11 Habits of Successful People

11 Habits of Successful People Ever wonder what all those rich and powerful people have in common? Ever wonder how they got where they were? Or whether you have what it takes to end up among them? Or maybe you have a bad idea of what it means to be powerful and worry that you’re too nice a person for the job. Well, rest assured. Nice guys can finish first. Here are 11 habits of successful people. Start cultivating them now, and see how far you can go.1. Don’t wait to be promoted to be a leaderLeadership is not about the title on your business card. So don’t wait to get that title before you start actually leading. Power and authority are not the same thing. Try leading without being a boss.2. Be graciously disruptiveDon’t just accept the status quo because no one else seems to be questioning it. Don’t be afraid to ask the question that comes to you. Ask â€Å"what if†¦Ã¢â‚¬  and â€Å"why not†¦Ã¢â‚¬  Think outside the box and gently express your best ideas, and you could think your way to real innovation and improvement. Plus, you’ll impress your colleagues in the process.3. Think for yourselfForm your own opinions based on fact and what you know, rather than what you think- or have been accustomed to thinking. Always keep an open mind and be willing to change your mind when you have good reason to. Do this, and you can trust the little voice inside your head when it really matters.4. Focus on the big stuffDon’t get distracted by the small and trivial stuff. Cut through the noise and focus on what matters most, and what is most important. Speak up when you have something truly meaningful to say. Do the big thing first and best. You’ll build a reputation for insight and trustworthiness, at the least.5. Master conflictConflict happens. The only thing we can change or anticipate is our reaction to it when it does. Rather than shirking away from conflict, or seeking it out, try the middle path. When it hits, react to it withou t emotional entanglement. Face the situation directly and humbly, without being defensive or hysterical. You’ll find conflict can actually be incredibly productive, when you face it this maturely.6. Cause conversationThis is a hard one to practice, but if you have the talent for making people listen (and saying things worth listening to), then you can be the kind of influencer who opens her mouth and inspires.7. Know thyselfTrue power means not being blind to your own weaknesses. Position yourself to wield your strengths in the best possible way, and that means also owning your weaknesses and finding out how to grow from them.8. NetworkDon’t be the mercenary networker who drops contacts like a hot potato when they prove no longer useful. True power comes from building a solid and strong community. Develop and grow your network. Keep up contact with your connections’ connections. Treat everyone with respect and dignity and then you can all help each other work to gether to succeed.9. Ask for helpAsking for help is almost never a sign of weakness- quite the contrary. True leaders know when to delegate, when to ask for expert advice, when to take a step back for better perspective. Ironically, you’ll prove your lack of insecurity by putting the project ahead of your own ego.10. Believe in yourselfThis doesn’t mean neglecting to do all the hard work, but it does mean believing in your own power to achieve your dreams. Keep yourself driven and inspired and you’ll stand a good chance of actually meeting your biggest goals.11. Do it todayIf you have the mind set, the training, the inspiration, and the passion, why wait? The perfect opportunity to show off your leadership skills and start growing your power may never be handed to you on a silver platter. Start now. Strengthen your power muscles any chance you get, and actively seek out the opportunities to show them off.

