Ped 212 Week 4 Journal

In the year of 1963, I started school in the first grade. We did not have kindergarten in the little town I lived in. I in Plew, Mo about 12 miles from Carthage Mo, in my first grade we were on one side of the room and the second grade was on the other side. I cannot remember much, but we had a lot of recess time and played for longer periods of time. In 1964 we moved to Pierce City were I spent second grade through 6th grade in the elementary school. We spent a lot of free time out side. Our playground equipment consist of merry-go-arounds, slides, teeter totters, slides, swings, baseball fields, and monkey bars.I remember in 3rd 0r 4th grade my hands slipped and I fall flat on my face. I can remember trying to cover my nose with my shirt because it was all swollen and black and blue. Now, a lot of playground equipment back then is no longer part of todays, playground equipment. For example, the merry-go-arounds, teeter totters, and monkey bar have been removed because too many chil dren were getting hurt. We had balls of all kinds, jump ropes, hop scotch and even played hide-seek. I had three to four friend that stayed in my group to have fun with the activities we chose to play whether they were inside games or outside.However, if it was cold or raining our class had many fun activities that we could play as a group or as individuals. Our gym class was in the lunch room and after lunch was served the tables were folded up and lined against the walls. We had physical education every day. Today, some schools does not have physical education and the ones that do may have PE every other day or maybe half the time that should be allotted by state regulations. According to (Primary Headship, 2008), â€Å"teachers at primary schools, the requirements PE hours taught per week has risen from two to five† (p. ). I n the summer time my family and I loved the outdoors. We played hard as kids back then, we rode our bicycles, play baseball, worked in the garden and went to the lake on the weekends were we have swimming, boating, and water skiing. We always camped down at the water and we had to run or walk the hill to the bathroom after doing this 10 times a day, you could get all the exercise you needed in a day. Today, our young children spend too much time watching t. v. , video games, and their high dollar cell phones.When people cut out their physical activities they seem to eat more and this puts weight on our bodies, which leads to many health conditions. Junior High was just up the hill from the elementary school during my 7th and 8th years. We also had PE every day for the full hour and between different schools we had track meet set up. This was my favorite class, and I enjoyed everything that they throw at me. I was very competitive and enjoyed showing my peers and teachers how great I was. Also, my coach was also the boys coach. He was get me out of study hall to compete with the boys.This made the boys upset with the coach because even the boys could not beat me in my running abilities. The coach would say boys are you going to let a girl beat you. I know why Coach Brown did this to the boys team was to get them motivated and to stay focus. A couple of feet away was the High School buildings. This was grades 9th to 12th grade. Again I stayed the best in sports that I truly loved. When it came to basketball and volleyball and baseball we played these at our school during PE time, but we did not compete with other schools.However, a year after graduation our school started completing in these sports for the girls. As far as the boy’s teams they played football, basketball, and baseball in which, they play others school for trophies to add to the schools show case. I graduated in . 1975, and shortly after I chose to marry my high school sweetheart The Primary Headship Article, The PE Primary Challenge: five hours per week. (April, 2008). Retrieved from http://www. teachingexpertise. com/articles/pre-prim ary-challenge-fivehours-week-3499

Parental Separation

Brianna Golez Professor Fraga English 1A 23 July 2012 Parental Separation The parents' sole duty is to raise and, by definition, nurture their children as a whole unit. Compromising on decisions and communication are the factors that contribute to a healthy and comfortable environment for families. But what repercussions surface when endless disagreements and lack of toleration disrupt that peace while the parents are still legally imprisoned in their â€Å"marriage†? Unlike divorce, the separation between parents is harder to cope with for any adolescent or child and causes more anxiety and stress upon the household.While divorce is thought of to be a quick procession, it can take an average of six months for it to be finalized. By the end of the documentations and meetings, the children involved are used to the idea of living separately and most likely knowing how to cope. Contrarily, separation comes before the need of the divorce and is the time where emotions for adolesce nts and any minors in that situation are at its peak of denial and unease. Many things can stress a marriage and even before the decision of a separation, give the minors within the household the feeling of anxiety and forthcoming of downhill events.Dr. William Doherty of the Family Science Department at the University of Minnesota found that forty percent of long separated couples regret their decision and thought it could have been prevented. It is common children are susceptible to feeling guilt over their parents' reason of becoming distant and argumentative; however, main characteristics for separation included a low level of education and couples that had entered marriage at a younger age. Over one in every four children have had to endure the separation of their mother and father.The stresses and perplexity of the situation is more difficult as they try to adjust to new settings, surroundings, and living arrangements. The difficulty of adjustment puts pressure upon the minors because it involves the parents trying to come to agreements without the engagement of legal enforcement. For teenagers, they are in a state where the independence that is trying to be established can be jeopardized by them having to mature faster than normal and assume greater responsibilities. As well as feeling the need to run the household and fill the role of that missing parent.This turmoil can go on to cause problems on their attitudes towards school, people, and the relationship with their parents. Research done by a team from King's College London found that over half the children who lived separately had optimistic views because they had been â€Å"active in decisions about these arrangements and were more likely to have positive feelings about moving between households†. It has also been found that drops in health, high school dropout rates, teen births, and teen suicides also increase to twice as likely due to parental separation.Not only do children of split mar riages feel the helplessness of their predicament, they feel the want of a better communication between them. According to a subject of parental separation, Brittney Golez, stated â€Å"it was an emotional time where you were not sure what would happen next and if things were going to get worse†. The months prior to the divorce are the hardest and become less likely for reconciliation as she later goes on to say, â€Å"things would be easier if they were back together, and it only creates more stress for me when I don't know what more I can do†.This common point of view on the life before a divorce for an adolescent illustrates the uprooting of living in two households at one time; therefore making for an unstable environment. The relationship that is most crucial for the well being of children and adolescents are frequently disrupted by the complexity of separation. Stress in the parents is what only increases the stress levels of their offspring and in turn provide m ore frustration and risk towards the family's health.Complications continue to arise in this epidemic for the twelve million children among the country and the one in ever four who experience it. Cited Works 1. Golez, Brittney T. â€Å"Parent Separation. † Personal interview. 21 July 2012. 2. Kiln, Laura. â€Å"Parental Separation. †Ã‚  Familylawwebguide. com. Family Law WEB Guide, 27 Nov. 2008. Web. 23 July 2012. ;http://www. familylawwebguide. com. au/news/pg/news/view/545/index. php;. 3. Lundstrom, Karin, and Andreas Raneke. â€Å"Family Structures and Separations Among First Time Parents.   Scb. se. Statistics Sweden, 30 Mar. 2012. Web. 21 July 2012. . 4. â€Å"On Children and Separation. †Ã‚  Separatedfamiliesmatter. org. uk. Both Parents Matter, 2009. Web. 21 July 2012. . 5. Rooks, Linda. â€Å"Statistics On Separation and Divorce. †Ã‚  Separation. N. p. , 9 June 2003. Web. 21 July 2012. .

Marketing Management class discussion wk11 Coursework

Marketing Management class discussion wk11 - Coursework Example The first name is always the easiest to remember a person by. The campaign make use of diverse communication modes, such as advertising, sales promotion and public relations and publicity (Kotler & Keller, 2015). Coca cola has invested heavily in advertising the campaigns. Television advertisement is rampant to alert the product consumers of what they have to offer. Other advertising methods includes use of brochures at the sales points, billboard along busy streets, point of sales displays and packaging inserts. Prior to campaign, the company did massive streets campaign, trade shows and fairs to promote their product (Coca-Cola, 2013). The use of names in the brand was symbolic of social interactions. One could have a psychological connection with the brand. Consequently, the right brain possessing the dire need to consume the drink is hyper-activated. Pleasure effect activation leads to an intense feeling to purchase more. Concisely, there is development of an element of ownership via the name on the bottle. Personalisation transfers the eventual meaning to the brain, hence one have a total notion of Coca cola as a true brand. The success of the campaign is evident with the escalation in consumption by 9%, with further increase in Facebook page

Were Are You Going, Where Have You Been Article Example | Topics and Well Written Essays - 250 words

Were Are You Going, Where Have You Been - Article Example We all have the same ability to make our choices work in our favor. Fate does exist, but we are not entirely controlled by it. We may be tempted by fate, and there may be times when we do not think there is a way around it, but it can always be cheated. There is always a different route. As free-willed human beings, all it takes is for us to say yes or no to something, and it is done. If we do not like a specific situation, we have everything that we need to get out of the situation or to change it to our liking. When Connie gave up and went outside to Arnold Friend, she was letting herself be controlled by fate. Instead of giving in to Arnold, she could have gone back in the house and found other methods to seek help. Fate is not permanent. As human beings, we are stronger than we think we are. We have the ability to make choices in our lives and to change something that we do not like or agree with. If we allow life to happen without us intervening, fate begins to take its toll. The situation with Connie could have turned out much differently if she had only realized the personal strength and control that she possessed over her own

The International Coffee Industry Essay Example | Topics and Well Written Essays - 1750 words

