legislation of laws, and central leadership that created the problems within the confederate government. â€Å"Brackemyre, T. â€Å"Americas First Failure at Government: The Articles of Confederation†). So, while the ideas behind the conderacy form of government were based upon good intentions and safeguards, the implementation and lack of central leadership created a confusing form of governance which eventually led to the disintegration of the condeferacy. 2. The main problem they faced was not having a central form of government that could create a cohesive plan of action for the states. Since each state had individualized, extreme powers, there was an uneveness in the mode of governnance because of the federal state power. Each law that was created needed to be ratified by 9 of the then 13 states before it could be passed into law. Economically speaking the government could not directly tax the citizens so the existing congress did not hae a budget and could not request money directly from the states either. That said, any changes to the articles were hard to implement because all 13 states needed to approve the changes. There was a military problem as well due to the fact that men could not be drafted. Thus creating a smaller than usual military force. There was also a judicial problem since all the state conflicts had to be settled in state courts. Additionally, since congress did not have the power to resolve state disputes, the problems between states tended to escalate (Sage, H. â€Å"American Under the Articles of Confederation: 1783-1989) As such, the problems that existed had a tendency to escalate due to the lack of a moderating body within the government. 3. The two party system of the United States stemmed from the

Quiz Essay Example | Topics and Well Written Essays - 250 words - 11

Quiz - Essay Example 2. Mainly, there are three levels of technical audience to whom a technical document addresses. These are the lay persons, the technicians and the experts. When creating any documentation, there is a need to consider the targeted audience in that their level of mastery in the field differs. In other words, a document that targets the lay persons should not contain too much technicalities, while one that targets experts has to be in a sophisticated level of technicality. Experts possess advanced knowledge in the field and they do recognize one another by decoding the advance jargon and technicalities to make meaning from a document. On the contrary, the lay persons and the technicians may need synthesizing of some technical elements to make adequate meaning of the document. 3. The use of visuals is important in any technical document. Visuals and images do communicate major elements and facts that may take long to express through words, or which may be difficult to express. The benefit is that not only does the use of visuals shorten the documentation, but it also offers concise understanding of the presented concepts and brings out the different communicated concepts in a simplified manner by stressing how the different components of an item relate to make whole. 4. An example of a technical document is given above. The document would be more likely to be used in symposiums and in institutions of higher learning targeting experts and technicians in audio technology. This is because; the document highlights major developments and directions in the field of audio technology. The document serves the above audience best in that it offers concise understanding of what has been done, what is being done and the future direction in the field. The aim is to place students and experts in a better position to research future in the field equipped with the previous, current and expected future

American histroy Essay Example | Topics and Well Written Essays - 750 words

American histroy - Essay Example am had introduced a bill that was meant to (a) prohibit the Parliament from taxing the colonies, (b) offer recognition to the Congress, and (c) seek assistance from the Congress on matters pertaining to the provision of revenue to the North American defense and the reduction of the national debt (Gerstle et al. 151). In 1775, North took a step that led to the start of the war. He gave orders for troops to be sent to the Concord, terminate the arms kept there and arrest Samuel Adams and John Hancock. The orders were executed by Gage. After sending the troops, he introduced the Conciliatory Proposition. A pledge was made by the Parliament not to tax any colony that met the cost of the imperial defense and to pay proper salaries to the royal officials. Britain was allowed to use force on any reluctant colonies (Gerstle et al. 151). North introduced the New England Restraining Act to reassure the hardliners that he was still committed to what he was doing. The act blocked the New Englanders from having any commerce between them and any other place with the exception of British West Indies and Britain. It also barred them from the Atlantic fisheries. Boston knew of the expedition as soon as the order was released and thus made careful preparations to make it known to the whole countryside. As the British troops neared Lexington Green, they found militia men ready to face them. The militia began to withdraw because they were outnumbered by the British. A shot was fired and this became the Battle of Lexington. The British opened fire without any orders and 8 people were killed and 9 injured (Gerstle et al. 155). Subsequent wars followed later on. In 1781, the Articles of Confederation was established under the leadership of Madison. It was established as a league of friendship by the 13 independent and foreign states after the Revolution. The articles according to Madison could not fulfill their purpose. The weak government at that period could not effectively work

Snow Days on Campus Article Example | Topics and Well Written Essays - 500 words

Snow Days on Campus - Article Example I gathered a number of opinions on the impact of snow days in college. Albert, a student at the college, states that days enable them to have more time to spend in bed and watch Television and movies online. He also added that the day off released them from the busy class schedules hence allowing them to relax their minds. Additionally, Fred a student also confirms that on this day, they spend much time ice skating. As a result, students seem to enjoy on these days because they do not attend school and also at home they do not cover up for the time lost. Monica, a worker in the College, claims that snow days actually affect their working schedule because they have to use a lot of time clearing the ice, more so during cold days when the ice melts slowly. She adds that there pay is also affected when they miss working for more than two days as a result of snowing. For that reason, the workers, therefore, suffer during these days more so when it prolongs. Felix, a professor at the College, argues that the snow day deprives the time needed to cover the syllabus comprehensively. This is because one cannot make up for the time lost. Hence, this makes them give students too much information within a short period thus degrading the quality of education. He further argues that most of the concepts taught in college need some concentration and time which when not provided makes it harder for the students to comprehend. Professor Kathleen, who also teaches in the College, comments that she has had a rough time during the snow. She says snow days happening in early semesters cause students to miss the night classes that is a problem since students cannot be told to study by themselves. Since new materials need class time to be processed. She also points out that the school calendar is affected by the snow days.  Ã‚  

