Conversation Topics for business occasions Essay

Discussion Topics for business events - Essay Example Attention to these objectives furnishes the subordinates with a bearing so they can outfit themselves with the abilities required to be qualified for the open doors lying ahead. The subordinate ought to especially attempt to ask the supervisor how he/she would be associated with the undertaking. The subordinate should attempt to assent with the supervisor over the fundamental methodology and principles. The subordinate should impart to the supervisor what he/she thinks the perfect methodology is and afterward he/she may approach the manager for input. â€Å"Be sure you comprehend forthright what the core values are for the work †not simply the strategic components. These standards are what you ought to talk about with your boss† (Chatman refered to in Gallo, 2011). Notwithstanding that, the odds of subordinates’ thought for those open doors by the manager are upgraded on the grounds that the supervisor has just talked about the plans with them. An awesome and enlig htening subject of conversation is innovation. Examining most recent mechanical examination and items with a manager not just sets a decent impression upon the chief, yet additionally shapes an intriguing subject of conversation. Nowadays, with the pace of innovative improvement being so quick, there is a ton to talk about. Subordinates can talk about the creative highlights of the most recent contraptions, draw correlation between the freshest and the old models of devices, examine whether a specific device merits putting cash in or not, and above all, regardless of whether a specific device can be utilized to improve the business they are worried about somehow or another. Conferences are entirely reasonable events to talk about imaginative thoughts in. Subordinates can propose to a manager how the utilization of another contraption can help them in the business tasks, and how it tends to be coordinated into the authoritative culture. This puts forth for the manager that the subord inates are entirely educated, dedicated, and can add to the advancement of the association. Legislative issues may be a decent subject of conversation with a supervisor in a conference furnished that the subordinates can assent with the boss’s feeling and show regard for his/her perspectives. In any case, it is an unsafe theme to talk about with a manager in light of the fact that numerous individuals host enthusiastic associations with their political gatherings and when they examine governmental issues, they enjoy into a warmed contention with the pundits. In the event that this occurs between a chief and a subordinate, it isn't useful for the relationship. While talking about governmental issues, it is recommendable for the subordinates to initially tune in to the boss’s position, on the off chance that they can concur with that, they ought to examine it; on the off chance that they can't, they ought to either stay quiet or attempt to change the subject articulately . Each subject that is talked about in a conference between a chief and the subordinates doesn't really need to identify with business. Sports is another exceptionally fascinating and connecting with theme to talk about with a manager on a conference. Gatherings are superb events for talking about games in light of the fact that the chief and the subordinates are having a balanced conversation, and have adequate chance to examine such things. This is not the same as the day by day collaboration that occurs in the workplace which is obliged by constrained time and weight of work. â€Å"During the excited work week, they experience the supervisor as the wellspring of control, assignments, periodic censures and, ordinarily, almost no close to home chit

The Merchant of Venice Act 1 Summary

'The Merchant of Venice' Act 1 Summary Shakespeares The Merchant of Venice is an incredible play and flaunts one of Shakespeares most essential reprobates, the Jewish moneylender, Shylock. This Merchant of Venice Act 1 outline guides you through the plays opening scenes in current English. Here, Shakespeare sets aside the effort to present his principle characters - most prominently Portia, perhaps the most grounded lady parts in all Shakespeares plays. Act 1 Scene 1 Antonio is addressing his companions Salerio and Solanio. He clarifies that a trouble has come over him. His companions propose that his misery could be because of him stressing over his business adventures. He has ships adrift with stock in them and they could be defenseless. Antonio says he isn't stressed over his boats since his products are spread among them and in the event that one went down he would in any case have the others. His companions propose that he should then be infatuated, Antonio denies this. Bassanio, Lorenzo, and Graziano show up as Salerio and Solanio leave. Lorenzo says that now Bassanio and Antonio have been brought together they will make their leave yet mastermind to get together later for supper. Graziano attempts to brighten Antonio up yet without any result, he discloses to Antonio that men who attempt to be despairing so as to be seen as astute are tricked. Graziano and Lorenzo leave. Bassanio grumbles that Graziano has nothing to state except for simply won't quit talking. â€Å"Graziano talks a vast arrangement of nothing† (Act 1 Scene 1) Antonio gets some information about the lady he has succumbed to and expects to seek after. Bassanio recognizes that he has acquired a great deal of cash from Antonio throughout the years and vows to clear his obligations to him: To you Antonio, I owe the most in cash and in affection, And from your adoration I have a guarantee to unburden every one of my plots and purposes how to get away from all the obligations I owe.