Free Essays on Occupational Risk

Occupational Risk Thesis Whatever the profession, or trade, one may be involved in, a person deserves the right to a safe workplace, and the right to know about the dangers they may encounter during the course their work. These dangers includes, but are not limited to, providing information regarding faulty tools, irregular working conditions, malfunctioning equipment, hazardous chemicals, or everyday precautionary methods that must be taken in order to guarantee safety. In the same sense, workers should have the right to refuse unsafe work, or work in unsafe conditions. Workers should also be granted the right to participate in decisions that affect workplace health and safety. Finally, training courses should be held in order to educate employees on the dangers of the workplace, and so they may receive instructions on how to handle hazardous situations, or materials, properly. Right to a Safe Workplace What is the right to a safe workplace? This is merely being provided working conditions that are free of recognizable hazards. Working in unsafe conditions threatens a person’s survival, and ability to provide for themselves and their family. Without the right to a safe workplace, â€Å"all other rights lose their significance.† Right to know, Right to Refuse Unsafe Conditions The right to know, and to refuse unsafe working conditions, is different from the right to a safe workplace. The right to know is actually a compilation of several rights that extend from duties of the employer. The duties are as follows: â€Å"1) the duty to reveal information already possessed, 2) the duty to communicate information about hazards through labeling, written communication, and training programs, 3) the duty to seek out existing information from the scientific literature and other sources, and 4)the duty to produce new information relevant to employee health.† In order for an employee to refuse work they believe to be haza... Free Essays on Occupational Risk Free Essays on Occupational Risk Occupational Risk Thesis Whatever the profession, or trade, one may be involved in, a person deserves the right to a safe workplace, and the right to know about the dangers they may encounter during the course their work. These dangers includes, but are not limited to, providing information regarding faulty tools, irregular working conditions, malfunctioning equipment, hazardous chemicals, or everyday precautionary methods that must be taken in order to guarantee safety. In the same sense, workers should have the right to refuse unsafe work, or work in unsafe conditions. Workers should also be granted the right to participate in decisions that affect workplace health and safety. Finally, training courses should be held in order to educate employees on the dangers of the workplace, and so they may receive instructions on how to handle hazardous situations, or materials, properly. Right to a Safe Workplace What is the right to a safe workplace? This is merely being provided working conditions that are free of recognizable hazards. Working in unsafe conditions threatens a person’s survival, and ability to provide for themselves and their family. Without the right to a safe workplace, â€Å"all other rights lose their significance.† Right to know, Right to Refuse Unsafe Conditions The right to know, and to refuse unsafe working conditions, is different from the right to a safe workplace. The right to know is actually a compilation of several rights that extend from duties of the employer. The duties are as follows: â€Å"1) the duty to reveal information already possessed, 2) the duty to communicate information about hazards through labeling, written communication, and training programs, 3) the duty to seek out existing information from the scientific literature and other sources, and 4)the duty to produce new information relevant to employee health.† In order for an employee to refuse work they believe to be haza...

EU Law Essay Example | Topics and Well Written Essays - 2500 words

EU Law - Essay Example Charles clearly falls under this head. The next step would be for him to establish that the Directive is â€Å"clear, negative, unconditional, containing no reservation on the part of the Member State and not dependent on any national implementing measure,: Alfons Là ¼tticke GmbH v. Hauptzollamt Saarlouis [1966] relied on in Van Duyn v Home Office [1974]. Whilst we do not know the precise wording of the Directive we can deduce the phrase â€Å"prohibit discrimination in the workplace on the grounds of age† meets the criteria for the Directive to be directly applicable. However this is not true for Dilshad who is employed by a private company. As seen in Marshall v Southampton and South-West Hampshire Area Health Authority (Teaching) [1986] the Court of Justice does not allow the direct horizontal enforcement of Directives. However, in Marleasing SA v La Comercial Internacionale de Alimentacion SA [1990] two private individuals sought a remedy which was not included in the Directive. The Court held that a non implemented Directive could be relied upon in a case between individuals. The House of Lords confirmed this view in Webb v EMO Cargo [1994] in a case dealing with sexual discrimination. [†¦] interpret their national law in the light of the wording and the purpose of the Directive in order to achieve the result referred to in the third paragraph of Article [249]. Von Coulson and Kamann v Land Nordrhein-Westfalen [1984] 2 This is known as indirect effect. Both Charles and Dilshad could seek redress with a view to having the national court declare age discrimination in the workplace unlawful in the UK. The national court would be at liberty to provide an adequate and effective remedy. An advantage of this approach is that unlike direct effect the provisions in question do not have to be clear, precise, unconditional and require no further implementation. Assuming the worst case scenario that both Charles and Dilshad are denied a remedy through

Macroeconomics Assignment Example | Topics and Well Written Essays - 250 words - 6

Macroeconomics - Assignment Example From this discussion it is clear that public goods are characterized by non-rivalry, which means that after consumption, there are still in plenty for others to enjoy it. In addition, non-excludability is a characteristic that occurs when it is impossible to produce a good without the possibility of others enjoying it. On the other hand, private goods have a rivalry that after the consumption, it is unavailable to others. It is in this respect that they are possible to produce goods with the possibility of enjoyment of others. The non-rivalry and non-excludability feature characterize the public and private goods. The citizenship can enjoy both the two levels of goods with satisfaction.As the study highlights there is a free-rider problem in public good because of non-excludable. It refers to the ability where one cannot stop the other from consuming it. Non-rival also means that consuming the good does not lower its availability. An example for this outfit is the local police who ar e considered as a public good because of their non-rivalry. Local TV services are private as people usually pay for them. The variations based on rivalry index on goods makes them a concern for consumption and hence worth understanding.  A price index is a consideration that a manager ought to keep a keen focus on especially in determining the best product to optimize. I take a consideration of the two products A and B and subject them to the system, which shows that the marginal utility of dollar (z) MUA is 2 while MUB is 0.53.