Into the World Essay Example for Free

Into the World Essay Individuals venturing into new experiences may encounter obstacles, but may also experience personal growth. † ‘Into the World’ is can be defined as aspects of growing up and transitions into new phases of an individual’s life. It can mean transitioning naturally, or change being thrust upon a person. In either case, any individual venturing into new experiences will encounter obstacles, but they will also experience personal growth. This is evident in the prescribed text, The Story of Tom Brennan by JC Burke, as well as my chosen text, I Was Only 19 by Redgum. The concept of ‘new experiences’ may not always start off positively. For example, in Burke’s novel, the protagonist, Tom Brennan, one fatal accident forced him and his family to flee their hometown of Mumbilli, forcing every character to undergo a catharsis. This causes Tom to become very withdrawn and introverted as he grows bitter and resentful of the whole situation and slowly getting pushed ‘back into that big, black hole’. He becomes very depressed, antisocial and isolated as he attempts to deal with the situation that his brother, Daniel, has caused. The author conveys the protagonist’s thoughts, feelings, attitudes and beliefs through a variety of techniques. The audience is aware of Tom’s growing guilt through the technique of first person writing. ‘Like I said, that was a low point. ’ (p124) The convincing, idiomatic, subjective voice of the teenage narrator creates a confidential relationship with the readers, as well as keeping them engaged. It also gives us insight into Tom’s inner most thoughts. As Tom plunges into intense feelings of guilt and animosity, he becomes numb to the struggles the other members of his family are facing. One of the most effective and engaging techniques used by the author to capture the reader’s attention, is the use of flashbacks. The Story of Tom Brennan is a nonlinear narrative, and this is first evident in the prologue, which has a reflective tone, when it changes from past tense to present tense. ‘ so as not to remind them of their pain and what our family now meant to this town. My name is Tom Brennan, and this is my story. ’ However, these flashbacks finish after chapter 9, which is when Tom finally begins to accept the situation. As Tom and his family are forced to make a shameful and hasty departure from their once-loved, parochial hometown, they flee to Toms’ Gran’s house in Coghill. Tom hates living in his Gran’s house, and his subjectiveness creates a bias and negative image of her, as he promptly denigrates her efforts, particularly her ‘culinary disasters,’ claiming that her food looked like ‘a charred slab of cow’s shit. ’ He can’t understand why she copes with the situation is a stoic manner and she becomes somewhat like a ‘punching bag’ for Tom, as he releases all his anger on her. Their relationship is strained, hostile and lacks mutual tolerance and respect as he refers to her as ‘The Grandmother. ’ As Tom re-establishes a connection with ‘The Grandmother,’ he learns empathy, and this is evident in chapter 12 when Tom first realises that she cares for him more than he realises –‘Do you think I couldn’t see you fading away those first few weeks? ’ Their developing relationship is then strengthened as Tom decides to build her a chook pen. Rugby is the lynchpin that holds the novel together. Tom is placed as half-back on the St Bennies team that ‘couldn’t catch a cold. The team provides him with a solid ground to stand on and his teammates give him new relationships and ties to Coghill. Football symbolises the prestige of the ‘legend of the Brennan brothers,’ and Tom unknowingly uses football as a measure of what he had and what he’d lost, of what he can and can’t do. When Tom goes on the St. Bennies footy camp, he learns humility. After Tom speaks with his dad at camp, he realises that ‘winning had been everything at St John’s, but now I was confused, because I think Dad was trying to tell me that it wasn’t enough. ’ He then uses his skills to teach and lead St Bennies. Tom’s uncle, Brendan, has a therapeutic effect on Tom, and as he starts running with him in the mornings, he grows and matures as he tries to get fit enough to travel to Nepal, and this is evident in Brendan’s statement: ‘He was lucky to have you there, Tom. Even if he doesn’t remember it. ’ At first, Tom is hesitant to start running, ‘ contemplating whether a ‘piss off’ was in order. ’ They run up the hill near Carmel’s property, ‘The Ascent,’ which she ‘reckoned it lead all the way to heaven,’ and this becomes symbolic of Tom’s struggle and his journey. The Ascent is an obstacle Tom must face, with the help of Brendan, in order to grow and bloom as he accepts the situation. Another factor that helps Tom heal is his friendship-turned-relationship with Chrissie, who also has a therapeutic effect on him. Chrissie is Tom’s confidante –‘I started talking. That’s what she did to me’, as she acts as a panacea to his pain, which he describes as ‘feeling bad all the time. ’ The concept of individuals venturing into new experiences is also explored in my chosen text, I Was Only 19 by Redgum. I as only nineteen presents the protest against conscription during the Vietnam War. It displays all the difficult experiences of a young man as well as his perspective towards the Vietnam War and the loss of his friend due to the war. The poem portrays war as a living hell and tells the audience the unseen, brutal ways of battle. It reflects on the horror and traumatising warfare that the young men had to go through. â€Å"I was only nineteen† is repeated in a sad, dull context as the lyrics are mostly describing the downside of the whole war concept. Through the themes, use of emotive language and vivid description, this repetition can easily be identified as setting a depressing and sympathetic tone. The use of rhetorical questions place emphasis on how the poet feels this experience has effected him â€Å"And why the Channel Seven chopper chills me to my feet? And whats this rash that comes and goes, can you tell me what it means? † â€Å"And can you tell me doctor, why I still can’t get to sleep? † gives an example of repletion which has been used to emphasise the fact that the young men that have been taken to war and all the horrific experiences they’ve been through. The rhyming of the words of each line have been included to give a feel towards the song/poem and give a link towards each line and that there is a connection between the two lines – â€Å"And theres me in my slouch hat with my SLR and greens. God help me, I was only nineteen. † The use of other poetic techniques, such as metaphors, are also used to emphasise the obstacles faced by young soldiers in warfare- â€Å"Was a war within yourself/ It was a long march from cadets/ And night times just a jungle dark and a barking M16. Another metaphor evident is â€Å"But you wouldnt let your mates down til they had you dusted off. † This is used to represent the camaraderie and friendship instilled in the soldiers. In conclusion, individuals venturing into new experiences may encounter obstacles, but may also experience personal growth. In The Story of Tom Brennan, as well as I was only nineteen by Redgum, the concept of personal growth is explored. Both the soldier in I was only nineteen, as well as the Brennans, face multiple obstacles whilst telling their story.

Improvement of standard living contributes to damage to environment Essay Example for Free

Improvement of standard living contributes to damage to environment Essay In the last decade, many countries over the world have to experience the inevitable consequences of damage to environment. The environment has been sacrificed as the people’s standard living has been improved, which is including the rising of new technology. Sometimes, the new technology that has been invented can cause environment’s devastation enhancement and also harms the ecosystem on it. Many forests and parks have disappeared so that animal extinction for some species cannot be avoided. Nowadays, many developer company compete each other to build residences, apartments, hotels, malls, entertainment centers, such as cafes, cinemas as the enhancement of our standard living. People need a living place more than just a place to sleep and take a rest. The more facilities that one residence area or apartment has, such as swimming pool, golf area, gym, supermarket; the more benefit they can offer to attract customer. It means, one developer company needs bigger areas to construct a residence or apartment. Besides that, we can see the increasing amount of skyscraper buildings in big cities. Along with many constructions, it means that many green areas has to be cut off to be changed into a commercial area and people do not contemplate the consequences of not having enough trees and green areas. In addition to this, many constructions also are not built with a good drainage system. Due to this matter, flood happens everywhere. For instance, in Jakarta, Indonesia, flood happens at least once per year during peak rainy season as the result of constructing park and forest to be a commercial building. Industrial companies also contribute to environment’s devastation. High technology system is developed to support the industrial business. Some of new technology system that has been invented are not eco-friendly. For instance, in Agriculture industry, pesticide is used for controlling the pest that can harm the plant. The consequences of using pesticide that can contaminate the soil, the plants, and harm the ecosystem surrounding it are being ignored and also it can harm the people who consume the fruits or vegetables of those plants. In addition to this, many wastes are produced every year and most of the waste cannot be recycled. Some of the waste fills the river and harm the ecosystem that live in the river, such as fishes. Later on, consuming fish from contaminated river can jeopardize human’s health. In the end, we have to realize that along with standard living improvement, often we neglect our environment and abandon the balancing of ecosystem in our planet. Besides environment devastation, we also harm our lives and our next generation lives. It is suppose that now is the perfect time for us as human being to look after our planet; maintain, protect and nourish our environment surrounding us to build a better health life in the future.

