Teaching Strategies Analysis Teaching Methods in the Classroom

Teaching Strategies Analysis Teaching Methods in the Classroom Peoples attitude as a result of learning might not show itself as the effect of the learning till they engage in some sort of academic activities later. Learning is considered to be something that is capable of bringing a perpetual change eventually in the entire set up of an individual with regards to physical activities that they are involved in and in their general mind set (Burn, 1995). The ability to learn is one of the successes achieved in the world of knowledge. Teachers adopt a lot of teaching strategies in order to ensure effective learning by their students. There is a relationship between applying a wide range of teaching strategies and effective learning in the classroom. Apart from having different teaching strategies, there are also different learning styles which include Accomodators, Assimilators, Convergers and Divergers. Most students learn by adopting a mixture of these learning styles. As part of their responsibility to incorporate different teaching methods which is expected to bring about effective learning, teachers also identify a range of learning styles that their lessons will address as well as the teaching strategies that will engage their pupils the most. Again teachers try to match their pupils preference for learning to their own preferred range of teaching strategies. The way and manner in which a teacher guides, instructs and imparts knowledge to students is known as the teaching style. Teachers have their own teaching style but may also adopt a range of teaching methods depending on the individual needs and abilities of the pupils. Some teachers prefer lecturing, demonstrating or having a discussing with the pupils. Some pay attention to rules and examples while others emphasises on memorising and understanding. Other methods include active learning, case method, cooperative learning, integrating technology and distance learning. In the same way an individuals learning style is seen as the ways in which he or she characteristically acquires, retains and retrieves information. Collectively, again pupils learn in different ways which includes by seeing and learning; reflecting and acting; reasoning logically and intuitively; memorising and visualization. The teaching styles of teachers may not always match the students learning styles in which case can result in adverse effects on the quality of the students learning and the class as a whole (Felder and Silverman 1988; Lawrence 1993; Oxford et al. 1991; Schmeck 1988). It is known that how much knowledge a student acquires depends partly on the students natural ability and how much preparation has been made before the lesson and also partly on how compatible is the students and teachers approach to learning and teaching respectively. Students involved in cooperative tasks try to find solutions to problems that will help team mates in their small group and not only for themselves. In our world today there is an ever increasing need for one person to depend on another in almost everything we do. By working as a team students learn to mutually depend on each other. It is thus vital that teachers try to equip students with the necessary tools that are efficient to an effective team work in a collaborative learning. One way in which students effectively learn from one another is through cooperative learning. One teaching strategy among a wide range of others that has been identified as an effective method of teaching is cooperative learning involving students in small groups with different levels of ability. This teaching style adopts a range of learning activities to make understanding of the subject easier. Each member in a group apart from learning also has the responsibility of helping teammates to learn. Also each group member has a specific task and everyone must be involved in the learning because the success of the group usually depends on the successful work of every individual member. Again group members continue to practice concepts until the whole group are able to understand and can complete the task that is given. Mediation is an essential part of cooperative learning. Conflicts sometimes occur when students learn in groups. Mediation in cooperative learning is where students facilitate resolving disputes between groups. Peer mediation has been proven effective because it is believed that it changes the way students understands and resolve conflicts in their lives is modelling, facilitating and coaching. Coaching involves giving hints or clues, providing feedback, redirecting students efforts and helping their use of a strategy. That is to provide them with right amount of help when they need it. Cooperation is about depending and interacting with one another, being responsible for whatever you do and the ability to display interpersonal skills. Incorporating these in cooperating learning will make cooperative learning a success (Johnson et al., 1993). The success of cooperative learning brings about: Providing opportunities for greater understanding of underlying concepts through practice and discussions among team members Promoting learning actively and the ability to remember what you have learnt Developing students social and communication skills Promoting self esteem/concept Enhancing students motivation and understanding Learning and benefiting from each other For cooperative learning methods to work effectively in class, the teacher has to employ well structured and tried and tested tasks using the standard rules and aims of cooperative learning. There are different cooperative learning activities that can be done in class. This includes round robin brainstorming, jigsaw, three-minute review, number headed together, team pair solo, circle the stage, think-pair-share and partners (Kagan, 1986). Ray (2008) in his article mentioned some examples of cooperative learning strategies which included group investigation, group success and cooperative joint reading structure. To enhance students motivation and enable them to work well as students teams are rewarded in cooperative learning activities. This will make students responsible for their part of the work and work hard to achieve success for the entire group which normally comprise of between 4 to 6 students. It should also be established that individuals in a cooperative learning team are responsible for their actions whiles the group is accorded the due recognition. This study focuses on cooperative learning as a teaching strategy for learning effectively. Cooperative learning is an orderly form of learning that requires students to work in small groups towards a set goal. The effort put together by each member enables the group to successfully acquire the set goal. Collaborative learning is similar to cooperative learning in that both emphasises a learning method where students are actively involved but collaborative has a wider spectrum of interactions among learning groups on community basis (Bruffee, 1993). It is important to plan and prepare carefully when integrating cooperative learning strategies into a course. When cooperative groups are formed well, students will: depend on each other, solve any problem that arises within the group, be responsible to each other, find ways to assess the task set for them and make sure proper learning environment is maintained. All these make cooperative learning an effective teaching and learning strategy. There have been a number of researches on teaching strategies that impact on students learning effectively with different opinions in several quarters. Lots of debates have also