Action Plans: Enhancing Training Development for Employees Essay

Abstract This research paper analyzes and summarizes three published articles and a textbook that provides information on the results from a previous research conducted. The previous conducted research analyzed and summarized the use of action plans that employers and employee structure to develop and enhance training methods to improve job performances. The three articles vary in the definitions of an action plan, the different types of action plans, and the effectiveness of action plans in the workforce. Paul Thoresen states, â€Å"action planning should be an interactive process involving both management and employees because it allows more generated ideas, spreads out accountability for successful results in job performances† (Thoresen, 2014, p.1). On another note, the other articles define and provide precise information regarding action planning in the workforce. This paper analyzes and summarizes three different articles, including Thoresen’s, each article pertains to the use of an action plan that will enhance the training development in the workforce. Action Plans: Enhancing Training Development for Employees Human Resource Development is a practice used in the working environment that combines training, organization, and career development to help improve and encourage individuals, group, and organizational performances. Employers are practicing enhancing the training development for employees’ job performances by structuring action plans for the employee who is obtaining employment. â€Å"An action plan is a written document that provides steps that a member of the management team and the employee will abide by to ensure that the training transfers into the job performance† (Noe, 2013,p.216-217). Action plans used to design training for employee development will be the topic that will be researched and analyzed in depth throughout this paper. The foremost reason behind choosing this topic is that there will be an opportunity of gaining knowledge surrounding action plans. In addition, researching and analyzing this topic will also benefit in developing and enhancing certain managerial skills that focus on training and developing an employee’s job performance. Action plans are strongly emphasized in the  workforce and are effective in the development in the employee’s training and job performance. Paul Thoresen’s article, Survey Action Planning to Drive Change, is an effective article published on LinkedIn, a social media website for members who have a connection within the Business Industry. The article’s summary is based on a conducted survey that was researched within the internal and external roles. The summarization also provides resourceful tips in introducing the topic of action planning in the workforce. Thoresen provides general guidelines on effective action planning, his definition of action planning, and steps on structuring an effective action plan. According to Thoresen, â€Å"there are five benefits of action planning such as: building credibility, helping in understanding the purpose of employer’s reactions, enhancing open communication, learning that time and opinions matter, and buy-in for all involved and opportunities to pull† (Thoresen, 2014, p.1). Previously stated, â€Å"Action planning should be an interactive process involv ing both management and employees by allowing ideas to be generated and a broader spectrum of the workforce is represented† (Thoresen, 2014,p.1). Read more:  What is Employee Development? Action plans help in expanding accountability for management and employees. In addition, this article exhibits common mistakes from employers when developing training guides for future employees. Thoresen (2014) provides an exceptional insight stating that one area that often gets short shrift is training for managers as well as for HR Business Partners. Managers may likely need assistance to communicate results and conduct feedback sessions. Also stating that there needs to be support for this and time allotted to make it happen. Managers and teams need to be empowered to make suggestions and make change happen. This article clearly exemplifies that training development amongst employers and employee should be well structured and focus on the impact of an employee’s job performance and the workforce. The next article’s, researched and published by the Littler Learning Group in 2009, is summarized as a guideline for individuals who obtain a management or supervision pos ition. Performance Management and Corrective Action: A Resource Guide for Managers and Supervisors gives a breakdown of an effective training guide that employers should provide and make sure their management team are extremely knowledgeable to train the employees. The Little Learning Group (2009) states, that a good action plan is task-oriented, specific, offers the appropriate training or help, sets  goals, sets a timetable for effecting change, explains the consequences of continued poor performance, removes obstacles to performance, and lastly considers appropriateness of professional resources. The opinion of this group corresponds with Thoresen’s definition of action planning because it identifies that an action plan is used in training development to better the employee’s job performance. In addition, each action plan must be structured in a sufficient amount of time in order to be efficient and make an impact in the training development. There are various guidelines in structuring effective action plans, but most importantly is that managers are capable of helping the trainees get resources they need to complete his or her action plan (Noe, 2013, p.216). In order for an action plan to be effective in training development and improving the employee’s job performance, the management team must have sufficient knowledge and the necessary tools to help ensure that the employees are able to improve and learn. In addition throughout all the conducted research, action plans must effectively partake in training development by being planned with enough time. According to the article and textbook, â€Å"action plans provide schedules that check progress being made in using learned capabilities on the job and that the action plan process should begin by identifying goals and strategies for reaching the goals† (Group, L. L. (n.d.)., 2009, p.14) Furthermore, the last article researched is a sample of an action plan that was structured by a Human Resource department in hopes to determine the effect it has in the training development and the business’s performance. The article written by Ciel S. Cantoria, Human Resources Strategic Planning and a Sample HR Action Plan, concludes that Human Resource departments obtain a vital role in achieving a business’s mission and that it must first establish goals and strategies in a timely manner. In addition, the article (2011) explains th at it is important that goals are formed and structured to be met to help enhance job performances and to also have a process that begins by first identifying a goal and strategies to reach that particular goal. For example, this article provides ten goals that the Human Resource department would like to include in the hiring process of a new employee and the strategies needed in order to accomplish the goals successfully. It is easily interpreted that Cantoria’s article corresponds with the other two articles and the textbook by stating that the members of the management team must be knowledgeable and  qualified in training employees to create an effective action plan. For example, this action plan is similar to the sample action plan listed on page 217 in the textbook, Employee Training and Development, by Raymond Noe by stating each goal must have strategies to correspond with the goal. In conclusion, it is easily determined that action plans obtain a vital role in the Business Industry by enhancing the development in employee training. Action plans need to be structured carefully and must be precise in order to be effective in employee training development. Most importantly, in order for action plans to continue enhancing the workforce, action plans must be introduced and supported by the management team of any business. After carefully researching, analyzing, and summarizing the articles, action plans in the workforce will be beneficial in all future endeavors that consist of employee training development, employee’s job performances, and lastly the business structure. Action plans are strongly emphasized in the workforce and are effective in the development in the employee’s training and job performance. References Cantora, C. (2011, March 11). Fundamentals of Human Resources Strategic Planning: Sample HR Plan Available. Brighthub Project Management. Retrieved October 5, 2014, from http://www.brighthubpm.com/resource-management/26611-human-resources-strategic-planning-and-a-sample-hr-action-plan/ Group, L. L. (n.d.). Performance Management and Corrective Action: A Resource Guide For Managers &Supervisors. www.csus.edu. Retrieved October 5, 2014, from http://www.csus.edu/hr/docs/professional/perfmgmtandcorrectiveaction050109.pdf Noe, R. A. (2013). Program Design. Employee training and development (6 ed., pp. 216-217). New York: McGraw-Hill. Thoresen, P. (2014, April 7). Survey Action Planning to Drive Change. World’s Largest Professional Network. Retrieved October 5, 2014, from https://www.linkedin.com/today/post/article/20140407110833-29417413-survey-action-planning-to-drive-change