Perception of elderly people in Singapore

Perception of elderly people in Singapore Singapore is rapidly facing ageing population where the proportion of residents aged 65 and above increased from 14% of the resident population in 1998 and this is set to rise to 27% in 2015. An increase in life expectancy has led to the increase in proportion of elderly people. Other reasons were due to the ageing of the baby boomers, decrease in infant and early childhood mortality rate and low birth rates. In todays society, our perception of elderly people is often that of dependency, slow and disregarded. Misconceptions arise about ageing, leading to stereotyping and social discrimination. A common stereotype states that most elderly people are either unhealthy or ill. When elderly people are unsure of themselves, they are considered to be senile. They are also accused of being old when they forgot a sentence. It was the older generation who worked hard and they deserve to be respected by society. With more and more people becoming old, it is important to pay attention to the legal issues surrounding elders. We need to confront such concerns now so that people are able to look forward to enjoying their old age in peace in the future. Addressing the problem of discrimination in Singapore is therefore a key step in further developing and building up our nation. Through undertaking these suggestions, we can hope towards a better future for Singapore, one free from discrimination and abuse of human rights. Therefore, it is vital that companies and individuals change their mindset and be more supportive towards older generation. Hence, this report will highlight the issue on discrimination against elderly people especially in the workplace. Measures taken at the company and national level to combat this social discrimination against the elderly people are also discussed. Many people discriminate elderly people and this is prevalent in the workplace. Age discrimination occurs when older worker is discriminated against by an employer because of their age. A recent survey by Kelly Services discovered that majority of the 1,500 respondents polled in Singapore, experienced some type of prejudice when applying for a job in the last five years and the main reason for discrimination, which contributed to 29 percent, was age. Majority of the older workers did not complete their secondary education due to limited educational opportunities. Hence, they have a lower skilled job. As firms seek higher productivity, current jobs are being automated and improvised, resulting in multiple and higher skills requirements. This eventually leads to older workers, with low education and holding unskilled jobs, being retrenched. Even if low skilled jobs are available, older workers still face competition from younger and cheaper foreign workers. Many companies are biased against older workers and still prefer to hire younger employees. Such discrimination fails to tap fully the older workers contributions. In addition, due to the high cost of hiring older workers and perception among employers that they are less productive and open to new ideas, many firms are less likely to hire them. As such, employers may encourage early retirement or layoff disproportionately older workers. This is usually seen in computer and entertainment industries. As a result, we often see older workers picking up empty cans or selling tissue papers. Other stereotypical old-age occupations that come into mind will be cleaners and servers at fast food restaurants. Age discrimination has a negative effect on the economy and society. Discriminating age is harmful to a company because older people are full of experiences. By not hiring them, it deprived them of securing a job. The effect on the economy is evident in older workers depleting life savings which were meant for retirement. Borrowing money from financial institutions and maxing out credit cards may be the only solutions for some unemployed people to survive. Medical needs either go unmet or the unemployed person must seek help via subsidies to pay for medication. Depression also rises when people become discouraged from the loss of a job, a home and a livelihood. However, we have Central Provision Fund (CPF) and Medisave which our Singapore government have implemented to provide Singaporeans with a retirement income to meet their basic needs in old age. Another example of discrimination against the elderly people was due to their deteriorating intelligence, they are incapable of making independent decisions such as owning financial property, or living independently. People see this as a negative attitude which is often translated into their ageist actions. There seems to be a trend for the elderly to live on their own, away from their children. It is because some people feel that elderly people is a burden as they are often sick and dependant. Therefore, they will put them in the care of caregivers in the elderly homes, thinking that they have provided them the best in terms of basic needs. However, they are wrong as they have unnoticeably discriminated against them by having a perception that they are a burden, slow, and dependent. United Kingdom (UK) also faces discrimination against the elderly in the workplace. However, older people want to work beyond state pension age and employers are positive about retaining them. Various surveys show that there is a keen attitude amongst older employees for flexible working and flexible pensions. The government encourages older workers to continue working and employers recognize them as a valuable resource. Instead, we should appreciate old age and understand that there is nothing wrong about growing old. We should not identify old age with imagery of despondency. There is a need to rethink on how we can care for the elderly and combat this social discrimination. Under Singapores laws (with some exceptions), the government cannot fine or take any legal action against employers who choose to discriminate. Individuals also cannot sue employers. Recognising the need for older workers to remain employed, the government has come up with various measures which include the extension of the retirement age to 62, reduction in the costs of employing older workers, Back-to-Work programs to encourage the economically inactive to enter the labour force and re-training and skills upgrading of older workers. To reduce the cost of employing older workers, the employers CPF contribution rate for older workers aged 55 and above has decreased and employers can cut wages of workers aged above 60 by up to 10%. Employers have moved away from the seniority wage system and turned to a performance-based wage system. An SHRI (2007) survey revealed that only 14% of Singapore employers use a seniority wage system, while 61% are offering a performance-based wage system. Thus, this enables older workers to be hired because the wages increase with age using a seniority wage system. In the workplace, employers are encouraged to employ older workers and to job redesign. An example will be NTUC FairPrice where they hired older workers and assisted them in job upgrading and career transitions. Older workers can also enrol themselves in training programs to upgrade their skills and this ensures their employability. This is especially so in an increasingly knowledge based Economy. For older workers, learning should not only be seen as an advantage for employment but also for self enrichment and fulfilment. The raising of the retirement age to 62 also enables older workers to secure jobs. Employers have to rethink their attitudes towards employing older workers and make the necessary adjustments e.g. modification of work processes to accommodate older workers. For example, in McDonalds, icons of hamburgers and fries are printed on the cash registers to help older workers key in the right orders. However, their success still depends heavily on employers because it is important that they change their attitudes so that they do not employ employees on the grounds on age. Recently, a tripartite committee (consisting of Singapore National Employers Federation, National Trades Union Congress and the Ministry of Manpower) was set up. They have come up with a set of guidelines on Non- Discriminatory Job Advertisements to discourage employers from adopting discriminatory criteria (such as race, religion, or age) in their recruitment practices. They should avoid stipulating age as a requirement for employment. Public and private sector employers also have to pledge to comply with the non-discriminatory practices. The implementation of the guidelines was successful as there was a significant drop in the percentage of newspaper advertisements stipulating discriminatory criteria from 30% in February to less than 1% in April this year. In Singapore the approach used is more promotional and educational than through legislation as it would be too rigid. This is in contrast with countries such as United Kingdom (UK). UK employment equality law combats prejudice in the workplace as it prohibits discrimination against people based on gender, race, religion, sexuality, disability and age. In UK, It will be unlawful to discriminate against an employee under the age of 65 based on age. Employers are unable to specify that a new recruit should be above or below a particular age. In addition, employers who sack workers or deny them the same training opportunities as their colleagues on age grounds will break the law. The governments also promotes the employment of older workers through re-training programmes, job referrals, career advice, promotion of community service employment and subsidies to employers. Australia: The Aussies have very strong anti-discriminatory hiring practices. When a jobseeker sends in his resume, he can choose not to provide details like address, race, gender, age, religion and photograph. The employers will only decide to interview the candidate based on his working experience and qualifications. In fact, older workers are valuable. Some have argued that they are slow in acquiring new skills. However, older workers perform well in a learning environment involving more hands-on practices, usually those which require customer-sales relationships. The growing importance of services industry in Singapore will expand its employment of older workers as the nature of work will be more dependent on soft skills e.g. in service delivery. In conclusion, government policies can have an impact on the hiring of older workers. Most importantly, it is still the older persons themselves who want to work and employers who provide them with opportunities. As quoted by Ralph B. Perry, Age should not have its face lifted, but it should rather teach the world to admire wrinkles as the etchings of experience and the firm line of character. Why affects society and important? How it creates inequality? Source Citation Elderly Rights. Global Issues in Context Online Collection. Detroit: Gale, 2010. Global Issues In Context. Web. 26 Apr. 2010. Palmore, E.B. (1999). Ageism: Negative and Positive. Published by Springer Publishing Company, USA. http://books.google.ca/books?hl=enlr=id=Cg4_DTUuV4ICoi=fndpg=PR3dq=ageismots=82vyBdgdhisig=9aWPYcDpexnP2k2UZNBHEYAUY6g#PPT11,M1 http://theonlinecitizen.com/2009/03/employers-still-discriminating-against-older-workers/ http://www.sma.org.sg/smj/3810/articles/3810e1.htm http://find.galegroup.com.libwww3.np.edu.sg/gic/docRetrieve.do?inPS=truesearchPageType=BasicSearchFormprodId=GICdocId=CP3208520212userGroupName=ngeeann http://www.singstat.gov.sg/stats/themes/people/popinbrief2009.pdf http://theonlinecitizen.com/2007/01/time-to-get-tough-on-job-discrimination-part-one/ http://en.wikipedia.org/wiki/United_Kingdom_employment_equality_law http://news.bbc.co.uk/2/hi/business/5378876.stm http://papers.ssrn.com/sol3/papers.cfm?abstract_id=954240 http://www.eu-seniorunion.info/en/activities/againstviolence/default.htm http://www.helium.com/items/819264-age-discrimination-and-its-effect-on-the-economy-and-society Effects of Discrimination in the Workplace http://socyberty.com/issues/discrimination-in-singapore/#ixzz0nLydnLU3 http://mycpf.cpf.gov.sg/CPF/About-Us/Intro/Intro.htm http://news.bbc.co.uk/2/hi/uk_news/7718436.stm http://www.cipd.co.uk/subjects/dvsequl/agedisc/ageandemp.htm?IsSrchRes=1