taken place about effective teaching which has to a large extent been based on the efficiency of providing a number of ways of teaching styles and strategies due to the strong recognition that pupils learn in different ways. Cooperative learning has in recent times been criticised largely as a result of its use inappropriately. One school of thought argues that teachers sometimes give much attention to the best students by making them heads of a learning group. This study thus seeks to analyse cooperative learning as a teaching strategy for effective learning. In this study we will explore the following questions: Does cooperative learning bring about effective learning? Does cooperative learning benefit the whole group of students? What can be done to address the needs of all members in the learning groups? LITERATURE REVIEW Cooperative learning has been one of the best researched of all teaching strategies. Results of studies indicate that students who are given opportunity to work together in groups not only learn faster and more efficiently but also have greater retention and feel more positive about the learning experience. The term cooperation is seen as a joint operation or action with a common purpose. It is working in a team where the success of the team entirely rest on the skills of each member of the team. Most researchers and practitioners of cooperative learning stress that it is a formal instructional model in which teachers carefully design lessons and activities that are suitable for use by teams. Team work, under proper conditions encourages peer learning. Teambuilding exercises are very important in the development of teams that will work together for an extended period of time on a complex project or a series of activities. Teambuilding may be defined as the process needed to create, maintain, and enrich the development of a group of people into a cohesive unit (Solomon et al., 1993). Kagan (1986) in his definition of cooperative learning in an Educational Leadership magazine emphasised on the need to establish a well organised interaction socially between students in small groups where general materials can be employed irrespective of the environment or the occasion so far as it is based on a sound creation and a good form of assessment. Cooperative learning among a wide range of teaching strategies has been identified as a successful teaching strategy in which small groups each normally consisting of students having different levels of ability work together to achieve a common goal. Mixed abilities among students are caused by their motivations, interests, and needs; linguistic ability; general educational background; learning styles; age; external pressures and time available to study; and student anxiety (Ainslie, 1994). Motivation is promoted among students through cooperative learning due to the support from each other. Students are told to study material much more than they would otherwise have and to use creativity as a way of proving to their teachers how they have gained control over the study. Students encouragement to do their work in school as noted by Glasser (1986) is somehow based on how satisfied they are psychologically. The students form part of a learning team and can be successful through the group work. To be successful as a group in cooperative learning, members must be on top of the skills required to do a particular task in order to achieve its goal as a team. Cooperative learning activities should be organised in such a way that student in a team are dependent on each other in a more positive way as well as being accountable to themselves. The objectives of a childs education during the early stages are complimented by elements involved in cooperative learning (Johnson and Johnson, 1974). A lot of research on cooperative learning found out that children build up good relations with each other in the team most importantly those from different background. In the early stages of a childs education, the teachers priority is for the children to engage in activities by taking turns and to practice how to share with each other as well as care for one another. Teachers thus plan and organise activities such as cooperative learning which are geared towards bringing out such desirable traits. Teachers also create classroom environment that helps children not only be aware of themselves but also of other children around them. The processes involve in cooperative learning according to Salvin (1984) comprise of all the needs of a cooperative and fair interaction among pupils from all kinds of backgrounds. Again he noted that cooperative learning apart from being comparatively easy and cheaper to undertake also help to attain academic success among members in the team. It has also been proven to establish and make relationship better between students irrespective of their individual differences. Group creativity technique and intensive learning is achieved through cooperative learning. This enables students to think out of the box and generate ideas for the solution of a problem. By so doing, they gain good skills and attitudes towards their learning. Proper assessment is done either by their teacher or their peers during cooperative learning. According to Featherstone (1986), when students are given cooperative task, although the group is remunerated as a whole the assessment of their learning is done discretely. Feedback from such assessment gives students clearer guidance on how to improve their learning and also maximise their potential. Renowned researchers have found out that teaching strategies such as cooperative learning greatly influences students academic achievements. Many research work done on cooperative learning has been proven to be efficient than the traditional way in bringing about effective learning in students. Nor is it all for, it also improves motivation and the level of attainment by students which brings about a positive and a long lasting impact on their social life. Again a childs ability to acquire and put together new ideas is greatly improved through cooperative learning. Students develop and sharpen their skills in finding solution to given tasks due to the fact that they are able to interact freely with team mates having different abilities and from different backgrounds. Cooperative learning again increases the self-esteem of students which more than encourages them to learn and develop an attitude where they become focussed on the task at hand in order to attain high marks. In his assessment in 1998 of certain schools which incorporated cooperative learning as a teaching strategy, Prof. Hopkins of the University of Nottingham noted that, students learnt how to find solution to problems by working as a group whiles employing their individual skills and had also generally improved on their behaviour towards learning. Again it was found that students were able to make use of their acquired skills in different subject areas and that the notion that boys always make less progress in their learning as compared to girls from historical trends were also disapproved. The possibility for achievement by a team can be high when all team members take part in the group activities. Being committed to group discussions makes a lot of information available to the group members, which in turn helps students to take a lot of information on board hence improving their thinking and decision making. When students learn in small teams they mentally analyse what they know, put their view across and expand on it and feel free to ask questions for clarification. Effective and task oriented teams usually have a positive outcome (Soller et al., 1996).