The International Coffee Industry - Essay Example In specific reference to the coffee industry, the profit motive of corporations only worsens the conditions of poor coffee farmers who are not compensated in proportion to their hard labor. According to Thomas Friedman, globalization is the â€Å"inexorable integration of markets, nation-states, and technologies†¦..the spread of free-market capitalism to virtually every country in the world.† (Friedman, 2000: 7-8). In reference to the international trade facilitated by globalization and the diffusion of geographical boundaries, Mittelman refers to globalization as a historical transformation - â€Å"a political response to the expansion of market power† resulting in a transformation â€Å"in the economy, of livelihoods and modes of existence† (Mittelman, 2000: 6). McMichael also corroborates this market-oriented view, seeing the process of global integration taking place on the basis of â€Å"market rule on a global scale†(McMichael, 2000:149). The be lief in the beneficial effects of free trade that exists today is largely a function of the theory of comparative advantage that underlies the Ricardian model of international trade (Henderson, 1993:827). Comparative advantage is the ability possessed by a particular country to produce a particular good at a lower cost relative to other goods and as compared to other countries that produce the same good. Therefore, comparative advantage possessed in one area of production indicates that the country has some favorable factors working on its behalf or has perfected specialized techniques in the production of that good, so that it is able to produce it more efficiently (Mankiw, 2007: 52). According to Porter (1996:64), â€Å"Competitive strategy is about being different.†Ã‚  

Top Of The Rock Production Research Paper Example | Topics and Well Written Essays - 2000 words

Top Of The Rock Production - Research Paper Example At present, Frost productions is engaged in lightening, audio, video dà ©cor, staging, venue spot light and media services (Frost Productions, 2013b; Frost Productions, 2013c). Mission and goals are the building blocks of an organization. They guide the actions of an organization and define the goals and objectives. Whether an organization is big or small, having a mission is the first step for setting up a business. Frost production was established as a lighting company in New York. The company quickly expanded its base to other cities and very soon became a pioneer in event management. The mission of the company is to provide distinctive and unique event experience to the client. The company aims to provide excellent service in managing the overall execution of events. In the current scenario, the company aims to organize an international live music on the local grounds of Guam. The company has decided to bring in top performing artists on this island and with the participation of international companies and local vendors, make this a successful event (Ekeledo & Sivakumar, 2004). In the present situation, the company is concerned with finding a suitable fairground for organizing the event. The goal of the event company is to offer the best quality event at a reasonable cost for the general public. The event organization aims to host local as well as international programs for artists four times in a year, with the objective of gaining reputation and providing best choices for the islanders. Frost Productions aims to organize best food, refreshments and music available to the consumers. Core competencies can be described as the strategic advantages or the main strengths of an organization or a business. Core competencies or core capabilities of an organization are the tangible and intangible resources which differentiates an organization from its competitors as well as the overall market (Courtney, Navarro & OHare, 2007, pp.34–46). Core competencies of an

Brazilian history, provided that it bears the topic of race in some Research Paper

Brazilian history, provided that it bears the topic of race in some way - Research Paper Example In â€Å"The Transatlantic Slave Trade: A History,† James A. Rawley and Stephen D. Behrendt write: "The Brazilian's appetite for slaves was insatiable. For three centuries Brazil would consume more African slaves than would any of the Atlantic world. Planters, sugar mill owners, white artisans, and in time mine operators clamored for slaves. Three coastal regions - Pernambuco, Bahia, and Rio de Janeiro - required slave labor for their economies."1 (Rawley & Behrendt, 2005) The Sugar Revolution was promoted by European colonists in Brazil along with other economic enterprises relating to farming, mining, timber, and natural resources. The Portuguese received the primary colonial interest in Brazil due to the Papal Line of Demarcation which recognized Spain’s colonial sovereignty in other parts of the New World. In building a colonial administration, the Portuguese were a minority and their methods were foreign to the indigenous population based mostly in subsistence farm ing. The rise of the plantation system provided two main advantages to the colonists. The first was a legal recognition of their land ownership, which claimed huge tracts of the best indigenous traditional lands for their own personal ownership, building a hierarchy of wealth and power on this basis. The second advantage was in economic exploitation, as the plantations were designed as early forms of agricultural mass-production in order to enable surplus production and export. In farming many more products than needed by local consumption, the colonists could sell mass quantities of sugar and other products to traders who would sell them in other colonies and Europe. This created the flow of wealth, status, and power that fueled colonialism economically. Nevertheless, the Brazilian colonists relied on African slave labor to a much higher degree than other colonies. One reason for this is Brazil’s natural proximity to Africa which reduced costs for slave traders and could be traversed much quicker for a profit. "In the first half of the seventeenth century more than one-half of all slaves imported into the Americas were carried to Brazil. The close relationship between sugar and slavery was established early; and in the 'sugar revolution' that saw the explosion of sugar cultivation in the British and French Caribbean in the second half of the century, Brazil continued to be the leading New World importer of enslaved Africans."2 These slaves were forced to work in the heat of Brazil’s environment in hard labor under threat of death, but struggled and managed to maintain the dignity and culture of their African traditions in the new country. Slaves even inter-married with the indigenous and European populations to create a new generation of descendents that can be considered native Brazilians, and representative of the country’s historical evolution. The result of this process of colonization and slave trade was that millions of African slav es were brought to Brazil by traders for work on colonial plantations from the 16th to 19th century. UNESCO estimates over the course of this period, nearly four million Africans were brought to Brazil in economic slavery. â€Å"The blacks, bought in Africa, traversed the Atlantic Ocean in terrible conditions in vessels called 'black ships'. As

Analysis essay Example | Topics and Well Written Essays - 1000 words - 1

Analysis - Essay Example With this exposure a new sense of understanding and confidence is gained. The new world has its own realities and customs. It is the experience of an individual which changes reality for him as he perceives it to be. Antonio and Longoria are two individuals suffering from abrupt changes. Longoria completely changes his beliefs and principles after he joins the battalion, whereas Antonio enjoys a mundane life until his wife and son are killed by guerillas. It is this experience of life that changes the reality for Antonio. So in this theory on education, Plato argued that if one were to learn or search for truth, he ought to do so in a gradual manner (PSYOPS). The characters mentioned above were exposed to sudden and unexpected experiences and as a result they could not grasp the real meanings of such experiences and hence the way they perceived reality was changed. Characterized as an ordinary citizen under rural setting, Antonio Bernal is a Guatemalan who sought to live a life of simplicity which he managed to fulfill with a radical wife and son Carlitos in brief span, despite his feeblish attributes. Originally, he is that type of fellow who is far from engaging complex ideas and would rather prefer humble settlement and not demand beyond ordinary living at San Cristobal, Acatapan. He does not find satisfaction in complex ideas and the results that arise as a result of acting on such ideas. Little does he know that his joyful pursuits in wedlock with Elena, whose fulfillment lies further on revolutionary movements against unlawful regularities in their region, is bound to culminate into tragedy. Longoria, on the other hand, is a peasant who leaves his mother in spite of his reluctance to join the army, where he got completely altered on becoming an official member of the Jaguar Battalion. His life is completely disturbed and changed by the s udden change in circumstances that he encounters after

My personal response Essay Example for Free

My personal response Essay Personally I dont like Holmes as he comes off to me as an arrogant, self-absorbed person. When Roylott storms in and compares him to the police Holmes says Fancy his having the insolence to confound me with the official detective force Here he is saying that he is so much better than the police force and that he is stupid for comparing him to it. He is also very calm and not easily surprised as shown again when Roylott storms in, Sherlock answers him When you go out close the door, for there is a decided draught. He completely ignores the fact that Roylott is very angry,  Then there is Dr Roylott who is described as indulging in ferocious quarrels. , having a Violence of temper approaching to mania , being the Terror of the village and Absolutely uncontrollable in his anger Helen told Holmes of how he threw the local blacksmith into a stream, Roylott was portrayed as a very dangerous man. Conan Doyle wrote him well by building up a hate towards him that by the end when he died we have no sympathy for him just like Holmes. Lastly there is Helen Stoner who is petrified of Roylott and what she thought was impending death. When she arrives at Holmes residence she was shaking and when Holmes asked whether she was cold she replied It is not cold which makes me shiver, It is fear, Mr. Holmes. It is terror. She is very open with Holmes as I think she is really confused and just wants to know what happened to her sister as when Holmes says that he has a theory Helen gets very angry because he wont tell her. Sherlock Holmes is very good at maintaining interest and creating suspence mainly because he is very good with the language he chooses. Firstly Conan Doyle loves to use personification, stuff like It was a wild night, or gathering darkness this works as it adds a more personal feeling by writing actions or feelings which happens to us and linking them with objects.  He also uses mysteriousness about objects, animals or people just to get us hooked and we want to know more about it and it makes many questions in our heads which we want answered and we try to guess only to be surprised by the final twists and turns in the plot. When Conan Doyle sets the scene he uses many feelings and adjectives describing the place.  A moment later we were out on the dark road, a chill wind blowing in our faces, and one yellow light twinkling in front of us through the gloom to guide us on our sombre errand.  There was little difficulty in entering the grounds, for unrepaired breaches gaped in the old park wall.  This creates strong images in our head by using words like gaped and sombre with each individual word adds a little piece of the picture. Conan Doyle also adds strength to the picture by using strong versions of words like boomed and wild instead of weak words like called or rough.  My personal response to the book is that I didnt really enjoy the plot of the story but the way that Conan Doyle writes is amazing and it is blatant why he is so highly valued as a writer. I also enjoyed the way he described the settings and characters and used red herrings to have a big surprise twist at the end which was very thrilling reading.