Henry Flemming and then Red Badge of Courage Essay example -- essays r

Fear, worry, anxiety, curiosity, distress, nervousness; all emotions of a young, naà ¯ve soldier entering war for the first time. To the reader, this is exactly what Henry Fleming represents. Because Crane never tells us what he looks like, just how old he is, or exactly where he comes from, and usually refers to him as â€Å"the youth† (Crane, 12) or â€Å"the young soldier† (Crane, 14), Henry could be any young many experiencing war for the first time. Throughout the novel The Red Badge of Courage, Henry Fleming goes through many psychological chances, each having a distinct impact on the novel. These changes can be put into three stages; before, during, and after the war. Due to the ambiguity surrounding the character of Henry Fleming, the novel is not just a tale of Henry’s firsthand experiences, but a portrayal of the thoughts, feelings, fears, and development of any young soldier entering any war at any time. Although Crane leaves much to the imagination when it comes to Henry Fleming, he does however reveal quite a bit about his early life. It becomes apparent that as a young boy, Henry grew up on a farm in New York (Crane, 17). Henry was raised by his loving mother after the tragic death of his father (Crane, 15). The occupants of the farm consist of Henry and his mother, who together tackle the necessary workload to maintain the farm and keep it in good condition (Crane, 17). The life Henry has led up to the point when he enters the draft, has been somewhat quiet, protected and sheltered (Crane, 11). This â€Å"wrapped in cotton wool† (Crane, 21) lifestyle could party contribute to Henry’s naà ¯vely distorted views of war and later lead to his misfortune (Weisberger, 22). Crane portrays Henry as a typical young American brought up in the nineteenth century (Weisberger, 22). He has been taught to associate manhood with courage, to dream of the glories of warfare, and to be instinctively patriotic (Breslin, 2). As a result, when the civil war breaks out, Henry volunteers to join the Union Army (Gibson, 61). Immediately, his mother disapproves of his decision, claiming that he would be much more useful on the farm (Crane, 23). At this point in the novel Henry is not mature enough to recognize the validity of his mothers statement (Gibson, 63). "Yer jest one little feller amongst a hull lot of others† (Cra... ...Library, 1993. Delbanco, Andrew. The American Stephen Crane: The Context of The Red Badge of Courage. New Essays on The Red Badge of Courage. New York: Cambridge Univ. Press, 1986. Gibson, Donald B. The Fiction of Stephen Crane. Southern Illinois University Press, 1968. 60-89 Hungerford, Harold. R. The Factual Framework of The Red Badge of Courage. American Literature (34: 4) January, 1963. Mitchell, Lee Clark. New Essays on The Red Badge of Courage. New York: Cambridge U P, 1986 Weisberger, Bernard, "The Red Badge of Courage," in Twelve Original Essays on Great American Novels, edited by Charles Shapiro, Wayne State University Press, 1958, pp. 120-21. EXPLORING Novels. Online Edition. Gale, 2003. Reproduced in Student Resource Center. Detroit: Gale, 2004. http://galenet.galegroup.com/servlet/SRC. Weiss, Daniel. Psychology and the Red Badge of Courage. Stephen Crane‘s The Red Badge of Courage. Bloom, Harold. New York: Chelsea House Publishers, 1987. Henry Flemming and then Red Badge of Courage Essay example -- essays r Fear, worry, anxiety, curiosity, distress, nervousness; all emotions of a young, naà ¯ve soldier entering war for the first time. To the reader, this is exactly what Henry Fleming represents. Because Crane never tells us what he looks like, just how old he is, or exactly where he comes from, and usually refers to him as â€Å"the youth† (Crane, 12) or â€Å"the young soldier† (Crane, 14), Henry could be any young many experiencing war for the first time. Throughout the novel The Red Badge of Courage, Henry Fleming goes through many psychological chances, each having a distinct impact on the novel. These changes can be put into three stages; before, during, and after the war. Due to the ambiguity surrounding the character of Henry Fleming, the novel is not just a tale of Henry’s firsthand experiences, but a portrayal of the thoughts, feelings, fears, and development of any young soldier entering any war at any time. Although Crane leaves much to the imagination when it comes to Henry Fleming, he does however reveal quite a bit about his early life. It becomes apparent that as a young boy, Henry grew up on a farm in New York (Crane, 17). Henry was raised by his loving mother after the tragic death of his father (Crane, 15). The occupants of the farm consist of Henry and his mother, who together tackle the necessary workload to maintain the farm and keep it in good condition (Crane, 17). The life Henry has led up to the point when he enters the draft, has been somewhat quiet, protected and sheltered (Crane, 11). This â€Å"wrapped in cotton wool† (Crane, 21) lifestyle could party contribute to Henry’s naà ¯vely distorted views of war and later lead to his misfortune (Weisberger, 22). Crane portrays Henry as a typical young American brought up in the nineteenth century (Weisberger, 22). He has been taught to associate manhood with courage, to dream of the glories of warfare, and to be instinctively patriotic (Breslin, 2). As a result, when the civil war breaks out, Henry volunteers to join the Union Army (Gibson, 61). Immediately, his mother disapproves of his decision, claiming that he would be much more useful on the farm (Crane, 23). At this point in the novel Henry is not mature enough to recognize the validity of his mothers statement (Gibson, 63). "Yer jest one little feller amongst a hull lot of others† (Cra... ...Library, 1993. Delbanco, Andrew. The American Stephen Crane: The Context of The Red Badge of Courage. New Essays on The Red Badge of Courage. New York: Cambridge Univ. Press, 1986. Gibson, Donald B. The Fiction of Stephen Crane. Southern Illinois University Press, 1968. 