(Act 1 Scene 1). Bassanio clarifies that he has gone gaga for Portia the beneficiary of Belmont however that she has other more extravagant admirers, he simply needs to attempt to rival them so as to win her hand. He needs cash to arrive. Antonio discloses to him that all his cash is tied up in his business yet that he will go about as an underwriter for any credit that he can get. Act 1 Scene 2 Enter Portia with Nerissa her holding up lady. Portia whines that she is fatigued of the world. Her dead dad specified, in his will, that she herself can't pick a spouse. Portia’s admirers will be given a decision of three chests; one gold, one silver, and one lead. The triumphant chest contains a picture of Portia and in picking the right chest he will win her submit marriage. He should concur that on the off chance that he picks an inappropriate chest he won't be allowed to wed anybody. Nerissa records admirers who have come to figure including the Neopolitan Prince, County Palatine, A French Lord and an English aristocrat. Portia derides each of the courteous fellows for their weaknesses. Specifically, a German aristocrat who was a consumer, Nerissa inquires as to whether Portia recalls that him she says: Vilely in the first part of the day when he is calm, and most viley toward the evening when he is flushed. At the point when he is best he is minimal more regrettable than a man, and when he is more awful he is minimal superior to a monster. A the most noticeably terrible fall that at any point fell, I trust I will make move to abandon him.(Act 1 Scene 2). The men recorded all left before speculating for dread that they would fail to understand the situation and face the results. Portia is resolved to follow her father’s will and be won in the manner by which he wished yet she is glad that none of the men who have come have succeeded. Nerissa helps Portia to remember a youthful man of honor, a Venetian researcher, and fighter who visited her when her dad was alive. Portia recollects Bassanio affectionately and trusts him to be deserving of acclaim. It is declared that the Prince of Morocco is coming to charm her however she isn't especially upbeat about it.

Whats happening with Senior House

What’s happening with Senior House The thing that happened My phone was buzzing all day Friday with emails regarding the same Thing, the same event, the same new information. As Sabrina described vividly, even the initial subject line seemed ominous “Important news for the Senior House community” which then was followed with immediate mention of “troubling data” and “important decisions we have made.” Emphasis mine, because “we” was in no part the “Senior House community,” and I felt that discrepancy did well to set the tone for the body of the announcement. Here’s a screencap of the message: There is a good chance you’ve heard about this already, since a lot of people are talking about it. There is an article in The Tech regarding its announcement in general, and then another in which Dr. Cynthia Barnhart discusses the plan more depth. As I mentioned, there is an enormous amount of talk about this in public channels by residents, alumni, friends of the Haus, and others who are concerned. Even my mom texted me about it saying they e-mailed her too, as they did to every parent of a Senior House resident. I have definitely read more open-letters-per-time-unit since the release of this announcement than in any other equivalent length of time in life on this earth, which I think serves to illustrate that this has provoked some sort of controversy. The Concerns “Whether your hair is mousy brown or electric blue, whether you listen to classical concertos or cutting edge undiscovered bands, whether you like sushi or greasy diner food, trashy novels or great lit in dead languages, you’ll find those who share your tastes at Senior House. And if you can’t peg yourself on this either/or list, we’ll love you all the more. Senior House residents are happy to sometimes march off the beat of any drummer. And long after you’ve left MIT, you’ll always want to come home again.” The number cited in the e-mail looks drastic. Sixty percent 4-year graduation? This is pretty low, and it suggests there has to be something that is different about Senior House to explain this alarming statistic. If our aim is really to use proper statistical methods to diagnose a problem, we will first want to control for things not held equal. We might first look at demographic factors, as it is well-documented that students of certain demographic backgrounds are significantly more likely to take longer than four years to graduate. For instance, Senior House is one of the most inexpensive dorms to live in and has a disproportionately high share of low-income students, and in fact, the most expensive dorms McCormick, Maseeh, and Baker have the three highest graduation rates, whereas the cheapest dorms (East Campus, Random Hall, Senior House) have the lowest. On top of this, the House houses a disproportionately high share of underrepresented minority students, and according to the Chancellor’s office, 40% of its residents are LGBT. To the extent that the difficulties associated with these factors can explain the graduation rates, action targeted at the dorm itself is worthless, especiall y the problems faced by poor and minority students could be addressed directly with respect to their experiences. In addition to this, a number of people have pointed out that the openness of Senior House culture is likely to select for those who suffer from mental health difficulties, yet were it not for the tight-knit community they had had here, it would have been much worse for them. To ban freshmen is here not only bad science, but a disservice. Points like these are not my own, and they are just a fraction of those being voiced in response to this decision. Holly ’18 eloquently summarizes these and a number of other objections that the community has expressed in an open letter to the Chancellor, which I suggest you read for a more comprehensive account of why people are generally upset. We are alarmed at the complete lack of collaboration with residents in the process of this decision. We are disturbed that a predictably controversial decision was announced after most students had left campus for the summer, which comes across as a strategic effort to minimize protest. In general, it should be expected that policy very drastically affecting the situation of a large number of people should be drafted with their input, or at the very least with their knowledge.  