F. Scott Fitzgeralds The Great Gatsby :: essays research papers

The Great Gatsby      In the tale of Great Gatsby there are numerous different people which make themselves understood in the book. Tom Buchanan is the one character that the peruser wants to abhor. He speaks to the materialistic perspectives in and around the Jazz period. The current inquiry is to consider the character and job of Tom Buchanan in the story. How is the peruser intended to react to this character. To address the inquiry Tom must be separated and explored in a top to bottom way.      The time the activity happens in is known as the Jazz period. It is notable as a shallow timeframe. Tom is known as a shallow character. In spite of the fact that Tom is notable as an affluent man who appears to have the entire world available to his no matter what. In spite of his focal points which he has gotten in life it doesn't mirror his picture which is appalling.  â â â â      People are continually endeavoring to resemble him due to his economic wellbeing. He is the zenith of the general public, an extremely influential individual, with huge riches. He is straightforwardly forceful towards individuals particularly his better half whom he is damaging towards. He likewise shows injurious activities towards his escort Myrtle when he meets with her in New York. Tom accepts exclusively that he is a higher priority than any other individual. He additionally has a lot of loathe towards Gatsby when he initially meets him, since Tom is especially desirous of Gatsby's richness over his own. We see his envy when he gets some help from a companion in New York City to investigate Jay Gatsby and the existence he has driven.      The peruser grows a lot of loathe towards Mr. Buchanan when we learn of his paramour. His disprovement develops when he strikes her over the face and seriously harms her for no obvious explanation. His discourteous disposition towards others are likewise acknowledged when Tom is seen out in broad daylight attempting to flaunt for his companion Nick Caraway of the amount of a man he can be.

Sustainable Management Features Essay Example | Topics and Well Written Essays - 3000 words

Feasible Management Features - Essay Example This change is clear from the expanded utilization of social detailing and holding fast to corporate implicit rules. Oil organizations on the planet have grasped global CSR activities. Organizations, for example, the SHELL and BP have become significant players in the sustainable power source industry so as to battle the reality the oil organizations are the ones who are chiefly considered answerable for a worldwide temperature alteration. Notwithstanding this the oil organizations of the world have likewise taken activities that are pointed towards the improvement of network. It was assessed that in 2001 the oil organizations on the planet had contributed $500 million towards network advancement activities (Frynas, 2005). All out Oil Company was framed after the First World War when the French Prime Minister dismissed shaping an association with Shell for making a completely French oil organization. Presently with incomes of â‚ ¬189.5 Billion it is the fifth biggest universal oil organization of the world according to 31st December 2013. The organization delivers around 2,299 kilo barrels of oil identical every day and with a system of 15,551 help stations serves around 3 million clients overall for each day. In the event that one investigations the partners who are related with the organization, at that point Total recognizes the way that because of the explanation that the organization works in excess of 130 nations over the globe the organization needs to confront and satisfy various hopes of various gatherings of partners who are related with the organization. The organization expresses that there is number of partners of the organization relying upon the area where the organization works and their desires from the organization additionally vary contingent upon the area. The organization expresses that the way in to its drawn out reconciliation will rely upon how well it can distinguish and address the desires for these differing gatherings of partners. The organization has both upstream and downstream activities that extend from investigation of oil to its partial

Worst Laderhip Experience free essay sample

During my second year of working for SLC, I had the most noticeably terrible involvement with my life. According to the arrangement, I needed to go to Japan for preparing for two months. I had been hanging tight for that opportunity for precisely a year. I was exceptionally energized for that as well. Nonetheless, I needed to discover somebody myself to substitute me during preparing time in light of the fact that our head official was in oversea. Yet, I would not like to lose that opportunity as that was one reason that I resulted in these present circumstances association. It was not likewise difficult to enlist new representative for this transient period. Luckily, I had a companion who is exceptionally dynamic, and anxious to fill in as a volunteer at our association. In this way, I approached him for help then he concurred me. At last, I left for preparing to Japan. I learned new things a ton in my preparation and made numerous companions from global young people. We will compose a custom paper test on Most noticeably awful Laderhip Experience or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page I didn't have any correspondence with SLC during my preparation since I accept my friend’s ability that she could carry out the responsibility well. After two months, I came back to my nation and went to SLC. When I saw our head official, he out of nowhere appeared to be more unusual and blew up so I saw that something occurred at SLC. Coincidently, I went to him and welcomed and said that ideal to see you once more. He didn't answer anything. What's going on sir? I inquired. At that point, he disclosed to me everything that had occurred during my outing. My companion was extremely addictive espresso. He can't resist drinking espresso multiple times in a day. At some point, the workshop was held by Mr. Andrew from London at SLC. The understudies whoever went to that workshop were sans given lunch including soda pops and espresso. After the workshop was done, everybody left except he remained at the workplace until 5 pm, the workplace hour. He overlooked that he left At the workplace, the things like espresso machine, little rice cookers and others are deliberately given to the representatives. At noon, she needed to drink espresso so she got the water bubbled by the glimmer. And afterward, she disregarded that. Inside 45 minutes, the fire broke out through the power promptly and consumes the entirety of the significance documents and records of the workplace. Our official got extremely irate and messaged me to return back right away. Because of the episode, we lost the most significant facts, records and reports including the workplace PCs. Be that as it may, our preparation despite everything left precisely one month. However, no decision, I came back to my nation according to the crisis case. Thus, I was cautioned for future open door for us as I didn't go to the preparation completely. Be that as it may, it was not the end, another episode happened once more. The English instructor whined about the calendar and poor administration and had a major issue with Rose at that point, the educator quit her place of employment at last. Therefore, we required a crisis instructor once more. In the event that we were unable to get new educator, a portion of the classes are to be stop for some time. The association notoriety went down as well. The head official expressed that things happened as a result of me. I didn't have anything all the more however state sorry. As per the approach, nobody can substitute whether a crisis case or not.

Harvard Business School Essay Samples - Is it a Scam?

Harvard Business School Essay Samples - Is it a Scam? The Debate Over Harvard Business School Essay Samples We'll advise ventures about the effect of blockchain on their industry and the way to timely adjust and reap the advantages of this new technology. To get to the millennial generation, brands need to be authentic. It also functions as an incubator space for startup businesses. As a result of that strategy, you can also raise the quantity of user-generated content for your brand. A small industrial desert, but construction has just kicked off to create a new residential and business center. There is a demand for return, there's a demand for growth. There are lots of possible applications for analytics in the hiring process at your business, and the very first issue for recruiters in your workplace is always likely to be finding the correct person for a function. The mixture of the two can bring about an effective cycle, where the firm's costs go down and revenue goes higher. There's, obviously, a limit on the range of pages even our finest writers can produce with a pressing deadline, but usually, we figure out how to satisfy all the clients seeking urgent assistance. As you pay for homework, we provide those options at no cost. They have websites which offer direct contacts between writers and customers and allow them to discuss details and get the ideal result. Additionally, a customer may ask the writer to submit part of the job for review and, if needed, ask her or him to make corrections. Requesting a fee waiver isn't going to disadvantage your application at all. So yes you can obtain a killer essay but in the event the application is weak, it won't really make a difference. There's 1 question for the present position for the application procedure. Do not enable the admissions application fee stop you from applying! Let's start attending the exact same events. Specifically, in regards to having the challenging conversation. After discovering our website, you will no longer will need to bother friends and family with these kinds of requests. It is among the few pieces in there that is truly in your voice. By comparison, sharing emotions is fantastic for business. Reusing exactly the same questions may look like a bad choice at first as the possibility of a candidate seeing the problem before increases with time. You might even wish to share some information about how expressing emotions can result in greater productivity and engagement on the job. Word of Caution Before you commence researching external facets, be prepared that you may feel overwhelmed and that's normal. Odds are, after processing the emotion, the man or woman may wish to move forward. We'll be successful because we've got no other choices. While introspecting, we suggest that you keep away from distractions. You get to consider it more frequently than tasks you have completed. It doesn't make a difference to us, whether you're too busy on the job concentrating on a passion undertaking, or simply tired of a seemingly infinite stream of assignments. As long because you can deliver in time, it's fine to delay creative tasks and earn time to consider about possible solutions and new ideas. The hygiene depends on various problems. Finding the Best Harvard Business School Essay Samples Stories are an essential component of the human experience. And this isn't the close of the story yet. So consider your story. The concept is to get in touch with a lot of unique people from diverse backgrounds and receive their advice on your profile. Actually, Uber's model is made in such a manner it may make them lose users in the exact same way that it's losing drivers. Growing the economy's a great thing for everybody. The Fundamentals of Harvard Business School Essay Samples Revealed It's about the School and putting together a terrific class every year. You'll get acquainted with the typical GPA of the incoming batch. This calendar year, they have to handle their own peers. The typical scholarship award has doubled during the very same time and they're reaching a larger proportion of the student body. Our objective is to permit students to produce a difference on earth in roles for which they are especially passionate and well suited. The admissions process here is a type of mosaic we're taking a look at plenty of pieces that come with each other to give us a comprehensive picture of the applicant. Therefore, many students and employees decide to obtain inexpensive essay rather than writing it themselves. Stunning campus and useful staff.

Complementarian Interpretation. Edward Donnelly Begins

Complementarian Interpretation Edward Donnelly begins his article titled, Should Women Preach? by emphatically stressing the clear nature of Paul’s instruction in 1 Timothy 2:12-15. He says, â€Å"The words are clear, the grammar straightforward, the meaning obvious.† Such a strong statement would lead one to ask, â€Å"Why is there so much controversy around this verse if it is so clear?† Donnelly’s answer is simply that many Christians have been brainwashed ‘by the spirit of the age’ and succumb to the pursuit of cultural relevance and pragmatism over biblical faithfulness. For over nineteen hundred years, Donnelly points out that Christians have understood this passage to mean that Paul prohibits women from teaching publicly or holding ruling†¦show more content†¦It is for this reason that Timothy was in Ephesus with the purpose of restoring the Ephesian church to a faithful and healthy. It is with this motive that Paul instructs Timothy. Considering the histor ical context, Donnelly argues that Paul prohibits women from teaching authoritatively over men as a biblical characteristic of a healthy church. Donnelly recognizes that many will see such a conclusion and find it offensive and discriminatory. He argues that this is because of imposing a secular worldview in which assigned roles are exclusively connected to the ascribed value of an individual. In scripture, however, function does not necessarily indicate hierarchical value. The greatest example is the trinity; we see each person of the godhead performing different roles yet equally infinitely valuable. But is the prohibition still applicable in the present day? Donnelly answers, yes. He states that most arguments claiming that Paul’s prohibition is not applicable in the present day, merely speculate. There are no biblical grounds to think that his prohibition is not applicable in the present day. Notably, Donnelly does not prescribe that a woman not share or teach at all but rather that they teach in a non-authoritative manner and under the approval of the elders of the local church. Donnelly’s have come under much criticism and though he presents his points in a very abrasive manner, there is much to be gleaned from his writing. When

Air Pollution Effect On The Respiratory System And The...