60-89 Hungerford, Harold. R. The Factual Framework of The Red Badge of Courage. American Literature (34: 4) January, 1963. Mitchell, Lee Clark. New Essays on The Red Badge of Courage. New York: Cambridge U P, 1986 Weisberger, Bernard, "The Red Badge of Courage," in Twelve Original Essays on Great American Novels, edited by Charles Shapiro, Wayne State University Press, 1958, pp. 120-21. EXPLORING Novels. Online Edition. Gale, 2003. Reproduced in Student Resource Center. Detroit: Gale, 2004. http://galenet.galegroup.com/servlet/SRC. Weiss, Daniel. Psychology and the Red Badge of Courage. Stephen Crane‘s The Red Badge of Courage. Bloom, Harold. New York: Chelsea House Publishers, 1987.

Search for Immortality in the Epic of Gilgamesh :: Epic Gilgamesh essays

The Search for Immortality In The Epic of Gilgamesh the main character, Gilgamesh, is searching for immortality. This want is brought about by deep feelings held by Gilgamesh for his dead friend Enkidu. From this, Gilgamesh finds himself being scared of dying. This fear pushes Gilgamesh to search for the power of immortal life, which is believed to be held only by women because of the fact that they can reproduce. This takes him on a long and tiresome journey to a land where no mortal has gone before. The search by Gligamesh is fueled by the desire to play a part in reproduction. His journey begins at Mount Mashu, the mountain which describes a woman in the part that her "paps reach down to the underworld." Referring to two women’s breast’s hanging down. Before he may enter the mountain, he meets two half female, half dragon figures guarding the entrance. They begin asking why he has come; "No man/ born of woman has done what you have/ asked, no mortal man has ever gone into the/ mountain." This mountain is off limits to mortal beings, he should not be there   Gilgamesh is alloud in and goes through twelve leagues of darkness before he reaches the golden garden of the goddesses. Upon arriving there he is greeted by Shamash, the Sun God, who tells him, "You will never find the/ life for which you are searching." This upsets Gilgamesh because he has traveled so far to now just "sleep and let the earth cover my head forever?" From leaving Shamash, Gilgamesh is sent to see Siduri. "Beside the sea she lives, the woman of/ the vine, the maker of wine†¦" and she does not want to allow Gilgamesh pass. Gilgamesh pleads with her that since he has seen her do not let him see death. She answers, "Gilgamesh, where/ are you hurrying to? You will never find that life for which you are looking." Once again Gilgamesh hears that what he is looking for does not exist. She tells him to enjoy life to its fullest because that is what a man is there for. That does not satisfy Gilgamesh and he wishes to know where to find Utnapishtim, the only man with eternal life. To find him, Gilgamesh must locate Urshanabi, the ferry woman. She then proceeds to take him over the Ocean and over the waters of death.

Pigeon Forge :: Descriptive Essay About A Place

Pigeon Forge The Pigeon Forge area attracts students because of the entertainment choices and location. Teenagers enjoy Pigeon Forge because of the shopping, restaurants, and tourist attractions. It is a getaway from their hometown with plenty of choices of things to do. There are outlet malls that sell a variety of clothing. A few of the attractions located in this area are race tracks, bungee jumping, indoor skydiving, and put-put. Families with young children will be able to do a limited amount of outside tourist activities, but instead might opt to shop within some of the popular outlet malls. The attractions with a minimum age or height requirement are for families with older children that can participate and for teenagers and young adults. Pigeon Forge is a tourist attraction for people on different budgets with different interests. Pigeon Forge is a well-known tourist area with shopping, entertainment attractions, and restaurants set in the Smoky Mountains. Its location is 80 miles from Johnson City and thirty miles from Knoxville. From Knoxville go towards Ashville on the 181 north interstate and take Exit 407 to Sevierville; from Johnson City take highway 181 South towards Knoxville and take the same exit (approximately one hour from Johnson City, and twenty to thirty minutes from Knoxville). First time visitors to the area should try to plan on spending a few days, if you have the time and money. There are many attractions in this area, and depending on your interests you can plan a trip that is worthwhile and fun Pigeon Forge is a shopper’s paradise, with a wide array of merchandise. This area hosts several outlet malls filled with plenty of shops each. The Red Roof Mall and the Tanger Outlet Mall are two of the popular outlets. The outlet malls all sell different types of merchandise, mostly name brand clothing. A few of the name brands that are found in the outlets are J. Crew, Old Navy, Fossil, and American Outpost. There are also shops that are individually owned that sell Pigeon Forge memorabilia. Other shops will spray paint tee shirts and license plates to the customer’s specifications. Pigeon Forge hosts a variety of shops where most name brand products can be found, with the convenience of being located on one main road. Dollywood is an entertainment park that has rides for children and adults, within a town like atmosphere. The park is not just for children, adults will enjoy it also.