Educating Rita Essay Example for Free

Educating Rita Essay How does Willy Russell use dramatic devices to show the change in character and relationship in Rita and Frank. In this essay I will be exploring the dramatic devices Willy Russell uses to show the changes in characters and the development in relationships. One of the dramatic devices is the telephone. The telephone shows to me that Frank is the sort of person who never really socialises and only cares about himself and his always in his own world. The telephone rings and startles him,. This stage direction supports my point because the word startles implies that he is shocked about the phone call as if no-one ever calls him, the word startles, also implies that he is not focusing on what is going on around him and what he is doing and he indulges in his drink. The first impression I get of Frank is that he is emotionally unstable because he is always frantically searching for something in his bookcase, and he is constantly saying random letters and names, E,Ec,E. I also got the impression that Frank is not really interested in his job working at the university also I got the impression that Frank has always wanted to do something other than teaching, in the movie Frank is in a completely different world when his is in a lecture as well that Frank doesnt really seem that interested in teaching the students at all. Another dramatic device Willy Russell uses is the door, the door in Franks study is like a barrier between him and his students, Im comin in, arent I? You wanna get that bleedin handle fixed. This supports my point because the fact that Frank is not in the slight bit interested to fix the door and he knows the door is unable to open easily shows me that he is deliberately trying to keep out his students and his co-workers , this also shows me that he has a lot to hide because he is constantly in his study. The door projects the emotions of Rita before she opens the door, theres another knock on the door. This suggests that Rita is nervous and she wants to get her interview over and done with. I think Rita would be nervous because she is stepping into a world where she doesnt fit in and where she stands out from other students because she comes from a lower class, also I think that Rita is nervous because she is breaking away from the traditional role expected of lower class women in the 1970s. Im I shouldve had a baby by now. Everyone expects it. The first impression I received from Rita is shes a lower class woman who is trying something new for the first and would probably give up after a while, Because I might decide to pack it in. During Act 1 Scene 1 Rita shows that she is really determined to become a student and educate herself. Its not sudden. Ive been realising for ages that Im out of step. The relationship between Frank and Rita has been strong since the beginning because Frank saw something unique in Rita that his other students dont have, Youre the first breath of fresh air thats been in this room for years. This quote shows the strength of relationship between Frank and Rita because earlier he was talking about throwing his students out of his study window, Frank doesnt really interact with his students in the way he does with Rita. I think that Frank feels that Rita is portraying the life he would love to have away from annoying students who analysis everything. Willy Russell uses the window as another dramatic device , I think that the window is significant because it shows a connection between Frank and the outside world, the window shows changes in Rita when she comes back from summer school , in the film when Frank was looking out of the window he acknowledges Rita sitting down on the bench and approaches her showing the breaking of the barrier whereas before he would have been completely oblivious to what is going on around him. Earlier in the play the breaking of the barrier by Frank was suttle, youre the first breath of fresh air thats been in this room for years. This shows the breaking of the barrier of the two classes because it shows that they can get along. The change in Rita is shown by the window after summer school because in the beginning of the film , Rita hid away from the students and she looked down onto the students on the grass when she was in Franks study , But when she came back Rita mingles in with the students and pushes Frank to go out an sit on the grass with them. lets go out there. On the grass. This shows that shes breaking out of her shell and shes mixing in with the middle class and she is not standing out anymore. During the time Rita was at summer school, I think she changed remarkably in her knowledge and the language she used. Blake, William Blake. This quote supports my point because at the beginning she would have referred the poet to a person in the lower class that frank has never heard of but now she is analysing and instantly naming poets off by heart because at the end of Act 2 Scene1 she recited one of William Blakes poem The Songs Of Innocence. The Dramatic devices Willy Russell uses shows a lot of emotion between Frank and Rita , because Frank is an image Rita would like to have knowledge wise and vice versa , like the window showed a lot of changes so did the door. The first impression I get of Ritas and Franks relationship is a student and teacher relationship, but as the play progresses their relationship turns into a more personal one. The play of Educating Rita was mainly based on Willy Russells life and the changes he had to go through , I feel that the dramatic devices Willy Russell uses are very successful in showing the changes in relationship and life of Rita and Frank.

Qualitative Research: When People are at their Happiest

Qualitative Research: When People are at their Happiest Abstract The main aim of this research was to assess when people are at their happiest, previous research that was carried out was explored for an in-depth knowledge of how individual states of happiness varies and also that happiness mean different things to different people. Happiness is one of the most important part of life for people to attain good health. Thematic analysis method was used in this qualitative research study and a semi structured interview was carried out on two participant’s one male and one female. There were four key themes that emerged from the analysed transcripts, the themes were: Relationship, Well-being, Hobbies and Achievements. (105 words) Introduction This research evaluated when people are at their happiest by using a qualitative research method to conduct an interview to gain a better understanding of people’s opinion on happiness. Most people main purpose in life is to find happiness in everything that they do, when people talk about happiness they relate it to pleasure of a particular moment in their life, or attaining a set goal, pleasure in some ways is a part of happiness but it is not the meaning of happiness. Happiness according to Peterson (2006). Is a very complex aspect of positive psychology, there are different traditional theories for happiness, the way each person measures happiness and its implications differs from one person to another. Perhaps some people thinks if they are financially secure, own a big house or car will make them happy, according to psychologist happy people are those that are not focussed on their set goals but instead the people that are involved in the presence of the moment. (Wiederm an, 2007). There are different routes to achieving a happy life, according to Seligman (2002). People need at least one route to attain a full potential happiness for them to accomplish their desire. The definition of happiness in a scientific aspect of subjective well-being, it is the feeling of satisfaction and affective balance for an individual. (Joseph Linley, 2006). Happiness entails a lot of other things apart from personal important goals that an individual might have set for themselves. Different experimental studies found out that happiness is connected to different desirable benefits that occurs in favour of an individual but because people compare themselves to others it creates an engender unhappiness (Lyubomirsky, 2005). But if happiness is strongly pursued, it can increase the chances for a person to fully attain such desire, especially for an extroverted personality, psychologist suggested that extroverts are happier people (Mauss, Tamir, Anderson, Savino, 2011). This therefore leads to the research question when are people at their happiest? According to the study carried out by Lymbomirsky (2005). It revealed a positive correlation between happiness and success, not that success brings happiness but rather successful people tends to be happier than people that are not successful. It is important to consider individual differences wh en discussing happiness, because it is a common issue that arises when we generalise what happiness means. There are different methods to measure what makes people happy but best and common method used on this topic question is to conduct a qualitative research using a semi structured interview schedule, this method will enable the researchers to gain personal understanding of the participant’s happiest moments and also it will allow them to consider individual differences on what makes them happy. (452 words) Method200 In this study there were two participants one male and one female who took part in a semi structured interview that lasted for approximately fifteen minute, the interview was conducted at a convenient location for both parties involved in the research, a tape recorder was used to take note. All ethical guidelines were followed and a detailed information form was given to the participant, also participants were told that the information provided will be confidential and recorded to be transcribed and analysed. The participant gave a verbal consent to carry out the interview after the research read out the information forms, at the end of the interview all participants were provided a debrief form that includes the details of the researchers in order for the participants to contact them if they have any further questions after the interview. They were also told that they can withdraw from the research at any time. Thematic analysis and a first order coding was used to transcribe and id entify patterns that were formed in the data, this further enabled the researchers to analyse the themes that emerged from the data and through this they were able to explore the data in detail, this also enabled a thorough assessment to be carried out, and subsequently able to identify the themes and sub-themes that emerged before analysing the data (Kvale, 2007). (223 words) Analysis and Discussion The main goal of this study is to analyse the interview that was carried out to assess participant’s state of happiness, there were two participants and I will analyse and discuss the different response to the same questions that were asked by the interviewer. It emerged that people’s view of happiness are different, we live in a world where happiness means different things to different people, some people are very materialistic, but some are not. Unfortunately material possessions does not bring happiness all the time. Due to individual life-style choices consequently have an impact on how we experience the world. Some of the targets that we set for ourselves can affect the way we experience the world and the level of happiness we experience. Thus from this research it is obvious that accomplishment and fulfilment are very important to peoples life. From the literature review psychologist have found out that when we focus on fulfilling this set goals we will more or le ss deny the processes of achieving the full potential happiness. Due to the rise of anxiety and stress levels from the pursuit of accomplishing this goals and to achieve their desires in life, therefore creates issues with the well-being, this happens most especially when it involves personal benefits (Wiederman, 2007). From the interview the most occurring theme was how the participants value their relationships with other people most especially families and friends. It is important to relate our source of happiness with other people. It is hard to see an isolated person who would say that they are completely happy (Wiederman, 2007). In this study wedding day seems to be the top of what makes people happy, the two participants also recognised that when they had their children was one of their happiest moment, this confirmed that we all need other people in order to attain a full potential happiness. There have been series of sequence that emerged during this research on when are people at their happiest? The two participants that took part in this study talked about their state of happiness, the interview schedule had six questions, and one of the example of the questions presented to the participants was: what does happiness mean to you? (See Appendix B). There were four key themes that emerged from the analysed data they are, Relationship, Well-being, Hobbies and Achievements. Theme One: Relationship This is the most salient theme that emerged from this study, ‘Relationship’ was severally referred to by the participant across different questions that was asked. The theme has different aspect to it, with sub-heading as: relationship with family and relationship with other people. Through this two sub-headings the main theme emerged. The sub-heading of relationship with family and others include comments from participants regarding how they take family life serious and also how they value there relationships with other people, both participants were immersed with happiness when they are with their families and friends. An example of the Relationship theme is this comment from participant one: â€Å"I enjoy having people around me, because as a family I am a father with 3 children they are the most important part of my life and seeing them with my wife around and healthy always makes me feel content and happy† ( Appendix D. line 009 – 012). â€Å"I like to be around my friends and families to share my happiness. Spending time with them also adds to my happiness† (Appendix E. Line 038 040) Theme Two: Well-being From the above theme on relationship and the quotations from the participants, ‘Well-being’ manifested as another important theme in the data. The participant relate his physical and spiritual well-being as what makes him happy, there were two sub theme for Well-being and they are social well-being and physical well-being. The participant’s view of happiness is not in one angle rather it was seen in different realm. The quotation was from participants 1 interview. â€Å"Personally I think happiness is a complete compendium which include my state of mind which is how I feel and it involved both my physical state and my spiritual state must all be in tune (in a good form) in order for me to be fully happy.† (Appendix D, Line 031 035). Theme Three: Achievements This theme came about from the sub-heading of goals, education, marriage and having children. The two participants discussed a lot about achieving their set goals and getting through university had boosted their happiness, but the achievements that stand out for the two participants was getting married and having children. From the literature review in the introduction section we can see what psychologist says about people that set goals in order to achieve happiness. An example for the Achievement theme was from participant 2: â€Å"Getting married and being a beautiful bride is something that I wanted as a little girl it was almost my first childhood dream. I was like a princess for the day.† (Appendix E, Line 051 055). . †Feeling that you are doing what you want to do and also achieve your goals.† (Appendix E, Line 033 034). Theme Four: Hobbies And the last theme was titled Hobbies, this theme was created to back up how people releases their daily stress (for instance stress from work or studies) in order to keep the level of happiness at the base-line will reduce anxieties that leads to stress, because people that are constantly stress are more likely to be unhappy. An example for the Hobbies theme was from the interview of participant 2: â€Å"I like to go for a run. This is what I enjoy it relaxes me and also I like to be fit. Especially as a nurse the work can be very stressful and demanding. I have to be on my feet long day. I enjoy running in the park not on the street though.† (Appendix E, Line 075 080). Reflexive Analysis250 During this research I might have impacted on the quality of the interview because of my health condition at the time it was carried out. For the period of the interview I was time conscious mainly because I do not want to over or under interview the participant, this might be due to the fact that it was my first time carryout an interview and also the layout of the questions for the interview could have been somehow expanded to enable the participant to think better in depth about their state of happiness. While I was carrying out the analysis I had a headache which made me grumpy, this might have impacted on the direction of this analysis. It is possible that someone else would approach the research in a different way depending on their mood and well-being. And in future I will create a better layout of questions to enable better understanding for the participants, which will cause less tension for me and therefore create a better experience for me and the participant. At some poin t during the interview session there were some silence’s that I found a bit uncomfortable, and also when the participant was talking about his sexual life, about how he loves having sex and it enables him to be more relaxed. But overall I had a great experience during this research. This interview has made me to realise that money cannot buy you happiness, and also that people are more likely to be happy when they achieve their aim in life. (256 words) References Joseph, S., Linley, P. A. (2006). Positive Therapy: A meta-theory for positive psychological practice. East Sussex: Routledge. Kvale, S. (2007). Doing interviews, chapter 5: conducting an interview,. London: Sage Publications. Retrieved from https://my.bucks.ac.uk/bbcswebdav/pid-396672-dt-content-rid-518515_1/courses/PS504-13SB/Doing interviews Ch 5 Kvale Steinar.pdf Lyubomirsky, S. K. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131, 803– 855. doi:10.1037/0033-2909 .131.6.803 Mauss, I. B., Tamir, M., Anderson, C. L., Savino, N. (2011). Can seeking happiness make people unhappy? Paradoxical effects of valuing happiness. Emotion, 11(4), 807-815. doi:10.1037/a0024986 Peterson, C. (2006). A Primer in Positive Psychology. New York: Oxford University Press. Seligman, M. (2002). Authentic Happiness. New York: Free Press. Wiederman, M. (2007). Why its so hard to be happy. Scientific American Mind, 18(1), 36-43. doi:15552284