Strategic Management Analysis Essay Example | Topics and Well Written Essays - 2750 words

Strategic Management Analysis - Essay Example .................6 Sociological Factors..........................................................6 Technological Factors........................................................7 Industry Analysis...............................................................8 Threat of New Entrants......................................................8 Threats of Substitutes.........................................................8 Bargaining Power of Buyers..............................................8 Bargaining Power of Suppliers..........................................9 Competitive Rivalry...........................................................9 Section B: Starbucks Strategic Analysis........................................10 Internal Environments........................................................10 Resources & Competencies of Starbucks...........................10 Current Strategy of Starbucks.............................................12 Value Chain Analysis.......................... ................................12 Financial & Competitive Position of Starbucks..................13 Section C: Strategic Fit †¦..............................................................15 Strengths of Starbucks.........................................................15 Weaknesses of Starbucks.....................................................15 Opportunities from the External Environment....................16 Threats †¦........................................................... .......19 Introduction Starbucks corporation is a worldwide coffee chain company that has its headquarters in Seattle, Washington State (Schultz and Howard, 2011). It is the largest company of its kind and as of March 2009, it had 16,680 stores with 38 years of experience in the coffee business (Clark, 2009). Starbucks has a presence in over 61 countries and has the core of its operations in the United States (Schultz and Howard, 2011). The US operations include over 13,000 stores which offer various forms of services to the American public. The Mission of Starbucks is â€Å"to inspire and nurture the human spirit – one person, one cup and one neighbourhood at a time.† (Starbucks Mission Statement, 2012). The vision of the company is to provide the best quality coffee to customers through ethically sourcing for the best beans. They aim at embracing diversity to create a good work and business environment in which they would engage fully and connect with customers by pro viding perfect beverage (Starbucks Mission Statement, 2012). Starbucks also aims at providing the highest levels of returns to their shareholders whilst they remain responsible to their stakeholders, viz customers, partners and the wider community (Starbucks Mission Statement, 2012). This paper provides a strategic fit analysis of this global coffee company. The components of Starbucks Corporation is analysed in this paper to provide an overview of the strategic elements of the company. Section A: Market Analysis In this section, we will examine the macroeconomic elements and the microeconomic environments to identify the business sphere within which Starbucks' US unit operate within. External Environment Macro-environmental analysis can be done through what is known as PEST analysis, which involves