Financial Theories Overview Essay

costs of capital to a firm would remain the same no matter what combination of financing sources the firm actually chose† (Miller, 2001, p. 185). The dividend proposition overcomes objection to leverage proof. | 3. Agency Cost Theory I Michael Jensen and William Meckling define agency costs as the costs associated with cooperative effort by human beings, which arises when the principal hires an agent to carry out duties Oensen, 2005). Conflicts of interest between management and shareholders are inevitable and can cause a potential loss in value of public corporations (Chew, 2001). For example, shareholders may want management to increase shareholder value, but management may grow the business to increase personal power and wealth (Chew, 2001). | Enron’s company was worth $30 billion and senior managers’ tried to defend a $40 billion of excess valuation. Ultimately Enron executives destroyed the company â€Å"by trying to fool the markets through accounting manipulations, hiding debt through off-balance sheet partnerships, and over hyped new ventures such as their broadband futures effort† Oensen, 2005, pp. 10-11). John Roth, former chief executive officer (CEO) of Nortel, wrote off most cquisitions, when stock price crashed and closed down activities, which resulted in the destruction of not only the corporate value but also the social value of the company Oensen, 2005). Finance scholars found a reduction in conflict of interest between management and shareholders because of: (1) product market competition and a market for executive labor

The Beginning of the Israeli Palestinian Conflict

The beginning of the Israeli-Palestinian conflict Sebastien Steigmeier ESL071 Professor Waldrop April 23, 2011 Everybody saw it on television, in the newspaper or maybe heard it on the radio, the last century held many different conflicts in Gaza Strip. Basically, people know that Israel and Palestine are fighting for that land, each one pretending that they deserve it. A survey, done on CBU students, shows that most of them don’t know anything about the conflict. The only ones who knew a little bit about it were sure that Israel wanted the land to build a Jewish state after the tragedy of the World War II.I asked a few students some questions before doing my survey to get a basic idea of their knowledge. Then I realized that I would probably have to ask different questions considering their lack of knowledge on the topic. Out of the nine students taking time to answer my questions, six had no idea what to answer and two said that Israel wanted the land as â€Å"compensationà ¢â‚¬  after the Holocaust. Let’s take a look at the history, and consider facts that will help us understanding what are the reasons why Zionists (it’s important not to confuse Zionists and Jews) and Palestinian Arabs are fighting.Emerging a long time ago, this idea of having a land to bring Jewish people together came out in 1897. From August 29 to August 31 of that year, occurred in Basel, Switzerland (I swear I didn’t know that) the first Zionist Congress, held by the World Zionist Organization. Theodor Herzl who was named as the first President and who also was the author of â€Å"Der Judenstaat† (â€Å"the Jewish State†) was the initiator of that congress. The Zionist Congress travelled through many different European cities, and was held every two years from 1897 to 1946, except during the two World Wars.As an answer to the question â€Å"why do Zionists want to take that land? † most people answer that they want a land because they w ant to build a Jewish State to stay together in peace after the Holocaust. History proves them wrong by showing that Zionists are trying to steal that land for more than a century, and the Holocaust happened only seventy years ago. Even though Arabs were killed by Zionists attacks during the 1940’s, in 1947, the United Nations decided to split the land and to give half of it to the Jews.We can say that the seven millions of Jews who were killed during the World War II didn’t die for nothing, as compassion made the United Nations allow them to steal half of a country. Sure, what happened during the Holocaust was terrible, but I don’t think that Zionists should use it to claim â€Å"their† land. There is no land on earth that belongs to a religious group. A lot of religious groups are gathered together in the same area which is fine, but no religious group tries to make an independent country for a religion.What would you think if all the atheist Mexicans c ome together and say: â€Å"We are going to take the Southern California and make it a Atheist State† It makes no sense. But the United Nations decided to agree with the Zionists and gave them a part of the Arab Palestinian territory. This was called the â€Å"partition plan† and was voted by the United Nations General Assembly on November 29, 1947. Palestinian Arabs felt violated of course, and the day after, on November 30th they reacted violently. It led to what experts call â€Å"The Civil War in Mandatory Palestine†.The Civil War lasted until May 14, 1948 with the Jewish victory. On that day, Israel declared its independence. The British army, who was supposed to maintain order in Palestine, was preparing its withdrawal and didn’t really have a finger in the pie. Great-Britain’s mandate over the Palestinian territory was expiring on May 15; Israel declared its independence on May 14 because May 15 was Shabbat, as the story says. The day after, another important war started, the â€Å"1948 Arab-Israeli War† also known as the â€Å"War of independence† or the â€Å"War of Liberation†.With Israel declaring its independence, the Arab neighbors of â€Å"the State of Israel† started to invade on May 15, showing their disagreement with the decisions that were made by the United Nations. The 1948 Arab-Israeli War happened in three phases, each phase being separated by some truce agreement. As the Soviet Union, Iran and the United States recognized Israel as a free State, the League of Arab States