Essay --

The Tuskegee Study of Untreated Syphilis in the Untreated Male Negros made a distinct impact on the history of research. The study began in Mason County, Alabama in 1932 at the Tuskegee Institute. The goal was to learn about syphilis, and how the disease progressed with an emphasis on uneducated and illiterate African American males (Tuskegee University, n.d). There were 600 participants involved; 399 with documented cases of syphilis, and 201 control group members without syphilis (Center for Disease Control and Prevention, 2013). Researchers informed the participants that they had â€Å"bad blood,† never informing them that they were infected with syphilis (Tuskegee University, n.d). To encourage the men to participate in the study they provided free medical care, transportation, meals on the days they were being examined, and burial insurance (Tuskegee University, n.d). When the study began no reliable treatments were available. The study was based on the Oslo study, which stated that the current treatments of mercurial ointment were of no benefit, and that going untreated was more beneficial for the patient in the end (Brandt, 1978). Participants were given full physical exams, radiographs, and lumbar punctures that were conducted by the United States Public Health Services (Brandt, 1978). To guarantee that the men would show up for the lumbar puncture, researchers sent a letter to the participant titled, â€Å"Last Chance for Special Free Treatment,† (Brandt, 1978). Research continued, and in 1945, penicillin became approved to treat syphilis (Center for Disease Control and Prevention, 2013). The USPHS could have incorporated this treatment into their study, but chose to prevent the men from getting treatment, and never informed the p... ... & Human Services, 1979). After the conclusion of the Tuskegee Study, research found that many African American individuals were hesitant to participate in biomedical research (Davis, Green, & Katz, 2012). Researchers also found that African Americans have a distrust towards and suspicion of other health education programs such as the HIV/AIDS prevention programs. This is due to the similar methods used to select the participants in these programs as compared to the Tuskegee Study (Thomas & S.B., 1991). The Tuskegee Syphilis Study had and will continue to have lasting effects on the research community. Fortunately, some of these effects have improved how research is currently being conducted. To continue to build upon these improvements, researchers need to find ways to make all individuals comfortable and secure with the research in which they are participating.

The Separation of Church and State in America Should NOT Be Absolute E

Religion is the most influential factor in human society. It is the core of our existence and has become a way of life in all cultures. The impact religion has had on the United States is overwhelming. This country was founded on the principle of Christianity. Thomas Jefferson drafted the Declaration of Independence, and James Madison articulated our countries' constitution with the belief that the Christian faith would establish and govern this great society. Merriam-Webster's online dictionary defines religion as, " any specific system of belief, worship, conduct, etc., often involving a code of ethics and a philosophy." (merriam-webster.com) This definition incorporates all individuals. All American citizens, acknowledging or not, are included in a belief system. Even atheism; belief if no God, is a form of religion. During the past thirty years or so, our country has seen a decline in the role of religion. With people casting shadows over their religion and putting their faith in separation of church and state, we have seen our country developing moral relativity. This moral relativity is dangerous ground. Most people are ignorant of their religion, not being able to give reasons for their belief. This religious illiteracy in America today has tragically developed the notion that separation of church and state should be absolute; thus creating a moral relativity which has had devastating impacts on our country. Religious literacy is something American citizens should explore and value. This literacy is the understanding of the beliefs of people; being able to justify one's religion through external evidences. Most Americans cannot do this. The major religion of the United States today is Christianity. Over 90% of the p... ...try of good citizens, we need to get away from this notion of relative morality, and turn towards the belief that this country was developed upon, that is to say the absolute right and wrongs Christianity has to offer. Only then can sustain our society, a moral society. Works Cited Ken Ham (1). "Crumbling Foundations" https://answersingenesis.org/why-does-creation-matter/crumbling-foundations/ Ken Ham (2).https://books.google.com/books?id=MxrCs0vNWkUC&pg=PA94&lpg=PA94&dq=What+we+are+seeing+in+our+society+is+an+outward+expression,+in+more+and+more+of+its+ferocity&source=bl&ots=TKjL9zwFLw&sig=cyMKbGBed4NBcpCD3Z0sbDVKY9c&hl=en&sa=X&ved=0CCAQ6AEwAGoVChMI0bDtw5HlxwIVTNgeCh0T0AiP#v=onepage&q=What%20we%20are%20seeing%20in%20our%20society%20is%20an%20outward%20expression%2C%20in%20more%20and%20more%20of%20its%20ferocity&f=false http://www.merriam-webster.com/

Black Plague Wh2

Where did the plague begin and spread? The plague began in 1348 in East Asia but very quickly spread to Florence, Italy. 1b. What two possible cause did Boccaccio suggest for such a terrible event? Boccaccio suggested that it was through the influence of heavenly bodies or that it was God’s anger because of our wicked deeds. 2. How did people behave to those that were sick? Why? The city ordered that the streets be cleansed and any sick person was forbidden from entering the city. Many people acted this way out of fear of catching the disease themselves. 3. How did the plague affect city government and laws? Many of the upper class citizens stayed inside their homes, secluded from the outside world. 4. What aspect of people’s behavior seems to shock Boccaccio the most? The cruel opinions people had of the plague. Many citizens stayed away from each other and many others abandoned the city, leaving no one to care for the sick people. 5. Most of the upper-class stayed inside and stayed secluded from the outside world. While hiding they ate and drank plentifully, while trying to stay merry and positive. The lower and middle classes used flowers to hide the odor while on the street/ personally I would have chosen staying in seclusion. 6. The plague had to be one of the most devastating epidemic to sweep Europe in the 14th century and in their history. I don’t think that any moment during this time frame even compares to the damage the Black Plague did to Europe.