Leadership Style And Power Tactics Of Gandhi History Essay

Leadership Style And Power Tactics Of Gandhi History Essay With the aid of leadership theory and specific examples, this paper reflects upon and analyses the leadership style and power and influence tactics of Mohandas Karamchand Gandhi as portrayed in the movie Gandhi. The analysis is primarily based on Gandhis personal identity and behaviour in relation to others and the external environment. More so, the relationship shared between him and his followers is embedded throughout the paper to further support the analysis. Lastly, this paper makes a short comparison between the leadership style of Gandhi and Jinnah. Gandhi is popularly referred to as Mahatma Gandhi, meaning great soul, and is commonly called bapu in India, meaning father. He is officially honoured in India as the father of the nation, as it was under his leadership and guidance than the freedom movement in India gained momentum, ultimately leading to Indias independence in 1947. Gandhi was a national leader, a freedom fighter, a visionary, a humanist, and a socialist reformer. He has been a source of inspiration and role-model for not only the common man, but various other leaders such as Martin Luther King and Nelson Mandela as well. Defining Leadership According to Yukl (2010), Leadership is the process of influencing others to understand and agree about what needs to be done and how to do it, and the process of facilitating individual and collective efforts to accomplish shared objectives. Gandhis Leadership Style Gandhi was not a born leader, but he certainly had traits of one (Exhibit 1). He was a simple man leading a simple life, but strongly believed in and practiced the values of unity, equality, truth, non-violence, justice, and honesty. His values and personality were instrumental in fighting the might of the British. He was patient but persistent, as he knew it was no simple task attaining Indias independence. While he was defiant, resistant, daring and provocative at times, he always remained calm, caring, humble and polite. He exhibited distinct characteristics, qualities and behaviours of a charismatic leader, transformational leader and level 5 leader, which are analysed below. Charismatic Leadership According to Weber (1947), charismatic leaders are more likely to emerge in crisis situations. As depicted in the movie, India was suffering from the atrocities of the British rule for decades, causing widespread distress. People were desperate to end the suffering, but were unable to find a solution. Gandhi provided the vision of Independent India, and led various movements from the front. Indias social crisis provided Gandhi with the perfect stage to rise from amongst the masses and lead India to independence. Most importantly, his actions were highly unconventional. He fought the British using the methodology of truth, non-violence, non-cooperation and peaceful resistance, rather than using violent means. These unconventional means of protest impressed and inspired his followers, who saw him as extraordinary and charismatic. Yukl (2010) states that leaders are more likely to be viewed as charismatic if they make self-sacrifices, take personal risks, and incur high costs to achieve the vision they espouse. In the movie, there were various instances when Gandhi made personal sacrifices and took personal risks. For example, he stopped wearing western clothes and donned a simple dhoti to blend with the masses; he was jailed on numerous occasions for lengthy durations; he led a simple life without materialistic pleasures; and even got beaten on occasion. Gandhi was highly trusted by his followers, given the fact that he was not motivated to free India for personal self-interest, but for the betterment and concern of the people. He drew vast admiration due to his noble intentions, high moral values and ethical standards. During his funeral procession in the movie, the commentator rightly stated, The object of this massive tribute died as he had always lived. A private man without wealth, without property, without official title or office. Mahatma Gandhi was not the commander of armies, nor a ruler of vast lands. He could not boast of any scientific achievement or artistic gift. Yet men, governments, dignitaries from all over the world have joined hands today to pay homage to this little brown man in the loincloth who led his country to freedom. Gandhi was highly self-confident, and strongly believed that India would gain independence. It was his belief that it was just a matter of when and in what form. It was his confidence and enthusiasm to free India that united his followers to jointly accomplish what seemed impossible to achieve. Gandhis vision, inspiration, confidence and positive attitude motivated and enhanced the collective efficacy of the people, inspiring the belief that unity is critical in order to free India. This collective belief fuelled the determination of his followers to willingly put in additional effort, and persist the long, hard road to freedom. Gandhi was by no means an impressive leader by appearance either. Despite being old, short, and slim-built, he had the ability and charisma to appeal to the masses through his public speaking and interpersonal skills, which had a widespread effect. In short, he was a crowd-puller. Meindl (1990) explains this spontaneous spread of emotional and behavioural reactions among the people through the process of social contagion. The people of India were emotionally and physically prepared to make self-sacrifices in order to gain independence. Gandhi activated this social identity amongst the people, at a time when their survival was being threatened. For example, the movie shows how the people of Champaran were facing a social crisis, and how Gandhi travelled there to see, hear and feel their pain. Gandhis mere presence in Champaran led to his arrest, and what followed was