sent a letter to the United Nations Secretary General, to proclaim its idea of building what they called the â€Å"United State of Palestine† instead of splitting the country in a Jewish and Arab two states â€Å"country†.That letter, also known as the Cablegram from the Secretary-General of the League of Arab States to the Secretary-General of the United Nations, Folke Bernadotte, contained wha t was at that time a great idea, and maybe a good opportunity to try to solve the problem. Basically, they wanted to establish a single and democratically ruled state. This cablegram contained ten points that were asked to be presented in front of the General Assembly and the Security Council.Each point was reminding facts and history, to explain how that territory belonged to Arabs, but also points that showed how Arabs were ready to share it in a democratic way with the Jews living in the same area. The Israelis said that the plan was not even considerable because Jews were a majority in the areas that were given to the Jewish State. At that time, China supported the Arabs, while the United States, Iran and the Soviet Union considered that the Arabs were entering the Israeli territory illegally.Egypt, who was on the Arabs’ side of course enter the conflict by bombing Tel-Aviv in response to previous provocation. The whole all around Arab world followed, and Israel was attac ked almost simultaneously by Lebanese, Iraqi, Egyptian and Syrian troops. But as Israel was a freshly new established state, Jews from all around the world were joining, making the average number of immigrant reaching 10,300 by month! That was really helpful to Israel who could increase its military forces amazingly.By the day of the declaration of Independence, the Israeli strength was just above 29,000. At the end of the year, on December 30, the military forces counted more than 108,000 soldiers. Israel increased in number, but also found ways to get some more military equipment such as planes, weapons and armed vehicles. The war was on; both sides were bombing and fighting each other. The conflict lasted for a little bit more than three weeks. The United Nations called for a truce on May 29, but both sides kept on fighting till June 11.That truce lasted for 28 days and was ending the first phase of the 1948 war. The ceasefire was overviewed by military officers from different co untries, such as France, Belgium, United States or Sweden, all picked by the United Nations. This ceasefire had no other goal than just getting ready to fight again for both sides. The Arabs used it to reinforce their positions with new and fresh soldiers while the Israeli were buying new weapons from Czechoslovakia, and sending new soldiers on the field too.There were around 30,000 Israeli soldiers when the truce was announced and a little bit more than 65,000 when the truce ended. Still during the truce, Folke Bernadotte was trying to find a way to settle the land politically. He was facing what he described as his obstacles: â€Å"the Arab world's continued rejection of the existence of a Jewish state, whatever its borders; Israel's new ‘philosophy', based on its increasing military strength, of ignoring the partition boundaries and conquering what additional territory it could; and the emerging Palestinian Arab refugee problem† (Morris, Benny. 948: A History of the First Arab-Israeli War) Bernadotte also presented his idea of a new plan of partition as following, that a union â€Å"be established between the two sovereign states of Israel and Jordan (which now included the West Bank); that the Negev, or part of it, be included in the Arab state and that Western Galilee, or part of it, be included in Israel; that the whole of Jerusalem be part of the Arab state, with the Jewish areas enjoying municipal autonomy and that Lydda Airport and Haifa be ‘free ports'—presumably free of Israeli or Arab sovereignty† (same source).Israel didn’t agree with that plan because they wanted Jerusalem, but they agreed to lengthen the truce for one more month. The Arabs rejected both the plan and the truce and on July 8 Egypt bombed Negba, which was an Israeli position. (Alfred A. Knopf. A History of Israel from the Rise of Zionism to Our Time. New York. 1976. p. 330. ) This attack on the â€Å"Israeli territory† launched the sec ond phase of the 1948 Arab-Israeli War. The second phase lasted only ten days but it was sufficient for the Israeli soldiers to perform a lot of operations, with the most famous one, Operation Danny.It had for goal to secure two of the most important cities (Jerusalem and Tel Aviv) and also the roads linking both those cities. The Jewish military forces launched a few other operations during those ten days conquering more territory and more dominance. The United Nations succeeded in calling another truce on July 18, which led to an almost two months break. Bernadotte again proposed a new partition plan on September 16 with a fair â€Å"distribution† of the territories and the internationalization of Jerusalem.A militant Zionist group, Lehi, was scared that the Jewish Government would accept the plan so they assassinated Bernadotte in Jerusalem the day after. What Lehi didn’t know is that meanwhile they were planning their operation both the Arab and Israeli Government already rejected the plan and were preparing to fight again the next month. This was the end of the second truce. On October 15, the war started again, and both sides were conquering and losing some territories, and clue cities.The British army, who said that they were agreeing with the United Nations when it was time to make decisions finally realized that Israeli positions were going maybe a little bit too far in Egypt as they were approaching the Suez Canal, which was controlled by Great Britain and pretty useful. On November 20, the Israeli shot down a photo-taking-plane sent by the British. The day after, four British routine reconnaissance planes were also shot down by the Israeli, killing one of the four pilots and taking the three other