History And Perspectives Of Cooperative Learning Education Essay

Three theoretical positions have guided research on co-op acquisition which is societal mutuality, cognitive-developmental, and behavioural. Social Interdependence Theory is the interaction with other people is indispensable for human endurance. In an instruction scene, societal mutuality refers to pupils ‘ attempts to accomplish, develop positive relationships, adjust psychologically, and show societal competency. The societal mutuality position of concerted acquisition presupposes that the manner societal mutuality is structured determines the manner individuals interact with each other. Furthermore, results are the effect of individuals ‘ interactions. Therefore, one of the concerted elements that have to be structured in the schoolroom is positive mutuality or cooperation. When this is done, cooperation consequences in promotive interaction as group members encourage and ease each other ‘s attempts to larn ( Johnson, Johnson, & A ; Holubec, 1998 ) .A A History of Theory and Research: Social Interdependence Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: The manner in which societal mutuality is structured determines who persons interact with and determines results. Early on 1900s Kurt Koffka: Groups are dynamic wholes having member mutuality 1920-1940 Kurt Lewin: Mutuality among members, common ends 1940s-1970s Morton Deutsch: Positive, negative, and no end mutuality ( concerted, competitory, individualistic attempts ) ; two mediating variables ( trust & A ; struggle ) ; distributive justness sixtiess David and Roger Johnson: Impact of societal mutuality on accomplishment, relationships, psychological wellness and societal development, interceding variables ( positive mutuality, single answerability, promotive interaction, societal accomplishments, group processing ) seventiess Dean Tjosvold: Research in concern and industry scene Premises of societal mutuality theory: Concerted attempts are based on intrinsic motive generated by interpersonal factors in working together and joint aspirations to accomplish a important end Focus on relational constructs covering with what happens among persons The other one is the cognitive developmental position where it is grounded in the work of Jean Piaget and Lev Vygotsky. Piagetian positions suggest that when persons work together, sociocognitive struggle occurs and creates cognitive disequilibrium that stimulates perspective-taking ability and logical thinking. Vygotsky ‘s theories present cognition as a social merchandise ( Johnson, Johnson, & A ; Holubec, 1998 ) .A A History of Theory and Research: Cognitive Development Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: When persons cooperate on the environment, sociocognitive struggle occurs, therefore making cognitive disequilibrium, which in bend stimulates perspective-taking ability and cognitive development. Subscribers: Piaget, Vygotsky, Kohlberg, Murray, contention theoreticians ( Johnsons & A ; Tjosvold ) , cognitive restructuring theoreticians Premises: Focus on what happens within a individual individual ( e.g. , disequilibrium, cognitive reorganisation ) Last, the behavioral-social position presupposes that cooperative attempts are fueled by extrinsic motive to accomplish group wagess ( academic and/or nonacademic ) ( Johnson, Johnson, & A ; Holubec, 1998 ) .A A History of Theory and Research: Behavioral Learning Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: Actions followed by extrinsic wagess ( group eventualities ) are repeated. Subscribers: Skinner ( group eventualities ) ; Bandura ( imitation ) ; Homans, Thibaut & A ; Kelley ( balance of wagess and costs ) ; Mesch-Lew-Nevin ( specific application to cooperative acquisition ) Premises: Concerted attempts are powered by extrinsic motive to accomplish group wagess.DEFINITIONS OF COOPERATIVE LEARNINGConcerted Learning is a learning agreement that refers to little, heterogenous groups of pupils working together to accomplish a common end. Students work together to larn and are responsible for their teammates ‘ acquisition every bit good as their ain. Concerted acquisition is a successful instruction scheme in which little squads, each with pupils of different degrees of ability, utilize a assortment of larning activities to better their apprehension of a topic. Each member of a squad is responsible non merely for larning what is taught but besides for assisting teammates learn, therefore making an ambiance of accomplishment. Students work through the assignment until all group members successfully understand and complete it. In other words, Cooperative Learning besides is a relationship in a group of pupils that requires positive mutuality ( a sense of sink or swim together ) , single answerability ( each of us has to lend and larn ) , interpersonal accomplishments ( communicating, trust, leading, determination devising, and conflict declaration ) , face-to-face promotive interaction, and processing ( reflecting on how good the squad is working and how to work even better ) . Some definitions of concerted acquisition ( besides known as collaborative acquisition ) are the instructional usage of little groups so that pupils work together to maximise their ain and each other ‘s larning the rules and techniques for assisting pupils work together more efficaciously ( Jacobs, Power, & A ; Loh, 2002, p. 1 ) . The point is that concerted larning involves more than merely inquiring pupils to work together in groups. Alternatively, witting idea goes in to assisting pupils make the experience every bit succes sful as possible. There is a difference between merely holding pupils work in a group and structuring groups of pupils to work hand in glove. A group of pupils sitting at the same tabular array making their ain work, but free to speak with each other as they work, is non structured to be a concerted group, as there is no positive mutuality. Possibly it could be called individualistic acquisition with speaking. For this to be a concerted acquisition state of affairs, there needs to be an recognized common end on which the group is rewarded for its attempts. If a group of pupils has been assigned to make a study, but merely one pupil does all the work and the others go along for a free drive, it is non a concerted group. A concerted group has a sense of single answerability that means that all pupils need to cognize the stuff or enchantment good for the whole group to be successful. Puting pupils into groups does non needfully derive a concerted relationship, it has to be structured and managed by the i nstructor or professor. Concerted attempts consequence in participants endeavoring for common benefit so that all group members gain from each other ‘s attempts, acknowledge that all group members portion a common destiny and cognize that one ‘s public presentation is reciprocally caused by oneself and one ‘s squad members and besides experience proud and jointly observe when a group member is recognized for accomplishment.THE COOPERATIVE LEARNING MODEL – THE FIVE KEY ELEMENTSPositive MutualityThe first demand for an efficaciously structured concerted lesson is that pupils believe that they â€Å" sink or swim together. † Within concerted acquisition state of affairss, pupils have two duties which are learn the assigned stuff and guarantee that all members of the group learn the assigned stuff. The proficient term for that double duty is positive mutuality. Positive mutuality exists when pupils perceive that they are linked with group couples in such a manner that they can no n win unless their group couples do ( and frailty versa ) and/or that they must organize their attempts with the attempts of their group mates to finish a undertaking. Positive mutuality promotes a state of affairs in which pupils see that their work benefits group couples and their group couples ‘ work benefits them and work together in little groups to maximise the acquisition of all members by sharing their resources to supply common support and encouragement and to observe their joint success. When positive mutuality is clearly understood, it establishes that each group member ‘s attempts are required and indispensable for group success and each group member has a alone part to do to the joint attempt because of his or her resources and/or function and undertaking duties. There are a figure of ways of structuring positive mutuality within a larning group. Positive Goal Interdependence Students perceive that they can accomplish their acquisition ends if ‘ and merely if all the members of their group besides attain their ends. The group is united around a common end — a concrete ground for being. To guarantee that pupils believe they â€Å" sink or swim together † and care about how much each other learns, the instructor has to construction a clear group or common end, such as â€Å" learn the assigned stuff and do certain that all members of the group learn the assigned stuff. † The group end ever has to be a portion of the lesson. Positive Reward — Celebrate Interdependence Each group member receives the same wages when the group achieves its ends. To supplement end mutuality, instructors may wish to add joint wagess ( e.g. , if all members of the group score 90 % correct or better on the trial, each receives 5 fillip points ) . Sometimes instructors give pupils: 1 ) a group class for the overall production of their group, 2 ) an single class ensuing from trials, and 3 ) fillip points if all members of the group achieve the standard on trials. Regular jubilations of group attempts and success enhance the quality of cooperation. Positive Resource Interdependence Each group member has merely a part of the resources, information, or stuffs necessary for the undertaking to be completed ; the members ‘ resources have to be combined for the group to accomplish its ends. Teachers may wish to foreground the concerted relationships by giving pupils limited resources that must be shared ( one transcript of the job or undertaking per group ) or giving each pupil portion of the needed resources that the group must so suit together ( the Jigsaw process ) . Positive Role Mutuality Each member is assigned complementary and interrelated functions that specify duties that the group needs in order to finish the joint undertaking. Teachers create function mutuality among pupils when they assign them complementary functions such as reader, recording equipment, checker of apprehension, encourager of engagement, and elaborator of cognition. Such functions are critical to high-quality acquisition. The function of checker, for illustration, focuses on sporadically inquiring each group mate to explicate what is being learned. Rosenshine and Stevens ( 1986 ) reviewed a big organic structure of well-controlled research on learning effectivity at the pre-collegiate degree and found â€Å" look intoing for comprehension † to be one specific learning behaviour that was significantly associated with higher degrees of pupil acquisition and accomplishment. Although the instructor can non continually look into the apprehension of every pupil, the instructor can engineer su ch checking by holding pupils work in concerted groups and delegating one member the function of checker. There are other types of positive mutuality. Positive undertaking mutuality exists when a division of labour is created so that the actions of one group member have to be completed if the following member is to finish his or her duty. Positive individuality mutuality exists when a common individuality is established through a name or slogan. Outside menace mutuality exists when groups are placed in competition with each other. Fantasy mutuality exists when a undertaking is given that requires group members to conceive of that they are in a conjectural state of affairs.Face-to-Face Promotive Interactionâ€Å" In an industrial organisation, it ‘s the group attempt that counts. There ‘s truly no room for stars in an industrial organisation. You need gifted people, but they ca n't make it entirely. They have to hold aid. † ( John F. Donnelly, President, Donnelly Mirrors ) Positive mutuality consequences in promotive interaction. Promotive interaction may be defined as persons promoting and easing each other ‘s attempts to accomplish, complete undertakings, and bring forth in order to make the group ‘s ends. Although positive mutuality in and of itself may hold some consequence on results, it is the face-to-face promotive interaction among persons fostered by the positive inter-relationships, and psychological accommodation and societal competency. Promotive interaction is characterized by persons supplying each other with efficient and effectual aid and aid ; interchanging needful resources, such as information and stuffs, and treating information more expeditiously and efficaciously ; supplying each other with feedback in order to better their subsequent public presentation ; disputing each other ‘s decisions and concluding in order to advance higher quality determination devising and greater penetration into the jobs being consider ed ; recommending the effort of attempt to accomplish common ends ; act uponing each other ‘s attempts to accomplish the group ‘s ends ; moving in swearing and trusty ways ; being motivated to endeavor for common benefit ; and keeping a moderate degree of arousal characterized by low anxiousness and stress.AIndividual Accountability/Personal Responsibilityâ€Å" What kids can make together today, they can make entirely tomorrow. † ( Let Vygotsky, 1962 ) Among the early colonists of Massachusetts there was a expression, â€Å" If you do non work, you do non eat. † Everyone had to make their just portion of the work. The 3rd indispensable component of concerted acquisition is single answerability, which exists when the public presentation of single pupils is assessed, the consequences are