extraordinary. Being a crowd-puller, rioting ensued in the region, and the people swarmed the court room at his hearing . Without any heroics, Gandhi was able to pressurize the British to make changes. However, his followers viewed him as heroic and exceptional, and this feeling began to spread spontaneously among the people, stirring the whole nation. There is little doubt that Gandhi was a positive charismatic, and that he had a socialized power orientation. According to Yukl (2010), leaders with socialized power orientation exhibit the following characteristics, as did Gandhi: Strong self-control Motivated to satisfy the need for power in socially acceptable ways More emotionally mature Exercise power for the benefit of others Hesitant about using power in a manipulative manner Less egoistic and defensive Accumulate fewer material possessions Have a longer-range view His leadership influence emphasized internalization rather than personal identification. He was self-sacrificing and led from the front to communicate his commitment to the freedom struggle. Gandhi once stated, You must be the change you want to see in the world. Gandhis followers were responsive to his ideologies and appeals, and became increasingly involved in this socialized charismatic relationship. According to Yukl (2010), the affective reaction charismatic leaders arouse often polarizes people into opposing camps of loyal supporters and hostile opponents, and the intense negative reaction by some people to charismatic leaders explains why they are often targets for assassination. Nathuram Godse, a Hindu fanatic, assassinated Mahatma Gandhi on 30th January, 1948, as he felt Gandhi was personally responsible for the partition of India as well as for the deaths of thousands of Hindus. Transformational Leadership According to Bass (1985), transformational leaders possess unique charismatic behaviours that include sacrificing personal gains for the benefits of the group, setting a personal example for followers and demonstrating high ethical standards. Gandhis leadership style clearly showcases the essence of transformational leadership. For example, his followers were motivated by him, trusted him, admired him, were loyal to him, and respected him. Transformational leaders also appeal to higher values like liberty, justice, peace and equality. Gandhi lived for such causes, and fought his entire life to stand by them. Gandhis transformational leadership encouraged his followers to transcend their own self-interest and fight in unity. Thousands of Gandhis followers went to jail, and at times were violently beaten as well (e.g. Hundreds of Gandhis followers willingly gathered at the Dharasana Salt Works and stood together while being beaten with sticks by the British officials. Nevertheless, they not once resorted to violence because they respected Gandhis sentiments). In fact, according to Dirks and Ferrin (2002), transformational leadership is highly correlated with trust in the leader. According to Bass (1985), transformational leaders exhibit the following behaviours: Idealized Influence This behaviour arouses strong follower emotions and identification with the leader. Gandhi was able to influence the masses because he was a man of his words, and always practiced what he preached. He was a role model for the masses, and won their respect and trust through his actions. He demonstrated high ethical conduct (non-violence), self-sacrifice (voluntary poverty and non-materialism), dedication and persistence in order to attain Indias independence. Intellectual Stimulation This behaviour increases follower awareness of problems and influences followers to view problems from a new perspective. Gandhi was always supportive of his followers, and encouraged them to think openly, ask questions, and solve problems. He was willing to accept wrong-doing and mistakes, and was not ashamed to discard a strategy that didnt work as planned. For example, he called off the non-violent campaign despite opposition from his subordinates because there were some people who used violent means. Individualized Consideration This behaviour includes providing support, encouragement and coaching to followers. Gandhi was always supportive of his followers. For example, he patiently listened to the grievances and concerns of the poor with regards to their inability to maintain a livelihood due to British policies. Gandhi was also extremely supportive of other leaders such as Jawaharlal Nehru and Vallabhbhai Patel. He nurtured them, encouraged them to share ideas, and even empowered them to make decisions, never making them feel dependent on him. Inspirational Motivation This behaviour includes communicating an appealing vision, and using symbols to focus subordinate effort. Gandhi stood by his personal values, and consistently communicated his vision of independence. By openly communicating his vision, and using symbols such as the Salt Satyagraha movement, he provided his followers with a sense of meaning, which in turn inspired them to remain optimistic and increase their effort. Level 5 Leader Jim Collins (2005) states that a Level 5 Leader is someone who has genuine personal humility blended with intense professional will. Gandhi exhibited distinct characteristics of such a leader (Exhibit 2). He was extremely humble and modest, and lived a life on the principle of simple living and high thinking. He wore the traditional Indian dhoti and shawl, which was woven from yarn spun by hand using a charkha. He was humble and appreciative, and never hesitated in saying Thank You. However, he was extremely persistent in his resolve to gain Indias independence. Despite facing various challenges and set backs in the pursuit of independence, he never gave up. Leader Member Exchange (LMX) Theory Gandhi developed and shared a high-exchange relationship with his subordinates, followers and other leaders. This relationship grew stronger over