I’ve never much liked surprises. And then, it was also a surprise that they survey data apparently being used to corroborate the “drug use” allegation was not as anonymous as it purported to be. (Still, the aggregate data has not been publicly released, so it is impossible for us to know what it actually says.) Others worry that this measure constitutes an existential threat to the community as we know it, with ominous references to Bexley, a dorm culturally similar to Senior House which was recently closed and torn down. I will also point out the fact that the cultures of dorms are built from different people with different values, which should easily affect graduation rates. The atmosphere at Senior House is anything but conventional, and many stray off the four-year path as a result of their personal uniqueness. I can name a number of fellow students who have taken time for startups, students who take semesters off to travel around the world, and students who punt the Protestant ethic and instead enjoy their lives here, at the cost of taking more time. The most creative people I know have felt trapped by the rinsing and repeating of the deadlines and the grind because their minds are somewhere else besides the five point oh and the six figures and the severe importance of demonstrating their worth to the rest of the world quantitatively. And personally, I love being at MIT! but I’m not about to drink Kool-aid from the firehose that tells me a failure to follow a cookie-cutter ideal is indicative of a personal shortcoming. I think this aspect of the culture was what drew me in, though it’s possible my time here has further “corrupted” me with a more confident sense of irreverence. The administration aims to protect the freshmen from this corruption; I don’t think that this is right. But you know, we could instead ignore all of this and come to the conclusion that those 20% of Senior House residents are junkies who drop out of school cause of Drugs (I hope I phrased this in a way that is obviously sarcastic, since I feel like this not far from what they actually would have you think). In seriousness, I don’t think that there’s anything wrong with making sure students are healthy, and looking to design policies to help them. We welcome the mental health trained faculty, and are passing around ideas and initiating dialogue about things we think we could improve upon as a community both socially and academically. But I do think that this interpretation of data on graduation to justify depriving freshmen of Senior House (and depriving Senior House of freshmen) is absolutely not acceptable, and I think this is the general consensus. Going Forward People now are looking to negotiate. Theyre trying to bring back the freshmen, and to modify the remainder of the plan in a way that is tailored to what students feel will best help them succeed, academically and/or personally. A group of residents already met with and spoke to Chancellor Barnhart on Friday. Robby ’18 was one of these people. What he said to me, after meeting with her in person, was something like: “I honestly think she wants to do good.” The immediate dilemma I then found myself in was whether to dismiss him in cynicism or in sarcasm; but see, Robby has an intuition that I really really trust, and he’s up in the front line in Cambridge, and I’m not. A lot of people are very upset and passionate and distrustful of the administration as was my own instinct but in the back of my mind I do keep considering the possibility that this solution will be successfully re-negotiated, because someone who genuinely wants to do good should listen to a resounding chorus saying “the ban on freshmen will actually do much more harm than good” and then accept an invitation that goes “let’s work together to figure out what will help.” It’s a belief in the mutual exclusivity of a genuine desire to craft policies that end up for the best, and the implementation of the policy as it currently stands. I suspect only one of these can end up being true, and if Robby is right, then I have hope. The Chancellor also admitted that not working with students and staff from Senior House to develop this plan was, in her words, a “mistake.” This recognition on her part is also very significant. Any rational person will agree that an enormous and fateful decision should not be implemented if the decision was made in a way that they believe was flawed. It’s like, imagine you declare the next president of a nation and the people collectively say, “what the hell?” Because apparently you had intended to run an election, but forgot, and you say, “whoops, that was totally a mistake.” …“But it seems like the winner was already announced on TV, so it’s too late to run the election now, yeah, sorry” ? or would it be, …“So let’s take a step back and fix this.” Like I said, my current hopes about the future of these negotiations involve a healthy dose of faith in the parties involved, and an underlying sense of amazement at the dedication of the community through all of it so far. There is something profound in the fact that people care so much, that they’re taking time out of their busy schedules to devote their attention to preserving something they value and ensuring that future generations can come to share in it too. It says there’s something worth keeping alive here. And it says there’s a lot at stake. In the mean time, here’s a nice  petition, and an email address for Dr. Barnhart. I will try to keep you updated.