given back to the person and the group, and the pupil is held responsible by group couples for lending his or her just portion to the group ‘s success. It is of import that the group-knows who needs more aid, support, and encouragement in finishing the assignment. It is besides of import that group members know they can non â€Å" hitchhike † on the work of others. When it is hard to place members ‘ parts, when members ‘ parts are excess, and when members are non responsible for the concluding group result, they may be seeking a free drive. This is called societal idleness. The intent of concerted acquisition groups is to do each member a stronger single in his or her ain right. Individual answerability is the key to guaranting that all group members are, in fact, strengthened by larning hand in glove. After take parting in a concerted lesson, group members should be better prepared to finish similar undertakings by themselves. To guarantee that each pupil is separately accountable to make his or her just portion of the group ‘s work, instructors need to measure how much attempt each member is lending to the group ‘s work, supply feedback to groups and single pupils, aid groups avoid excess attempts by members, and guarantee that every member is responsible for the concluding result. There are common ways to construction single answerability include: Keeping the size of the group little. The smaller the size of the group, the greater the single answerability may be. Giving an single trial to each pupil. Randomly analyzing pupils orally by naming on one pupil to show his or her group ‘s work to the instructor ( in the presence of the group ) or to the full category. Detecting each group and entering the frequence with which each member-contributes to the group ‘s work. Delegating one pupil in each group the function of checker. The checker asks other group members to explicate the logical thinking and rationale underlying group replies. Having pupils teach what they learned to person else. When all pupils do this, it is called coincident explaining. There is a form to classroom acquisition. First, pupils learn cognition, accomplishments, schemes, or processs in a concerted group. Second, pupils apply the cognition or execute the accomplishment, scheme, or procedure entirely to show their personal command of the stuff. Students learn it together and so execute it entirely.Interpersonal and Small-Group Skillsâ€Å" I will pay more for the ability to cover with people than any other ability under the Sun. † ( John D. Rockefeller ) The 4th indispensable component of concerted acquisition is the appropriate usage of interpersonal and small-group accomplishments. In order to organize attempts to accomplish common ends, pupils must acquire to cognize and swear each other, pass on accurately and unequivocally, accept and support each other, and decide struggle constructively. Puting socially unskilled pupils in a group and stating them to collaborate does non vouch that they have the ability to make so efficaciously. We are non born instinctively cognizing how to interact efficaciously with others. Interpersonal and small-group accomplishments do non as if by magic appear when they are needed. Students must be taught the societal accomplishments required for high quality coaction and be motivated to utilize them if concerted groups are to be productive. The whole field of group kineticss is based on the premiss that societal accomplishments are the cardinal to group productiveness. The more socially adept pupils are and the more attending instructors pay-to instruction and honoring the usage of societal accomplishments, the higher the accomplishment that can be expected within concerted larning groups. In the concerted accomplishments conditions, pupils were trained hebdomadal in four societal accomplishments and each member of a concerted group was given two fillip points toward the quiz class if all group members were observed by the instructor to show three out of four concerted accomplishments. The consequences indicated that the combination of positive mutuality, an academic eventuality for high public presentation by all group members, and a societal accomplishments eventuality promoted the highest accomplishment.Group Processingâ€Å" Take attention of each other. Share your energies with the group. No 1 must experience enti rely, cut off, for that is when you do non do it. † ( Willi Unsoeld, Renowned Mountain Climber ) The 5th indispensable component of concerted acquisition is group treating. Effective group work is influenced by whether or non groups reflect on how good they are working. A procedure is an identifiable sequence of events taking topographic point over clip, and procedure ends refer to the sequence of events instrumental in accomplishing outcome ends. Group processing may be defined as reflecting on a group session to depict what member actions were helpful and unhelpful, and do determinations about what actions to go on or alter. The intent of group processing is to clear up and better the effectivity of the members in lending to the collaborative attempts to accomplish the group ‘s ends. While the instructor consistently observes the concerted acquisition groups, he or she attains a â€Å" window † into what pupils do and make non understand as they explain to each other how to finish the assignment. Listening in on the pupils ‘ accounts provides valuable inform ation about bow good the pupils understand the instructions, the major constructs and schemes being learned, and the basic elements of concerted acquisition. There are two degrees of processing which are little group and whole category. In order to guarantee that small-group processing takes topographic point, instructors allocate some clip at the terminal of each category session for each concerted group to treat how effectively members worked together. Groups need to depict what member actions were helpful and non helpful in finishing the group ‘s work and do determinations about what behaviours to go on or alter. Some of the keys to successful small-group processing are leting sufficient clip for it to take topographic point, supplying a construction for processing, stressing positive feedback, doing the processing particular instead than general, keeping pupil engagement in processing, reminding pupils to utilize their concerted accomplishments while they process, and pass oning clear outlooks as to the intent of processing. In add-on to small-group processing, the instructor should sporadically prosecute in whole-class processing. When concerted acquisition groups are used, the instructor observes the groups, analyzes the jobs they have working together, and gives feedback to each group on how good they are working together. The instructor consistently moves from group to group and observes them at work. A formal observation sheet may be used to garner specific informations on each group. At the terminal of the category period the instructor can so carry on a whole-class processing session by sharing with the category the consequences of his or her observations. If each group has a equal perceiver, the consequences of their observations may be added together to acquire overall category information. An of import facet of both small-group and whole-class processing is group and category jubilations. It is experiencing successful, appreciated, and respected that physiques commitment to acquisition, enthusi asm about working in concerted groups, and a sense of self-efficacy in footings of subject-matter command and working hand in glove with schoolmates.Specific COOPERATIVE MODELSThe Jigsaw ModelDefined loosely, Jigsaw is a grouping scheme in which the members of the category are organized into â€Å" saber saw † groups. The pupils are so reorganized into â€Å" adept † groups incorporating one member from each saber saw group. The members of the expert group work together to larn the stuff or work out the job, so return to their â€Å" saber saw † groups to portion their acquisition. In this manner, the work of the expert groups is rapidly disseminated throughout the category, with each individual taking duty for sharing a piece of the mystifier.Jigsaw Groups:Group OneGroup TwoGroup ThreeGroup FourNucleus ( Kathy ) Nucleus ( Susan ) Nucleus ( Jose ) Nucleus ( Jim ) Mitochondria ( Jorge ) Mitochondria ( Randy ) Mitochondria ( Gail ) Mitochondria ( Tan ) Cell Wall ( Sara ) Cell Wall ( Andy ) Cell Wall ( Chris ) Cell Wall ( Julie ) Protoplasm ( Heather ) Protoplasm ( Jessenia ) Protoplasm ( Phu ) Protoplasm ( Karen )Adept Groups:Group OneGroup TwoGroup ThreeGroup FourNucleus ( Kathy ) Mitochondria ( Jorge ) Cell Wall ( Sara ) Protoplasm ( Heather ) Nucleus ( Susan ) Mitochondria ( Randy ) Cell Wall ( Andy ) Protoplasm ( Jessenia ) Nucleus ( Jose ) Mitochondria ( Gail ) Cell Wall ( Chris ) Protoplasm ( Phu ) Nucleus ( Jim ) Mitochondria ( Tan ) Cell Wall ( Julie ) Protoplasm ( Karen ) Jigsaw can be used for sharing different solutions to the same job or for spliting up research duties. For illustration, if the category is analyzing populating cells, one group of pupils learns about the karyon, another learns about the chondriosome, another learns about the cell wall, and so on. The groups are so reconfigured into saber saw groups ; the experts take bends learning their forte to their saber saw group so that each group learns about every subject. Jigsaw is an efficient manner for pupils to go engaged in their acquisition, learn a batch of material rapidly, portion information with other groups, minimise hearing clip, and be separately accountable for their acquisition. Since each group needs its members to make good in order for the whole group to make good, Jigsaw maximizes interaction and establishes an ambiance of cooperation and regard for other pupils. Teachers who listen in to the sharing of one of the saber saw groups can rapidly hear what each of the original groups has been making. Jigsaw II is an alternate scheme, developed by Robert Slavin ( 1990 ) . The procedure is as described above, with the exclusion that pupils in saber saw groups read the full assignment or all of the stuffs to get the information. Group members so take an single trial on the stuff, the consequences of which contribute to a squad mark. There a few stairss on how to implement the Jigsaw Model. First, split the twenty-four hours ‘s lesson into sections, and organize pupil groups. The groups should be diverse in footings of ability. Then, form impermanent expert groups in which pupils are assigned to the same section. Give pupils in these adept groups clip to discourse the chief points of their section and to practise the presentations they will do to their saber saw group. After that, convey the pupils into saber saw groups that are composed of one pupil from each expert group. Have each pupil present her or his section to the group. At the terminal of the session, you may give a quiz so that pupils are held accountable for larning all the stuff. The instructor ‘s function in the saber saw is to ease acquisition. When pupils are in adept groups, the instructor can back up pupils by promoting them to happen ways to set information they learned into their ain words, to associate the stuff to their ain lives, and to give illustrations that help them explicate the stuff to their group. Students should be encouraged to assist each other and to do certain everyone in their group understands the stuff and will be confident showing it to his or her group. If a pupil finds it hard to explicate his or her subject to the saber saw group, a instructor foremost might partner off that pupil with a spouse who will assist research and present the information to the saber saw group and so hold the brace travel together to the expert group and to the saber saw group. This will assist both pupils develop interpersonal accomplishments, communicating accomplishments, and collaborating. To ease this spouse coaching, have both pupils tell you if this is assisting them learn the stuff. Promote both pupils to do suggestions that would assist them larn more expeditiously. The Jigsaw scheme is cardinal to all sorts of work in little groups. Use it often to maximise answerability and interactivity. As pupils become accustomed to sharing their apprehension and thoughts with others, you will happen that they become more responsible scholars. Faced with the demand to joint their acquisition to others, they will get the hang the stuff at a deeper degree than they would otherwise. As you give pupils more and more complex stuffs to discourse, maestro, and present to their equals, you will be supplying them with chances to spread out their thought and apprehension. You can increase answerability by giving single pupils a quiz on the stuff after the saber saw sharing is complete. The scheme can be used in many different ways. Jigsaw can be used during an writer survey. Have each expert group read the books of an writer, and have each pupil present the writer to his or her saber saw group. For younger pupils, each little group can be given a different storybook to read. Students take bends reading parts of the narrative. Then they take bends reading the whole narrative aloud once more in their saber saw groups. Essaies or studies can be divided into subdivisions, and adept groups can research together and so convey their cognition to their saber saw groups to compose the essay or study. Students can be asked to review the same piece of composing in little groups and so portion and compare their reviews in the saber saw group. Give pupils the same multi-step job to work on in little groups ( for illustration, gauge the figure of supermarkets in the United States. Then reorganise pupils into saber saw groups and have them portion and discourse each original group ‘s solution. Chapters or articles can be divided and studied by pupil groups and