ones as hostages.The rest of the squadron realizing that the four planes were not coming back went to look for them and also was attacked by the Israeli. Maybe that if Great Britain had decided earlier to seriously care about what was happeni ng in Gaza Strip before it messed with their personal profits, they wouldn’t have lost those pilots. People don’t care about the Israeli-Palestinian conflict until they might lose something. The British army was supposed to maintain order over the Palestinian territory before the war started. As said earlier, they were preparing their withdrawal and they let the Jews attack the Arabs while they still were there.It didn’t matter to them because they were leaving. But years later, when they realized that Israeli Forces were about to take control on the Suez Canal, they understood that if they wanted to keep it they would have to do something (or maybe should have done something by the past). The Jews were not only firing the planes but also finding the planes on the ground after shooting them, removing the usable pieces and then burning the rest to make sure that it would be useless. Tired of being shot down by the Israeli, who were saying that they could not diff erence them from the Arabs (really? , the British painted their planes’ wings to be more recognizable. The Jews started to understand that they were in a dangerous position and that fighting in Egypt was maybe a stupid idea, so they retired from Egypt and stopped fighting. At the end of the year 1948, the United Nations General Assembly voted for the â€Å"Resolution 194† which said that â€Å"refugees wishing to return to their homes and live in peace with their neighbors should be permitted to do so† and that â€Å"compensation should be paid for the property of those choosing not to return. (Efraim Karsh, The Palestinians and The ‘Right of Return' Commentary Magazine, May 2001. ) In the beginning of 1949, Israel started signing armistices with Egypt first, and with Lebanon, Jordan and Syria later. But this wasn’t fair. According to Leon Carl Brown â€Å"†¦ when the war ended in 1949, Israel was in control of about one-third more territory (some 2,500 square miles) than it had been allocated by the United Nations partition plan† (Leon Carl Brown (2004).Diplomacy in the Middle East: the international relations of regional and outside powers. I. B. Tauris. pp. 126) letting the Arabs with only Gaza Strip and the West Bank under control. After having its territory secured, Israel evicted the Arabs that were remaining on the new Jewish State. More than 700,000 Arabs were forced to leave their home and were told that they would never be allowed to come back in Israel or in any neighboring Arab country but Transjordan. Those Arabs were known as the Palestinian Refugees. â€Å"Arab-Israel Conflict. † The Continuum Political Encyclopedia of the Middle East. Ed. Avraham Sela. New York: Continuum, 2002. pp. 58-121. ) The conflict never really stopped, and by the Jordanian border there were always some kind of operations launched by both sides. In 1955, Israel killed 37 Egyptian soldiers in Gaza on a raid. After this attack, Egypt started to build a more serious army, by training the volunteers remaining in Gaza and making them â€Å"Fedayeen† (â€Å"those who sacrifice†) forces.Years later, in 1967, Israel attacked the Egyptian forces in Gaza Strip and the Jordanian forces in the West Bank, annexing both the lands and taking control over Jerusalem. This conflict is known as the Six-Day War. To summarize quickly: as if receiving half of a land was not enough, Israel started a conflict with the real owners, after having more than what they should have got, they fight again because they want it entirely. What else could they do to mock the Arabs a little bit more? They named the freshly acquired Jerusalem as the Capital city of the Jewish state.When you become aware of what happened since 1897, it is hard not to feel compassion for the Palestinian Arabs who were stolen and killed because Zionists decided that they deserved a land. Of course the Arabs were not white as snow after the conflict began and they also killed some of the Israeli forces soldiers. But with the Great Britain just watching instead of acting as they should have done, I feel like the Arabs did the right thing fighting back. Who could say with integrity that they should not have fought back and let the Jews steel their land?In my opinion, no one. References A history of Conflict. BBC News http://news. bbc. co. uk/2/shared/spl/hi/middle_east/03/v3_ip_timeline/html/default. stm Benny, Morris. 1948: A History of the First Arab-Israeli War Karsh, Efraim. (2001). The Palestinians and The ‘Right of Return Commentary Magazine. Knopf, Alfred A. (1976). A History of Israel from the Rise of Zionism to Our Time. New York. Kurtzer, Daniel. Lasensky, Scott. Negotiating Arab-Israeli peace: American leadership in the Middle East, United States Institute of Peace (readable on Google books) Palestine Refugees.The UN agency for Palestine Refugees. http://www. unrwa. org/etemplate. php? id=86 Pappe, Ilan . The Ethnic Cleansing of Palestine. The Middle East Quarterly (2006) http://www. meforum. org/1886/the-ethnic-cleansing-of-palestine Frequently Asked Questions About Israel. Israel Ministry Of Foreign Affairs. (2001) http://www. mfa. gov. il/MFA/MFAArchive/2000_2009/2001/11/Frequently%20Asked%20Questions%20About%20Israel#refugee Green, Peter. ISRAEL and the Palestine right of return. (2003) http://wais. stanford. du/Israel/israel_andthepalestinerightofreturn51603. html Arnett, Peter. Palesinian-Israeli Conflict. http://www. azdema. gov/museum/famousbattles/pdf/Palestinian-Israeli%20Conflict-072809. pdf Survey from April 22, 2011 (see next page) Oral communication, April 22nd, 2011, California Baptist University Have you ever heard of the Israeli-Palestinian conflict? Do you know why Israeli and Palestinian are fighting? Do you know since when they are fighting? If you answered the previous questions, who do you think is right?