Clara Burr Instr. Poffenroth Biology 21, Section 1 28 October 2015 Air Pollution’s Effect on the Respiratory System and the Cardiovascular System Air pollution is everywhere in today’s society from vehicles power plants, industries, and even forest fires. These pollutants are either manmade or from natural sources. No matter where they come from one thing they have in common is that these different kinds of pollutants are harmful to people’s health. Air pollutants affect the body’s organ systems causing damage, especially to the respiratory and cardiovascular systems. Air pollution contributes to the higher risk of developing or worsening respiratory and cardiovascular diseases. Almost everybody owns a car. These vehicles are pumping pollution straight into the air and filling it with harmful pollutants. However, vehicles are not the only cause of air pollution. One of the other contributors to the burning of fossil fuels are industries. Air pollution consists of particles and gases that are emitted from both natural and manmade sources. The particles that specifically affect people are the ones that are small enough to go down into their airways. These are called fine-particulates (PM2.5), and they are the most critical form of air pollution (Gold and Samet 2013). With air pollution comes a whole array of health problems, predominantly focused on the nose, throat, and lungs. Both rural and urban environments contain different pollutants, such as infections, chemicalShow MoreRelatedAir Pollution and Some of the Diseases and Problems It Causes784 Words   |  3 PagesAir pollution refers to chemicals, biological materials, or other harmful toxins released in to the Earth’s atmosphere. [3] Most air pollutants are anthropogenic (human-made), such as exhaust emissions and power plants.[ ] Air pollution damages environments and harms the organism that lives in them by causing life threaten diseases. Indoor air pollution and urban air quality is the world’s worst type of pollutants.[ ] Indoor Air pollution and Urban air Quality is responsible for 3.1 million prematureRead MoreAir Pollution1499 Words   |  6 PagesAir Pollution emissions have been a leading threat to the world, as the world has become more and more industrialized over the past century. However, many fail to realize the threat that air pollution emissions pose to human health. As humans continue to buy gasoline for the excessive amount of cars that are driven on a daily basis, create waste from factories, using coal and biomass fuels to power their daily lives, they will continue to put their own health at risk. China, a developing countryRead MoreThe Health Impacts Of Long Term Exposure Essay1157 Words   |  5 PagesResearches are done by critically comparing, summarizing and analyzing the data from academic articles. Delhi pollution control committee is proposed to be our client. The ambient PM2.5 in Delhi is 15 times higher than the WHO guidelines, which is identified as the most significant pollutants threatening the public health. These fine and condensed particles affect the respiratory and cardiovascular health of people in Delhi. Results of studies show that the duration and intensity of the exposure to theRead MoreEssay about Air Pollution and Health Disparities1252 Words   |  6 PagesTo a great degree the eminent problem is the air pollution we breathe. Who can help amend the air we breathe. In order to improve the quality of the air, people have to be aware of the specific mode of pollution and the effect of it. The traffic-pollution causes affliction and distress to individuals. The reason for this tragedy is due in part by every one of us. High concentration of vehicle exhausts is the main source of air pollution in urban areas. Neighborhoods in proximity to heavy trafficRead MoreEffects Of Air Pollution Essay855 Words   |  4 PagesNia Wilson The effects of Air pollution Environmental pollution is the key concern for the humanity. It does not have any borders each member of our planet is affected by its devastating effects. Air pollution is the main factor contributing to general environmental problems. It is the emission of particulates, harmful materials, and biological molecules in the Earth’s atmosphere and is caused by both human and natural factors. The effects of air pollution are shocking. It causes numerous diseasesRead MoreThe Effects Of Air Pollution On Human Health Essay1381 Words   |  6 PagesObjectives 1. To establish the definition of air pollution and pollutants and determine their chemical nature. 2. To identify the causes of Air pollution 3. To define air pollution in India with respect to law as stated in the Indian Constitution. 4. To describe the Supreme Court interjection due to Delhi’s pollution and its results. 5. To assess the air pollution level in Delhi and compare the levels before and after Diwali 6. To find the level of pollution caused by different sources and the data supportingRead MoreParticulate Matter – Health Effects Essay634 Words   |  3 PagesGaurav Dhawan Word Count: 476 PARTICULATE MATTER – HEALTH EFFECTS Particulate Matter (PM) or fine particles, are tiny subdivisions of solid or liquid matter suspended in a gas or liquid. Particle pollution is made up of a number of components, including acids (such as nitrates and sulfates), organic chemicals, metals, and soil or dust particles. Some particulates occur naturally, originating from volcanoes, dust storms, forest and grassland fires, living vegetation, and sea spray. Human activitiesRead MoreAir Pollution : A Threat Of Humans And Nature1198 Words   |  5 PagesAir Pollution: A Threat to Humans and Nature Gary Moore states in his book Living with the Earth that one of the first recorded air pollution events in the United States happened in 1948 in Donora, Pennsylvania. Pollutants from steel manufacturing in the area caused an inversion, the phenomenon whereby cool air is trapped underneath warmer air above and air pollutants are trapped. Seventy people died and over six thousand people suffered from symptoms such as nausea, headaches, and irritation toRead MoreA Brief Note On Air Pollution And Indoor Pollution1288 Words   |  6 Pagesthat every year millions die from respiratory and circulatory diseases due to too much exposure from air pollution? This is becoming a global problem because of the extremely high levels of toxins and chemicals being produced. So how do we reduce air pollution? First, we all must educate ourselves and become aware of the rising health problems related to pollution. The majority of individuals today are unaware of the chronic illnesses that can occur fr om polluted air. There are countless amounts ofRead MoreTypes, Effects, and Controls of Air Pollution936 Words   |  4 PagesTypes, Effects, and Controls of Air Pollution Air pollution depending upon which source you use is broken down in a couple of ways. No matter how you look at it though, air pollution is still air pollution and it is both harmful to humans and the environment. One source breaks air pollution down into two categories or seven primary and two secondary pollutant types (Wright Boorse, 2008, p. 487). The primary pollutants can more easily be broken down into four types of pollution which are based

Development Of The Critical Thinking Samples †MyAssignmenthelp.com

Question: Discuss about the Development Of The Critical Thinking. Answer: Introduction The course of MGMT20135: Critical Thinking and Managerial Decision-Making is very helpful for development of the improved processes. The use of the effective decision making would help in developing the effective process of implementation process. The analysis of the prospect of performing the critical thinking could help in forming the programs for the implementation of the operations in the organization. The activity of thinking critically would be implied for forming the development of the improved decision making process for the organization. The implementation of the critical thinking is deployed for application of the improved information processing. The analysis of the system development would form the development of the smart processing and involvement of the improved functional operations. The following essay is developed for integrating the deployment of the improved processing and development of the critical thinking. The activity of thinking critically could be deployed for integrating the information and data for deep analysis of the scenario. The involvement of the critical thinking would be helpful for co-ordinating the management of the processes and its implication for the processes. The analysis of the activity of thinking critically could be formed for forming the approved method of the development. Evaluation of Critical Thinking and Managerial Decision Making I have followed the course for the development of the critical analysis of the improved processing. The analysis of the critical thinking would help me for forming the improvement if the effective operations in the organization. The development of the critical thinking and managerial decision making would be implemented for the integration of the effective processing of the operations and it would imply the management of the processing. The use of the effective decision making would help in developing the effective process of implementation process. The analysis of the critical thinking would help in developing the programs for the implementation of the operations in the organization. The activity of thinking critically could be implemented for forming the development of the improved decision making process for the organization. The implementation of the critical thinking would be deployed for application of the improved information processing. The analysis of the system development would form the development of the smart processing and involvement of the improved functional operations. The week 1 lecture was divulged in the understanding of the critical thinking and managerial decision making for any provided scenario. The analysis of the critical thinking would be employed for developing the improved processing of the organization. The formation of the sufficient development of the report would involve the deployment of the improved processing. The deployment of the improved decision making would be held responsible for forming the improved processing of the development model. I have studied the description of the critical thinking by the definition provided by Kallet Critical thinking is disciplined thinking that is clear, rational, open-minded, and informed by evidence. The utilization of the improved critical decision making process would be the first priority of my study. I came to realize the development of the critical thinking for the organization. The second week is formed for realizing the impact of the development of the operations and the implication of the advanced processes. The second week focused on the clarity as the major factor for the development of the critical thinking. The critical thinking would comprise of ten tools and they are emptying the bucket, so what, inspection, anticipatory thinking, why, what are needed, what else, vision, ingredient diagram, and thinking coach. The workshop we did was on the deployment of the study of the contaminated mobile phones in the scenario of the hospital. I completed the workshop by realizing the factors of development and reduction of the contamination of the mobile phones in the offie premise. The third week was fully implied for developing the analysis of the information processing and analysis for the evaluation of the critical thinking. The information processing is formed for integrating the analysis of the profound critical development process. The integration of the processes for the deployment of the managerial decision making would be implied for forming the deployment of the improved functional analysis. The fourth week included the use of the reflect tools for the integration of the processes of the self development. I came to know about the reflect tools that would help me in developing the improved analysis of the processing of the organization. The management of the self improvement would be highly helped by the use of the reflective and critical thinking. The week 6 was based on the analysis of a particular scenario for developing the appropriate tools of integration model. The imperative management of the operations would carry on the formation of the management scenario of deploying the effective processing and management. The deployment of the improved decision making would be held responsible for forming the improved processing of the development model. The integration of the processes for the deployment of the managerial decision making would be implied for forming the deployment of the improved functional analysis. The seventh week carried on the use of the rationale and n on rational concepts of the analysis of the situation. The analysis of the critical thinking would help me for forming the improvement if the effective operations in the organization. The activity of thinking critically could be implemented for forming the development of the improved decision making process for the organization. The analysis of the system development would form the development of the smart processing and involvement of the improved functional operations. The 8th week would be implied for the complex and influential process of the development model for the integration of the decision making. The given scenarios would be implied for forming the process of involvement of the faster processing of the deployment model. The week 9 was formed for study of the nature of contracts and the relevancy of the contracts procurement. The deployment of the process would help in forming the compact analysis of the development models. Reflect tools would help in forming the development of an individuals characteristics by the help of self assessment and analysis. The reflect tools could help in developing the development of the integration process for the analysis of the critical thinking and development. The management of the operations would be formed for the development of the improved processing. The analysis of the reflect tools would be formed for integrating the self assessment. The key factors of self assessment are attitudes opinions, motives - purposes, feelings emotions, strengths weaknesses, desires - needs, and accurate self assessment. The key areas of awareness can be classified into personal values, personality traits, emotions, habits, and psychological needs and they are implied for realizing the key areas of the traits of the development. The study of the course had helped in developing an intrigue analysing nature for the critical analysis and processes. I have studied the critical analysis for understanding the development of an individuals characteristics by the help of self assessment and analysis. The reflect tools would assist me in understanding the integration process for the analysis of the critical thinking and managerial decision making. The management of the operations could be developed for the formation of the improved processing. The given scenarios would help me to improve my judgement and decision making for forming the process of involvement of the faster processing of the deployment model. The deployment of the process would help in forming the compact analysis of the development models. Conclusion The course of MGMT20135: Critical Thinking and Managerial Decision-Making had helped in developing the deployment of the improved processing and development of the critical thinking and its importance in the development of the improved processes. The activity of thinking critically could be implemented for forming the development of the improved decision making process for the organization. The analysis of the system development would form the development of the smart processing and involvement of the improved functional operations. The analysis of the critical thinking would be formed for forming the approved method of the development. I came to realize the development of the critical thinking for the organization. The critical thinking had comprised of ten tools and they are emptying the bucket, so what, inspection, anticipatory thinking, why, what are needed, what else, vision, ingredient diagram, and thinking coach. The information processing is formed for integrating the analysi s of the profound critical development process. The integration of the processes for the deployment of the managerial decision making would be implied for forming the deployment of the improved functional analysis. I have studied the critical analysis for understanding the development of an individuals characteristics by the help of self assessment and analysis. The reflect tools would help me in forming the development of the integration process for the analysis of the critical thinking and managerial decision making. References Govindan, K., Rajendran, S., Sarkis, J., Murugesan, P. (2015). Multi criteria decision making approaches for green supplier evaluation and selection: a literature review.Journal of Cleaner Production,98, 66-83. Ikayanti, R., Suratno, S., Wahyuni, D. (2017). Critical Thinking Skill In Science On Junior High School By Problem Based Learning Models.Pancaran Pendidikan,6(3). Kim, H., MacDonald, R. H., Andersen, D. F. (2013). Simulation and Managerial Decision Making: A Double?Loop Learning Framework.Public Administration Review,73(2), 291-300. Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., Jeong, E., Ryu, H. (2016). Cooperation begins: Encouraging critical thinking skills through cooperative reciprocity using a mobile learning game.Computers Education,97, 97-115. Millo, Y., Barman, E., Hall, M. (2016). Accounting measurement tools and their impact on managerial decision making.economic sociology_the european electronic newsletter,17(2), 17-23. Paul, R., Elder, L. (2013).Critical thinking: Tools for taking charge of your professional and personal life. Pearson Education. Roche, M. (2014).Developing Childrens Critical Thinking through Picturebooks: A guide for primary and early years students and teachers. Routledge. Shiraev, E. B., Shiraev, E. B., Levy, D. A. (2016).Cross-cultural psychology: Critical thinking and contemporary applications. Taylor Francis. Underwood, M. J. (2015). Searching for commonalities in the teaching of critical thinking skills, from Masters to sixth form to primary. Wiersema, M. (2015). Executive Decision-Making: Linking Dynamic Managerial Capabilities to the Resource Portfolio and Strategic Outcomes.