so shared. Small groups can be asked to develop a solution to the same job ; solutions so can be shared and discussed in saber saw groups. Small groups can carry on the same experiment and so portion and comparison consequences with a saber saw group. Ask little groups to go experts in peculiar spheres and so hold them portion their sphere cognition with the saber saw group.Think, Pair, Share ModelThe think, brace, portion scheme is a concerted acquisition technique that encourages single engagement and is applicable across all class degrees and category sizes. Students think through inquiries utilizing three distinguishable stairss: Think: Students think independently about the inquiry that has been posed, organizing thoughts of their ain. Pair: Students are grouped in braces to discourse their ideas. This measure allows pupils to joint their thoughts and to see those of others. Share: Student braces portion their thoughts with a larger group, such as the whole category. Often, pupils are more comfy showing thoughts to a group with the support of a spouse. In add-on, pupils ‘ thoughts have become more refined through this three-step procedure. Students need many chances to speak in a linguistically rich environment. Research workers have found that pupils ‘ acquisition is enhanced when they have many chances to lucubrate on thoughts through talk. The think, brace, portion scheme increases the sorts of personal communications that are necessary for pupils to internally treat, form, and retain thoughts. In sharing their thoughts, pupils take ownership of their acquisition and negotiate significances instead than rely entirely on the instructor ‘s authorization. Extra benefits of utilizing the think, brace, portion scheme include the positive alterations in pupils ‘ self-pride that occur when they listen to one another and regard others ‘ thoughts. Students have the chance to larn higher-level believing accomplishments from their equals, gain the excess clip or motivating they may necessitate, and addition assurance when describing thoughts to the whole category. In add-on, the â€Å" brace † measure of the scheme ensures that no pupil is left out of the treatment. Even a pupil who is uncomfortable discoursing his or her thoughts with the whole category still has an audience in this measure. Finally, while the scheme may look to be time-consuming, it makes schoolroom treatments more productive, as pupils have already had an chance to believe about their thoughts before immersing into whole-class conversations. The think, brace, portion scheme is ideal for instructors and pupils who are new to collaborative acquisition. It can be used in a assortment of contexts. However, to be effectual, pupils must see a inquiry or issue. It could be a complex inquiry, such as, â€Å" What do you believe were the cardinal issues that led to World War I? † It could be a more straightforward petition, such as, â€Å" Make a form that could be described as ‘a, B, a, B. ‘ † As pupils consider the inquiry or issue, they should deduce some benefit from believing about it further with spouses, such as when there are multiple right replies to a inquiry. For case, in the old illustration, pupils could supply many illustrations of â€Å" a, B, a, B † forms and seeing multiple replies will reenforce this construct. On the other manus, supplying pupils with inquiries that have merely one right response, such as, â€Å" What is 5 + 2? † shortly becomes boring to pupils, as there is non much to portion with spouses or the whole category. The â€Å" think † measure may necessitate pupils simply to be quiet for a few minutes and chew over their ideas about the inquiry. They may compose some ideas in response to the inquiry. Some instructors find it helpful to put a clip bound for the â€Å" think † and â€Å" brace † stairss of the scheme. If you choose to make this, be certain to give pupils an thought of how much clip they will hold. Remember to let sufficient clip during the â€Å" brace † measure to let both pupils to speak about their ideas. In the â€Å" portion † measure of the scheme, pupils can portion their thoughts in several ways. One manner is to hold all pupils stand, and after each pupil responds, he or she sits down, as does any pupil with a similar response. This continues until everyone is seated. Another manner is to travel rapidly through the category, holding pupils respond rapidly, one after the other, or to hold a category ballot. Responses can be recorded on an overhead projector or on a in writing organiser for future treatments. Another fluctuation is to halt after the â€Å" brace † measure, and have pupils write their thoughts. Collect pupils ‘ responses and measure any jobs in understanding. This scheme frequently stretches pupils ‘ believing simply by its execution. Some pupils consider it a challenge to joint their ideas to another individual. However, one time pupils become comfy with this facet, there are ways to spread out the scheme ‘s range. One manner to be certain that pupils have chances is to partner off with a assortment of spouses. Pairing pupils who sit closest to each other is convenient but does n't supply the same rational or societal challenge as suiting the acquisition and treatment manners of a assortment of schoolmates. Another method for changing the scheme is to let two â€Å" brace † stairss before continuing to â€Å" portion. † Students can either take part in two back-to-back couplings or can partner off with one pupil and so the first brace can be grouped with another brace to discourse their ideas before fall ining a whole-class treatment. This double-pair method is peculiarly helpful if you have a really big category or are covering with an particularly complex inquiry. The think, brace, portion scheme can be used to heighten treatments about specific characters in books. For case, a group that is reading The Great Gilly Hopkins by Katherine Paterson might be asked to believe, brace, portion in response to the inquiries, â€Å" Would you be able to be friends with Gilly? Why or why non? † The think, brace, portion scheme can assist pupils larn about the authorship procedure. Students who are asked to take a subject of their ain to compose approximately frequently become stuck. Teachers can do this procedure easier by inquiring early in the twelvemonth, â€Å" Where make narrative thoughts come from? † As pupils think about the inquiry and discourse their thoughts with a spouse, they normally come up with a long and valuable list of thoughts that can take them through an full twelvemonth ‘s worth of authorship. The think, brace, portion scheme works good when there are multiple right replies to a given job. This makes the scheme perfect for inquiries that involve appraisal, forms, logic, and so on. This scheme can besides be used when pupils are make up one's minding how to near a job instead than when they are settling on a specific reply to one. Social surveies content provides many chances to implement this scheme, particularly when presenting new subjects. Use the think, brace, portion scheme by inquiring a inquiry such as, â€Å" What do you already know about the Revolutionary War? † As pupils grapple with ethical subjects, you might inquire inquiries such as, â€Å" Would you hold agreed to be a ‘stop ‘ on the Underground Railroad? Why or why non? † As pupils are carry oning experiments, the think, brace, portion scheme can be a manner for them to organize hypotheses or to discourse their readings of a given experiment. For case, before an experiment on dens eness, pupils might be asked to utilize the think, brace, portion scheme when make up one's minding which of a given set of points will drift when placed in a bath of H2O.Numbered Heads TogetherNumbered Heads Together is a concerted acquisition scheme that holds each pupil accountable for larning the stuff. Students are placed in groups and each individual is given a figure ( from one to the maximal figure in each group ) . The instructor poses a inquiry and pupils â€Å" set their caputs together † to calculate out the reply. The instructor calls a specific figure to react as interpreter for the group. By holding pupils work together in a group, this scheme ensures that each member knows the reply to jobs or inquiries asked by the instructor. Because no 1 knows which figure will be called, all squad members must be prepared. This concerted acquisition scheme promotes treatment and both single and group answerability. This scheme is good for reexamining and incorporating capable affair. Students with particular demands frequently benefit when this scheme is used. After direct direction of the stuff, the group supports each member and provides chances for pattern, dry run, and treatment of content stuff. Group larning methods encourage pupils to take greater duty for their ain acquisition and to larn from one another, every bit good as from the teacher. There are several stairss on how to implement the Numbered Head Together Model. First of all, split the pupils into groups of four and give each one a figure from one to four. Then present a inquiry or a job to the category. Have pupils gather to believe about the inquiry and to do certain everyone in their group understands and can give an reply. Ask the inquiry and name out a figure indiscriminately. Finally the pupils with that figure raise their custodies, and when called on, the pupil replies for his or her squad. This is a flexible scheme that can be used at a assortment of degrees. The instructor may get down with factual information inquiries, and as pupils become more familiar with the scheme, inquire inquiries that require analysis or synthesis of information. Student groups can be given statements such as, â€Å" School uniforms help to maintain pupils focused on faculty members. † Students ‘ undertaking is to come to consensus on whether they agree or disagree, giving an account of their logical thinking. After the pupils respond, have the other groups agree or disagree with the reply by demoing hitchhike up or hitchhike down, and so explicate their logical thinking. Or, if the reply needs clarifying, inquire another pupil to spread out on the reply. This scheme can be used when comprehension inquiries have been posed to groups, and pupils can work together to happen the replies. For illustration, when reading a narrative, pupils can be given the undertaking of analysing one of the characters. They can be asked inquiries such as, â€Å" Which character traits are stated straight, and which are implied by the writer? † and â€Å" What information do you acquire from the character ‘s address and actions? † On the other manus, pupils can measure the quality of a piece of composing utilizing a rubric. Have pupils review the authorship as a group and assign tonss as a group. Ask them to react with their tonss and principle utilizing the numbered caputs together scheme. Furthermore, numbered caputs together can be used when work outing math jobs. Ask inquiries such as â€Å" What are the facts in this job? † â€Å" Which scheme would be most appropriate? † and â€Å" What solution did your group hold on? † This scheme besides can be used after reading a chapter in a text, or after stuff has been presented. Ask clear uping inquiries about the text and have pupils find and discuss the replies. When groups are ready, reexamine the replies utilizing this scheme. Otherwise, this scheme can be used in readying for a trial or quiz. Allow clip for pupils to analyze together in their groups and possibly make inquiries that might be on the trial or quiz. Using the numbered caputs together scheme, inquire inquiries about the stuff that will be on the trial or quiz.THE EFFECTIVE USE OF COOPERATIVE LEARNINGThe effectual usage of concerted acquisition in the schoolroom is frequently built upon a four-step procedure. There are four elements ne ed to be considered as the initial start to plan and implement concerted acquisition into the instruction modus operandis. The first component is presentation of content. In Lesson Methodologies, I talked about the ways in which you can show information to your pupils. These instructional activities must be done prior to any concerted acquisition activity. Concerted acquisition is non a self-instruction theoretical account, but instead a manner for pupils to â€Å" mess around † with antecedently presented stuff. In short, concerted acquisition comes after you ‘ve taught something to your pupils. The 2nd component is teamwork where this is the clip after the new stuff been taught and when pupils are engaged in a concerted acquisition activity. The concerted acquisition scheme ( Jigsaw, Think-pair-share, Numbered caputs ) is selected and explained to the full category. Students are divided into assorted squads and provided sufficient clip to finish their assigned responsibilities. The 3rd component that should be considered is single appraisal. In concerted acquisition, the aim is non the production of a individual set of right replies for the full group but instead the development and sweetening of each member ‘s accomplishment. Although members of the squad work together to get the hang information, each single member must be assessed in relation to her or his command of the content. In short, everybody is tested in line with her or his achievement potency. The last component is team acknowledgment. It is most appropriate to acknowledge and observe the attempts of the squad as a whole. It is every bit of import to observe the attempts of the squad to help single members in larning a specific organic structure of cognition. These ceremonials can be either public or private. Teachers have rewarded squads with an excess deferral, a â€Å" prep base on balls, † a bite, a certification or award, or some other appropriate wages. In many instances, the wages can be every bit simple as a schoolroom cheer or drawn-out series of high fives.