Essay on Teaching Philosophy Statement - 1150 Words

Teaching Philosophy Statement The economic, social, and political systems of the United States are arranged in a manner that benefits the few at the expense of the rest. Unfortunately, the school is a tool indirectly used by the government to perpetuate the injustice and keep things in tact. Blind patriotism in the classroom suppresses discussion on pervasive inequalities, leaving students to ignorantly accept the status quo. As a social reconstructionist, I believe that younger generations should learn about the wrongs that persist, so they can fix our broken society when it is their turn to lead. One factor that influences my decision to become an educator is a yearning to leave my altruistic mark on†¦show more content†¦Teachers avoid mentioning class in fear of being â€Å"painted by the red brush† (by a wealthy artist, of course). Additionally, educators are worried that discussing hierarchy will create unrest in the classroom. However, not teaching about the underlying forces that cause poverty leaves poor students without any explanation except to blame themselves for their condition. As a result, Social Darwinism has been engrained as a societal archetype in the minds of students and has impeded subversion to the unjust system. I believe it is my responsibility to prevent my future poverty stricken students from accepting their low status. Like the economic reconstructionist Paulo Freire, who taught Brazilian peasants to read so they could identify problems that kept them poor, I subscribe to the philosophy that education is required to liberate the masses from oppression by the dominant class. Therefore, I will not be afraid to present the criticisms of capitalism, even though our government has consecrated the economic system. Nor will I limit classroom argument within the context of the constitution; an institution designed by the wealthy to protect private property. It is extremely important that America’s youth be aware that barely regulated capitalism rapes the environment, exploits labor throughout the world, and only benefits the tiny minority who can invest wealth. If a teacher does not legitimize viable alternatives,Show MoreRelatedThe Statement Of Teaching Philosophy966 Words   |  4 PagesStatement of Teaching Philosophy My teaching philosophy consists of seven components that create an effective, well-organized and interactive learning environment for students. 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I have thought about many different professions during my educational career and have changed my mind at times in deciding the best route to take. However, teaching has always been something I knew I would enjoy doing. I would often tell my teachers in school that I would like to be an educator, but this statement usually left me with looks of shock and responses

The Driving Forces of Globalization - 2728 Words

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Many see the growth of the Multinationals as a key factor in the widespread nature of globalisation resulting in increase in trade and technological advancements and improved transportation of goods across nations. I on the other hand see it as a by-product of globalisation. This move could only have been facilitated by the improvement in trade, transportation and technology. As a result, many MNEs outsource and offshore production of their goods and services and have offices in several countries across the globe, with head offices usually centralised in the United States and Japan.Show MoreRelatedImpact of Driving Forces of Globalization2153 Words   |  9 PagesThakur Shyamnarayan College of Education Research, Kandivali (East), Mumbai. Title of the Paper : Impact of driving forces of Globalization – Role of Education Globalization has come to be a principal characteristic feature of the new millennium and it has become an inescapable reality in todays society. 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In both cases, these eras of globalization were preceded by periods of enriched thinking, sharing, and scientific revolutions. The renaissance is a prime example of an era when ideas and knowledge flourished and spread throughout Europe. This newfound age of discovery resulted in global

Camp B Sir Jack s Problem Essay - 819 Words

Camp B was Sir Jack s problem, he had the forces from Minos with him, along with the sword maiden Josie. Jack s task was going to be harder than the others, he was supposed to capture at least one of the snorpians alive for questioning. Right now he was in waiting mode, his forces were concealed in the woods between camp B and the snorpian s main base. Camp B was where the pregnant females were being kept, Jack had no desire to rush in their with waving swords and have to fight his way through a multitude of abused females. Some slaves ran by from the direction of the main base and Jack let them pass by unmolested, maybe they would try to reinforce the main base and he could strike out at the snorpians when they passed by, enabling him to avoid direct contact with most of the females. Jack waited an hour and there was no sign that these snorpians had any intention of going to the aid of their fellows. He had no choice now he s have to advance to camp B. 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Resistance to Change in an Organisation- myassignmenthelp.com

Question: Discuss about theResistance to Change in an Organisation for Implication. Answer: Introduction The global business is changing fast because of the fast changing technology and the process of globalisation. Under this constant changing environment the business also needs to change their business and other process. The organisations face problem at the time of change process in the organisation. Here the problem is not the change process but the resistance to change (Erwin Garman, 2010). The resistance to change appears in the organisation because of the employees or the group of employees in the organisation. They perceive the change process as a threat to their current position. In this current assay different factor of the change resistance, employee position, managers perception and strategy, ethical dynamic and implication of all of these would be appropriately evaluated for the development of appropriate conclusion. In the essay the change management process of Mobil Oil Australia Limited would be used as an example. The change process is done to improve profit focus, mai n business focus and customer focus (researchgate, 2001). The organisation populated the position in the organisation from the above positions to dowered positions in the change proces. Employee and resistance to change The change management process has different reasons and dimension from the employee perspective and those needs to be understood properly for developing effective plan for change management process. One of the significant reasons is the needs of the employee. Individual needs are some of the important motivational factor for any action. The employee perceives the current situation safe as it satisfies their needs effectively and any change to that can be cause of discomfort (Fernandez Rainey, 2006). The current position of