Hrm Orientation Essay Example

Hrm Orientation Essay A procedure for providing new employees with basic background information about the firm. Orientation content Information on employee benefits Personnel policies The daily routine Company organization and operations Safety measures and regulations Facilities tour Orienting Employees (cont’d) A successful orientation should accomplish four things for new employees: Make them feel welcome and at ease. Help them understand the organization in a broad sense. Make clear to them what is expected in terms of work and behavior. Help them begin the process of becoming socialized into the firm’s ways of acting and doing things. The Training Process Training The process of teaching new employees the basic skills they need to perform their jobs. The strategic context of training Performance management: the process employers use to make sure employees are working toward organizational goals. Web-based training Distance learning-based training Cross-cultural diversity training The Training and Development Process Needs analysis Identify job performance skills needed, assess prospective trainees skills, and develop objectives. Instructional design Produce the training program content, including workbooks, exercises, and activities. Validation Presenting (trying out) the training to a small representative audience. Implement the program Actually training the targeted employee group. Evaluation Assesses the program’s successes or failures. Make the Learning Meaningful At the start of training, provide a bird’s-eye view of the material to be presented to facilitates learning. Use a variety of familiar examples. Organize the information so you can present it logically, and in meaningful units. We will write a custom essay sample on Hrm Orientation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Hrm Orientation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Hrm Orientation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Use terms and concepts that are already familiar to trainees. Use as many visual aids as possible. Make Skills Transfer Easy Maximize the similarity between the training situation and the work situation. Provide adequate practice. Label or identify each feature of the machine and/or step in the process. Direct the trainees’ attention to important aspects of the job. Provide â€Å"heads-up† preparatory information that lets trainees know they might happen back on the job. Motivate the Learner People learn best by doing so provide as much realistic practice as possible. Trainees learn best when the trainers immediately reinforce correct responses Trainees learn best at their own pace. Create a perceived training need in the trainees’ minds. The schedule is important too: The learning curve goes down late in the day, less than full day training is most effective. Analyzing Training Needs Task analysis A detailed study of a job to identify the specific skills required, especially for new employees. Performance analysis Verifying that there is a performance deficiency and determining whether that deficiency should be corrected through training or through some other means (such as transferring the employee). Training Methods On-the-job training (OJT) Having a person learn a job by actually doing the job. OJT methods Coaching or understudy Job rotation Special assignments Advantages Inexpensive Immediate feedback Steps in OJT Step 1: Prepare the learner Put the learner at ease—relieve the tension. Explain why he or she is being taught. Create interest, encourage questions, find out what the learner already knows about this or other jobs. Explain the whole job and relate it to some job the worker already knows. Place the learner as close to the normal working position as possible. Familiarize the worker with equipment, materials, tools, and trade terms. Steps in OJT (cont’d) Step 2: Present the operation Explain quantity and quality requirements. Go through the job at the normal work pace. Go through the job at a slow pace several times, explaining each step. Between operations, explain the difficult parts, or those in which errors are likely to be made. Again go through the job at a slow pace several times; explain the key points. Have the learner explain the steps as you go through the job at a slow pace. Steps in OJT (cont’d) Step 3: Do a tryout Have the learner go through the job several times, slowly, explaining each step to you. Correct mistakes and, if necessary, do some of the complicated steps the first few times. Run the job at the normal pace. Have the learner do the job, gradually building up skill and speed. As soon as the learner demonstrates ability to do the job, let the work begin, but don’t abandon him or her. Steps in OJT (cont’d) Step 4: Follow up Designate to whom the learner should go for help. Gradually decrease supervision, checking work from time to time against quality and quantity standards. Correct faulty work patterns before they become a habit. Show why the learned method is superior. Compliment good work; encourage the worker until he or she is able to meet the quality and quantity standards. Training Methods (cont’d) Apprenticeship training A structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training. Informal learning The majority of what employees learn on the job they learn through informal means of performing their jobs on a daily basis. Job instruction training (JIT) Listing each job’s basic tasks, along with key points, in order to provide step-by-step training for employees. The 25 Most Popular Apprenticeships Training Methods (cont’d) Effective lectures Use signals to help listeners follow your ideas. Don’t start out on the wrong foot. Keep your conclusions short. Be alert to your audience. Maintain eye contact with the trainees. Make sure everyone in the room can hear. Control your hands. Talk from notes rather than from a script. Break a long talk into a series of five-minute talks. Programmed Learning Programmed instruction (PI) A systematic method for teaching job skills involving: Presenting questions or facts Allowing the person to respond Giving the learner immediate feedback on the accuracy of his or her answers Advantages Reduced training time Self-paced learning Immediate feedback Reduced risk of error for learner Training Methods (cont’d) Literacy training techniques Responses to functional illiteracy Testing job candidates’ basic skills. Setting up basic skills and literacy programs. Audiovisual-based training To illustrate following a sequence over time. To expose trainees to events not easily demonstrable in live lectures. To meet the need for organizationwide training and it is too costly to move the trainers from place to place. Training Methods (cont’d) Simulated training (occasionally called vestibule training) Training employees on special off-the-job equipment so training costs and hazards can be reduced. Computer-based training (CBT) Electronic performance support systems (EPSS) Learning portals Computer-based Training (CBT) Advantages Reduced learning time Cost-effectiveness Instructional consistency Types of CBT Intelligent Tutoring systems Interactive multimedia training Virtual reality training Distance and Internet-Based Training Teletraining A trainer in a central location teaches groups of employees at remote locations via TV hookups. Videoconferencing Interactively training employees who are geographically separated from each other—or from the trainer—via a combination of audio and visual equipment. Training via the Internet Using the Internet or proprietary internal intranets to facilitate computer-based training. What Is Management Development? Management development Any attempt to improve current or future management performance by imparting knowledge, changing attitudes, or increasing skills. Succession planning A process through which senior-level openings are planned for and eventually filled. Anticipate management needs Review firm’s management skills inventory Create replacement charts Begin management development Managerial on-the-Job Training Job rotation Moving a trainee from department to department to broaden his or her experience and identify strong and weak points. Coaching/Understudy approach The trainee works directly with a senior manager or with the person he or she is to replace; the latter is responsible for the trainee’s coaching. Action learning Management trainees are allowed to work full-time analyzing and solving problems in other departments. Off-the-Job Management Training and Development Techniques Case study method Managers are presented with a description of an organizational problem to diagnose and solve. Management game Teams of managers compete by making computerized decisions regarding realistic but simulated situations. Outside seminars Many companies and universities offer Web-based and traditional management development seminars and conferences. Off-the-Job Management Training and Development Techniques (cont’d) Role playing Creating a realistic situation in which trainees assume the roles of persons in that situation. Behavior modeling Modeling: showing trainees the right (or â€Å"model†) way of doing something. Role playing: having trainees practice that way Social reinforcement: giving feedback on the trainees’ performance. Transfer of learning: Encouraging trainees apply their skills on the job. Off-the-Job Management Training and Development Techniques (cont’d) Corporate universities Provides a means for conveniently coordinating all the company’s training efforts and delivering Web-based modules that cover topics from strategic management to mentoring. In-house development centers A company-based method for exposing prospective managers to realistic exercises to develop improved management skills. Off-the-Job Management Training and Development Techniques (cont’d) Executive coaches An outside consultant who questions the executive’s boss, peers, subordinates, and (sometimes) family in order to identify the executive’s strengths and weaknesses. Counsels the executive so he or she can capitalize on those strengths and overcome the weaknesses. Managing Organizational Change and Development What to change? Strategy: mission and vision Culture: new corporate values Structure: departmental structure, coordination, span of control, reporting relationships, tasks, decision-making procedures Technologies: new systems and methods Employees: changes in employee attitudes and skills Overcoming Resistance to Change What causes resistance? All behavior in organizations is a product of two kinds of forces—those striving to maintain the status quo and those pushing for change. Lewin’s Change Process Unfreezing: reducing the forces striving to maintain the status quo. Moving: developing new behaviors, values, and attitudes, sometimes through structural changes. Refreezing: reinforcing the changes. Overcoming Resistance to Change Change initiatives Political campaign: creating a coalition strong enough to support and guide the initiative. Marketing campaign: tapping into employees’ thoughts and feelings and also effectively communicating messages about the prospective program’s theme and benefits. Military campaign: Deploying executives’ scarce resources of attention and time to actually carry out the change. How to Lead the Change (in 10 Steps) Establish a sense of urgency. Mobilize commitment through joint diagnosis of problems. Create a guiding coalition. Develop a shared vision. Communicate the vision. Help employees to make the change. Generate short-term wins. Consolidate gains and produce more change. Anchor the new ways of doing things in the company’s culture. Monitor progress and adjust the vision as required. Using Organizational Development Organizational development (OD) A special approach to organizational change in which employees themselves formulate and implement the change that’s required. Usually involves action research. Applies behavioral science knowledge. Changes the attitudes, values, and beliefs of employees. Changes the organization in a particular direction. Examples of OD Interventions Evaluating the Training Effort Designing the study Time series design Controlled experimentation Training effects to measure Reaction of trainees to the program Learning that actually took place Behavior that changed on the job Results that were achieved as a result of the training