Case Study of KFC Malaysia Holding

Case Study of KFC Malaysia Holding â€Å"A Case Study of KFC Malaysia Holding: Channel used by KFC to solve communication crisis† Abstract On 6th February 2013,the kitchen staff of KFC I- City outlet at Shah Alam, has gone violent towardone of the customers due to miscommunication. The customer was then put on the floor after a heated argument between the staffs and the customer.This problem then solve by KFC Malaysia Holding with a proper alternatives. One of the alternatives used by the company is to use the right channel in solving the issue. Basically, the main aim of this research is to examine the channel used by KFC Malaysia Holding to solve the communication issue specifically the incident of staff and customer caught into a fighting. This research is tries to answer the question of the effectiveness of the channel used by the company to solve the problem or issue. The survey method will be employed in this research for data collection. As this method fall under quantitative method, SPSS (Statistical Package for Social Sciences) software will be used to analyze the data. The finding of this research will help the future researchers to understand the effectiveness of channel used by the Food & BeveragesCompany in solving their problem or issue. Besides, this research will help to add more literature on the same topic. Keywords: Channel, problem, Food & Beverages, Effectiveness Literature Review Definition of Crisis In Effective Crisis Communication (2011), crises can best define as unique moments in the history of an organization. Nowadays, the word â€Å"crisis† has been used widely in a daily conversation. People used this word to describe their problem. For example, they refer to this word if they forgot about their appointments with their clients, having a bad hair days or even quarrel with the family members. All of these are awful experiences do not portray or describe the crisis. When it comes to the company, most of the company refers crisis as something that rel ated to the problem. For example low sales or short of manpower are assume as the crisis to the company. All of the situations are not crisis. But, usually the company will consider all the situations as crisis. Crisis is defined as any situation that is threatening or could even threaten to harm people or property, seriously interrupt business, damage reputation and/or negatively impact stock value (Jonathan Bernstein,2006). According to Hermann (1963), he identified three characteristics of separating crises that are surprise, threat and short response time. An event will not achieve the level of crisis without coming as a surprise, posing a critical level of threat and forcing a short response period. Robert, Timothy & Matthew(2011) mentioned in their study that crises can be divided into two categories which are intentional crises andunintentional crises. â€Å"Intentional crises are those international acts which is designed to harm an organization such as terrorism, sabotage, workplace violence and poor risk management whereas unintentional crises are the crises caused by natural and some uncontrollable factors such as natural disasters or product failure† (Robert, Timothy & Matthew, 2011). As for the incident case happened in KFC Malaysia I-City outlet, the incident are category under the unintentional case of crisis. The incident happened due to some misunderstanding between the worker and a customer who has been waiting for the food for some times and did not get the food.

Film studies Essay Example | Topics and Well Written Essays - 1500 words

Film studies - Essay Example It may appear to be an example of â€Å"films which were accepted as realistic by one generation often appear ‘false or dated ‘ to the next†, but is still an important aspect of an era. The film is undoubtedly old fashioned and out of date with regard to modern cinematic styles and technological advances, but its themes and messages on racism and prejudice remain as relevant today as they did then. Definition of Social Problem Films: Durgnat, (1997) contended that â€Å"The social problem film is hardly a genre† (p.59) but went on to say, in relation to ‘Sapphire’ and ‘Victim’, that they may be described as â€Å"by narrative structure†¦detective mysteries.† However, such films sought to explore the real issues faced by that society. Ealing Studios in the 1950s encouraged the production of films that were not only melodrama or thriller, but that delivered a universal moral message. Issues such as juvenile delinquency, violence, sexuality and racism were incorporated into dramatic narratives that would engage audiences but ask them to look at their society and their own values, perceptions and prejudices. Jonathan Wright (2002) described processes involved in this, when examining British Social Realism, (quoting Lay, 2002) â€Å"First the film-maker must have intended to capture the experience of the actual event depicted. Second, the film-maker has a specific argument or message to deliver about the social world and employs realistic conventions to With ‘Sapphire, Dearden and Relph did that, linking the detective/thriller narrative, with character, form, tone, pace and dialogue, in fact all the film elements that succeeded in reflecting the state of a nation in transition and the effects of racism and prejudice. Historical Context: The race riots of 1958 in Notting Hill, London had raised the consciousness of post-war Britain, bringing doubts about their conservative, conventional values, and alerting them to changes. Immigrants from

Human Resources Management in Health Care Assignment - 2

Human Resources Management in Health Care - Assignment Example According to Exhibit 3 this results to ADR of around $340, and the earliest this can be achieved is March to June, most probably during May. There are many reasons why I do not recommend overhauling the training process. First, the 7-day countdown is a Ritz-Carlton tradition that has been proven through time to prepare its new employees to become a proud part of the famous hotel chain. In fact, there have been no reports that the hotel chain have subpar employees. Second, there are many other ways to increase occupancy, such as providing packages for events participants, creating a loyalty card for frequent guests, increasing advertising, etc. Human resource is an integral part of service business. This makes experimenting more difficult, because not only should it be considerate of the customers’ happiness, but also of the employees’ welfare. Unlike machines that only need power to drive it, butlers, managers, and other personnel need more than food and clothing, they also need job security, sense of achievement, and good work

How to engage all parents into my classroom Research Paper

How to engage all parents into my classroom - Research Paper Example In a child's education, it is beneficial for all parents to be actively involved. Communicating with Parents Communication is a fundamental aspect when it comes to engaging parents in the classroom. This is because parents need the information concerning their children for suitable advice or action. Therefore, the school should set up appropriate ways that will ensure communication flows from the school staffs to the parents. Establishing various communication channels will ensure clear communication between the teachers and the parents. These channels include; formal and informal conversations through individual meetings, parents-teacher meetings, seminars and school events, agenda books that allow the teachers to write comments about the student’s behavior and academic performance and flyers bearing the teacher’s contact information. Phone calls can be made directly to the parents to inform them of their children’s academic performance and behavior. ... The school should organize these educational opportunities but let the parents manage them. Parents can alternate roles and duties thus attracting more parents to contribute in the classes. This will provide an opportunity for the parents to interact with their children and the school staffs thus helping them engage in constructive activities. The classes can be organized in collaboration with relevant community organizations for example, if the topic is on health, community health organizations can be mobilized to offer insight (CDC, 2012). Parents can be involved in workshops and seminars on similar topics. Decision-making is a crucial role in a school, therefore, involving parents in it shows that the school’s leadership wants to invest in the parents. The parents see it as a partnership urging them to encourage their children and participate more in their schoolwork. Therefore, parents will be actively involved in the school’s activities after finding out that they are the decision makers (School Learning Support Program, 2010). Offering Volunteer Opportunities The school should organize volunteer activities and invite parents to participate in them by providing suitable positions. These activities assist in fostering free communication and interaction between the parents, the children and the school staff. Through these fun activities, parents can casually engage the teachers in conversations that would seem inappropriate for formal events. Some of the activities include; weekend games, environmental walks or tree planting events, feeding programs for the disabled or the homeless, after-school activities like aerobics, karate and cheerleading. Activities that can help enhance the skills of the students can also be incorporated for