the employee in the organisation is built by him or her over a long period of time with significant effort. This current position provides certain power to the employee in the organisation. In the change process that position comes under uncertainty and develops resistance. Along with the organisational goal every employee has some individual goals. Missing out on their personal goal would make the employee disappointed and hence less participative in the process. Another important fact is the uncertainty in the process (Furst Cable, 2008). The uncertainty influences the risk-averse behaviour. Along with the uncertainty the lack of understanding of the personal return in the process combines the resistance and it grows strong (Erwin Garman, 2010). The process began to look painful to the employee of the organisation. Sometime the previous mistrustful situation influences these fears further in the mind of the employee. The change process needs certain skill set from the employee to become successful. The lack of competency from the employee side creates the fear of failure and that combines with the fear of uncertainty (Fi Vakola et al., 2007). Under such uncertain situation the clear communication about the change process from the company side helps. When the organisation does not maintain a steady communication to address the entire question in the mind of the employee, it compounds the problem. The decision making process in the change management process may have the participation of the employee actively but when the change process is forced on the employee, they feel the lack of consultation and the resistance grows further (Fernandez Rainey, 2006). When the employees are consulted in the decision making, the employee develops stakes in the decisions and they better follow them. In case of Mobil Oil Australia Limited reengineering of the organisational structure means that all of the people would be reemployed in the organisation as per the positional demand. At the end of the process many people got redundant. Now that is enough to create a situation of panic among the employee and create resistance. Managers perspective in the resistance to change The resistance in the change process is almost inevitable. In that context the managers perception to the change and its resistance becomes important to management the process. In that context certain set of belief from the managers side becomes creates additional problem for the situation. There is a belief system in the managers that the change process which goes through less resistance is beneficial (Pieterse et al., 2012). The consideration goes one step further and form inimical relation with the resistance process in the change management process. So they try hard to win this enemy with some strong action. But different literature in this field do not support this view, rather they found out that the resistance to the change process some utility of its own. So a negative approach, suppression or diversion of this problem is not an effective approach. There are many reason of demonising this change process by the managers. One of the significant reasons is the lack of control and power in the situation. The change management process is also an uncertain situation for the managers also. They plan properly to manage that risk of uncertainty but the resistance to the change process creates problem in their plan (Bareil, 2013). They feel lack of power and authority under such position. This is also a problem of perspective. The uncertainty and risk factor is so overwhelming that the managers are not able to see the change process from the perspective of the employees. So it remains as battle like situation for them. There is always a scarcity of resource in the organisation. Under the changing situation there must be more such scarcity and adverse situation which influenced the process for change (Fi Vakola et al., 2007). In the change process the managers have much more responsibility and higher risk factor as they are at the upper s cale in the organisation. Under such situation when the employee resist the change process it becomes too much stressful for the managers to manage the situation. The lack of skill could also be true for the managers in the change process (Pieterse et al., 2012). So in that situation a minimum resistance from the employee side would create greater difficulty for the managers to manage the change process and stay in the plan. The resistance is also demonised as the failure of the process could cost the job of the manager. In Mobil Oil Australia Limited lot of managerial position also got redundant. The vacancy was filed up from the level 2 and 3 to the downward levels of 5 (researchgate, 2001). So there is a basis insecure position of managers. Change management resistances relation to the organisational power structure The decision to change comes from the top management of the organisation. Under the influence of the adverse business results the shift in strategy occurs in the organisation (Bareil, 2013). In this situation the managers or the agents of change feel the necessity and urgency of the change. Under such situation the strategy is decided by the top managers and the instructions flows from the top to down state. The hierarchical system in the organisation is the source of power. To make the process successful and achieve the goals of the organisation a strict planning is done for the process. The implementation of the plan is also done through strong control process (Oreg, 2006). Organisational change process with this power structure provides little scope of active participation from the employee side and creates strong resistance. The power also influenced by the level of expertise. The top management or leadership of the company depends on the expert advice for the change process. Here the knowledge and expertise of these technical people in the change process provides some power to them (Furst Cable, 2008). Enforcement of this creates some problem in the change management process as there is lack of consideration of political cultural dynamics in the organisation (Fiss Zajac, 2006). Individual power comes because of many factors in the organisation. Some of the factors are expertise, role or position based legitimate power, personal characteristic and trait based power, association with the influential people. A better approach from the change agents side would be to realign them with the individual power structure in the organisation to make the change process smooth. The change agents like the important managers use different sources of power for example the information control, expertise level, politica l, support of an influential group for the change process (Furst Cable, 2008). All of these power sources would create the problem of improper communication, low trust factor, confusion, and fear in the mind of general employees and that would create the resistance for the process of change. Except the top management the total employee class in Mobil Oil Australia Limited would have some insecurity in the process and here power and politics would get prominent place in the change process. Ethical issues concerned with the organisational power and change