Quines pueden ajustar su estatus y sacar green card

Quines pueden ajustar su estatus y sacar green card El  ajuste de estatus  es un trmite migratorio muy ventajoso que permite a una persona que se encuentra ya en Estados Unidos sacar la tarjeta de residencia permanente (green card) sin necesidad de salir del paà ­s. Lamentablemente no todos los migrantes pueden solicitarlo. Por la importancia del ajuste migratorio, tambià ©n conocido por sus siglas en inglà ©s de AOS, en este artà ­culo se explican cules son sus ventajas, quià ©nes pueden solicitarlo, cà ³mo se tramita la solicitud y cul es la alternativa para los casos en los que no es posible. Ventajas de sacar la green card por ajuste de estatus El AOS brinda dos grandes beneficios: Evita los costes de viajar fuera de Estados Unidos para completar la tramitacià ³n de una solicitud de green card.Y, sobre todo, evita que aplique el castigo de los 3 y de los 10 aà ±os. Es importante tener en consideracià ³n que esta penalidad sà ³lo aplica a las personas que se encuentran fuera de Estados Unidos y desean regresar con una visa de inmigrante o una de no inmigrante. Migrantes que pueden pedir ajuste de estatus por familia o trabajo Pueden hacerlo los migrantes que se encuentran en alguna de las siguientes categorà ­as: Los familiares inmediatos de un ciudadano americano: esposo, mujer, padres, madres e hijos menores solteros de 21 aà ±os si estn legalmente en USA o si, estando ilegalmente, su ingreso fue legal y ahora estn ilegales porque se quedaron en el paà ­s ms all del plazo autorizado de estadà ­a. Sin embargo, no se puede solicitar  si han ingresado al paà ­s ilegalmente sin pasar por un control de inmigracià ³n en una aduana.  Esto es muy importante porque impide sacar la green card sin salir de Estados Unidos a cà ³nyuges, hijos solteros menores de 21 aà ±os y padres de ciudadanos americanos que llegaron al paà ­s cruzando ilegalmente la frontera. En este caso hay excepciones limitadas, como el caso de familiares de militares por aplicacià ³n del programa Parole in Place (PIP). Por otra parte, los hijos casados, los hijos solteros mayores de 21 aà ±os y los hermanos de ciudadanos americanos y los cà ³nyuges e hijos de cualquier edad de residentes permanentes sà ³lo pueden ajustar su estatus en USA si estn legalmente en el paà ­s, y debido a los tiempos de demora sà ³lo en casos excepcionales ser posible. Finalmente, los  prometidos de  ciudadanos americanos y los hijos de aquellos que hayan entrado a Estados Unidos con visas K-1 y K-2 respectivamente. Se requiere que el matrimonio se contraiga en los 90 dà ­as siguientes a haber ingresado al paà ­s. Es muy importante tener en cuenta que la boda se tiene que celebrar entre la persona pedida y el que la pide. No se puede cambiar de novio/a. Otro ejemplo de posibilidad de sacar la green card por ajuste de estatus tiene lugar cuando empresas y otras instituciones americanas como por ejemplo ONGs o universidades solicitar tarjetas de residencia para trabajadores y profesionales extranjeros. Si la peticià ³n es aprobada se proceder a solicitar su ajuste de estatus, siempre y cuando està ©n en el paà ­s legalmente. En otras palabras, ninguna empresa puede patrocinar una green card por razones de trabajo a un migrante que est en Estados Unidos con estatus de indocumentado, tanto si esa situacià ³n es porque entrà ³ ilegalmente o porque no salià ³ a tiempo del paà ­s. Ajuste de estatus con carcter derivado En ciertos casos se permite que cuando se tramita un ajuste de estatus para una persona que se pueda extender la peticià ³n a su cà ³nyuge e hijos solteros menores de 21 aà ±os.   Asilo polà ­tico, refugiados y ajuste de estatus Las personas a las que se le ha aprobado la condicià ³n de asilado  podrn al cumplir el aà ±o a contar desde esa fecha solicitar por sà ­ mismas el ajuste de estatus. Es necesario que se cumplan los siguientes requisitos: Presencia fà ­sica en Estados Unidos por al menos 365 dà ­as tras la concesià ³n de la condicià ³n de asilado.Y que las circunstancias por las que se le concedià ³ la solicitud de asilo no hayan cambiado.Podrn, asimismo, solicitar el ajuste sus cà ³nyuges e hijos solteros menores de 21 aà ±os. Asimismo, podrn solicitar este beneficio migratorio tras residir en Estados Unidos por un aà ±o tras haber ingresado al paà ­s como refugiados. Cubanos y su rà ©gimen migratorio especial Para las personas con pasaporte cubano aplica la ley conocida de Ajuste Cubano. Pero tener en cuenta que ya no est en aplicacià ³n la polà ­tica de  pies secos, pies mojados. Con Ajuste Cubano se puede solicitar el ajuste de estatus tras pasar un aà ±o y un dà ­a viviendo en Estados Unidos pero se tiene que haber ingresado legalmente. Los cà ³nyuges y los hijos solteros de cualquier edad de un cubano pero que tengan otra nacionalidad podrn tambià ©n pedir el ajuste de estatus tras pasar 365 dà ­as en Estados Unidos si ingresaron legalmente. Ajuste de estatus por residencia continuada en Estados Unidos Los extranjeros que han  vivido en Estados Unidos de manera continua desde el 1 de enero de 1972 y pueden demostrarlo podrn solicitar un ajuste de estatus. Es lo que se conoce como residencia por el registry. Casos humanitarios y ajuste de estatus Tambià ©n pueden solicitar el ajuste de estatus los migrantes que han recibido una visa U por và ­ctima de violencia o una visa T por trfico humano si han vivido en los Estados Unidos por al menos por 3 aà ±os desde que recibieron esa visa. En el caso de và ­ctimas de violencia domà ©stica que se han regularizado mediante el programa VAWA y tienen una peticià ³n I-360 aprobada, pueden pedir el ajuste de estatus inmediatamente si son cà ³nyuges de ciudadanos. Por el contrario, si son cà ³nyuges de residentes deben esperar que llegue su fecha de prioridad. Esta puede ser la del I-360 o, si su cà ³nyuge les habà ­a pedido previamente, la del I-130. Decisià ³n judicial En casos de deportacià ³n un juez de inmigracià ³n puede decidir conceder un ajuste de estatus a un inmigrante extranjero. Esta es una de las formas de alivio con las que se puede luchar frente a la deportacià ³n. Casos especiales de menores migrantes En ocasiones, una corte americana puede decidir que un menor extranjero no puede vivir con sus padres por razones de abuso, negligencia o abandono y establece que es en interà ©s del muchacho permanecer en Estados Unidos. Estos casos se conocen como inmigrantes juveniles especiales (SIJ, siglas en inglà ©s) y se permite que estos menores soliciten un ajuste de estatus para sà ­ mismos. Casos especiales de inmigrantes militares Siempre en los tà ©rminos que disponga la ley, los extranjeros que colaboren con los Ejà ©rcitos americanos podrn, en ciertas circunstancias, solicitar un ajuste de estatus. En estos momentos se concede este beneficio a traductores e intà ©rpretes afganos e iraquà ­es. Beneficios sociales para las personas tramitando un ajuste de estatus En algunos estados las personas en trmites para ajustar su estatus son consideradas PRUCOL y se les reconoce algunos beneficios sociales. Los requisitos varà ­an segà ºn el estado y segà ºn el tipo de beneficio. Cà ³mo se pide el ajuste de estatus La planilla a llenar es la I-485. Hay que enviarla debidamente cumplimentada, con el pago de la tarifa y documentacià ³n adicional necesaria. En cuanto al momento, depende del caso. Por ejemplo, si se trata de familiares inmediatos (cà ³nyuges, hijos solteros menores de 21 aà ±os y padres) de ciudadanos americanos se puede enviar junto con la peticià ³n cuando se llena el I-130. Pero en los casos en los que existe un tope anual por categorà ­a hay que esperar a lo que se conoce como fecha al corriente. Para eso hay que consultar todos los meses el boletà ­n de visas. Viajar con peticià ³n pendiente y quà © hacer con retrasos y negaciones Es posible que el USCIS no apruebe la solicitud de ajuste de estatus. En estos casos, chequea si puedes apelar su decisià ³n. Asimismo, si se retrasa en dar una respuesta ms all de lo que es habitual para este tipo de trmite, consultar con un abogado si procede demandar mediante un writ of mandamus. Tambià ©n es muy importante tener en cuenta que si se inicia un proceso de ajuste de estatus no se debe salir de Estados Unidos sin pedir previamente una autorizacià ³n conocida como advance parole. El procedimiento consular como opcià ³n al ajuste de estatus Cuando  no se pueda ajustar el estatus  la opcià ³n es salir de Estados Unidos e ir a travà ©s de lo que se conoce procedimiento consular. El gran problema con esto surge cuando se ha estado ilegalmente en los Estados Unidos por ms de 180 dà ­as porque aplica el castigo de los 3 y de los 10 aà ±os, si bien hay casos de excepciones. Es cierto que en algunos casos es posible solicitar un perdà ³n, tambià ©n conocido como waiver o permiso. Pero las estadà ­sticas muestran que no es fcil obtenerlo. Por esta razà ³n es muy importante conocer cules son las opciones para el caso de cada uno y si hay un riesgo real de quedarse fuera de Estados Unidos por muchos aà ±os.

Life Journey Essay Example | Topics and Well Written Essays - 1000 words

Life Journey - Essay Example After graduating from law school, I traced my way back to Chicago where I practiced as a civil rights lawyer with the firm of John and Carter Man. I taught constitutional law at the University of Chicago Law School, first as a lecturer and then as a professor and I helped in organizing voter registration drives during presidential campaigns. My lecturers usually told me that a lawyer is "a minister of justice, an officer of the courts, a client's advocate and a member of an ancient, honorable and learned profession." While, in this firm, it was my duty to serve the cause of justice, promote the interests of the state, be faithful to the clients, maintain the authority and dignity of the courts, demonstrated personal integrity and I was candid and courteous in relations with other lawyers. I married at the age of 25 to a beautiful wife, Rose Keane and we were blessed with two daughters, Shirleen, and Kate. I struggled to balance my time as a lawyer and as a dad too. However, it was fortunate enough to be surrounded by women, my wife, and the two daughters. They formed the most important part of my life, and they are the people who shaped me the most. I can term them as my sanctuary in this job. I usually attend the tennis matches of my firstborn and the oral recites of the second one during my offs. I usually feel persistent on the table while trying to stave off the passage of time as long as possible and I find myself enjoying every minute of the whole family together under one roof.

The cell by john miller, micheal stone with chris mitchell Research Paper

The cell by john miller, micheal stone with chris mitchell - Research Paper Example The intelligence agencies presented include FBI and other departmental police agencies. The Intelligence agencies ensure safety of every American citizen. In an ideal situation, the agencies are to keep the valid information of every person residing on American soil. They need to prevent cases of terrorist attacks affecting innocent individuals in the society of America. Negligence of the roles of intelligence agencies played a prominent role in facilitating terrorism cases in America. The intelligence agencies failed to get vital information on the plans and execution of the attack although terrorist in this case were residing in America. The terrorists took advantage of this to harm innocent Americans. Different agencies focus much on protocols rather than taking terrorism preventive measures. All citizens enjoy the freedom right provided by American constitution. It becomes difficult for terrorists to be isolated from the innocent civilians within the society. The previous cases of terrorism happened under the watch of FBI, Police agencies, CIA and the federal government. Constant immigration cases have made the works of intelligence agencies in performing their roles in ensuring the safety of American citizens. Previous terrorists like Ranzi Yousef, located to America before executing the terrorist attack of 1993. Intelligence agencies had limited information of this immigrant. These kinds of situations provide room for terrorist attacks in America. Lack of proper communication techniques within and between intelligence agencies limited their capacity to prevent the attacks. This lack of communication is still happening in America. Although killing of Osama bin Laden has indicated an enhanced way of handling the known terrorists, numerous terrorists are still in existence among the innocent members of the society. The intelligence agencies are reluctant to act appropriately despite the fact that they know

Medicine and Health Issues Essay Example for Free

Medicine and Health Issues Essay Employees in the health care system manage a wide variety of health issues and diseases. This course has provided you the opportunity to take a broad look at many of these health issues. The next step is for you to look at how disease trends will influence the delivery of health care in the future. Write a 1,700- to 2,100-word paper explaining how demographics and disease trends are likely to influence health care delivery services in the future. Include the following sections: †¢Aging oDescribe the current age composition of the U. S. population and how it is expected to change in the next 10 to 20 years. oIdentify the factors that support this trend. †¢Environmental factors †¢Changing demographics oExplain how the aging trend is likely to increase or decrease the health issues covered in this course. Include examples of at least two relevant diseases. oExplain what can be done to reduce health complications related to aging. Include at least two examples. †¢Obesity oDescribe the current rate of obesity in the United States and how it is expected to change in the next 10 to 20 years. oIdentify the factors that support this trend. †¢Environmental factors †¢Changing demographics oExplain how this obesity trend is likely to increase or decrease the health issues covered in this course. Include examples of at least two relevant diseases. oExplain what can be done to reduce health complications related to obesity. Include at least two examples. †¢The Future oExplain how health care delivery will adapt in the future to provide care for age-related health issues. oExplain how health care delivery will adapt in the future to provide care for obesity-related health issues. Include at least four sources other than Human Diseases: A Systemic Approach. Format your paper consistent with APA guidelines.