Mastery Learning

Teaching involves numerous different factors and aspects of learning. Teaching employs different models and approaches in an effort to find the best way to address the needs of students. One such model or appraoch used by teachers is mastery learning. The goal of this paper is to achieve a better understanding of mastery learning through a review of past literature. How is mastery learning defined by the literature? What are the benefits of using mastery learning? How is mastery learning applied in higher education? Answers to these questions will be identified through a careful reading of the information presented in previously published articles regarding mastery learning. Mastery learning, initially, is a theory about teaching and learning. It emphasizes the belief that any educator can aid almost all students to learn excellently. By the term ‘excellently’, what is indicated is the maximum potential of the individual to learn. No matter the inherent differences in characteristics between students, mastery learning asserts that teachers can teach these students to learn in exactly the same way. (Block, 1980) The term mastery learning is also often used to refer to a set of individualized teaching practices that are consistent in their effectiveness to aid almost all students to learn excellently. These practices are divided into group-based and individual-based or teacher-paced and student-paced practices. In the group-based or teacher-paced mastery learning, the teacher is the one who determines the direction and flow the learning process. In the individual-based or student-paced practices, it is the student who determines the direction and flow of the learning process. (Block, 1980) Both types of practices have different developmental backgrounds but both have the same goal, which is to be able to teach excellent learning skills. A more operational definition of mastery learning can be acquired through a look into its mechanisms. According to Ironsmith & Eppler (2007), mastery learning involves a paradigm shift with regard to the definition of failure in education. Failure is not related to the results of an assessment of the student’s ability. Failure, in mastery learning, is related to the feedback a student gets about his or her progress. Mastery learning involves the use of feedback by students in order to supplement any deficiencies in their learning progress. The feedback serves as a director of what material needs to be learned more and also serves to increase the strength of the contingency between the student’s efforts and his or her academic success. The benefits of mastery learning as an optimistic theory are clear. By teaching students to be able to learn excellently, their chances of success in life become higher. The social and individual rewards are great both for the student and the teacher. (Block, 1980) The student is able to acquire skills and abilities that will aid him or her in future undertakings outside the school setting. Students of mastery learning also become motivated to continue the learning process in their lives because of the rewards – either material or non-material – that they receive from their acquired ability to learn excellently. On more palpable benefits, the study by Ironsmith & Eppler (2007) have shown that final exam scores were higher for students in mastery learning classes as opposed to those in normal lecture classes. Also, the benefits were greater for those students with the lowest grade point averages (GPA’s). The benefits came about as a result of the increased mastery of the material discussed. Endorsement to achievement goals that were more adaptive for the students also contributed to the attainment of the benefits. (Ironsmith & Eppler, 2007) Mastery learning also has benefits for the educational system as well as for the educators applying its principles. With the success of the application of mastery learning, teachers are rewarded with the knowledge that their students succeeded. Also, career rewards, praise and acknowledgments from colleagues as well as gratitude from the students themselves are to be expected. These will also serve as rewarding factors for the individual. The benefit to be derived by the educational system from these is the fact that good and accomplished teachers will be retained. Teachers will be inclined to continue teaching as a result of the intrinsic and extrinsic rewards received from the application of mastery learning. (Block, 1980) The effects and benefits to be derived from mastery learning are long term thus indicating a more profound impact on the lives of those who apply it. In higher education students, learning approaches such as the Personalized System of Instruction (PSI) (Ironsmith & Eppler, 2007) are applied. These are based on the concepts of mastery learning albeit posing a more structured and organized design. A general PSI class would involve learning modules, self-tests, mastery tests, and feedback from educators. The mechanism for mastery learning in higher education, however, remains the same. It still involves the concepts of approaching instruction systematically, of being proactive instead of reactive, of managing the learning and not the learners, of matching the instruction to the outcomes as well as to the learners, and the like. (Block, 1980) Over all, mastery learning is still in the minority of applied models of teaching. However, its use in classrooms is continuously increasing. (Block, 1980) The benefits to be reaped from application of mastery learning in the educational system are assessed to be great. Also, the principles on which it is founded are sound and, in fact, seem to be a more adaptive way to view the educational system. Investigations into the viability of mastery learning as a learning theory should be continued. Also, more schools should begin to introduce the system into their classrooms. References Block, J. H. (1980). Promoting excellence through mastery learning. Theory Into Practice, 19(1), 66-74 Ironsmith, M., & Eppler, M. A. (2007). Mastery learning benefits low-aptitude students.