Are the five precepts realistic principles for a Buddhist to live by today? Essay

I personally think that the five precepts are realistic enough because they are quite similar to the things that a Muslim may or may not do. The reason I say this is because I am a Muslim and some of these precepts are the same for me to follow in everyday life. For example, precept 2: ‘I undertake to abstain from taking what is not freely given’ In other words, it means No stealing or any form of exploitation or taking advantage of someone. This should not be hard to follow because, first of all; this is against the law and I doubt it that any other religion would allow stealing. All of the precepts are really what I, as a Muslim is not allowed to do, except the first one (‘to abstain from harming living beings’). The reason I have brought myself into this is because as I said before, I do most of these and I don’t find any of them hard to follow so why should a Buddhist? The obvious answer to the title would definitely be yes, because they are the same as what people with other faiths must not do. Precept 1 is a very simple precept and must be easy to follow, since there are millions of other vegetarians from other faiths in our world and they find it easy and realistic enough. I think that it is easy to survive by being a vegetarian, because there are a lot of other foods to eat except meat etc. Precept number 2 is also realistic because you will never be allowed to steal unless you want to, and if you are not interested to steal, then you won’t; so this one is also realistic enough as well. I would think that Precept 3 would be slightly harder to follow and less realistic because of what everyone else is doing at this moment. In the U.K and in most other countries se outside marriage is a very common thing and this might draw you in. I am not saying that you should, but some people would have sex for fun and this precept may also be interpreted as avoiding any over-indulgence, such as gluttony such as sex for fun which in this world would be hard not to have. Precept 4 is also not as realistic as 2 & 3 because these days talking behind people’s backs and lying is such a common thing that even if you don’t want to lie you will be forced into it. Precept 5 is also not realistic because everyone really has a bit of a drink and even some Buddhist do, so this is not a very strong precept; but still it wouldn’t be hard to follow. Also what would be the point of following this when some Buddhist’s drink moderately or not moderately? They still drink! Basically I think that this is the most random precept and there is no point to follow but all the other precepts should be realistic enough.

Sphe 315

Advanced Training Methods Casey Cousins SPHE 315 Professor Moore American Military University September 2, 2012 I am going to describe in detail that compares and contrasts various muscle building approaches. In weight training there are numerous approaches you can take away, in learning how to build muscle perfecting that physique you so badly want. The four different training methods I will compare and contrast today will be, Super Sets, Forced Reps, Pyramid System, and Periodization.Each advanced training method improves your overall fitness goal one way or the other. First we will talk about the super set training method and how it impacts the body when it comes to training. According to http://www. livestrong. com/article/143669-superset-workout-programs/#ixzz25MwKZX7s A superset is an advanced weight training technique or intensity technique. Intensity is an important factor for continued progress and results. Advanced training techniques such as supersets take your workout to a higher level without adding more volume.A superset is two to three exercise sets performed immediately after the other with as little rest as possible in between. Incorporate supersets into your workouts and pump some new energy into your routine. An antagonist superset is performing two exercises back to back for opposing muscle groups. An antagonist muscle moves the joint in the opposite manner of the agonist muscle. Examples of opposing muscle groups include quads/hamstrings, chest/back and biceps/triceps. Set up your superset stations prior to starting the workout so you can move from one exercise to the next with no rest.For the chest and back, perform dumbbell chest presses immediately followed by bent over dumbbell rows. Leg extensions superset with leg curls will hit the quads and hamstrings. To finish off the workout, perform barbell curls with skull crushers. This antagonist superset workout hits all the major muscles. (Livestrong) The Superset is an excellent intensity technique not only for fat loss but for muscle building as well. The Superset is a very simple basic concept. You will perform two exercises