Ethics in Advertisement of United Colors of Benetton

Ethics in advertisement of United Colors of Benetton Are Benetton ´s advertisements ethical or not? Contents Introduction: 3 The United Colors of Benetton strategy 3 Three separate cycles of building Benetton’s value 4 Utilitarianism approach 6 Deontological approach 7 Conclusion 9 References 9 Introduction: As the students of MME (Economics and Management studies), we have chosen the topic, which involves our study program, which is the Marketing and Consumer behavior. Our topic is focused on the advertisement and the practices of United Colors of Benetton Company. Their way of marketing seems to be directed â€Å"another way† and it has been discussed several times whether their strategy is ethical or not in the past. First we†¦show more content†¦The â€Å"united† name became a metaphor pretty soon thus the name of Benetton’s company was changed to the United Colors of Benetton. One of their first add showing no racial differences saying â€Å"All the colors of the world† was the start of the new era of their many times controversial marketing strategy discussed all over the world. Three separate cycles of building Benetton’s value As it was mentioned above, the strategy of Benetton’s advertising campaign leads to many discussions and criticism and many of ads were prohibited in several countries. Their strategy is divided into 3 main cycles. The cycle of Difference The first and oldest cycle started in the 80’s and was concerning to the racial, religious and sexual conflicts and differences. All the conflicts are based on tabus and on a difference that separates rather than unites. The Benetton’s plan was to integrate opposites and to unite differences under a single flag – the Benetton’s logo. The ads were not so controversial. As in the following cycle – the cycle of the reality. The cycle of reality This cycle starts in the early 90’s as the answer to the Gulf WarShow MoreRelated Marketing and Ethics (United Colors of Benetton) Essay1888 Words   |  8 Pagesindustry, United Colors of Benetton continues to face the challenge of effectively marketing clothes across racial, cultural, and religious borders. Renowned for using social issued-themed pictures to promote its brand, Benetton has strayed from traditional marketing techniques to provide customers with an idea of the many issues that plaque societies from continent to continent. This unique approach has been met with extreme emotions, and people have both praised and damned the Benetton advertisementsRead More Controversial Advertising Essay examples3078 Words   |  13 Pagesexample-cases of controversial advertising can be investigated. The integration of ad-alien contents within the Benetton-campaign then will be analysed as a form of aesthetic subversion to subsequently question exactly the image’s ad-al ien and supposed subversive form and content. Thus, it will be shown that Benetton’s subversive potentials are overshadowed by their functions as advertisements. This works second part will look at two campaigns developed for French Connection. By investigating twoRead MoreInfluence of Religion on Consumer Behavior and the Effects on Marketing4277 Words   |  18 Pagescommunity and teachings to encourage morality while spirituality involves an individualized search for meaning and developing interconnectedness with humanity and the transcendent, however both internalize a sense of morality, perception, values, ethics, identity and desires (1). 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Article Type:    Research paper Keyword(s):    Ethnic minorities; Racial discrimination; Disabilities; Discrimination; Equal opportunities; Gender; â€Å"Lookism†; â€Å"Lookphobia†; United States of America. Journal:    Equality, Diversity and Inclusion: An International Journal Volume:    32 Number:    1 Year:    2013 pp:    83-119 Copyright  ©    Emerald Group Publishing Limited ISSN:    2040-7149 Read MoreMarketing Management130471 Words   |  522 Pages Evolution of marketing management 3.2. The Role of Marketing 3.3. Marketing concepts 3.4. The Marketing Mix (The 4 P s Of Marketing) 3.5. Corporate Social Responsibility (CSR) and Ethics in Marketing 4. Have you understood type questions 5. Summary 6. Exercises 7. References 1. INTRODUCTION: The apex body in United States of America for the Marketing functions, American Marketing Association (AMA) defines marketing as â€Å"Marketing consists of those activities involved in the flow of goods and servicesRead MoreExploring Corporate Strategy - Case164366 Words   |  658 Pagescompetitive forces in the travel industry. HiFi – how can small players survive changing markets? Amazon (B) – latest developments in a successful dot.com. Formula One – developing the capabilities for competitive success in a hi-tech industry. Manchester United – clash of expectations in the football world. Salv ation Army – strategic challenges for a global not-for-profit organisation with a mission. Bayer MS – corporate social responsibility in the international development of a German company. Eurotunnel

The Life and Ideas of Socrates - Free Essay Example