Digital Subscriber Line (DSL) :: essays research papers

Digital Subscriber Line (DSL) Digital Subscriber Line new technology that takes advantage of standard copper telephone line to provide secure, reliable, high-speed Internet access. DSL refers to the family of digital subscriber line technologies, such as ADSL, HDSL, and RADSL. Connection speed for DSL ranges from 1.44 Mbps to 512 Kbps downstream and around 128 Kbps upstream. Unlike traditional connections DSL such as analog modems and IDSN, DSL deliver continuous â€Å"always on† access. That means multimedia-rich websites, e-mail, and other online applications are available anytime. DSL makes it possible for you to remain online even while you’re talking on the telephone-without jeopardizing the quality of either connection. DSL is available in a spectrum of speeds. Some are best home use, while others are designed to accommodate rigorous business demands. Whether for business or the home, DSL, offers unsurpassed price/performance value compared to other online options. There are the five facts tha t one should know about DSL. It is remarkably fast. With DSL service, you can benefit from Internet speeds that are up to 12 minutes faster than a typical ISDN connection and 50 times faster than traditional 28.8 Kbps modems. This means that in the 12 seconds it takes to read this information, you could have downloaded a 2 megabyte presentation file or web photograph. It would take 10 more minutes (600 more seconds!) to download the same with a traditional 28.8 Kbps. It’s highly reliable. One can depend on DSL because its proven technology takes full advantage of the existing telecommunications infrastructure. It’s inherently secure. DSL network provides a dedicated Internet connection via private telephone wires, you can bypass dial-up intruders or shared network hackers. Unlike traditional dial-upp modems or cable modems. DSL protects your valuable data with the most secure connection available. It’s surprising affordable. DSL is widely recognized as the most cost-effective connectivity solution for small buisness. DSL delivers industrial- strength like speed to multiple users at only 25% of typical TI costs. There is no better price option available. DSL is also an exceptional value for home users. At about $2 a day for services that meets the needs of most people. The connection is always on. It’s ready to run every minute of the day. There’s no more logging on and off. No more busy signals or disconnects. This gives you the freedom to focus on what you want to accomplish on line rather than focusing on trying to get connected.

Cultural Metaphor Essay

Cultural metaphors is a cultural system wherein people with the same beliefs, traditions, ideologies, morals or values associate with each other. People belonging to the same culture, share or participate in a particular interest activity, event, or organization, and any other means, that represents their culture is an example of a cultural metaphor. (Gannon, 2008) Moreover, these interest activities, events, organizations, etc. are specifically identified to one particular culture, influencing the way of life of its people. Cultural metaphors create a more discernible way of exhibiting a unique feature of a particular culture to other people. Since these unique features of a particular culture differ from other cultures, most people would probably have different opinions about them. Examples of cultural metaphors that most people know of include the Italian Opera or the American Football. These cultural metaphors associate certain activities or events, in this case the opera and football as distinct to a particular culture. Furthermore, basing it on the examples given, cultural metaphors, although distinctive to a particular culture, is also well known or popular to other cultures. (Gannon, 2002) Rules, ideologies, knowledge and rituals are several cultural concepts that make up the cultural metaphor. The rules that make up the cultural metaphor are either written or unwritten rules that people of a particular culture follow. For instance, rules that govern American football may differ from its European counterpart. Ideologies are certain beliefs or values that are accepted and practiced by a particular culture. For example, the Chinese believes in placing their idols in an altar for health and good luck. The concept of knowledge in cultural metaphors involves information that only a specific culture knows, as Americans are knowledgeable about football, while Europeans are more adept in soccer. Rituals are rites or customs practiced by a particular culture. For example, Muslims all over the world pray at the same times of the day for five times. References Gannon, M.  J. (2008). Cultural Metaphors: Applications and Exercises. Retrieved April 2, 2008, from Sage Publications. Website: www. csusm. edu/mgannon/Documents/CULTURAL METAPHORS. doc Gannon, M. J. (2002). Cultural metaphors: Their use in management practice and as a method for understanding cultures. In W. J. Lonner, D. L. Dinnel, S. A. Hayes, & D. N. Sattler (Eds. ), Online Readings in Psychology and Culture (Unit 16, Chapter 4), (http://www. wwu. edu/~culture), Center for Cross-Cultural Research, Western Washington University, Bellingham, Washington USA.

The Theme Of American Dream In The Great Gatsby - 859 Words

American Dream The Great Gatsby is an incredible book that is filled full with literary themes and devices. In addition, Fitzgerald talks about the American Dream on his novel as it takes place in the roaring 20’s. Which is played through different characters in the book. This dream will actually come true, and turn into greatness after a long time of hardships and bumps along the road. The persona’s in the novel play this role where they all seek and want something which is affected with what stands there in their real world. Starting with the worst misleading idea of this dream Myrtle, who is having a love affair with a married man Tom Buchanan. Myrtle is married to George Wilson who is a poor beaten down man. George owns a†¦show more content†¦What daisy desired, could not be brought with tom’s money because what she wanted was something that you could just buy. She married Tom because she wanted the money. Tom is a wealthy man, at first she knew it is for the riches and that is where she went all wrong, she just wanted love since the beginning but got so caught up with have a expensive life. However she is living the dream that at first she wanted, but she is wanting more, and she is doing everything to get it, even having a fling with Gatsby, challenging the man she married which she knows was a mistake. Daisy is looking for love, she wants love and happiness. Daisy is living the american dream, the dream everyone wants, but she was not happy. She wanted love and so that desire will affect what she had and she will end up losing it. Finally the star of the show, the main character of the novel Gatsby. The man who has it all. The money the luxury cars, expensive lifestyle, but is missing one last thing and that is her not love. Gatsby unlike Daisy is not missing love in his life, but he is missing that one special girl. Daisy let the money go, and only wanted to be with someone or wanted to have something with someone that could fill the whole she was missing which was love. On the other hand, Gatsby wanted that but with Daisy and nobody else. This passion makes up the whole novel, his wild need for DaisyShow MoreRelatedThemes Of The American Dream In The Great Gatsby1503 Words   |  7 PagesThe American dream is the ideal that every human that lives in the United States of America has an equal opportunity to fulfill success and achieve happiness. The failure of the American dream is an evident theme in the novel. The author, F. Scott Fitzgerald, uses the character Jay Gatsby to symbolize the corruption that th e pursuit of the American Dream holds. The American Dream highlights equality and is the quintessential idea that all humans are equal. However, this idea is perceived as an illusionRead MoreThe Theme Of The American Dream In The Great Gatsby1297 Words   |  6 Pagesthe American Dream by James Truslow Adams in 1931, life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement regardless of social class or circumstances of birth. If you have a dream in America, you can achieve it with old fashioned hard work. Whether it’s going from rags to riches or finding love, the American Dream can offer it. But the ever-popular American dream is easily corrupted. This is greatly shown in the novel The Great GatsbyRead MoreThemes Of The American Dream In The Great Gatsby1308 Words   |  6 Pages The American Dream can exist through almost anything, including the disbandment of love. The Great Gatsby written by F. Scott Fitzger ald displays the concept of the American Dream through modern Love. In the novel Fitzgerald creates a main portion of characters, Gatsby, Daisy, Nick, and Tom to act as the symbols of this American Dream. Throughout the story Fitzgerald gives his readers a taste of what the chase of an American Dream is mainly seen as, which in the end did not become successful. FitzgeraldRead MoreThe Great Gatsby : Themes Of Wealth, Dreams, Time And The Pursuit Of The American Dream873 Words   |  4 PagesThemes of Wealth, Dreams, time and the pursuit of the American dream in The Great Gatsby The American dream is a common idea in America that all individuals are equal and can achieve their dreams and ambitions are by working hard. The American dream also enshrines the idea that regardless of social class and financial status, any individual who is hardworking and persevering can achieve anything. The pursuit of this dream has led many to success and many also to failure as a lot of people go to allRead MoreBroken Dreams and Fallen Themes: the Corruption of the American Dream in the Great Gatsby1477 Words   |  6 PagesBroken Dreams and Fallen Themes In The Great Gatsby, Fitzgerald employs the use of characters, themes, and symbolism to convey the idea of the American Dream and its corruption through the aspects of wealth, family, and status. In regards to wealth and success, Fitzgerald makes clear the growing corruption of the American Dream by using Gatsby himself as a symbol for the corrupted dream throughout the text. In addition, when portraying the family the characters in Great Gatsby are used to exposeRead MoreWhat Is The Theme Of The American Dream In The Great Gatsby1508 Words   |  7 PagesIn â€Å"The Great Gatsby†, F. Scott Fitzgerald suggests that the American Dream is illusory and can never be fulfilled. He suggests this concept through Jay Gatsby, Nick Carraway, Daisy Buchanan, Tom Buchanan, and Myrtle Wilson. When these people try to purse this unfulfilling dream, only sadness and failure is left for them to feel. In the 1920’s, everyone was following a never ending train of disappointment and failure know as the American Dream. The American Dream was the belief that through hardRead MoreScott Fitzgeralds The Great Gatsby and John Steinbecks The Grapes of Wrath1720 Words   |  7 PagesScott Fitzgeralds The Great Gatsby and John Steinbecks The Grapes of Wrath In the novels The Great Gatsby by Scott Fitzgerald and The Grapes of Wrath by John Steinbeck, the authors present similar ideas, but use different methods to portray them. Similarities in themes can be made between the two texts; these include the pursuit of the American Dream and the use and misuse of wealth. Other themes are also central to each novel, the strength in unity and the influenceRead MoreEssay about Great Gatsby862 Words   |  4 PagesScott Fitzgeralds The Great Gatsby / Gatsbys Desire for Daisy exploring why Gatsby had such an obsessive desire for Daisy. The writer purports that Gatsby began by pursuing an ideal, not the real woman. In fact, he could not recognize the type of person she had become since they last saw each other. Gatsby lives in a dream world and Daisy is part of that dream. As the novel progresses, however, Gatsbys feelings change. Bibliography lists Fitzgeralds The Great Gatsby : The Role of NickRead MoreThe Great Gatsby By F. Fitzgerald1296 Words   |  6 Pages The Great Gatsby Told by Nick Caraway, and written by Scott F. Fitzgerald, The Great Gatsby is a classic novel that gives readers a glimpse inside the lives of the wealthy during the roaring 20s. The story follows the lives of Jay Gatsby, a man of new money, Daisy Buchanan, a married girl of old money, and Tom Buchanan, Daisy’s deceitful husband. Jay Gatsby is a man of mystery, with seemly unlimited funds, who throws ridiculous outrageous parties for no apparent reason. It’s learned that he hasRead MoreThe Great Gatsby By F. Scott Fitzgerald1599 Words   |  7 Pagesevents and themes that occurred around him. One of Fitzgerald’s most popular novels is named The Great Gatsby. The Great Gatsby is written to reproduce the environment that Fitzgerald was living in. This semiautobiographical work uses fictitious characters to portray how people around Fitzgerald acted and what the overall theme of America was at this point in time. The years that ensued World War I were known f or mass productions of alcohol, grand parties, and greed for money. In The Great Gatsby