Insanity or Feigned Madness

Throughout William Shakespeare’s play, Hamlet, the protagonist, Prince Hamlet, is faced with avenging the cruel murder of his Father. In attempts for vengeance, Hamlet feigns madness as a ploy to perform actions he would normally be prohibited from and as a way to prevent people from taking him seriously, thus allowing him to execute his plans unnoticed. He uses his ‘insanity’ as a way to vent his feelings and thoughts towards other characters as shown when he is speaking to Claudius, Gertrude and Ophelia. Hamlet blatantly states on various occasions that he in fact is not mad and even says that he will put on an â€Å"antic disposition†. He also only portrays his madness when necessary for his underlying goal, but when there is no need to deceive, Hamlet acts as a perfectly sane person would which is demonstrated when he speaks to Horatio as well as the actors. Finally in comparison to Ophelia, who is the portrait of madness and has undergone similar tragedies as Hamlet, he appears as normal as anyone else. Hamlet appears to be mad as a way to vent his emotions and conceal any action he plans to take against Claudius to avenge his father. This is part of Hamlets initial plan when he tells Horatio and Marcellus that he will â€Å"put an antic disposition on†(I. v. 173) and that they must swear not to speak a word of his feigned madness. This allows Hamlet to maintain his appearance of insanity thus allowing him to make his remarks of disgust towards Gertrude and Claudius without being punished or taken seriously as a sane prince would be. Through his act, Hamlet is able to vent his feelings towards Gertrude about how she married too soon after the death of his father and is even able to criticize her. Hamlet also uses his feigned madness as an excuse for his actions. This is shown when Hamlet apologizes to Laertes: Was’t Hamlet wrong’d Laertes? Never Hamlet: If Hamlet from himself be ta’en away, And when he’s not himself does wrong Laertes, Then Hamlet does it not, Hamlet denies it. Who does it then? His madness: if’t be so,(V. ii. 224) Even in Hamlets apology he makes it seem as though he is mad. The line â€Å"If Hamlet from himself be ta’en away† represents the modern description of madness stating that Hamlet was not all there. He also speaks about himself in third person, which is seen for the first time in the play, and also conveys the principle of madness. By apologizing in a ‘mad state of mind’, Hamlet hopes to make his insanity more believable thus making it easier for Laertes to accept it. By feigning insanity, Hamlet is able avoid questions about his peculiar behavior and is able to focus on his revenge on Claudius. Hamlet only uses his guise of madness when necessary. Proving his sanity, Hamlet is able create a play based on what the ghost of his father told Hamlet about his death. Also when telling Horatio, a scholar, of his plan Hamlet not only appeared sane but Horatio had no issues with his instructions â€Å"Observe mine uncle: if his occulted guilt Do not itself unkennel in one speech it is a damned ghost we have seen,†(III. ii. 79) Hamlet tells Horatio to watch Claudius for any signs of guilt. Showing that he is not insane, Hamlet also questions the intentions of the ghost and whether it is good or evil. If he were mad, then he would not even contemplate the intentions of the ghost. Above all Hamlet was correct with his plan and the king did in fact show signs guilt. Even other characters notice that Hamlet is not completely mad. A prime example is when Polonius was speaking to Hamlet and says, â€Å"Though this be madness, yet there is method in’t. †(II. ii. 204). Although Hamlet was able to fool Polonius that he was indeed mad, Polonius notices that Hamlet’s remarks are full of meaning and quick-witted, no easy task for a man who is truly insane but not as difficult for a man nearly playing the role. Polonius’ analysis of Hamlet proves to be true when Hamlet tells Rosencrantz and Guildenstern that he in fact is not mad. I am but mad north-north-west. When the wind is southerly, I know a hawk from a handsaw. (II. ii. 376). Though spoken in an unconventional way, Hamlet blatantly states that he is not mad. Hidden within that statement, Hamlet also was able to convey the message that he can recognize his enemies, â€Å"I know a hawk from a handsaw†. Some have analyzed this quote as an attack towards Rosencrantz and Guildenstern1. Hamlet is not mad he is merely feigning it and with his knowledge of acting he is doing an exceptional job. Similarly to Hamlet, Ophelia suffers the same tragic loss of a father. Cambridge University did a study on the effects of losing a parent and came to the conclusion that â€Å"The death of a parent imposes an unexpected crisis for most healthy, well-functioning adults. This crisis can result in high levels of physiological distress, increased risk for depression, impaired physical health, or increase alcohol consumption. These effects go largely unrecognized by everyone except those going through the loss. †(Umberson,7). This study proves true to Hamlet who undergoes similar signs of depression and physiological distress. Ophelia on the other hand shows true signs of insanity. She is unable to process thoughts logically and when she falls in the water she is unable, or unwilling, to sense the danger at hand and drowns without the slightest struggle. Unlike Ophelia, Hamlet is constantly thinking and rationalizing his possible actions. This is shown when Hamlet has the opportunity to kill Claudius: Now might I do it, now he is a-praying; and now I’ll do’t: and so he goes to heaven: and so am I revenged. That would be scann’d: A villain kills my father, and for that, I, his sole son, do this same villain send to heaven. (III,iii,74-79) Hamlet’s thoughts follow a logical progression that shows his understanding of the situations around him. With the chance to kill Claudius, Hamlet realizes that by killing him while he is repenting his sins, Hamlet would thereby be sending him to heaven and thus doing Claudius a favour. Hamlet proves that he is sane by having the ability to think logically and therefore in comparison to Ophelia he is far from madness. The question of Hamlet’s sanity is one that has been questioned since the moment Hamlet was first performed. Madness is one of the main elements driving the plot and as the play progresses, Hamlet’s depiction of a madman becomes increasingly believable. His feigned madness is a mere ploy for vengeance on Claudius and should not be mistaken for true insanity. Hamlet himself states that he is not mad and will put on an â€Å"antic disposition† and in comparison to Ophelia, Hamlet is the picture of sanity. In William Shakespeare’s play Hamlet, Young Hamlet feigns madness in attempts to avenge the death of his father and although he shows signs of depression he should not be believed to be a madman.