Bridge Management System for Saudi Arabia Research Paper

Bridge Management System for Saudi Arabia - Research Paper Example Hence, there is need for the development of a bridge management system in Saudi Arabia. This study provides a background on the infrastructural setting and bridges in Saudi Arabia. A detailed look at the preservation considerations is followed by inquiry into the improvement considerations available for the existing bridges in Saudi Arabia. The natural hazards that may impact bridge infrastructure in Saudi Arabia is then discussed, followed by a look at the policy considerations, project considerations, economic/non-economic considerations and prioritization to base decision support for the bridge management system proposed. Provisions for updating of the bridge management system are given before providing a summary of the study. Background Saudi Arabia is an oil-dependent economy in the Arabian Peninsula with a $350 billion budget in infrastructure development as of the year 2007. The main infrastructural developmental goals for the country aim to transform it into a global industrial force. According to Business Week (2007), this transformation is to be supported by positioning the country as a regional transport and logistics hub. As a result, plans for the $5 billion budget Saudi Landbridge project connecting the Red Sea and the Gulf Coast to be constructed by a private consortium are underway. The consortium will have a 50 year operating rights on the bridge. The other major project is the Saudi-Egypt Causeway that has a causeway and a bridge component, meant to link Egypt and the Arabian Peninsula to boost development in the region. The project will is projected to cost about $4 billion and will be owned by the two governments. The two bridges described above are an addition to the already existing Jamaraat Bridg e whose purpose is to enable pilgrims to throw stones at the Jamrah pillars. The bridge may sometimes carry about one million individuals, leading to serious safety issues and need for maintenance. The bridge has been under reconstruction into a nine-storey one that will be able to accommodate about 9 million people a day (Saudi Info, 2004). Besides the three bridges mentioned in this background, there are about 4,200 bridges in Saudi Arabia’s highway network. Philosophical Approach As Hearn et al. (2007) argues, bridge management systems represent a unique convergence of a number of disciplines including structural engineering, economics, operations research, planning, and information technology. There is need for prudent data collection to support decision making in bridge management systems. Collection of timely and quality data enables the parties in charge to discern crucial information about bridge conditions, costs of the project and effectiveness. This study calls on the disciplines listed above to produce a formidable report on bridge management in Saudi Arabia. The study will explore the preservation conditions, improvement considerations, extreme event considerations and then detail possible

Water pollution in China Essay Example | Topics and Well Written Essays - 1250 words

Water pollution in China - Essay Example In recent yearsï ¼Å'the world has been shocked at China’s rate of economic development. It was almost as if it happened overnight because all of a sudden China was a super-power in terms of its financial power. This has mostly been due to its several industries in the country which beside providing income for the people and revenue for the government, this has also come at a hefty price- pollution. The factories and production plants emit harmful gases and wastes which in turn pollute the environment. China’s environmental pollution problems have become a major concern around the world mostly because of its dense population, estimated at around 1 billion. Water pollution in particular is a very serious problem in China. To put this into perspective, China had an estimated 50, 000 rivers unfortunatley more than half of those rivers have since disappeared. A report from the Ministry of Environmental Protection indicates that, â€Å"Up to 40 percent of China’s riv ers were seriously polluted† and â€Å"20 percent were so polluted their water quality was rated too toxic even to come into contact with.† (Yongqiang, 2013). Water pollution not only threatens human health and development, but also jeopardizes China’s economic development plans (Economy, 2013). It is reported that water shortages cause an estimated loss of U.S. $11.2 billion (120 billion yen), while the its impact on human health has been approximated at U.S. $3.9 billion (41.73 billion yen per year). There has been a debate as to whether pollution should be dealt with austerely mainly because it will involve taking draconian measures against companies found liable. This will have a negative economic impact in the country. So the real debate is whether China wants to forego its economic development and in turn focus on eradicating pollution. This paper will look into the water pollution issue at length while seeking to answer whether economic development should be at the peril of the environment and humanity. The author is of the view that economic development should not be pursued at all costs. There are limits as to how far one can/should go in order to make profits. Currently in China there is no line to be crossed and companies are taking advantage of this. Pollution This refers to the contamination of air, water, or soil by substances which are harmful to living organisms. These substances may differ and they contaminate at varying degrees depending on their concentration. Ex amples of substances that may contaminate include; chemicals, waste (human and industrial) etc. These substances may also be referred to as pollutants. Water is very essential to not only human life, but also animal and plant life. In order for all these lives to be sustained, water is required but not just any water but clean and fit for consumption water. The quality of water which is declining at a very fast pace is mostly affected by human activities (Taylor, 2013). Some of the factors attributed to this include; population growth, the rise of urbanization, industrial production, among other factors. Industries are the largest source of water pollution and it is reported that several sources of water have a certain contamination level from industrial waste and chemicals (Spector, 2013). The management of waste water is a global challenge affecting various regions of the world. The existing sanitation- both industrial and municipal water treatment infrastructure is overloaded, th ey then seep directly into the environment thus contaminating the groundwater sources. Reports indicate that every day, approximately two million tons of sewage is discharged into the planet’s various water bodies- oceans, lakes and rivers. Currently, there are systems in place which have been set up to deal with such however they have thus far been unable to support the growing population and urbanization. Pursuing Economic Development at all costs Most companies have argued that focusing on pollution as

Stock Research Assignment Example | Topics and Well Written Essays - 1750 words

Stock Research - Assignment Example The line chart provided below supports the findings of the data. The line chart shows that FTSE 100 showed almost regular trend while the stocks of BT Group plc showed high range of volatility. The volatility of the stocks of BT Group plc were especially high during the months of February. March and May 2014. This was due to the fact that during February, 2014 , BT Group plc had a slow pace of business activities as their work of setting up phone fixed lines were hampered and pushed back up to a month due to heavy rainfall and floods in certain areas of UK. it can be seen that the company has given for two times and the valuation of dividend as per DDM model under CAPM is 9.90 per share. BT Group plc is a company which falls in the Communications sector of industry. It extends its services to not only United kingdom but also other 170 countries across the world. It provides services such as fixed line calling, broadband, television products and even has launched itself into information technology services (networked). The main customers of the company are various multinational corporations, private domestic businesses, and various national and local governments. It presently has a market capital of around  £ 31.04 and its head quarters is situated in London.( Hargreves Lansdown, 2014) Since the analysis has not mentioned any stipulated time frame hence we consider one year as the time period of speculation. The financial year that has been selected for the analysis is financial year 2013-14. The data tables provided below shows the Risk adjusted returns of BT Group plc and FTSE 100 for the past one year 2013-14 and its comparison (Yahoo finance, 2014) It is seen that mostly BT Group plc has positive returns in comparison to the market except during three instances on the dates 3rd February 2014, 3rd March 2014 and 1st May 2014. The line chart provided below supports the

Alternative ecocnomic futures Essay Example | Topics and Well Written Essays - 500 words

Alternative ecocnomic futures - Essay Example Larson Inc. should hedge itself against any adverse price movements and fluctuations. What Larson Inc. could have done is to buy its inputs in one country and at the same time sells a futures contract for the same amount of input. When the inventory is utilized, the company can buy back the futures contract. The price change occurring during the two transactions will effectively be cancelled by the mutually compensatory movements in the cash and the futures holdings. In this scenario, futures will provide insurance. Larsons Inc. is betting on the correlation between the spot and the futures prices to move together. Another use of alternative economic futures by Larson Inc. can be that of interest rate futures, which will help it to lock the future investment rate. The use of debt to finance its expansion needs and working capital expenses can protect it from any changes in the interest rates. For any anticipated upwards movement in the interest rates, Larson Inc. can buy the futures contract and pay the seller an amount that will be equal to the difference that it benefits from any rate that has been mentioned or committed in the futures contract. Similarly, if the interest rates fall the seller will compensate Larson Inc. at the expiration of the futures contract between the two parties. The foremost advantage is that for an American operation trading of futures in the Chicago Mercantile Exchange is easy. Since Larson Inc.