time, resulting in a high degree of mutual dependence, loyalty, trust, respect, support and affection. According to Graen and Uhl-Bien (1995), high-quality leader-follower relationships are positively associated with transformational leadership behaviours. Even Deluga (1992) found a significant relationship between the transformational leadership behaviours of charisma and individualized consideration and high-quality LMX. While Gandhi provided the vision and inspiration, most of the ground work was carried out by his subordinates and followers, who were highly committed to the freedom struggle. They also took considerable initiative on their part to carry out the planning. For example, Nehru used his contacts in the press to take Gandhis message to the masses. It can also be stated that the exchange relationship Gandhi shared with his subordinates was favourable. Gandhi was highly supportive of his subordinates, and used to frequently consult them. He acted more as a mentor to them. He was non-dominating in conversations, and had to be highly persuasive with Jinnah on multiple occasions. His subordinates began demonstrating organizational citizenship behaviour, as their trust in Gandhi grew stronger. Dirks Ferrin (2002) validate this by stating that a favourable exchange relationship is highly correlated with subordinate trust. Gandhis Power and Influence Tactics A leader needs to be influential, and so was Gandhi. In the movie, Gandhi primarily used the process of internalization to influence his followers. According to Kelman (1958), under the internalization process, the target person becomes committed to support and implement proposals espoused by the agent because they appear to be intrinsically desirable and correct in relation to the targets values, beliefs, and self-image. Gandhi was able to influence the masses by invigorating their values of freedom, justice and self-respect to fight against the British. To a certain extent, personal identification was also depicted. Kelman (1958) states that under personal identification, the target person imitates the agents behaviour or adopts the same attitudes to please the agent and to be like the agent. In the movie, Jawaharlal Nehru was initially shown as wearing western clothes. But after Gandhis influence on him, he chose to wear clothes made of Indian fabric (khadi), thereby adopting the same attitude of Gandhi. Similarly, millions of Indians boycotted English garments in their support of Gandhis view that we should wear khadi. According to Yukl (2010), power is the capacity to influence the attitudes and behaviour of people in the desired direction. Gandhi was shown as exhibiting the use of referent power in the movie. According to French and Raven (1959), referent power is derived from the desire of others to please an agent toward whom they have strong feelings of affection, admiration and loyalty. Gandhis friendly, attractive, charming and trustworthy character empowered him with high referent power. He was able to increase this power by showing concern towards to needs of the people, by demonstrating trust and respect, and by treating people fairly and equally. Moreover, his high levels of personal integrity and consistent values allowed him to maintain this referent power. According to Yukl (2010), most power studies have found that referent power is positively correlated with subordinate satisfaction and performance, and that effective leaders rely more of referent power to influence subordinates. He further states that people are more likely to cooperate with an agent who has strong referent power. This partly explains the effective leadership of Gandhi, and reasons why his followers were highly attracted to him. Comparison Between Leadership Style of M.K. Gandhi and M.A. Jinnah Gandhi and Jinnah, as portrayed in the movie, seem to be very different in their traits, behaviour, appearance, lifestyle and leadership style. Jinnah is shown to lead a comfortable, sophisticated and lavish lifestyle, and in certain ways emulates the British. Gandhi led a lifestyle quite opposite to that. While Gandhi was the leader of the masses, Jinnah by no means came close. While Gandhi has been portrayed as warm and affectionate, Jinnah appears to be intimidating, arrogant, stubborn, manipulative, and at times sarcastic. In terms of leadership style, Jinnah exhibits characteristics of a negative charismatic. Negative charismatics have a personalized power orientation. In the movie, it can be noticed that while Jinnahs original ideology was that of an independent India, by gaining power over time, his ideologies changed. He later personally advocated creating a separate Muslim state Pakistan. While his concerns were valid, they seemed to be highly exaggerated. More so, even though Gandhi persuaded and tried to reason with Jinnah, he remained stubborn. It is only when Gandhi told him he could become the 1st Prime Minister of India with full freedom to choose his cabinet that he seemed content. Hence, it seems that Jinnah had a greater concern for self-glorification and maintaining power. In contrast, Gandhi was never in the chase for power, which is supported by the fact that he never held an official title or office. Conclusion Gandhi has been a role-model and source of inspiration for many generations. His unconventional means to fight injustice (truth, non-violence, non-cooperation and peaceful resistance) have earned him high admiration and respect. He led from the front to attain Indias independence, and influenced millions of followers to fight for a moral and just cause. He epitomised life based on moral conduct, and showed its strength to the world. While laying the foundation for democracy in India, he has also showed how unity and humanity can fight the strongest of forces. While it is highly unlikely to witness another Gandhi in our lifetime, humanity has critical lessons to learn from his leadership and life.