Learning Disabilities Essay

Puzzling is the term teachers use to describe students with learning disabilities.   They tell us that these students look entirely normal, seem intelligent, carry on intelligent conversations – that they don’t appear to any different than other students. Yet these students have difficulty doing certain tasks – not all- in school.   Some have difficulty reading; others perform poorly in spelling; still others make frequent mistakes in math.   Teachers in many schools tell us that these students are very hard to teach – that they simply do not learn in the same ways or as easily as others their age.   They tell us that these students have special needs and are not easy to teach in large classes in which most other students perform reasonably well.   They tell us that modifying instruction so that these students can profit from teaching is an intricate process. Because of the heterogeneous nature of this group of children, the concept of specific learning disabilities has been hard to define or describe in few sentence or by a numerical score such as an IQ or by a decibel loss. Furthermore, because the field has been of interest to educators, psychologists, psychiatrists, neurophysiologists, pediatricians, ophthalmologists, optometrists, speech pathologists, and others, the problem has been viewed in each of those disciplines from different perspectives. Hence there is really the need for several definitions for learning disabilities and thus we can conclude that its definition is defined in â€Å"case to case† basis. Definition of Learning Disabilities Historically, the following terms were used to name children with Learning disabilities: ââ€"   perceptually handicapped ââ€"   brain injured ââ€"   neurologically impaired Then, there came two broad aspects of concern in defining and or identifying those children: biological etiology- â€Å"minimal brain dysfunction†, psychoneurological learning disorders. behavior – â€Å" developmental disparity in psychological processes†, developmental imbalance† The definition of learning disabilities in an educational term has derived its heritage from: ââ€"   neurology ââ€"   psychology ââ€"   speech pathology ââ€"   ophthalmology ââ€"  Ã‚   remedial reading      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wiederholt (1984) has traced the history of Learning disability and has delineated three dimensions of disorders namely: (1) disorders of the spoken language studied primarily by neurologists and ophthalmologists such as; ââ€"   Samuel Kirk developed a test, the Illinois Test of Psycholinguistic Abilities, for use in describing language functioning and developing remedial programs. disorders of written language represented mostly by psychologists, speech pathologists, and educators such as; ââ€"   Grace Fernald established a clinic at UCLA where she perfected remedial reading and spelling techniques. disorders of perceptual and motor behaviors studied mostly by a number of disciplines such as; ââ€"   Goldstein, Werner and Strauss as pioneers of the field which listed the following behavioral characteristics that differentiated between those with and those without brain injuries: excessive motor activity, hyperactivity, awkwardness and consistently poor motor performance, erratic behavior, poor organization, high distractibility and faulty perceptions (like reversals) and ââ€"   Samuel Orton was a neurologist who believed that lack of cerebral dominance was a cause of language disorders. (In normal individual either the left or right side of the brain has dominance in controlling specific functions.) ââ€"  Ã‚  Ã‚   Cruickshank focused his efforts on the study of brain-injured children, specifically children with cerebral palsy. ââ€"   Getman, Marianne Frostig, Newell Kephart, and Ray Barsch focused on the correlation of perceptual disorders and developed remedial procedures ranging from optometric eye exercises, tracing and copying patterns, and differentiating figure from background in a puzzle, to making angels in the snow.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Today, there are various provinces in Canada that have established programs for learning disabilities which was instituted for example by ââ€"   The Ontario Ministry of Education ââ€"   Saskatchewan Department of Education ââ€"   Halifax Board of Education and ââ€"   Quebec Ministry of Education But the most widely used definitions is the one incorporated by the Learning Disabilities Association of Canada or LDAC (2002) which state that, the term â€Å"Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (e.g. planning and decision-making)†. Further, LDAC mentioned that learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following: oral language (e.g. listening, speaking, understanding); reading (e.g. decoding, phonetic knowledge, word recognition, comprehension); written language (e.g. spelling and written expression); and mathematics (e.g. computation, problem solving). Further, the U.S. Department of Education regulation further states that a student has a specific learning disability if: the student does not achieve at the proper age and ability levels in one or more of several specific areas when provided with appropriate learning experiences; the student has a severe discrepancy between achievement and intellectual ability in one or more of these seven areas: (a) oral expression, (b) listening comprehension, (c) written expression, (d) basic reading skill, (e) reading comprehension, (f) mathematics calculation, and (g) mathematics reasoning. To summarize, all these definitions of learning disabilities, it includes the following major concepts: The individual has a disorder in one or more of the basic psychological processes.   Ã‚  Ã‚   (These processes refer to intrinsic prerequisite abilities, such as memory, auditory   Ã‚  Ã‚  Ã‚   perception, visual perception, oral language, and thinking.) The individual has difficulty in learning, specifically, in speaking, listening, writing, reading (word-recognition skills and comprehension), and mathematics (calculation and reasoning.) The problem is not primarily due to other causes, such as visual or hearing impairments; motor handicaps; mental retardation; emotional disturbance; or economic, environmental, or cultural disadvantage. A severe discrepancy exists between the student’s apparent potential for learning and   Ã‚  Ã‚  Ã‚   his or her low level of achievement.   In other words, there is evidence of   Ã‚  Ã‚  Ã‚   underachievement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The various definitions of learning disabilities have several elements in common: neurological dysfunction uneven growth pattern difficulty in academic and learning tasks discrepancy between potential and achievement exclusion of other causes Identification of Learning Disabilities In identifying individuals with learning disabilities, the following common characteristics must be observed: ââ€"   Disorders of attention: Hyperactivity, distractibility, poor concentration ability, short attention span; ââ€"   Poor motor abilities: Poor fine and gross motor coordination, general awkwardness and clumsiness, spatial problems; ââ€"   Perceptual and information processing problems: Difficulty in discrimination of auditory and visual stimuli, auditory and visual closure, and sequencing; ââ€"   Oral language difficulties: Problems in listening, speaking, vocabulary, and linguistic competencies; ââ€"   Failure to develop and mobilize cognitive strategies for learning: Lack of organization, active learning set, metacognitive functions; ââ€"   Reading difficulties: Problems in decoding, basic reading skills, and reading comprehension; ââ€"   Written language difficulties: Problems in spelling, handwriting, and written composition; ââ€"   Mathematics difficulties: Difficulty in quantitative thinking, arithmetic, time, space, and calculation facts; and ââ€"   Inappropriate social behavior: Problems in social skills deficits, emotional problems, and establishing social relationships. There are also other practical classification schemes that are useful: (1) the academic learning disabilities ( reading, arithmetic, handwriting, spelling, and written expression) (2) the developmental learning disabilities: ( attention, memory, perceptual skills, thinking skills, and oral language skills) A somewhat more systematic way to look at characteristics of students with learning disabilities is to look at those factors referenced in screening devices.   The following outline reflects the types of difficulties often observed in learning disabled students: (1) significantly different classroom behaviors difficulty in beginning or finishing tasks difficulty in organizing inconsistent in behavior difficulty in peer relationships (2) significantly below-average performance in auditory comprehension and listening difficulty in following directions difficulty in comprehending or following class discussions inability to retain information received aurally difficulty in understanding or comprehending word meanings (3) significantly below-average performance in spoken language use of incomplete sentences or unusual number of grammatical errors use of immature or improper vocabulary or very limited vocabulary difficulty in recalling words for use in self-expression difficulty relating isolated facts, scattered ideas difficulty in relating ideas in logical sequence (4) significant academic problems difficulty in reading fluency difficulty in associating numbers with symbols incorrect ordering of letters in spelling confusion of manuscript and cursive writing avoidance of reading confusion of math concepts – addition, multiplication (5) orientation difficulties poor time concept, no grasp of meaning of time difficulty in â€Å"navigating† around building or school grounds poor understanding of relationships (big, little, far, close, under, on, near) inability to learn directions (north, south, left, right) motor disabilities or significant underdevelopment for age poor coordination very poor balance awkward, poorly developed manipulative or manual dexterity lack of rhythm in movements III. Intervention for Learning Disabilities. This knowledge of the characteristics of learning disabled students is one basis for intervention. Thus, we have seen that children with learning disabilities compose quite a diverse group.   It should be no surprise then to find that the teaching and strategies approaches designed to help those children are also quite a diverse. But it is possible to cluster the various approaches into three broad educational strategies: task training, in which the emphasis is on the sequencing and simplication of the task to be learned. ââ€"   Ysseldyke and Salvia (1984) have advanced tow theoretical models namely: (a) analyzing the child’s abilities and disabilities and (b) analyzing the task and the direct training of the terminal behavior or task. This view is supported by behavioral analysts who advocate (1) finding out what the child can and cannot do in a particular skill, (2) determining whether or not the child has the behaviors needed to succeed in the task, (3) defining the goals in observable terms, and (4) organizing a systemic remedial program using reinforcement techniques. The applied behavior analysts do not infer processes or abilities that underlie difficulties but rely solely on the child’s interactional history and the current behavior and environmental situation.   They feel that their approach, which is task oriented and observable, is the most parsimonious approach, and to some it is the only approach needed. ability or process training, in which the focus is on the remediation and simplification of the task to be learned. Quay (1983) discussed the relative efficacy of ability or process training.   He stated that three approaches to remediation have evolved: (1) remediating a disability so that learning will be facilitated at a later date, (2) training and ability or process for its own sake, and (3) direct training of the task.   He concludes that the direct instruction method (task training) should be tried first and then discarded in favor of other methods if direct instruction is not successful. ability – or process-task training, in which the first two approaches are combined and integrated into one remedial program. Raschke and Young (1986) support this approach.   They compared the behavior – analysis model with the diagnostic-prescriptive model. They state that neither approach alone has the answer and propose what they call a dialectic-teaching approach into one system. Essentially the model assesses the abilities and disabilities of the children (intraindividual diffences), makes task analyses of the skills to be learned, and prescribes remediation in the functions and skills to be developed. This dialectic system they maintain â€Å"permits the teacher to assess, program, instruct, and evaluate the child’s psycholinguistic characteristics in the same system as his skill competencies and consequential variables†. Hence, the task of developing a definition of learning disabilities proved to be a formidable challenge.   Indeed, defining this population is considered such an overwhelming task that some have likened learning disabilities to Justice Potter Stewart’s comment on pornography: impossible to define, â€Å"but I know it when I see it.† Thus, defining learning disabilities in a way acceptable to all has continued as a debatable issue since the inception of the field.   Although a number of definitions have been generated and used over the years, each has been judged by some to have some shortcomings.  Ã‚   There are many types of disabilities, each of which may require a unique diagnosis and a unique remedial method. POSITION PAPER   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The definitions of learning disabilities are numerous and so varied that it is difficult to present taxonomy or even a specific list of these different definitions.   The definition of learning disabilities is a problem in much of the nations throughout the world. This problem first came out when some parents in the United States became concerned because their children who were not learning in school were rejected from special education since they were not mentally retarded, deaf or blind, or otherwise handicapped.   Their children were called by various names such as; neurologically handicapped, brain-injured, aphasodic, dyslexic, and perceptually handicapped. In spite of its current widespread use, the term learning disability is vulnerable to misunderstanding and misuse. The condition is difficult to define operationally since the designation learning disability is an umbrella term for a variety of deviations that are not included in traditional categories of exceptional children. Also it has been confused with general learning problems that are common to some degree in most children. In addition, it has been misused to include educational retardation, which is found in slow learning children and in children who have not learned because of poor teaching or absence from school. Another vulnerability of the term comes from the difficulty in drawing an explicit line between normal and abnormal.   Some allowances must be made for biological and psychological diversity, and considerable variation in abilities is accepted as normal. So, the question now is, â€Å"If there are objections to the term learning disabilities, why use it?   Why not use some other term? Well and good, if a better term can be found.   Other terms are either too specific or too broad.   Dyslexia for example, only refers to severe reading disability and it is not the only learning disability.   Brain injury has little or no educational relevance.   Perceptual handicaps exclude children with language disorders. Hence, the label learning disability has evolved to encompass the heterogeneous group of children not fitting neatly into the traditional categories of handicapped children. And that, substantial number of children show retardation in learning to talk, do not acquire other communication skill, do not develop normal visual or auditory perception, or great difficulty in learning to read, to spell, to write, or to make arithmetic calculations. Some of them even, are not receptive to language but are not deaf, some are not able to perceive visually but are not blind, and some cannot learn by ordinary of method of instruction but are not mentally retarded. Although such children are from a heterogeneous group and fail to learn for diverse reasons, they have one thing in common: they do not perform as well in school as they could. Discussing the problem and the difficulties of names for these children, Kirk (1963) explained that sometimes classification labels block our thinking. He further stated that it is better to state that a child has not learned to read than to say the child is dyslexic. So he advised that the name should be functional.   He suggested further that since the parents were interested in service to their children, it might be preferable to use a term related to teaching or learning and that the term learning disability might be preferable over the currently used terms such as cerebral function and brain injured. The term learning disabilities were agreed by these parents and they consider it more appropriate since it implied teaching and learning and since they were interested primarily in service for their children. So, one of the major problems of definition is that a learning disability is not as obvious or homogenous as blindness or deafness. There are many types of disabilities, each of which may require a unique diagnosis and a remedial method may vary differently from another condition also termed a learning disability. It is no wonder that many students, teachers, and parents have become confused about the term learning disability and the characteristics of children so labeled. This confusion appears to be international and is illustrated by the remarks of a teacher who, in testifying to a government committee studying the subject (Learning Difficulties in Children and Adults, 1986), stated:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I find myself asking the following questions:   What does the term â€Å"learning difficulty† mean?   Does the term â€Å"learning difficulty† mean the same as â€Å"learning disability†? How about the term â€Å"dysfunction†? What does the term â€Å"minimal brain dysfunction† mean? Do they all mean the same? Certainly, all these labels are not necessary, or are they? Does labeling a child with learning problems create more problems? It all becomes a bit confusing†¦The terminology changes often, varies from state to state and from country to country. Out of these definitions, came my own definition of learning disability: Learning disability describes a result rather than the cause of the learning disability.   Therefore, the conditions we call a learning disability is defined in terms of the student’s difficulties – what he can and cannot do in school – and focuses primarily on the academic performance.   So, one cannot be labeled as learning disabled if he has not yet started formal schooling as the label learning disabled indicates that a student is having unusual learning difficulties and involves speculations to possible causes, but it specifically indicates that the primary cause cannot be a condition such as mental retardation, hearing or visual impairment, and so on. Learning disabilities should be identified in the formal school context. Thus, preschoolers should not be labeled as learning disabled as growth rates are so unpredictable at young age,   In addition, very young children who appear to have problems may be identified under a noncategorical label, such as developmentally delayed.   