Enthalpy Definition in Chemistry and Physics

Enthalpy is a thermodynamic property of a system. It is the sum of the internal energy added to the product of the pressure and volume of the system. It reflects the capacity to do non-mechanical work and the capacity to release heat. Enthalpy is denoted as H; specific enthalpy denoted as h. Common units used to express enthalpy are the joule, calorie, or BTU (British Thermal Unit.) Enthalpy in a throttling process is constant. Change in enthalpy is calculated rather than enthalpy, in part because total enthalpy of a system cannot be measured since it is impossible to know the zero point. However, it is possible to measure the difference in enthalpy between one state and another. Enthalpy change may be calculated under conditions of constant pressure. One example is of a firefighter who is on a ladder, but the smoke has obscured his view of the ground. He cannot see how many rungs are below him him to the ground, but can see there are three rungs to the window where a person needs to be rescued. In the same way total enthalpy cannot be measured, but change in enthalpy (three ladder rungs) can. Enthalpy Formulas H E PV where H is enthalpy, E is internal energy of the system, P is pressure, and V is volume d H T d S P d V What Is the Importance of Enthalpy? Measuring the change in enthalpy allows us to determine whether a reaction was endothermic (absorbed heat, positive change in enthalpy) or exothermic (released heat, a negative change in enthalpy.)It is used to calculate the heat of reaction of a chemical process.Change in enthalpy is used to measure heat flow in calorimetry.It is measured to evaluate a  throttling process or Joule-Thomson expansion.Enthalpy is used to calculate minimum power for a compressor.Enthalpy change occurs during a change in the state of matter.There are many other applications of enthalpy in thermal engineering. Example Change in Enthalpy Calculation You can use the heat of fusion of ice and heat of vaporization of water to calculate the enthalpy change when ice melts into a liquid and the liquid turns to a vapor. The heat of fusion of ice is 333 J/g (meaning 333 J is absorbed when 1 gram of ice melts.) The  heat of vaporization of liquid water  at 100 °C is 2257 J/g. Part A:  Calculate  the change in enthalpy, ΔH, for these two processes. H2O(s) → H2O(l); ΔH ?H2O(l) → H2O(g); ΔH ?Part B:  Using the values you calculated, find the number of grams of ice you can melt using 0.800 kJ of heat. SolutionA.  The heats of fusion and vaporization are in joules, so the first thing to do is convert to kilojoules. Using the  periodic table, we know that 1  mole of water  (H2O) is 18.02 g. Therefore:fusion ΔH 18.02 g x 333 J / 1 gfusion ΔH 6.00 x 103  Jfusion ΔH 6.00 kJvaporization ΔH 18.02 g x 2257 J / 1 gvaporization ΔH 4.07 x 104  Jvaporization ΔH 40.7 kJSo the completed thermochemical reactions are:H2O(s) → H2O(l); ΔH 6.00 kJH2O(l) → H2O(g); ΔH 40.7 kJB.  Now we know that:1 mol H2O(s) 18.02 g H2O(s) ~ 6.00 kJUsing this conversion factor:0.800 kJ x 18.02 g ice / 6.00 kJ 2.40 g ice melted Answer A.  H2O(s) → H2O(l); ΔH 6.00 kJ H2O(l) → H2O(g); ΔH 40.7 kJ B.  2.40 g ice melted

Analysis Of Henrik Ibsen s Ibsen - 1459 Words

Henrik Ibsen is a very common and almost an essential person if you where to judge him by his plays. Ibsen plays are a symbolic representation of how to deal with the reality of social issues. Social issues can be manipulated and used as a powerful political weapon. During this period writers would commonly form information in order to gain the attention and support of the public. Henrik Ibsen understood human nature, he played a crucial role in exploring and illuminating society by uniting honesty and the reality of life, through his work. Writing as a psychologist, Ibsen could quickly sway others when it came to understanding his creative work. His relationship with human life formed an intense social and abstract perspective, which is the essence of art. Ibsen s work as a writer mainly symbolized a long writing style that reflection on people s need to live in a more advance mental way. Ibsen wrote about the contradiction between ability and the aspiration between will and possib ility. Ibsen commonly uses a great deal of desperation in his work. Within the darkness of his work the conflict mainly surrounded humanity and the individual tragedy of one s true self. Ibsen would use symbols that represented how the social issues within his work would be part of reality. His plays allowed a combination of the feminist social issues and reality. The subjects were expressed in both â€Å"Hedda Gabler† and â€Å"A Doll s House† is extensive and diverse. Ibsen s â€Å"Hedda Gabler†,Show MoreRelatedAnalysis Of Henrik Ibsen s Ibsen 996 Words   |  4 Pagesrevolutionary act brought international fame to author Henrik Ibsen. In the context of this play the Biographical Response of the author is influenced on the characters, and the way Ibsen interpret this specific play, the Historical Background of this story was influenced by society around the nineteenth century, and the Feminist Critique produces the lifestyle of women who could not fulfill there proper lives. The play, â€Å"A Doll’s House†, by Henrik Ibsen, modifies critiques on a fruitless marriage betweenRead MoreAnalysis Of Henrik Ibsen s Ibsen 1525 Words   |  7 PagesFurthermore, Ibsen points out how men would use their advantage over women and shows how clueless the society was to what women really felt and thought. When Hedda put an end to her own life, the only person who she wasn t content with her situation is judge Brack. While Mr. Tesman was so occupied trying to reproduce the book of Mr. Là ¶vborg - which appears to be much an opportunity for him to take credit on the work of Là ¶vborg - Hedda is in fact debating whether she should submit herself to judgeRead MoreAn Analysis Of Henrik Ibsen s A Doll s House 970 Words   |  4 PagesA Doll’s House Ashleen Kaushal TOPIC: The theme of heredity in the play I. Introduction Henrik Ibsen’s three-act play, A Doll’s House, follows a seemingly typical housewife as she becomes painfully aware of the flaws in her marriage with a condescending, chauvinistic man. Ibsen uses the ideology of a Victorian society as a backdrop to inject the theme of heredity in the play. He employs several characters to demonstrate the different facets of heredity in order to highlight how this conceptRead MoreAnalysis Of Henrik Ibsen s A Doll House 1823 Words   |  8 PagesA Doll House is a play that was written by Henrik Ibsen in 1879. Nora Helmer is a wife and mother who secretly loaned money to save her husband’s, Torvald, life. Torvald views and treats Nora has a doll and she goes along with it. As conflict comes and goes Nora decides that her current life is not what she wants for herself. She no longer wants to be anyone’s â€Å"doll† and decides to leave her family in search of independence. This play was controversial during the time it was written becauseRead MoreAnalysis Of Henrik Ibsen s A Dollhouse 960 Words   |  4 PagesHenrik Ibsen pioneers a unique portrayal of the struggle for personal freedom in â€Å"A Dollhouse.† He uses marriage and gender roles indicative of his era as an example of the constraints placed on people in society. His work is controversial and ahead of its time, and Ibsen is able to show in â€Å"A Dollhouse† morality and societal customs do not always walk hand in hand. Through the use of the character Nora, he shows the necessity of sacrifice is sometimes needed to achieve freedom from culture. TheRead MoreAnalysis Of Henrik Ibsen s The Dollhouse 2229 Words   |  9 Pagesgather by everyone who reads it. Ibsen wrote this play hoping that people would watch it and then consider what their role is in today’s society. With that being what his ultimate goal was. He did his best to create a character that would never be forgotten. This character is Nora. T his story revolves around Nora finding herself. Ibsen hopes that each individual will find themselves, just as Nora does. A very intelligent individual born in 1828, by the name of Henrik Ibsen who is the one who wrote thisRead MoreAn Analysis Of Henrik Ibsen s A Dollhouse1566 Words   |  7 PagesThe Story A Dollhouse, by Henrik Ibsen is a story that portrays the role of Nora, a middle class mother and her husband Helmer Torvald and the drama within their marriage. The Christmas tree could be considered a symbol in the play because of its general representation of family unity and happiness during the holidays. But as it goes on, we see the tree and how the stripping of it foreshadows another layer of meaning. Along with the Christmas tree, the macaroons in the play symbolize nora’s defianceRead MoreAnalysis Of Henrik Ibsen s A Doll House 1152 Words   |  5 PagesHenrik Ibsen’s play â€Å"A Doll House† addresses the importance of the roles women play throughout this time period. Women are thought to be like â€Å"dolls† to their husbands, by obeying their commands and ke eping a good image. We see the main character, Nora Helmer struggle to keep her perfect image of a great wife as troubles start to arise. Throughout the play we begin to see Nora push through her troubles and find her true identity, Nora shifts from being the loving, perfect wife, to being a strongRead MoreAnalysis Of Henrik Ibsen s A Doll House884 Words   |  4 Pageslying, it can transform minor lies such as white lies into something more dangerous. When one works to conceal a lie, a cloud of deception hangs over those involved and can lead to the destruction of friendships, relationships, and even marriages. In Henrik Ibsen’s A Doll House, he uses the motif of lies and deception to illustrate the fragileness of the Helmer’s marriage, which ultimately leads to its demise. Nora Helmer, a naà ¯ve woman who has never been given the chance to mature into an independentRead MoreAnalysis Of Henrik Ibsen s A Doll House995 Words   |  4 Pagesof imagining and guiding the integration of all these elements belongs to the director. One of the toughest tasks of a director is to reinvigorate a socially important and renowned production while maintaining its original message and composition. Henrik Ibsen’s A Doll House is a socially important realistic play that portrays the gender dynamics that plagued the nineteenth century and questions the expectations held for women in a household and society. The play is still incredibly influential because