Sample details Pages: 5 Words: 1522 Downloads: 2 Date added: 2019/08/08 Category People Essay Level High school Tags: Socrates Essay Did you like this example? The unexamined life is not worth living for the human being. These words, spoken by one of the most influential men to ever live, have resounded throughout millennia as the basis for all philosophical thought. Socrates life played a major role in human history as it has influenced everyone from Plato, to Aristotle, and even Alexander the Great, showing its importance for us as humans living in an ever-changing world. The life of Socrates fluctuated and evolved constantly, as his early years consisted mainly of education and early philosophical thought, but as he grew in wisdom and stature he found himself fighting in multiple battles during the Peloponnesian wars and saving the lives of powerful men. Sadly, his philosophical ideas were not widely accepted and his steadfastness to his own ideas eventually led to his execution. Socrates was born in Athens during the year 469 B.C. to Sophroniscus and Phaenarate, his father and mother respectively. The tribe his family associated with was Antiochis, while their Deme, or their district, was Alopece. Five days after his birth, Socrates father followed the sacred tradition of carrying him around the hearth and accepting him into the family, naming him on the tenth day. Following his naming, Socrates was presented to his phratry and socialized into Athenian institutions necessary for the common male (Nails 09). As Socrates grew, he became more and more e ager for schooling and was eventually incorporated into the sophisticated schooling system of Athens. Don’t waste time! Our writers will create an original "The Life and Ideas of Socrates" essay for you Create order During Socrates childhood, literacy became more widespread and education was becoming a necessity for a growing percentage of the Athenian population. Because of this, Sophroniscus ensured his son would receive an education on par with what was expected at the time, showing that Socrates upbringing was not deprived nor was it especially luscious. At a young age, Socrates was already purchasing the scrolls of Anaxagoras and educating himself in the ways of philosophical thought, planting the seeds of wisdom that would grow and influence generations to come. In his 18th year, Socrates father put him through the ceremony of dokimasia, where he would be examined and entered onto the citizens role. This made Socrates eligible for tasks of the Athenian government, meaning he needed to spend two years in compulsory military training. Unfortunately, soon after Socrates came of age, his father died, leaving Phaenarete (his mother) as his only legal guardian. Between this time and his 30th yea r, Socrates discussed philosophy with influential teachers of the time and trained himself in a trade in preparation for his coming eligibility for public office (Nails 09). Socrates early years played a large part in the molding of the rest of his life, as his fathers death played a profound effect on his moral development and his introduction to philosophy at such a young age allowed him to be deeply rooted and knowledgeable in it at just 19. After Socrates completed his mandatory military training, he was sent to Potidaea in 432 with Alcibiades to put down a revolt as a foot soldier. Alcibiades, a commander during the Peloponnesian wars, was wounded and dying on the battlefield before being rescued by Socrates, who saved his life, armor, and honor. In the year 429, during a short stint in Athens between two battles, Socrates was accused by a comic playwright of aiding Euripides in writing his tragedies, a false accusation that harmed Socrates reputation and would be repeated twice more. After travelling around the Balkan Peninsula once more to fight against revolts, the Greeks luck began to dry up and they were defeated in 424 during the Battle of Delium. Although there were many casualties, Socrates was still honored for his heroism in battle and was praised once again by his commander Alcibiades. Unfortunately, the Athenians were defeated again at the Battle of Amphipolis in 422 and Socrates was of a small group that r eturned. This would be the last time Socrates would fight in any war (Nails 10). After concluding his military career, Socrates began to teach the youths of Athens in the ways of philosophical thought and was held in high regards among them, yet he remained essentially anonymous from those who would be his peers. Unfortunately, any trace of this anonymity that was left in 423 was eliminated by the popularity he gained from being portrayed in Aristophanes Clouds. Being placed in the spotlight was not something Socrates was used to, so this event ultimately resulted in the unrest that led to his execution. After the war time that followed 423, Socrates continued his talks on erotic love with the youths of Athens (these inspired Platos Symposium) and eventually married Xanthippe, who soon after bore their first son Lamprocles. In the following years, they had another child named after Socrates father, Sophroniscus. Following his familys development, a newly erected wrestling school became the setting for Socrates examinations of the nature of friendship with a group of adolescents who associated with Plato and his older brothers. This association would soon be damaged as Aristophanes took another stab at Socrates reputation, stating, Its no longer fashionable to associate with Socrates, and His hairsplitting twaddle ignores the craft of the tragedians! (Nails 12). This unrest eventually led to accusations of irreverence and Socrates was eventually found guilty and executed. In his final hours, Socrates remained happy and energetic, drinking the Athenians poison and dying with his honor. Although Socrates himself never wrote down a word of his ideas and philosophies, his students (most notable of whom was Plato) ensured that the vast majority of his works were immortalized to ensure the world would see his genius. Because of this, we can today observe Socrates ideas of the Socratic Method and the Socratic Paradox, two key aspects of the world of metaphysical thought. The Socratic Paradox, or the idea that the only thing man can know is that they know nothing, was uncovered by Socrates in a way one would only suspect from the iconic