For many children, learning disabilities first become apparent when they enter school and fail to acquire academic skills.   The failure often occurs in reading, but also happens in mathematics, writing, or other school subjects.   Among the behaviors frequently seen in the early elementary years are inability to attend and concentrate; poor motor skills, as evidenced in the awkward handling of a pencil and in poor writing; and difficulty in learning to read.  Ã‚  Ã‚  Ã‚   In the later elementary years, as the curriculum becomes more difficult, problems may emerge in other areas, such as social studies or science.   Emotional problems also become more of an impediment after several years of repeated failure, and students become more conscious of their poor achievement in comparison with that of their peers.   For some students, social problems and inability to make and keep friends increase in importance at this age level. A radical change in schooling occurs at the secondary level, and adolescents find that learning disabilities begin to take a greater toll.   The tougher demands of the junior and senior high school curriculum and teachers, the turmoil of adolescence, and the continued academic failure may combine to intensify the learning disability.   Adolescents are also concerned about life after completing school.   They may need counseling and guidance for college, career, and vocational decisions.   To worsen the situation, a few adolescents find themselves drawn into acts of juvenile delinquency.   Because adolescents tend to be overly sensitive, some emotional, social, and self-concept problems often accompany a learning disability at his age.   Most secondary schools now have programs for adolescents with learning disabilities. Many teachers in Canada suggested that we abolish the label learning disability, and merge it with the emotionally disturbed and the educable mentally retarded and only deal with the child from an instructional point of view by defining learning tasks so that they can be taught step by step.   I strongly opposed with this suggestion.   Though maybe it is possible for the child with severe learning disability, but this approach is not sufficient to mild learning disabilities students. This is one of the greatest sources of controversy about the identification issues. The question of how much academic and learning retardation is evidenced before an individual should be identified as learning disabled.   Aside from identifying children with learning disability, it is very important to judge the extent of a child’s learning disability as either mild or severe.   Determining the level of severity is helpful in placement and in planning teaching delivery.   I strongly suggest that students with mild learning disabilities should be given different remediation from those of students who have severe learning disabilities. At this point, it is very crucial to differentiate the two cases.   Mild learning disabilities describe the problems of many students.   Students with mild learning disabilities usually have a disability in just one or two areas of learning, and although they need supportive help and special teaching, they can probably get along – at least for part of the day – in the regular classroom. So, within the regular classroom, the regular teachers should often make changes in instruction that will benefit these students. On the other hand, students with sever learning disabilities pose a very different problem and they require quite different educational services.   These students are likely to lag significantly in several areas of learning and to have concomitant social, emotional, or behavioral problems.   They need the environment of a special classroom, should contact mainly with one teacher, and should be given special services for most of the day.   Because of the intensity of their problems, the special class should be given fewer students than the regular classroom.   I suggest the 1:3 teacher to student ratio is the best to maximize and hasten the remediation process.   However, students with severe learning disabilities can gradually be mainstreamed for special subjects or activities or placed in the resource room, or even back in the regular classroom as their progress permits.   Because of these definitions; teachers, guidance councilors, and other school personnel, play the biggest role in identifying, diagnosing, remediating or treating this kind of disability within the school context.   So any teaching/service delivery should best meet the requirements needed to serve properly learning disabled students within the regular classroom.   Hence, learning disabled students should be treated or given remediation within the given school context with the greatest help of the regular classroom teacher but the guidance of the learning disabilities specialist.   So, it is implied that each school should have a learning disabilities specialist. With this, a change in the administrative arrangements for the placement for instruction of children with learning disabilities is a must.  Ã‚   It is important to take note that in the past, the rapid growth of special education was in the direction of removing atypical children from the mainstream of regular classroom and placing them into special education programs. Even the regular education supported this movement which maybe because the responsibility of educating children with a variety of learning problems is transferred to the domain of special education, and that would really lighten the work load of regular teachers.  Ã‚   But that should not be the case and I do not support that movement. The trend should be reversed and all students with learning disabilities should be brought back into the regular classroom with the regular students and in the hands of the regular teacher with the help of the learning disabilities specialist.     Ã‚  A number of movements and researches support this claim. The influential movement that supports this claim is the REI or the regular education initiative led by Madeline Will, the director of special education in the U.S. Office of Special Education in 1986.   She stated that this initiative is designed to promote collaborative efforts among regular and special educators and â€Å"shared responsibility† (Will, 1986).   In this initiative, regular and special educators were encouraged to pool their talents and coordinate their efforts in planning and teaching.  Ã‚   I greatly support this initiative as the underlying premise of this concept is that student’s learning disabilities can be more successfully taught in the regular education classroom than in special education classes or resource room. By promoting the merging of special and regular education, the regular education initiative reflects a major change in the way students with learning disabilities are identified, assessed, and educated. The approach is supported by many special educators (Lloyd, Singh, & Repp, 1991; Maheady & Algozzine, 1991; Biklen & Zollers, 1986; Greer, 1988; Reynolds, Wang & Walberg, 1997).     Ã‚  A specific example is, more than fifty years ago, Samuel Kirk, in his presidential address to special educators, emphasized that all teachers (regular and special educators) have the responsibility for teaching learning disabled children.   Kirk implored that â€Å"every teacher †¦ is a teacher of learning disabled children† (Kirk, 1941).   He further wrote the following: Actually the education of exceptional children is not wholly the responsibility of any one group of teachers †¦. It is hoped that in the future all special class teachers will not only be responsible for the education of children in their classroom, but will take on the added responsibility of contributing their knowledge and special skill to the regular classroom teacher †¦ who (has0 many learning disabled children in (the) classroom. (Kirk, 1941) In 1968, Lloyd Dunn wrote an influential article about the benefits of having special educators work with regular teachers in serving learning disabled children (Dunn, 1968). Another view to change the administrative arrangement in special education is to group children with different disabilities together for instruction.   This categorical system in special education historically evolved as the field of special education developed.   Each category of disability (such as visual impairment, hearing impairment, mental retardation, orthopedic disabilities, speech disorders, emotional disturbance, and learning disabilities) became established individually over the years when there was sufficient interest in that particular area of exceptionality.   This concept emphasizes the common characteristics among students with disabilities and the common instructional methods for teaching students with various disabilities.   In this system, students with learning disabilities, behavior disorders, and mental retardation are often grouped together. Some parents and special educators are concerned that children with learning disabilities might be lost in the shuffle of this kind of placement, if such classes become a dumping ground for students with a variety of unrelated problems.   The resulting diversity of learning and behavior problems would impede teachers in helping students with learning disabilities. But this view is also opposed by a number of authors and has even provoked unusual levels of confusion, emotion, and debate within the special education community (Jehkins & Pious, 2001).   Moreover, other special educators and parents, express concern regarding the regular education initiative movement and caution that more study is needed before making full-scale and far-reaching changes in procedures and policies that will affect the lives of students with learning disabilities (Lloyd et al., 1991; Journal of Learning Disabilities, 1988; Cannon, 1988; Kaufman, Gerber, & Semmel, 1998; McKinney & Hocutt, 1988, Lerner, 1997). But these opposing views have no substance and should be disregarded altogether.   Fuchs & Fuchs (2000) have conducted research on the perceptions of and attitudes toward the regular education initiative among both regular and special educators.   These studies suggest that neither regular nor special education teachers are dissatisfied with the current special education delivery system.   In fact, the teachers favored the resource room model over the consultant model.   Many of the teachers saw no improvement in the achievement levels for either special or regular education students as a result of the regular education initiative reforms.   The success of the initiative depends on the support of regular and special teachers (Semmel, Abernathy, Butera, & Lesar, 1991; Coates, 1989).   Moreover, the research prove that merely shifting the responsibility from the resource room teacher to the regular or a consultant is not enough to ensure the success of the reform. Hence, major policy changes in regular education profoundly affect students with learning disabilities.   Several recent national study commissions on the poor quality of schools serving the learning disabled students.   It is my fear that, most school’s pursuit for academic excellence standards will left behind students with learning disabilities – or they will be the losers.   Being unable to meet the educational standards set by the pursuit-of-excellence movement, some students with learning disabilities will be denied a high school diploma and thus be denied the opportunity to complete their schooling.   Further, if regular teachers are held accountable for the academic excellence of their students, they will be reluctant to accept the responsibility for hard-to-teach students.   Some special educators predict that the push for excellence may serve to widen the schism between regular and special education (Pugach & Sapon-Shevin, 1997). Hence, it is my challenge to educators and healthcare professionals to undergo another education reform movement where school curriculum requirements for the learning disabled should be added to the current curriculum standards for the regular students. So in this recommendation for curriculum changes, a greater consideration should be given for the learning disabled students.   But this should be within the context of the regular education curriculum. This approach is same with the integration of regular and special education.   Some special educators also are now urging that the integration process should be taken much further – that the current special education system should be drastically restructured and that regular and special education should be merged into a single system (Kauffman & Trent, 1991).   Such educators cite several reasons for changing the current system.   Special education, they maintain, is not effective when it occurs outside of the regular classroom.   In addition, the physical separation of students with disabilities is demeaning and degrades instruction.   These special educators maintain that integrated special education is more effective than separate programs. So the delivery options for teaching students with learning disabilities should also include regular classes and resource room classes.   This approach is concomitant to the observation that successful adults with disabilities have learned to function comfortably in society as it exists – an unrestricted environment composed of all people.   To promote experiences in the greater society, it must be ensured that, to the extent appropriate, students with disabilities should have experiences in school with regular (or non-special education) students. Since society includes the family, parents too should not be forgotten as an important element in the entire complex.   Parents are a vital component in the student’s education. These parents of children with learning disabilities need help in accepting their situation.   Mental health professionals should help make parents be aware that the problem must be faced both by the child and by other members of the family.   In addition to an honest acceptance of the disability, there must be recognition that improvement is often a slow process. So any approach concerning children with learning disability should establish healthy parental attitudes and ensure parent-teacher cooperation is of course, very necessary.   Parent support groups and family counseling are effective in assisting parents understand their children and their problems and in finding ways to help their children within the home.   In addition, parent-teacher conference can become a bridge between the home and school and can involve parents in the educational process. Learning disabilities is now at a crossroads, as it seems to have been throughout its thirty-year history.   Many innovative ideas are only in their beginning stages and will develop more fully in the years to come. The approach I suggested as discussed in this paper is one of those ideas.   It is very important for this approach that more students with learning disabilities are served through regular education.   In addition, there should be more collaboration between special and regular educators.   A consequence of all of these shifts is that the responsibilities of learning disabilities teachers will change to meet the new demands. References Bush, W., and Giles, M.(1979).   Aids to Psycholinguistic Teaching. Columbus,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ohio: Charles E. Merrill. Clements, S. (1986). Minimal Brain Dysfunction in Children.   Public Health   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Service Publications. Department of Health, Education, and Welfare:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Washington, D.C. Dunn, L.M. nad Smith J.O. (1987). Peabody Language Development Kits. Levels   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   P, I.II.III. Circle Pines, Minn.: American Guidance Service. Fernald, G.M. and Keller, H. (1971), â€Å"The Effect of Kinesthetic Factors in the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Development of Word Recognition in the Case of Non –Readers.† Journal of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Educational Research 4:355-357. Getman, G.H. (1985). â€Å"The Visuo-Motor Complex in the Acquisition of Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Skills.† Learning Disorders, Volume 1. Seattle: Special Child Publications Gellingham,A. and Stillman B. (1986). Remedial Training for Children with   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Specific Disability in Reading, Spelling, and Penmanship, 5th ed. Cambridge,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mass: Educators Publishing Service. Hegge,T., Kirk,S. and Kirk, W.(1986). Remedial Reading Drills.   Ann Arbor,   Ã‚  Ã‚  Ã‚  Ã‚   Mich.: Geroge Wahr. Hirsch,E. (1983). â€Å"Training of Visualizing Ability by the Kinesthetic Method of   Ã‚  Ã‚  Ã‚  Ã‚   Teaching Reading.† Unpublished master’s thesis. University of Illinois. Karnes,M., Zehrbach, R. and Teska, J. (1984). â€Å"The Karnes Preschool Program;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rational Curricular Offerings and Follow up Data.   Report on Longitudinal   Ã‚  Ã‚     Ã‚  Evaluations of Preschool Programs, vol. 1: 95-108. Kirk, S.A. (1963).   â€Å"Behavioral Diagnosis and Remediation of Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disabilities.† In Proceedings of the Conference on Exploration into the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Problems of the Perceptually Handicapped Child.   Chicago: Perceptually   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Handicapped Children. Kirk, S.A. and Elkins, J. (1985) â€Å"Characteristics of Children Enrolled in the Child   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Service Demonstration Centers.†Ã‚   Journal of Learning Disabilities 8: 630-637. Learning Difficulties in Children and Adults. (1986). Report of the House of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Representatives Select Committee on Specific Learning Difficulties. Lombardi, T.P., and Lombardi, E.J. (1987).   ITPA: Clinical Interpretation and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Remediation. Seattle: Special Child Publication. Minskoff, E.D., Wiseman, and Minskoff J. (1985). The MWM Program for   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Developing Language Abilities. Ridgefield, N.J.: Educational Performance   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Associates. Orton, S.J. (1978). â€Å"Specific Reading Disability – Strphosymbolia.† Journal of the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   American Medical Association 90:1095-1099. Spalding, R.B.AND Spalding W.T. (1987). The Writing Road to Reading.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Morrow: New York. Strauss, A.A. and Lehtinen. (1987). Psychopathology and Education of the Brain-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Injured Child, vol. II. New York: Grune and Stratton. Weiderholt, J.L (1984).†Historical Perspectives on the Education of the Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disabled.† In L. Mann and D.A. Sabitino, eds. The Third Review of Special   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Education.  Ã‚   Philadelphia: JSE Press.