Teachers Role in Entrepreneurship Education free essay sample

This article aims to highlight the crucial and challenging role that teachers have in entrepreneurship education. We will introduce a piece of data gathered during a project â€Å"Measurement Tool for Entrepreneurship Education†. A group of teachers (n 29) in 2008 were asked to describe their aims and results concerning entrepreneurship education. The results indicate teachers were familiar with entrepreneurship education, but, there is a remarkable lack of cohesion in definitions of basic concepts and, most of all, in between the aims and results. Moreover, when describing the aims of entrepreneurship education teachers â€Å"out source† themselves but describe the aims for the pupils / students. We argue, since the learner centred education has been in focus during the last decades, teachers’ role in education might have been neglected and hence we could â€Å"rediscover† teachers’ role again. In order to develop this point of view in research and in implications for practice we would like to stress 1) the development of teachers’ learning in terms of their reflection, 2) developing practical tools for their self reflection, 3) realizing changes of education, like curricula reforms, from the point of view of teachers’ learning and 4) realizing the links between aims and results in the context of entrepreneurship education. Key words: entrepreneurship education, teacher’s learning, teacher’s reflection INTRODUCTION The strategy of the European Union highlights the importance of the development of entrepreneurial culture by fostering the right mindset, entrepreneurship skills and awareness of career opportunities (Commission of the European Communities 2006). Finland in particular has extensively promoted entrepreneurship education mainstreaming at all education levels. This process has been supported administratively. For example, The Ministry of Education 1 announced an initiative entitled The Clarification and the Action Program of Entrepreneurship Education in 2004. The cross-curricular themes represent central emphasis of the educational and teaching work and the educational challenges of the time are met through them (The Finnish National Board of Education 2004). In line, In Finland entrepreneurship education has long been included in the national core curriculum and the latest curricula reforms at all education levels point out the development of entrepreneurship education. The entrepreneurship education theme is called â€Å"Participatory citizenship and entrepreneurship†. The National Core Curriculum is the basis which the local and regional education providers follow but they may put own emphasis in their curricula. (Finnish National Board of Education 2004) However, there is a long distance from the international and national policy making level to the future realization of outcome of entrepreneurship. A journey consisting two different processes: first, from the goal setting in education system, starting from the EU strategies and national curricula, to the altered daily teaching work of all teachers, and secondly, from the teaching to the altered behaviour of the students in the years to come. These processes are illustrated in the following picture. Aims of entrepreneurship education European Union National education systems Schools Teachers Aims Students Teaching Learning Outcomes Increased entrepreneurial activity Time Picture 1: Teacher executing the aims of entrepreneurship education. Nevertheless, teachers have at times had difficulties in identifying contents and means by which to respond to challenges posed by entrepreneurship education 2 (Seikkula-Leino 2006; 2007, Fiet 2000a; 2000b). We propose a view that teachers are in a crossroads of several transformation processes embedded in entrepreneurial education. Teachers are living through the overall aims of entrepreneurship education into increased future entrepreneurial activities in the society as they are transforming the aims of entrepreneurship education into teaching activities and into learning outcomes. Along with teachers having â€Å"hands on† connection to entrepreneurship education, they are also having the best position in evaluating the aims, the actions and the outcomes of entrepreneurship education. Teachers receive always the newest and most accurate feedback about entrepreneurship education. As setting targets into entrepreneurship education contains the idea of guiding the education into desired direction, learning from previous actions is crucial in that process. Therefore we propose that teachers are in a central role in operationalizing entrepreneurship education, and more accurately in finding the best practices. In this paper we will introduce a piece of data gathered during a project â€Å"Measurement Tool for Entrepreneurship Education†. A group of teachers were asked to describe their aims and results concerning entrepreneurship education. The teachers were familiar with entrepreneurship education, but, as the results indicate, there is a remarkable lack of cohesion in definitions of basic concepts and, most of all, in between the aims and the results. This analysis seems to suggest that there is a definite need for a more systematic data gathering and discussion around entrepreneurship education. Studying this phenomenon is warranted, as entrepreneurship education is in central focus concerning the development of social end economical well being. Since teachers are the key factors in promoting it we therefore stress their point of view as promoters. However, there is a lack of relevant studies in this context. Moreover, there is a lack of tools which could enhance teachers’ development as entrepreneurship educators. Entrepreneurship education research is also mainly conducted on adult education and not at basic, upper secondary education and basic vocational training as is the case in the present study. Therefore, this article presents how rather untraditional fields of education can be developed at these levels of education by teachers and what kind of challenges exist in this road. Furthermore, the article presents first steps how to develop practical tools which could empower teachers’ development. 3 CONCEPTS AND THEORETICAL BACKGROUND Entrepreneurship and entrepreneurship education The understanding of the concept of entrepreneurship is fundamental for defining entrepreneurship education. So far there is no agreement of any single theory of entrepreneurship (e. g. Shane – Venkataraman 2000; Davidsson – Low – Wright, 2001) and many notions of many different approaches to conduct research on the subject (e. g. Grebel et al; Grant – Perren 2002). Hunting the Heffalump as theorizing entrepreneurship was launched by Kilby (1971) and after that more seriously pushed forward e. g. by Bygrave and Hofer (1991) as they introduced potential theoretical bases for entrepreneurship. Shane and Venkataraman (2000) reviewed previous writings and defined entrepreneurship as study of sources of opportunities, the processes of discovery, evaluation and exploitation of opportunities and those individuals who discover, evaluate and exploit them. Sarason, Dean and Dillard (2006) continued from that and stated, that, despite entrepreneurship is treated as nexus of individual and opportunity, entrepreneurship is a social undertaking and must therefore be studied within a context of social system. The proposition is that the entrepreneur and social systems co-evolve (Sarason et al. 2006). The contemporary views on entrepreneurship emphasize alternative approaches such as narrative (Hytti 2003; Fletcher 2006) and prosaic (Steyaert 2004) entrepreneurship which carry the idea of entrepreneur as a socially constructed, creative human being. Whereas managerial processes are processes mainly of control, normality, and standardisation, the entrepreneurial is about play, anomaly, and movement (Hjorth 2003, 260). According to Johannisson (1997, 113) entrepreneurship is represented by individuals (inter)acting as complete human beings with their own ambitions in the (inter)organizational setting. Entrepreneurship may be defined as the visualization and realization of new ideas by insightful individuals, who are able to use information and mobilize resources to implement their visions. The emphasis is not on the idea generation but more on the promotion and implementation of change. (Nystrom 1995, 67) Seeing the everydayness of entrepreneurship, means to us that it is constantly present in the actions and talk. Entrepreneurs personify â€Å"action† in its intrinsic sense (that is, intentional conduct), and engage in genuine interaction (that is, in voluntary exchange for mutual benefit and learning) (Johannisson 1997, 113). As Johannisson, Landstrom and Rosenberg (1998) define it, â€Å"entrepreneuring is thinking and acting differently, moving things†, which suggests the action dimension to be inherent to entrepreneuring. It is not merely analysing but also being intuitive and then putting things on the move. 4 To define entrepreneurship education we may consider terms such as enterprising and entrepreneurial. The only major distinction between these two is that entrepreneurial traditionally refers to business activity, whereas enterprising can be used in any context (e. g. Gibb 2005). In order to avoid confusion and to be exact, this article uses both concepts explicitly: entrepreneurial (referring to the business context) and enterprising (referring to general education and learning processes). Teaching younger students’ entrepreneurship education is more about enterprise education. The purpose is for students to take more responsibility for themselves and their learning, to try to achieve their goals, be creative, discover existing opportunities and in general to cope in our complicated society. Moreover, the aim is for them to take an active role in job markets and consider entrepreneurship as a natural career choice. This education involves developing behaviours, skills and attributes applied individually and/or collectively to help individuals and organizations of all kinds to create, cope with and enjoy change and innovation. This involves higher levels of uncertainty and complexity as a means of achieving personal fulfilment and organizational effectiveness. Enterprising education is the process by which such behaviour is practised and supported. These skills, behaviours, and attributes are exhibited in organizations of all kinds ranging from within the family to the wider community context. It may embody elements of learning for the pursuit of some task. Moreover, it involves learning through a particular pedagogy and learning about, which then refers to cognitive learning (e. g. Gibb 2006). According to Kyro (1997), entrepreneurship education deals with three main components: 1) self-oriented, 2) internal and 3) external entrepreneurship. Selforientated entrepreneurship refers to an individual’s self-oriented behaviour. Selforiented entrepreneurship is the basis for developing internal and external entrepreneurship (Remes 2004: 84). Internal entrepreneurship deals with entrepreneurial and enterprising behaviour. External entrepreneurship is about doing business (Ristimaki 2003: 6). Even though self-orientated and internal entrepreneurship resemble each other, the difference between them is in the collectivistic sense which emerges in internal entrepreneurship development and which could be developed in organizations (Remes 2001). If an organization possesses internal entrepreneurship, it realizes its opportunities, makes use of them and demonstrates self-trust (Heinonen 2001). Self-orientated entrepreneurship is basically only about an individual’s development. Kyro (2005: 89) argues concerning self-orientated entrepreneurship: ? In general, entrepreneurial and enterprising behaviour involves the idea that the human being, looking around him and combining different elements, creates holistic realities, which have their consequences in action. Even when the environment is full of paradoxes and events, the entrepreneur chooses what is suitable for him and his ideas. He does not select his elements from a single environment; on the contrary, his ideas can spring from anywhere and this combines different elements and this enhances the creation of something new. ` 5 As in basic education, self-orientated entrepreneurship should be emphasized (Remes 2001). As a consequence, the focus is not only on developing factors related to motivation, self-awareness and creativity (e. g. Menzies and Paradi 2003), and responsibility for learning (Heinonen 2004), but also on co-operation and interaction, which refer to internal entrepreneurship development. In comparison, in the school context, external entrepreneurship education is about developing innovation (see also Gibb 2005: 48), and business ideas as well as strengthening co-operation between schools and work life, including such activities as work experience and study tours. Through these processes we have a chance to develop an enterprising society, which means entrepreneurship and the development of an enterprising mindset in societies. In traditional teaching, the teaching is structured so that one content is studied at one time. The learning situations are controlled and students do not feel insecure during the learning processes (e. g. Gibb 2005). The following working methods could be considered for activating students’ interactive learning and reflections: co-operative learning, problem-based learning, group and peer work, project work, team work, learning by doing, pedagogical drama and learning diaries. This is different from traditional teaching where the teacher gives for example lectures and aims at transmitting his knowledge, the pieces of information that he masters, to students. As Gibb (2005) argues, the pedagogy of entrepreneurship education is focused on students’ activity in learning, and this approach could be considered as a non-traditional teaching method. The learning situations are flexible, interactive and based on multidimensional knowledge development. Knowledge is built together and mistakes are regarded as a part of the learning process. Therefore we may assume that the pedagogy of entrepreneurship education is based on socioconstructivism. Learning communities have a major role in these processes (e. g. Blenker et al. 2006: 99, Jack and Anderson 1999), and experiences are crucial in learning. Therefore in entrepreneurship education and its pedagogical discussion we could rely on Kolb’s (1984) experimental learning theory. As a summary of definitions entrepreneurship education is seen here through three aims that are learn to understand entrepreneurship, learn to become entrepreneurial and learn to become an entrepreneur (e. g. Hytti 2002). Like Gibb (2001, 2005) has stated, entrepreneurship education is about learning for entrepreneurship, learning about entrepreneurship and learning through entrepreneurship. Therefore entrepreneurship education should be considered both as a method of learning as well as a content of learning (see Remes 2003). Teachers’ development and learning processes The success of education and desired implementation is centrally focused on teachers’ learning and reflection processes. Shulman Shulman (2004) have 6 created a model for teachers’ development and learning processes. They say an accomplished teacher should be a member of a professional community and be ready, willing, and able to teach and to learn from his or her teaching experiences. The model then consists of attributes like Ready, Willing, Able, Reflective and Communal. First, we here concentrate on presenting attributes mentioned before and then combine it with the teachers’ development and learning processes and the case here. Teachers in order to become able to develop learning and then produce meaningful teaching all the mentioned attributes should be existed. According to Shulman Shulman (2004) teacher must be ready to teach. That means she or he is dissatisfied with the status quo and is thinking teaching as a process other