Gay Men Born Gay Essay Example for Free

Gay Men Born Gay Essay Gay men often claim that even as children they knew they were somehow different from other boys. Many say that sense even preceded puberty. And yet, though researchers have tried for decades to identify a biological basis for homosexuality which seems to be present in all human societies they have mostly come up dry. Tantalizing clues have surfaced: gays are more likely to be left-handed, for instance. But in the end, there has been little proof that biology is sexual destiny. Now new research offers evidence that there may indeed be a physiological basis for sexual orientation. In a study of 41 brains taken from people who died before age 60, Simon LeVay, a biologist at San Diegos Salk Institute for Biological Studies, found that one tiny region in the brain of homosexual men was more like that in women than that in heterosexual men. Sexuality is an important part of who we are, notes LeVay, who is gay. And now we have a specific part of the brain to look at and to study. That specific part is found at the front of the hypothalamus in an area of the brain that is known to help regulate male sexual behavior. Within this site, LeVay looked at four different groupings of cells, technically referred to as the interstitial nuclei of the anterior hypothalamus, or INAH for short. Other researchers had already reported that INAH 2 and 3 were larger in men than in women. LeVay hypothesized that one or both of them might vary with sexual orientation as well. Routine autopsies provided the tissue LeVay needed. All 19 homosexual men had died of AIDS. So had six of the 16 presumed heterosexual men and one of the six women. Although LeVay hoped to include lesbians in his study, he was unable to obtain brains from women identified as such. After careful examination of the brain samples, he found that the INAH-3 areas of most of the women and homosexual men were about the same size. In straight men this region was on average twice as large or about the size of a grain of sand. In the past, much research on sexual orientation has focused on the role of interpersonal relationships in early childhood. Psychological literature is replete with material suggesting that male homosexuality is triggered by relationships with an overly protective mother or with a distant, even hostile father. Here is a whole other way of looking at the question, says LeVay. These children may already be determined to become homosexual or heterosexual. The development plan that is laid out for them may be what causes them to develop certain troubled relationships with their parents. LeVays findings are certain to trigger a good deal of controversy. Many technical aspects of the study are subject to question, as the author concedes. He cannot be certain, for instance, that all the heterosexual men in the control group were heterosexual. And since the AIDS virus attacks the brain, the size difference could be an artifact of the disease. It is also possible that the difference actually has nothing to do with sexual orientation or that it is the result rather than the cause of homosexuality. (2 of 3) My freshman biology students know enough to sink this study, declares Anne Fausto-Sterling, professor of medical science at Brown University. Others are more receptive to LeVays work. It makes sense, says Laura Allen, a neuroanatomist at the University of California, Los Angeles. Finding a difference in the INAH, which influences male sexual behavior, is what one would expect. The finding also has social implications. People who believe that sexual orientation is a choice help legitimize discrimination against homosexuals, says Melissa Hines, a UCLA psychologist. But if it is immutable, or partly so, then that argues for legal protections. The new study is the second to find some sort of difference between the hypothalami of gay and straight men. Last year a Dutch research team discovered that another group of neurons in this tiny gland is larger in homosexual than in straight men. But some scientists believe this structure governs daily rhythms rather than sexual behavior, so it is difficult to see any significance in the finding. Investigations of right- and left-handedness have also provided evidence of a physiological distinction. Sandra Witelson, a professor of psychiatry at McMaster University in Hamilton, Ont. , has found more left-handers among homosexual women in her studies than among heterosexual women. Others have made the same observation among men. Since hand preference may be determined in part by the influence of sex hormones on the brain during gestation, Witelson believes these early hormonal influences could also play a role in sexual orientation. Animal studies provide a good deal of evidence for a biological basis of sexual orientation. Through careful manipulation of hormone levels in newborn rats, Roger Gorski, a neuroendocrinologist at UCLA, has been able to produce male rodents that demonstrate feminine behavior. Other researchers, working with mice, have noted that female fetuses that develop between two male fetuses in a litter appear to be masculinized to some degree by their brothers testosterone. They look more like males than females, mature more slowly, have fewer reproductive cycles as adults and are less attractive to male mice. In many species, particularly among mammals, homosexual-like activity is an integral part of social interaction. As any cattle rancher can attest, cows frequently mount each other. Apparently this ensures that all the females coordinate their reproductive cycles and then produce their calves at the same time. Female rhesus monkeys mount other females as a way of establishing a dominant rank in their troops hierarchy. (3 of 3) Researchers estimate that a third of American males experiment sexually with each other during their teen years, even though approximately 9 out of 10 eventually settle into relationships with girls. But both men and women may switch gears later on or be bisexual throughout life. There are some people in whom sexual orientation does not maintain itself, says June Reinisch, director of the Kinsey Institute for Research in Sex, Gender and Reproduction at Indiana University. Its not a matter of what they prefer; its whom they fall in love with. She cites the example of a woman who fell in love with and was married to a man for 10 years, then at the age of 30 fell in love with a woman and spent 11 years in that relationship, and at 41 fell in love with a man. Clearly, even if sexual orientation does have a biological basis in the brain, it is not necessarily fixed. All of us believe that genetic and hormonal influences are involved in homosexuality, says Reinisch, but theres also an interaction with the environment. Over the years much research on homosexuality has been motivated by a desire to eradicate the behavior rather than understand, let alone celebrate, diversity.

Nicholas Lezards Quote on Atonement Essay Example for Free

Nicholas Lezards Quote on Atonement Essay â€Å"†¦the novel is itself the act of atonement that Briony Tallis needs to perform; yet we are very much in the land of the unreliable narrator, where evasion and mendacity both shadow and undermine the story that is told† (Nicholas Lezard). Discuss this criticism of Atonement. When one reaches atonement, it means that they feel forgiven, regardless whether they are actually absolved for an offence or not. In Atonement, a novel of drama, war and romance, the author Ian McEwan characterizes the main character, Briony, as a very self-centered person. McEwan’s novel is self-referential when it is implied that the novel is one Briony wrote in order to reach atonement. Nicholas Lezard, critic for the Guardian, says that Briony’s atonement and ‘the truth’ of her story is weakened by Ian McEwan’s characterization of her as an unreliable person. However, some may argue that the novel Briony wrote was a good way to atone for her crime. In the end of the McEwan’s novel, Briony shows that she believes she had done the best she could have to reach atonement. When talking about the final draft of her novel she says â€Å"I’ve regarded it as my duty to disguise nothing – the names, the places, the exact circumstances – I put it all there as a matter of a historical record† (McEwan 349). This makes the reader believe she is being entirely honest. In addition to this, Briony, being a well-known published writer at the age of 77, decides to use her passion, her talent, to become part of her atonement. Although Briony can’t publish her novel until after the death of Lola and Paul Marshall because of her fear of litigation as well as the power and wealth the couple have and will use to protect their names. â€Å"The Marshalls have been active about the courts since the late forties, defending their good names with a most expensive ferocity† (McEwan 349). Her inability to do anything more at this stage of her life makes readers feel sympathy for Briony and want to believe everything that she claims to be true. For these reasons many readers may well believe that Briony had done respectably the best she could have to reach atonement. On the other hand many may agree with Lezard and feel that Briony’s fictional happy ending to her story is a final attempt to evade the guilt she feels. Briony’s medical condition and the fact that she is dying, as a result draws attention away from her desperation to relieve her guilt. â€Å"It is only in this last version that my lovers end well, standing side by side on a South London pavement as I walk away. All the preceding drafts were pitiless† (McEwan 350). This makes the reader question how much more of what actually happened was changed in Briony’s story. Briony even calls herself an â€Å"unreliable witness† (McEwan 338) of the events that occurred which she then wrote about. This also puts the reader in a position to not want to trust anything Briony says. She also says that she likes to think that Robbie and Cecilia’s happy ending wasn’t â€Å"weakness or evasion, but a final act of kindness† (McEwan 351), which contradicts to her claim of having the novel published as a historical record, enforcing to the reader her untrustworthiness. These are a few of the reasons for which Briony can be seen as an unreliable person. Aside from her desperation and lies as a result of her coming closer to death, there are other ways in which McEwan characterizes Briony to be unreliable and wanting to partially avoid blame for her committed crime. Briony, the protagonist, wrote her entire novel with an omniscient 3rd person narrator, which as a result distances Briony from the reader and draws some attention away from her offence. Another effect that this has is that it suggests to the reader that the events that occurred happened exactly as they are described, when that is not the case. Should the novel have been written in 1st person from Briony’s point of view, the reader would have seen Briony as an arrogant and not believed her story so easily. Briony on page 350 then clearly states that she made of part of her story when she says When I am dead, and the Marshalls are dead, and the novel is finally published, we will only exist through my inventions (McEwan). McEwan’s characterization of her as a self-centered and unreliable person is consistent from when Briony is 13 years old up to when she is 77. On page 336, Briony says â€Å"However withered, I still feel myself to be exactly the same person I’ve always been† (McEwan), which to the reader signifies that Briony has not matured as a person and still may think like she did when she was a child, making the same mistakes without realizing them. A clear example of the same mistakes Briony makes as an adult, is how she is jealous of her older cousin at the age of 77, the same feeling she had as a child. On page 341, Briony also says, â€Å"I’ve always been good at not thinking about the things that are really troubling me† (McEwan), which has the same effect of characterizing her as unreliable. Briony tries to do good by trying to atone with the novel she wrote, although on page 340, she says, â€Å"If I really cared so much about the facts, I should have written a different kind of book. But my work was done. There would be no further drafts† (McEwan 340), which then makes it very clear to the reader that Briony’s story cannot be trusted. The entire novel is damaged and cannot be believed as a result of Briony’s unreliability. Although Briony’s attempt to atone may seem justifiable to some, it is more reasonable to say that McEwan’s novel of Atonement is reduced from the story of a girl committing a crime and separating two lovers, down to the fantasy world of Briony Tallis blended in with some facts of events she witnessed. The novel being self-referential when it is revealed that Briony wrote it in order to reach atonement, leaves the reader with a very strong impression of Briony as a very unreliable, self-centered person, which then undermines the entire story.