resistance The use of power for the change process of organisation is narrowly focused. Often here the individualistic approach is also followed. In combination the whole thing becomes unethical for the larger participant in the change process. The leader of the organisation has the responsibility to include all the participant of the change process (Oreg, 2006). Everyone has the stake in the process. The change process would impact everyone in the organisation. Some time the use of power would violet the right of the individual in the organisation (Furst Cable, 2008). Like at the time of change process some people may loos their job without providing adequate chance to them to readjust to the situation. The use of dirty politics for influencing power in the change process would also be an unethical approach. All of these situations would increase the resistance in the process. Not recognising the resistance would also be considered lack of ethics. Under this situation the model of Kurt Lewin would be best to facilitate the change process in an ethical manner. Kurt Lewin propagated the process of learning for the change process. His view was that the knowledge and skill would help the participant to accept the change with less conflict in the situation. Better knowledge would influence them to join the change process under their own volition. Kurt Lewin did considerable research and came up with a plan for the change process (Kaminski, 2011). The plan comprises of four different elements. The elements are the group dynamics approach, field theory, the action research approach and the change process through the three step model. Along with all these elements additional three principle were identified by him for the ethical and smooth change process. First principle is to facilitate the non manipulative decision making by the entire participant. Second principle is the use of the group dynamics or the field theory to develop the neutral type of facilitator to motivate them for the change process (Kaminski, 2011). In the third principle the self evaluation is asked through the three step model and the action research for the change process. Implication of resistance and managerial effort on the program of change management The managerial position and the change resistance are in opposite side. In most of the cases the managerial unfavourable view of the resistance influence them to take up some power based unethical approach. These approaches would influence the resistance further in the organisation (Palmer et al., 2009). On the other hand if the resistance are not viewed in negative way then those can be used for the betterment of the process. First of all the change process is always seen as a good approach to betterment of the organisation. But this view could have some faulty assumption and the resistance can help the organisation to revaluate the change process. The external forces of the business force them to change in the market. The resistance from the business internal stakeholders stabilises the force internally and the business can improve and consolidate the process of change (Thomas Hardy, 2011). Without any resistance the change process becomes normal and no creative or innovative proc ess can get included in the process. Ignoring or suppressing the resistance process by the managers would result in an inefficient change process in the organisation. In Mobil Oil Australia Limited the staffing process was done gradually and it took around 3 month time (researchgate, 2001).The redundancies were properly addressed in the process. Some time the people were offered lower position because of the competency level but given the same pay scale. A proper care helped the business go through the process effectively. At the end the process improved profitability and the ROCE improved from 2% to 7%. Conclusion The evaluation of the resistance process has given several insights to the problem. The perception of the manager and the employee are different in the change process but both of them are influenced by the same type of fear and uncertainty. The employees use the process of resistance from their position and the managers uses the power structure to influence the change process in the organisation (Palmer et al., 2009). Amidst of all of these the ethical consideration is important for the process of change. An unethical approach would create lot more conflict in the process. Here the Kurt Lewins model of change process would help to eliminate resistance from the process. Facilitating the learning process in the change management would help the participant to accept the change process and the organisation would be able to complete the process ethically. From this discussion it is clear that the managers demonise the resistance because of the person insecurity, influence of power. The us e of power structure to force the change process would create some unethical consequence for the other stakeholders and hence the resistance would grow further (Thomas Hardy, 2011). On the other hand if the resistance is used a positive factor for change then it would further help the organisation to back check the process, make it more efficient and stabilise the external temptation of the process. Reference Bareil, C. (2013). Two Paradigms about Resistance to Change.Organization Development Journal,31(3). Erwin, D. G., Garman, A. N. (2010). Resistance to organizational change: linking research and practice.Leadership Organization Development Journal,31(1), 39-56. Fernandez, S., Rainey, H. G. (2006). Managing successful organizational change in the public sector.Public administration review,66(2), 168-176. Fiss, P. C., an d Zajac, E. J. (2006). The symbolic management of strategic change: Sensegiving via framing and decoupling.Academy of Management Journal,49(6), 1173-1193. Furst, S. A., Cable, D. M. (2008). Employee resistance to organizational change: managerial influence tactics and leader-member exchange.Journal of Applied Psychology,93(2), 453. Furst, S. A., an d Cable, D. M. (2008). Employee resistance to organizational change: managerial influence tactics and leader-member exchange.Journal of Applied Psychology,93(2), 453. Kaminski, J. (2011). Theory applied to informatics-Lewins change theory.Canadian Journal of Nursing Informatics,6(1), 1-4. Oreg, S. (2006). Personality, context, and resistance to organizational change.European journal of work and organizational psychology,15(1), 73-101. Palmer, I., Dunford, R., Akin, G. (2009).Managing organizational change: A multiple perspectives approach. New York: McGraw-Hill Irwin. Pieterse, J. H., Canils, M. C., Homan, T. (2012). Professional discourses and resistance to change.Journal of Organizational Change Management,25(6), 798-818. researchgate. (2001).Change Management at Mobil Oil Australia.. [online] Available at: https://www.researchgate.net/publication/221177155_Change_Management_at_Mobil_Oil_Australia [Accessed 9 Oct. 2017]. Thomas, R., Hardy, C. (2011). Reframing resistance to organizational change.Scandinavian Journal of Management,27(3), 322-331. Vakola, M., Eric Soderquist, K., and Prastacos, G. P. (2007). Competency management in support of organisational change.International Journal of Manpower,28(3/4), 260