thinker. According to The Story of Philosophy by Bryan Magee, When the oracle at Delphi declared him to be the wisest of men, he thought this could mean only that he alone knew that he did not know anything, (Magee 20). Socrates uses this simple declaration from a fraudulent fortune teller to discover one of the most profound paradoxes of philosophy while in the process stemming from it the Socratic Method. The Socratic Method is the most popular of Socrates main philosophies as it plays a part in almost any philosophers ideological journey, and involves asking a series of questions to reach, what most would hope, an end (although this was rarely attained, as Socratic questioning commonly becomes circular). Around ancient Athens, Socrates would question the legitimacy of fundamental concepts of livelihood and, according to the course text, challenge a person who thought they knew the answer, and then subject that answer to examination by asking the person a series of searching questions about it, (Magee 21). This questioning could delegitimize ideas thought to be the most concrete, as evidenced by the hatred produced from Socrates questioning of Greek gods and eventual charges of irreverence. This invalidation of ideas would force both observers and those questioned to, according to Magee, retract [their] answer, or at least qualify it although that interlocuter â€Å"â€Å" had thought they knew what, let us say, courage was, actually they did not, (Magee 21). By exposing the great ignorance of the Athenians in this way, Socrates effectively opened the eyes of thousands of youths who would eventually carry on this way of thought, whether they be his students or simply avid listeners. These ideas formulated by Socrates have resounded throughout millennia and have an undoubtedly profound effect on todays society. Socrates influence has stretched from his lifetime to today, and his ideas are still applied in modern thought and philosophy. By asking the deep-seated questions of life, Socrates was able to make humans really contemplate the meaning of their existence like never before and encourage a new way of thinking on a subject scrutinized since the beginning of human existence. The implication these ideas hold for us today is that we must accept the reality that there is no answer to the question, What is the meaning of life? but there are rationalizations for our existence. By asking, What makes things good? What is virtue? What is love? we can discover, through the Socratic method, why were here. Interestingly enough, the answer for these questions changes from person to person, each with their own respective question that carries them on to the next, eventually resulting in the eventual realization that all truths are subjective except one, that it is impossible for us to know anything d efinitely. Socrates inspiration throughout thousands of years has played a profound effect on human history and has molded cultures around the world for the better. In the constantly evolving world in which we live, having a grasp on the meaning of our existence grows in importance every day as daily trials become greater and more difficult to deal with. Although Socrates life ended before the modern calendar even began, his influence has remained and his ideologies have been immortalized by those who stood alongside him.

Problem Solving Critical Thinking †Hdlt Free Essays

Critical thinking and Problem Solving HDLT mini paper It is possible to store the mind with a million facts and still be entirely uneducated. Alec Bourne. According to American educational Psychologist – Robert M Gagne – â€Å"The central point of any education is to teach people to think, to use their rational powers, to become better problem solvers. We will write a custom essay sample on Problem Solving Critical Thinking – Hdlt or any similar topic only for you Order Now â€Å" Looking at the current model of our own learning, in HDLT 2 class itself – as students of the second semester in the university; we have been exposed to theories of this subject before. It is now time for adapting, assimilating, applying the past knowledge in real life contexts. This adaptation is tested through fresh, innovative learning environments and higher expectations. Let us first determine critical thinking and problem solving and see how are these phenomenon interrelated with each other and the role both these skills play in our lives. Critical thinking (CT) is defined as â€Å" intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing and /or evaluating information gathered from or generated by observations, experiences, reflections, reasoning or communication as a guide to belief and action. Scriven Paul, 2007, P 1). Thus simply put, CT is metacognition or thinking about thinking. Problem-solving (PS) is a mental process that involves ascertaining, investigating and solving problems. The eventual objective of problem-solving is to overcome hindrances and find a solution that best resolves the issue. These problems could range from simply crossing the road and reaching safely on the other si de without getting hurt by the oncoming vehicles or solving a Sudoku puzzle or figure out a estimated expenses of a trip or in case of a child, solving a multiplication sum given in the class. The term problem solving ( P S) in educational settings would involve solving well-structured text book problems which are poles apart from ill structured problems which are encountered in everyday life. Thus we can see that in order to effectively solve a problem, one may require to engage with it and critically think about it to find the best solution. Let us now look at certain important broad themes and specific problem solving processes used by children – Broad themes – 1. Task analysis – details of steps taken to actually solve problems. For example a child adds 2 multi digit numbers, the actual process – starting with adding the numbers in the right most column, writing ones digit as a part of the answer, carrying over the tens digit ( if it is so ) †¦ so on and so forth. Task analysis helps in identifying the exact places where child might be encountering difficulty in solving the problem, the nature of the difficulty. Thus it gives an insight into the manner in which the child solves problems; and thus provides scope for rectification. 