Analysis of the Poem The Wreck of Deutschland by Gerard Manley Hopkins

SS Deutschland is an iron passenger liner of the Norddeutscher Lloyd series which is the first flight from Bremen to New York. On December 4, 1875, Germany traveled with 123 immigrants from Bremerhaven to New York. The weather condition of the ship was awful; a snowstorm hit an area near the Kentish Knock ship, Kent and the Essex coast of England. The German crew tried to retreat but failed when the pressure ruptured the German propeller. Gerard Manley Hopkins has eight brothers and sisters born in Manley and Catherine Smith Hopkins. His parents are Episcopal churches that follow the Catholic tradition sacraments and pope. By planting the theological values, beliefs, and morals of Gerald, he was seriously affected by his family. His parents taught him to love God with other children. Gerard was convinced that she would become familiar with the Bible by strengthening her connection with her mother, so Gerrard started reading the New Testament at school. Gerald Manley Hopkins is always fascinated by the individuality of personal thinking and experience. As W. H. Gardner explains, Hopkins' ideal is poetry and art work, which is very beautiful. He uses the language as a means to immerse himself in the feeling as much as possible; awe, surprise, disappointment, confusion, alienation, certainty and doubt. Some of the great literary works prosper in the voice of independent, other, and sometimes intentional anemic stories, but Hopkins has released his poem throughout his existence. The most expressive belief His perceptualism is revealed in the original metaphor such as yellow-yellow candle and vivid discoloration. Broader and more accurate terms. In the mid 1800s, a very spiritual poet was born. Gerard Manley Hopkins was born on 28th July 1844 to Manly and Catherine (Smith) Hopkins, the first child of nine children (Drabble 473). His parents were High Church Anglicans and his father last year published a large number of poems (Drabble 473). He was appointed a pastor of the Jesuits who wrote a beautiful poem full of harmony with nature. In most cases, Hopkins' poetry was published after the death of 1889. Five years before Hopkins' death, he wrote six terrible sonnets that revealed their inner torture and separation from God (Davi 86). These poems were written by Hopkins as a professor at Dublin College College (Drabble 474). Hopkins' sonnet worst, no, I woke up, feeling the darkness, not the end of the day is indicative of mental pain caused by his mental pain

Transformational Leadership and how used in the hospitality industry Essay

Transformational Leadership and how used in the hospitality industry can increase profitablity - Essay Example chniques of good listening, hones and open communication, delegating, conflict resolution skills, etc.,† It is generally accept that good leadership is essential to the functioning of an organization. Organizations are constantly seeking leaders with a set of skills at all levels, which can inspire team members to achieve goals and earn the loyalty of customers. Leadership is the process of interaction between situations among team members. Thus, an effective leadership is contingent upon a number of variables, such as trait, leading styles, communications skills, conflict resolutions, and be able to motivate team members. Every team member also has a responsibility that specifies his or her involvement. Teams are set forth to establish roles to accomplish common goals. All team members should have a clear idea of their own roles, own duties, and responsibilities in the team and have a good understanding of how they contribute to achieve the team’s goal. The role given to every single member of the team should reveal their individual strengths as much as possible to maximize each member’s contribute to the fulfilment of the team’s objectives (Bass& Riggio 2005 p45). It is important that the abilities and skills of the employees must have to be brought out in order to fully perform in their duties and obligations in the workplace. The more proficient the member the success of the team is also ensured. A team member is usually chosen based on their expertise, qualities, and what he or she can provide for the team. Therefore, an effective leader should understand his or her team memb er’s strengths and weakness to properly assigned tasks. Transformational leadership is a very important present-day theory of leadership. This leadership style is effective for successful organizational change management. Burns believed that all behaviour regarding leadership is transactional or transformational in nature. Transactional behaviours are "mainly oriented for