than telling, and of learning as a process other than repeating or restating. The aim there is a teacher who is ready to develop one’s own teaching and has set goals and visions for that. One can develop new visions of teaching based on different practises. They might work with some groups, but not with others and when it’s time to make changes, she or he can be unwilling and unmotivated to do so. The change is a risk and willingness for changes might depend on where, inside or outside, the pressure for changes came from. An accomplished teacher must understand what must be taught, as well as how to teach it. That means she or he must be able to understand the subject matter of the curriculum and assess the variations in students learning, interaction and development results. Teacher should be, not only ready, willing and able, but also capable of reflecting. Critical examination of how well students have learned and critical analysis of practises used that is leaning and teaching processes is essential to reflect. It is crucial to consider teachers both as individuals and as members of one or more groups that influence on their practices and beliefs. Teachers’ community might supply a shared vision, community commitments, shared knowledge base, established rituals and community practices, so it’s important to create an environment that supports and sustains understanding, performances, motivations and reflections of all its members. Those kinds of aims need resources to become fulfilled. Shulman Shulman (2004) mention resources like venture capital, curricular capital, cultural capital, moral capital and technical capital. Like mentioned before, the elements of the theory of Shulman Shulman (2004) are Ready, Able, Reflective and Communal, but they expanded the frame by adding the existence of the Vision to readiness and willing with having a Motivation. They say an accomplished teacher should become ready to pursue a vision of classroom or school that forms a â€Å"learning community† where teachers understand and have motivation to further develop the forms of pedagogical and organizational practices needed transforming their visions, motives and understandings into a functioning, pragmatic reality. When teachers are forming 7 learning communities and are working as members of such communities they are capable of learning from their own and others’ experiences through active reflection. As an extrapolation of these features, Vision, Motivation, Understandings, Practice, Reflection and Community, Shulman Shulman (2004) created a model of teachers’ development and learning processes (picture 2). Vision Individual reflection Motivation Understanding Practice Picture 2. Features of teacher development and learning process (Shulman Shulman 2004). In the picture (picture 2) of teachers’ learning and reflection processes is essential to notice the double arrows and reflection in the centre. Shulman Shulman (2004) summarize that an accomplished teacher smoothly integrates vision, motivation, understanding and practice into the teaching, and learns to improve that teaching through active reflection. They believe that reflection is the key to teacher learning and development. In fact Seikkula-Leino (2007) points out this same aspect in her study concerning entrepreneurship education development through curriculum reform. According to her results teachers’ reflection does not have the scope for developing visions and even though there are minor elements for enhancing motivation for realizing entrepreneurship education the lack of understanding entrepreneurship education and undeveloped implementation practices restrict the development of teachers’ reflection and as a consequence the development of entrepreneurship education. 8 Other curricula research points out this aspect of teachers’ role and reflection (see e. g. Shulman Shulman 2004; Schwartz 2006; Westbury et al. 2005; van der Akker 2003). In fact, Schwartz (2006) stresses that educational change, like curriculum reform, is more about educating teachers than students. Thus, we may assume, realizing entrepreneurship education is based on the idea of teachers’ learning and their reflection. Therefore, this paper aims at finding out about teachers’ development as entrepreneurship educators. The authors present next a project which focuses on teachers’ development as entrepreneurship educators. The aim of the project is to develop teachers’ reflection skills and their acting as entrepreneurship educators. To fulfill these aims a large scale of research is needed. Research and results found there will lead the way towards the practical measurement tool. A measurement tool project – a frame for the data gathering The project Measurement Tool for Entrepreneurship Education is a three-year (2008-2011) development project during which a measurement tool and a related manual will be prepared for entrepreneurship education. The tool is made for teachers at basic and upper secondary education and basic vocational training. The tool will be built to support the work of teachers, principals and decisionmakers, and to guide entrepreneurship education. As is frequently the case, â€Å"you get what you measure†, and that is a challenge we are aiming to answer with the project presented here. The project is coordinated by Lappeenranta University of Technology and implemented in part by Kerhokeskus – koulutyon tuki ry (Centre for School Clubs). It is a European Social Fund (ESF) project funded by the Finnish National Board of Education, and private funding has been granted by Yksityisyrittajain Saatio (foundation for entrepreneurship). In addition, partners in the project include a number of municipalities and educational organisations from all around Finland. The tool will be made with teachers, for teachers and it will measure teaching, the content of teaching and the methods used. At the beginning of the project, approximately thirty teachers recruited from basic and upper secondary education and basic vocational training. Their mission is to comment on, further develop and pilot the tool at different stages. This helps to ensure that the final measurement tool turn out reliable and wide-ranging. In the final stages of the project, new teachers will be recruited to the group to confirm the intelligibility and transferability of the indicators. The outcome of the project will be a measurement tool for entrepreneurship education and a related manual, which will unfold the concept of entrepreneurship education and support the implementation of the tool. The tool 9 will explain in specific terms the teacher’s work as an entrepreneurship educator, provide guidelines for teaching and its organisation and it’s a tool for school quality management and its development. The set of tested and research-based tool may also be employed by decision-makers as they assess the state of entrepreneurship education (grade, region, and later also international comparison). The tool aims to steer development in the long run, manifest in understanding of entrepreneurship, and the presence of entrepreneurship education as a content and method in education. The measurement tool will serve to establish the role and importance of entrepreneurship education. This project will support the incorporation of entrepreneurship education into the contents of teacher education and the continuing education of teachers. The tool will be implemented during the course of the project through teachers in the trial group. In the trial stage, the tool will be applied by the trial group and their organisations. At the end of the project, the tool and manual will be published for use at the national level. Data gathering The preliminary data was collected in the beginning of the project from twentynine (29) teachers. The teachers represent different levels of education, sixteen (16) of them worked at basic education level (elementary and upper level of comprehensive school), six (6) at upper secondary education and seven (7) at basic vocational training level. Teachers represent ten (10) different municipalities and educational organisation and came from different parts of Finland. Seventeen (17) of the teachers were woman and twelve (12) men. Their average age was forty (40) years and on average they had 10 – 15 years of teaching background. First they were asked to asses how long they have worked as an entrepreneurship educator. Eleven (11) of them informed 1-5 years, three (3) 610 years and ten (10) said they had being in that field more than ten (10) years. After the teachers were named by their organisations they received an e-mail with six (6) questions. Out of these six the following two are dealt with in this paper: 1. What kind of aims do you have for entrepreneurship education? 2. What kind of results have you achieved in entrepreneurship education? The teachers had four (4) weeks time (September 2008) to answer the questions and they all did. 10 This enquiry was the first assignment for the group of teachers. During the threeyear project they will comment on, further develop and pilot the measurement tool. The aim of the first assignment was to discover how entrepreneurship education is described by the teachers and to find its status and practices used as well as orientate the teachers to forthcoming development work. Lower level of comprehensive school (basic education level, elementary school) A12 Aims: My aim is to invoke the enterprising spirit of the students: to make the student: Independent, homing, self-esteeming, committing, adaptable, cooperative, persistent and studious All should master basic skills and capabilities. Students are not taught to be entrepreneurs but given capabilities to get along with working life either as entrepreneurs or workers. Students should also become active citizens. Enterprising means one self’s focused developing as a student. Results: As all education, entrepreneurship education takes time, and the measurement of results is difficult; but as you get to know the students, you will notice the progress. Notably in team working and in responsible behaviour. The more students can influence on their task, the more motivated they are. A3 Aims: I try to create an enterprising spirit into teaching and into all activities in school. Results: All the teachers have a similar idea about the content of entrepreneurship education. We are ready to try new things and have projects with certain level of risk. This attitude has created several projects aiming to develop technological issues and international cooperation. Our committee for the parents has had numerous projects with significant results. A4 Aims: I would like the students to learn to be initiative and learn that one can make out by doing one’s best. It also important to value the work of others. Results: Evaluating the results is really difficult, because, as I believe, the results will be visible after the years to come. But I have noticed, that the kids have â€Å"moved closer† each other and team work and such are easier. 11 A5 Aims: By entrepreneurship education I try to teach my students of managed future, turning points and crises. It is about the capabilities and, most of all, about the attitude to act proactively, to create own targets, to rise to the targets, and to act entrepreneurially as individual and as an active citizen, and feeling the responsibility about yourself and others. It is also about the ability to make decisions, and to communicate in global environment. Results: I am very happy with the results. Our school is much more entrepreneurial. People are more initiative and ability to solve problems is clearly better and the joy of learning is bigger. Also the measurement of well-being shows better results, and most of all, there is a zero level in bullying in our school. I believe that the sense of direction in entrepreneurship education has affected the results. Upper level of comprehensive school Y1 Aims: To help the students to be initiative to have responsibility of their own working. Results: Some of the students are more initiative, some are not. Y2 Aims: An entrepreneurial school. Active networking, knowing one’s capabilities and thoughtful allocation of resources. An entrepreneurial school produces entrepreneurial students. Results: Several good results. Ethically responsible entrepreneurship should be supported. The â€Å"average students† should be considered. The best ones are naturally on the move. Y4 Aims: In short: to teach more active, brave, selfexpressive, responsible, active and focused young people It is more about enterprising than entrepreneurial, but also, if needed, about having a firm. Results: When the teacher can invests energy, there will be results. Comprehensive school (including lower and upper level) P1 Aims. The first basic is about entrepreneurship, I see that responsibility about one’s own behaviour, team working, and trust on one’s own abilities. Results: I think, that these actions have positive results. If there is a shared goal, the kids are very determined. Seeing the result is very rewarding. 12 Upper secondary school L2 Aims: Supporting entrepreneurial activities in school work and in different kind of projects. Results: Difficult to say, but entrepreneurship helps toward good learning results. L3 Aims: Supporting academic entrepreneurship and seeing entrepreneurship as one possible career. Entrepreneurship in all actions. Results: Good team work and project learning. Improved understanding about learning. Courage to take further steps. Some actual start ups. Some students heading to further education in entrepreneurship. L4 Aims: Entrepreneurship education from kindergarten to university. Results: Entrepreneurship has been integrated as an area of interaction into new upper secondary school curricula in 2003. Moreover, starting from the first of August 2008 this theme has been integrated into all subject courses in our school L5 Aims: Creating a picture of entrepreneurship as a larger entity. It is activity, responsibility, innovativeness, and knowing one? s resources and using them. Not only starting up a new firm, but also taking an active role what ever one is doing. That I would also like the teachers to understand and life with. Results: The course on entrepreneurship this year did not fill its goals. Teachers have adopted entrepreneurship rather well. Good projects and successful events, e. g. selling postcard on the evening of traditions. L6 Aims: Entrepreneurship. Results: Several ways of measurement: number of student studying entrepreneurship successful projects increased importance of entrepreneurship in our school future entrepreneurs My development as teacher and as a human being 13 Upper level of comprehensive school and upper secondary education YL1 Aims: Understanding about business and entrepreneurial activities (e. g. risk and surplus) and what does is demand. What entrepreneur need to know and plan. Giving a positive attitude towards entrepreneurship. The educationally justifiable attitudes are: responsibility, hard working and innovativeness. Autonomy individuals, self-directing and responsible actors are there important. Results: Results are difficult to measure, as in education in general. Students get their first experiences about entrepreneurship and business. Generally the students are motivated when they can learn thing by doing, by setting the space of learning and acting. I would also think that they had good time, and they have learned that entrepreneurs are independent. Comments are positive and students like the cooperation with real firms. I feel, that the knowledge and interest on entrepreneurship of our student towards entrepreneurship is increased. It is difficult to say anything about attitudes towards entrepreneurship. The result will be visible during the next years, when the choices by the people shape the world. So I think that measuring results on short time perspective will not give good results. Attitudes alter slowly and students learn about entrepreneurship also outside schools. In short: Knowledge about entrepreneurship and b