2. Means – End analysis – Using this methodology, one solves a problem by considering the obstacles that stand between the initial problem state and the goal state. The path to reaching the goal can be achieved by accomplishing smaller sub goals. When all of the sub goals have been achieved – when all of the obstacles are out of the way – then the main goal of interest has been achieved. Thus, means-ends analysis can be seen as a search strategy in which the long-range goal is always kept in mind to guide problem solving. 3. Encoding – this literally means identifying critical information in order to build internal representations. Thus it is very important to train the child to filter out the relevant data from the all the available information. Many children fail because they are not thought how to encode critical information and utilize it. Important processes of Problem Solving- 1. Planning – this is future directed PS, most often used in difficult and new situations. But most often the novelty of the situation also ensures that children often forget to plan. 2. Route Planning – this is done in order to select a most efficient route in order to reach a destination. Children as early as one year of age start showing the development of this ability. Example – an adult figuring out his way in order to reach a new destination; after looking at various maps. The route is figured out post route planning. 3. Causal Inference – many a times problem solving is an attempt to understand the cause of a phenomenon. Humans are curious by nature. A two year old will constantly be in the endeavor to know â€Å"why things happen†Ã¢â‚¬ ¦ why do birds fly, whereas animals don’t? so on and so forth. 4. Analogical Reasoning – In problem solving this is predominantly concerned with systemic correspondences, where a solution to a known problem may be applied to solving a structurally similar problem. Analogical reasoning improves with maturation and increase in content knowledge. According to Piaget’s stages of development analogical reasoning only starts developing in the pre operational stage ( ages 2 -7) and gets occasional limited success in concrete operational stage(7-11) and becomes fully developed by formal operational stage (age 11 through adulthood) Stage I (Preoperational) – egocentric responses using idiosyncratic relations. IA – children were unable to form lower-order relations IB – some children able to form lower-order relations, but unable to form analogies Stage II (concrete operational) – occasional, limited success IIA trial-and-error success on analogies, inability to resist false counter-suggestions IIB consistent success on analogies, but inconsistent ability to resist false counter-suggestions Stage III (formal operational) – Success on all aspects of the tasks. Criticism of Piaget – Goswami Brown reasoned that children might fail Piaget’s tasks because they lack knowledge of the relations entailed. On this view, children ought to be able to solve classical analogy problems provided the analogies are based on familiar relations. Practice in analogical reasoning improved young children’s spontaneous formation of analogies. 5. Scientific reasoning: Children question everything as a basic premise,they want to know the why , how of everything; but they are also hugely influenced by the beliefs that they see are carried around them. Whenever they actually do something on their own, they do develop an understanding and rationality regarding the same phenomenon. For example a child understands that sugar takes less time to dissolve in hot milk rather than cold milk. Thus, when they indulge in activities, experiment they develop scientific and logical reasoning. 6. Logical reasoning – It is when a child can apply logical rules in order to solve problems. Logical reasoning requires the child to link each alternative to the main problem by strong reasoning. They may also require using logical structure â€Å"If†¦ , Then †¦. † for example if a child has to climb up two floors, he could either use the lift or the stairs. If the escalator lift for some reason is not working, then either the child could wait till the lifet starts working or take the stairs. The choices have to be logically reasoned out. Both analogical and logical reasoning develop gradually over early and middle childhood whereas scientific reasoning does take more time to develop and take shape as it is much enhanced by experience. Along with certain important processes used in PS some of the others are – Symbolic representation as tools Rule based problem solving etc. Above we have also looked at Piagetian perspective on PS. Let us also look at the Vyogotsky’s perspective on the same. Lev Vygotsky gave some novel ideas regarding childrens learning and their problem solving abilities. 