Learning Contracts Essay

Table of Contents Section Page Abstract1 Introduction 2 Definition of Learning Contract2 Purpose of the Learning Contract3 Uses of Learning Contracts3 Advantages and Disadvantages of Learning Contracts4 Advantages4 Disadvantages5 Designing Learning Contracts5 Conclusions and Recommendations 6 Conclusion 6 Recommendations†¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 References8 Abstract Learning contracts are being used in post-secondary education. Adults approach learning as problem solving and in theory by implementing learning contracts, the student becomes more involved in their own learning process. This paper discusses the use of a learning contract, the advantages and disadvantages for using contracts and the general design of a learning contract. The use of learning contracts provides opportunity for the student to be more involved in their own learning and apply relevance to their own educational experience. Learning Contracts â€Å"Contract learning is, in essence, an alternative way of structuring a learning experience: It replaces a content plan with a process plan.† Malcolm S. Knowles (1991, pg.39). In the early 1970’s, the concept that adults learn differently than children was introduced by Malcolm Knowles. This theory of andragogy has inspired research and controversy. The complexity of adult learning and motivation provides opportunities to explore new methods of teaching. Implementing learning contracts is an alternative way to structure the learning  experience. Definition. Learning contract by definition is an agreement between students and teachers that grant the student certain freedoms and choices about completing tasks yet requires the student to meet certain specifications (â€Å"Definition,† n.d., p. 1). According to Knowles (1980), contract learning solves, or at least reduces, the problem of dealing with wide differences within any group of adult learners. Knowles (1986) defines a learning contract as containing specifically: 1.the knowledge, skills, attitudes and values to be acquired by the learner (learning objectives); 2.how the objectives are to be accomplished; 3.the target date for their accomplishment; 4.what evidence will be presented to demonstrate that the objectives have been accomplished; and 5.how this evidence will be judged or validated. In academic settings the contract also specifies how much credit is to be awarded and what grade is to be given (p.38). Understanding the purpose and advantages of learning contracts and being able to apply them in our future careers as adult instructors will help prepare us for the variety of learning styles our students will have. Purposes of Learning Contracts Learning contracts have multiple purposes. One purpose is that it can enrich and extend the curriculum. They can connect educational needs to individual needs. The responsibility of learning is shared by the student and the educator. Learning contracts can also challenge the abilities of highly able students and provide alternate options that can be altered specifically for the differences in abilities, learning styles and interests of individual students. The contract is a tool for structuring the learning process. Uses of Learning Contracts Findings from research about adult learning have shown that when adults go about learning something naturally, they are highly self-directed (Tough, 1971, 1979). Coincidentally, when adults learn on their own initiative, they have a deeper understanding and more permanent memory of when they  learn by being taught. Core adult learning principles view the adult learner as the primary source of data for making sound decisions regarding the learning process (Knowles, Holton, & Swanson, 1998, p. 183). Contract learning is compatible with the notion that adult learners are self-directed learners. Online instruction is an example where contract learning can be highly effective. In an online environment, instructors are not physically meeting with the students to discuss learning goals, objectives and expectations. Learning contracts can help negotiate and define the learning goals and outcomes. Sample learning contracts can be placed on a web page and the student can determine which contract best suits their learning goals. Students can also engage in online discussions about the different options with their peers and gain a broader perspective through shared knowledge. Learning contracts can also be highly effective in the corporate world. Training employees is costly and can require large investments from organizations. Learning contracts allow the employee to take responsibility and increases motivation in the learning process when they are able to relate the training directly to their job responsibilities. Contracts can also clearly define the company’s expectations of the outcomes. When the expectations are defined, both instructor and trainee can track progress and stay focused on the company’s business goals and strategies. Learning contracts are useful in research. Research learning contracts provide form and structure to an unstructured environment such as the research laboratory, while ensuring maximal flexibility (â€Å"Contracts,† n.d., para. 2). It allows the student to control their own learning. Contracts allow students to define learning objectives, activities, rate of progress and methods of assessment that will evaluate the student’s success or failure. Advantages and Disadvantages of Learning Contracts Advantages. There are many advantages for learning contracts in adult education. Learning contracts enhance the adult learner’s self-directed learning experience. They promote creative and critical thinking for the student and develop their time management, planning and decision making skills. They can target specific individuals and their specific learning  activities. Each students experience can be unique to them and incorporate their own prior knowledge and experience. The contracts also allow students to work at their appropriate pace and can increase the student’s motivation which in return can increase their class participation. Contracts can help keep students on course if the contracts are specific and concrete. This can also help minimize miscommunication or misunderstanding of expectations and outcomes. The contract also provides a means for the learner to receive continuous feedback regarding progress toward accomplishing learning objectives. Disadvantages. There are disadvantages to using learning contracts. Contracts can be time consuming to develop. They typically are more detailed and require you to put in more work in the developing stage. Also, students can have confusion especially if their prior learning experience has only been the traditional method of instruction in a classroom. If students are only familiar with â€Å"instructor taught† learning and have not learned to be self-directed learners, the student could have difficulty adapting to this method. The learning contract method in pedagogic learning may require more instructor involvement verses student driven in andragogic learning. The attitude of the educator can have an influence on the learning contract as well. Some educators feel the learning contract gives the student too much control. Designing Learning Contracts There are many different ways to design a learning contract. Learning contracts can address the diverse learning needs of different students and may be designed to suit a variety of purposes. Despite the flexibility, there is a general format starting with identification of the content that will be learned. Specific methods and strategies that will be used to learn the content should be identified. Specifying resources to be used in order to learn the content and determining the type of evidence that will be used to demonstrate the learning should be identified. Last, the evidence that will be validated and by whom needs to be defined. Having clarity will lead to improved performance and allow for revision of learning objectives if needed throughout the learning experience (â€Å"Learning Contracts,† n.d.). Conclusion and Recommendations Conclusion. Malcolm Knowles’ introduction of andragogy has influenced adult education. A distinguishing characteristic of adult learning programs is the shared control of program planning and facilitation (Knowles, Holton, & Swanson, 1998, p.133). Engaging adults as partners in their learning experience satisfies their â€Å"need to know† and appeals to their self-concept as independent learners. Learning contracts are a tool that encourages students to participate more actively in their own learning experience. It is an alternative method of structuring a learning experience unique to individuals. It enables educators to work with differences among a group of learners. Learning contracts, more so than any other type of instructional method, create the conditions for individualized instruction. The contract method will not be effective if the adult learner is passive in their own learning experience. Disadvantages include extensive planning and commitment as well as excessive focus on individual success (Duggan, n.d.). In general, adult learners are going to be self-directed learners as opposed to child learners. Based on the five assumptions learned in WED 486 regarding adult learners: adults need to know why they need to know; adults need to learn experientially; adults approach learning as problem solving; adults learn best when the topic is of immediate value; and adults need to integrate new ideas with what they already know, learning contracts are an effective tool to enhance a self-directed experience. Recommendations. Additional research related to contract learning involves the fairness of learning contracts. In the traditional method of instructor taught learning, all students are given the same syllabus and information on what it takes to earn a particular grade. In the case of learning contracts, they are individualized to the learner. The contract may be specific as to how each learner will obtain earned grades but will the content be equal? Additional research is recommended to determine if contracts are efficient if not all students are covering the same material. References Duggan, T. (n.d.). The disadvantages of training agreements. Retrieved from http://www.ehow.com/list_6075915_disadvantages-training-agreements.html  Guidelines for writing. (n.d.). In Learning contract guidelines [PDF]. Retrieved from https://dsacms.tamu.edu/sites/sllo.tamu.edu/files/LearningContractGuidelines.pdf Knowles, M. S. (1980). The modern practice of adult education from pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Adult Education. Knowles, M. S. (1986). Using learning contracts (p. 38). San Francisco, CA: Jossey-Bass Inc., Publishers. Knowles, M. S., Holton, III, E. F., & Swanson, R. A. (1998). Beyond andragogy. In (Ed.), The adult learner (5th ed., pp. 153-183). Houston, TX: Gulf Publishing. Learning contracts. (n.d.). In How to create and use learning contracts [PDF]. Retrieved from http://fcpsteach.org/docs/directions-learning%20contracts.pdf Research learning contracts. (n.d.). In webGuru. Retrieved October 1, 2011, from http://www.webguru.neu.edu/undergradu ate-research/structuring-ur-experience/research-learning-contracts Tough, A. (1971, 1979). The adult’s learning projects. Toronto: Ontario Institute for Studies in Education.