Benefits of Buying a House

Benefits of Buying a House Buying a house is one of the smartest financial decisions a person can make. People have been reluctant to invest in a house for many reasons. Among the reasons are decreasing home values, high student debt, the volatile job market, and other reasons. This reluctance has caused a drop in homeownership, especially by the millennial generation. Many people rent because it is easier and seems cheaper. But, when considering likely resale value, and emotional benefits, the benefits of investing in a house are apparent. When renting a house or apartment from a landlord, the renter pays the landlord a monthly fee at the beginning of the month. When purchasing a house, the purchaser borrows money from the bank to pay for the house. The purchaser must pays back a monthly amount equal to a portion of the borrowed money plus interest associated with the borrowed money. Many people compare the price difference between rent and mortgage payments, and seeing that the monthly rent amount is less, decide to rent. Generally, rent payments are initially cheaper which is attractive. But, if you compare the total long-term financial differences between renting and paying a mortgage, youll likely see the opposite. Rent payments go to your landlord as pocket money. Mortgage payments are an investment to a likely appreciating asset. As a purchaser pays off a mortgage, the purchasers home equity increases. In other words, the purchaser is building his or her retirement account and not a landlords. When comparing rent payments versus mortgage payments, there are a number of variables to consider, including the characteristics of the properties, their location, their condition, and the potential of the properties to appreciate in value. Below is a table showing the average comparison between rent monthly payments and mortgage monthly payments, taking inflation into consideration. As you can see on the table, we are comparing the mortgage of a home that costs $160,000 to renting that home for $800 per month. Rent is cheaper throughout the first five years, which is what causes many people to decide to rent. But, due to inflation, rent becomes more expensive than mortgage would cost after those initial five years. Rent payments and mortgage payments for similar properties are only marginally different. The long-term aspects between the two, however, are significant. A renter is not encumbered with the longer-term responsibilities that accompany home ownership such as maintenance, upkeep, and the potential of having to sell the house before having the ability to relocate. On the other hand, while paying a mortgage, a purchaser is building equity in an asset. While paying rent, a renter is paying a fee to a landlord without any long-term financial benefit. Buying is a financially superior decision. Buying a house is an investment, meaning it is possible that an investor can lose money or make money depending on whether the asset depreciates or appreciates in value. A renter does not have the investment risk associated with owning a house. In the case of real estate, though, it is more likely that an investor will make money. For example, properties sold in cities like New York, DC, and Miami are good investments because those areas tend to attract professional people who plan to stay for a long period of time. Buying in an area like these, where the market is trending up increases net worth. In 2000, a house that cost $300,000 could sell for $500,000 in 2017, which means an investor who bought a house in 2000 and sold it in 2017 made $200,000 from the investment. The likely potential to realize appreciation on the investment in a house is a big benefit to the purchaser. People who invest in buying a house often benefit from more than just financial benefits. When buying a house, the purchaser can redesign and make alterations to the home. In other words, the purchaser can personalize their home in ways that a renter cannot. This gives a homeowner a sense of control that a renter doesnt have over their home. It results in homeowners having a higher satisfaction with life, a more positive mindset, and a home that suites the needs of the entire family that can be modified as needed. There is a sense of pride that comes along with buying a home. Most people who purchase a house plan to stay for a while. So when an investor buys a home, they are also investing in the local community. They are not simply buying a piece of real estate. They are buying a home in a neighborhood, surrounded by people who are all working together for the greater good to make it a fantastic place to settle down and call home. People who rent a house rather than buy a house are not likely to create these interpersonal relationships in the community to the same degree. The renter knows they may have to move when their lease is up and so may not be as invested in the community activities. These relationships create a reliable support system, which is emotionally healthier. Although renting and buying each have pros and cons, buying is a better long term investment. In most places, mortgage and rent payments are only marginally different. Paying a mortgage for a house and building equity in the house has long-term benefits, both financial and emotional, that renting does not provide. Although renters are not encumbered with many of the responsibilities of home ownership, investing in a home is a great long term investment. A purchaser has the potential upside of asset appreciation and emotional attachment. Assuming a purchaser can handle the responsibilities of home ownership, the long-term benefits of home ownership make purchasing a home a great investment.

Free College Admissions Essays: Success :: College Admissions Essays

Success "Success is counted sweetest/By those who ne'er succeed" Emily Dickinson Since the beginning of my life I have been studying. In the early years of my childhood I didn't quite understand what my role was all about. I always wondered why is it that I have to go to school everyday even on Saturday because my mom said that it is good to be around smart people. When I was growing up I found the answer by myself. I started to understand when I was eight years old. I began to see school as the place to get knowledge this that my parents cant teach me at home. I also saw (and actually see) School as a place to play, have positive thoughts and enjoy life without forget about class and what society is expecting from us, and to socialize to have good friends, friends that care and have the same interest in success as I do. Now being 18 years old I know a lot more of myself. I can make and I have made decisions that really have a direct effect on me. Three years ago I decided do my best at scho ol to have a good high school education and make myself better every day. Since I am in love with my school I have accomplish many thing like doing extracurricular activities. On March 1998 I joined United Talents a group of student that help the Parents Association to organize activities. We use to dance our Dominican Republic folk music for our parents and make each presentation more enjoyable for them each time. Actually I am participating in a lot of activities, which are the chess club, yearbook as staff and photographer, swimming pool taking a course to be a lifeguard and helping in the computer lab. In the chess club as I heard I will be elected as a vice-president of the club do to the fact that I have accomplish fine in the city tournaments (every last Sunday of each month). The yearbook is very interesting for me because I like taking pictures and Mrs. Serrano gave me a workshop working as a photographer which I enjoy a lot. Those pictures I take go to the yearbook staff a nd they decide what to add to the school year book. In the computer lab, I use to help because I have some experience using computers. Free College Admissions Essays: Success :: College Admissions Essays Success "Success is counted sweetest/By those who ne'er succeed" Emily Dickinson Since the beginning of my life I have been studying. In the early years of my childhood I didn't quite understand what my role was all about. I always wondered why is it that I have to go to school everyday even on Saturday because my mom said that it is good to be around smart people. When I was growing up I found the answer by myself. I started to understand when I was eight years old. I began to see school as the place to get knowledge this that my parents cant teach me at home. I also saw (and actually see) School as a place to play, have positive thoughts and enjoy life without forget about class and what society is expecting from us, and to socialize to have good friends, friends that care and have the same interest in success as I do. Now being 18 years old I know a lot more of myself. I can make and I have made decisions that really have a direct effect on me. Three years ago I decided do my best at scho ol to have a good high school education and make myself better every day. Since I am in love with my school I have accomplish many thing like doing extracurricular activities. On March 1998 I joined United Talents a group of student that help the Parents Association to organize activities. We use to dance our Dominican Republic folk music for our parents and make each presentation more enjoyable for them each time. Actually I am participating in a lot of activities, which are the chess club, yearbook as staff and photographer, swimming pool taking a course to be a lifeguard and helping in the computer lab. In the chess club as I heard I will be elected as a vice-president of the club do to the fact that I have accomplish fine in the city tournaments (every last Sunday of each month). The yearbook is very interesting for me because I like taking pictures and Mrs. Serrano gave me a workshop working as a photographer which I enjoy a lot. Those pictures I take go to the yearbook staff a nd they decide what to add to the school year book. In the computer lab, I use to help because I have some experience using computers.

Psychological Perspectives of Human Growth and Development Essay

Psychological Perspectives of Human Growth and Development The following will analyse the Psychodynamic theory founded by Sigmund Freud. It will focus on the components of the ‘mind’ including the Conscious, the pre-conscious proper and the Unconscious. Examining his structure of Personality with reference to The’ Id’, ‘Ego’ and ‘Super-ego’. It will discuss Freud’s proposal of stages within his ‘psychosexual development’. It will then focus on Carl Rogers Humanistic theory, explaining his concept of the ‘Actualizing tendency’ and incorporating his creations of ‘Self concept’, the ‘Organismic self’ and the ‘Ideal self’. As a contribution to Roger’s work also highlighting Abraham Maslow’s ‘Hierarchy of needs’. Freud and Rogers will then be compared and contrasted, focusing on the human developmental stage of childhood. According to Freud there are three levels of Consciousness within the mind. ‘The conscious’ holds thoughts and feelings that we are fully aware of, it can be verbalised and logically thought about. ‘The pre-conscious proper’ holds memories that only when thought of can be brought back into the ‘Conscious’. Information is easily shared between the conscious and the pre-conscious proper. The ‘Unconscious’. Material here is deemed painful and ‘repressed’ (locked away) yet still has strength to influence our actions. ‘We have conscious thoughts that we are aware of and unconscious thoughts that appear in our mind in the form of dreams. Moreover, what happens in our conscious mind in turn influences what thoughts filter through to our unconscious mind’ (Gross, The Science of Mind and Behaviour, 2010) (Ingleby, 2006, p. 7) Freud related this to a model Iceberg. The tip acts as 10% relating to the Conscious as only th... ...ross, R. (2010). Psychology- The Science and Mind of Behaviour. London: Hodder Education. Ingleby, E. (2006). Applied Psychology for Social work. Glasgow: Bell & Bain Ltd. Kazlev, M. (2004, August 13th). Sigmund Freud. Retrieved November 7th, 2010, from Psychoanalytical Psychology: http://www.kheper.net/topics/psychology/Freud.html R.Shaffer, D. (1946). Developmental Psychology Childhood Development. California: Brooks/Cole Publishing Company. Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships. New York: McGraw Hill. Rogers, C. (1961). On Becoming a Person: A theropists view of Psychotherapy. Boston: Houghton-Mifflin. Rowan, J. (2001). Ordinary Ecstasy: The dialects of Humanistic Psychology(3rd edn) . Hove: Brunner-Routledge. Shaffer, D. R. (1946). Developmental Pyschology, Childhoody and Adolescene. California: Brooks/Cole.

Music in the Age of Romanticism :: Arts

Music in the Age of Romanticism In the 19th century the world experienced many dramatic changes related to politics, economics and culture. Music would never be the same after this period. During these years musicians, influenced by the Romantic movement in literature, neglected the formalism and aims of Classicism (Bohle p1861), and developed Musical Romanticism as a way to express their feelings free of traditional musical structures. The term "Romanticism represents the period of the apparent domination of the instinct over reason, of imagination over form, heart over head" (Sadie p141). The Romantic movement was foreshadowed by Bach, but Beethoven was the one who brought it into being in early 19th century (Bohle p 1862). Music in this period was characterized by personal and individual style with more subjectivity. (Miller p197). During this period composers tried to express themselves freely. There were notable extremes and contrasts in their styles of composition. For instance, their preferred media were piano accompaniment, operas and symphony orchestra. In the same way, their music was composed for two kinds of audiences: one in the big concert halls, and an other in intimate salon; and the length of the compositions extended from short pieces to big symphonies. Also the dynamic of the music was very variable using loud and soft levels. In addition, musicians developed a nationalist style using folklore as subject for operas, sometimes borrowing folklore from other countries (Miller, 1973 p134-135). Among the major composers of this period are: Beethoven, Von Weber, Schubert, Schumann, Chopin, Brahms, Rachmaninoff and others. Even though Romanticism and Classicism are classified as opposites they are deeply related. Even in Classicism's excessive use of structures and formalisms, composers of this period also expressed their feelings through music. On the other hand, Romantic composers had to use some basic structures from Classicism needed to write music. However, the Romantic era was a period in music when musicians had more freedom to use different forms to compose music expressing their individualism and nationalism.