1. Zone of Proximal development (ZPD) – This is the zone where learning takes place. This zone represents the difference the between what the child can achieve on its own and what it can achieve with the help of others. In order, for learning to occur, the elder or peer must provide a challenge that is beyond the child’s own capabilities and yet be assisted. Thus assisted learning or peer learning is an important aspect of children developing the PS abilities. If children have done a task with an adult or under the guidance of an adult (ZPD) they tend to show improvement whilst performing as opposed to those who were attempting it for the first time ( Piaget’s discovery learning ). Vyogotsky also pointed towards the importance of private speech in children, whenever confronted with a novel problem. This speech could be their method of engaging with the problem. As children grow up and get better at symbolic interpretation, this private speech diminishes. Now let us look at how a constructivist classroom helps children in enhancing their PS abilities. Constructivist approaches to learning attempt to generate environments where learners are actively engaged in their surroundings and environments that help them to construct and develop their own understanding, reasoning and knowledge, rather than the teacher interpreting their world for them. The learners interaction with the environment and with the subject matter at hand results them in having their own view about the subject. Thus we can see that collaborative learning is the hallmark of a constructivist classroom. For example – group of students in a chemistry class are learning about properties of organic salts. Instead of directly stating the properties, the teacher will devise questions which will engage the students in challenging their previous knowledge, link it to the other phenomenon that they have already been studying and generate a new level of understanding regarding the topic. During the discussions and promptings, when one student comes with the relevant concept, the teacher would cash on it and hint to the group to further explore this concept. Late, she would sum up ay concluding what the class has learnt, what helped and what did not help them in constructing new knowledge. Question – The biggest question for me is the teaching methodology. In most of the schools, that me and my colleagues have visited during our practicum, we inevitably noticed that instead of focusing on teaching the students how to think, rationalize, develop an understanding. The focus is on what they should think? Conclusion – By providing them everything like â€Å"ready to eat meals†, we seal them from developing their own understanding. In a class room setting children, still encounter structured problems, in real life settings children will be coming across many ill structured problems. The aim of education must be to prepare them for encountering the challenges that they would face everyday. They have to be trained to adequately use their problem solving abilities within the classroom as well as outside it. References – Taylor, L, (2005). Introducing cognitive development. Taylor and Francis: Psychology Press. (Chapter: Thinking and reasoning). Siegler Alibali (2005). Chapter 10: Problem-Solving (pp 341-380). Synder L. Synder J. – Teaching critical thinking and Problem solving skills, The Delta Pi Epsilon Journal, Volume L, No. 2, Spring/Summer, 2008 How to cite Problem Solving Critical Thinking – Hdlt, Essay examples

Andrew Jackson Essay free essay sample

Was Andrew Jackson really a bad president? He definitely was. Andrew Jackson was the 7th president of the United States. He was a politician and an army general. He was seen as a man of the common people. Some regard him as a good president and some say he was evil. Jackson was definitely evil. He caused the destruction of the National Bank, abused the spoils system, and engineered the Indian removal act of 1830. The first reason Andrew Jackson was a horrible president is that he caused the destruction of the national bank. On September 10, 1833. President Jackson announced the government will no longer use the Second Bank of the United States, the countrys national bank. He then used his executive power to remove all federal funds from the bank. Jackson removed all federal funds from the Second Bank of the U.S., redistributing them to various state banks. They became known as pet banks. We will write a custom essay sample on Andrew Jackson Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He stopped all deposits to the bank. Jackson had succeeded in destroying the bank. Its charter officially expired in 1836. This showed his abuse of presidential power during the Bank War. The second reason Andrew Jackson was a evil president was because of his abuse of the spoils system. The spoils system was giving loyal members of the party federal office positions. Under Andrew Jackson 919 officials were removed from government positions, which was 10 percent of all government postings. He made a clean sweep of federal job holders. The third reason Andrew Jackson was a terrible president was because of the Indian Removal Act. The Indian Removal Act was signed into law by Andrew Jackson on May 28, 1830, authorizing the president to grant unsettled lands west of the Mississippi in exchange for Indian lands within existing state borders. A few tribes went peacefully, but most resisted the relocation policy. During the fall and winter of 1838 and 1839, the Cherokees were forcibly moved west by the government. Approximately 4,000 Cherokees died on this forced march, which became known as the Trail of Tears. You really think a guy that destroyed the national bank, abused the spoils system, and caused the Indian Removal Act was a good a president? How could  a guy that hated and killed Indians be praised. Such a guy should be regarded as one of the worst presidents of the United States. People called him the man of the people but he was no man of the colored people. He contributed many things to American history and all of the good will be outweighed by his evil.