Effective Diversity in Learning Essays -- Education Schools

Our schools are full of a variety of children who are diverse in their own ways. What comes to mind when you hear the word diversity within schools? Many people think of race or culture, but diversity in our schools is more than that. Diversity can include race, religion, culture, and even learning styles in a classroom. In the past classrooms where not that diverse consisting of white protestant students. Currently diversity in classrooms is on the rise big time. Today’s classrooms are more effective in diversity, learning styles, and influences than past years. Learning styles is one of the ways schools have changed over the past couple of years in regards to diversity. The varieties of learning styles of students have become more aware to educators. There are three main learning styles; visual learning, kinesthetic learning, and auditory learning. Visual learners take up about half of student learners using textbooks, charts, course outlines, and graphs are useful instructional aides (Sadker, p. 47). Kinesthetic learning is also known as tactile learning. These students learn by hands on learning. Planning for student to have movement in class will help these learners. Our last learning style is the less of the three called auditory learning. These students learn best by hearing; they can remember the details of conversations and lectures and many have strong language skills (Sadker, p. 47). By providing a time for these students to recite the lesson themselves can support this form of learning. To be an effective teacher for all the lear ning style diversities means being able to be flexible and incorporate a variety of teaching techniques. Is Gender a learning style? Absolutely gender is a learning style and teachers ... ...ated a more effective education system. It is expected that diversity in the classroom continue to change and therefore change how teachers educate their students. Works Cited Gorski, P. (2010). Multicultural Educaion Reform. Retrieved January 15, 2011, from EdChange: http://www.edchange.org/multicultural/curriculum.html Radovancev, E. (2005, December). MULTICULTURAL DIVERSITY. Retrieved January 15, 2011, from ewu.edu: http://web.ewu.edu/groups/library/MulticulturalDiversity05.pdf Rowe, K. (n.d.). Diversity In The Classroom: Understanding Difference in a Global Society. Retrieved january 15, 2011, from AZBN Education Department: http://www.azbn.gov/documents/news/diversity%20in%20the%20classroom.pdf Sadker. Custom book for Ashford: SOC 312 Teachers, Schools and Society: A Brief Introduction to Education. McGraw-Hill Primis Custom Publishing, 38503.

What Do You Look Forward?

I look forward to getting the best out of this program and come out a better nurse equipped and seasoned with sound knowledge and skills necessary to meet up with challenges in the healthcare system. However my greatest fear is time management Time management is very important in any area of life as success and failures are built upon it. It is my fear here as I have to juggle School, Work, family at the same time and meet up with the demands of each, allotting quality time to each section.Language barrier on the other hand possess a little bit of challenge to me as I have to advance my writings from undergraduate level to graduate level. My plan to overcome this fear is to be organized from day one which entails knowing my schedule, plan and stream line my activities via time table format. Make effort to follow my time table, remove procrastination from it but allow flexible time for any unforeseen circumstances that might come up along the way.Specific educational experience I enco untered was when I started school here in a traditional class room, it was very difficult for me to comprehend what my instructors was teaching and also for them to understand me because of my accent. My fear was how to succeed in my education when I don’t understand the classroom lectures. I am even too afraid to ask questions fearing that they will not understand me or even laugh at me. I am fine studying my textbook at home but it is not enough as major and important points are highlighted in the lecture notes.So my first step in addressing this fear was to meet with my instructors after class and tell them my problem. Second step was to use the learning resources available at the college and attended series of passport classes for international students. This tutoring classes and one on one session with most of my instructors took all my spare and family time but it did pay off at the end of the semester with good grades. These resources helped me to overcome my fear, und erstand my instructors, and ask questions in class, improved on note taking skills and above all good grades. Read also: Time Management – Work File

how to be a singer essays

how to be a singer essays Can fame and stardom come without struggles and hardships? When the word fame or stardom comes up, people usually think of movie celebrities, sports stars, and especially musicians. Musicians fill the world with the great sounds of rhythmic beats and melodies. Though the world is filled with musicians of all kinds, singers possess the true inborn gift, vocal talent, which can only be obtained at birth. Singers are seen living the good life with nice cars, luxurious mansions, and a constant cash flow. Those are all great images of a musician but they are the benefits that can only be received AFTER they are established. On the road to a record deal, there are numerous amounts of steps to overcome. The first and most important thing to have is the true talent to sing. This is key because this is the main thing that is looked for. If there is no ability to sing then no record company is going to want to sign you. There is not one record company willing to sign someone a label contract that did not have the raw talent to sing. A bad voice does not make many people want to jump up and buy the CD. Record companies are all about money, they need a sure thing. Profits must be made and if a CD cannot sell, why invest and lose money on it. Once you have established your singing ability, it is on to the next step. The next step is to find an entertainment lawyer (also known as a manager or an agent) who is familiar with the industry and willing to work with you. Usually a manager can be found in many different resources like the yellow pages, references from vocal coaches, or even searching on the Internet. Another untapped resource is the radio. The radio usually airs commercials about different events, in your local area, that are going on to support those who feel they have the talent and ability to compete with professionals in the music industry. These affairs basically serve as scouting events ...

victomolgy essays

victomolgy essays For as long as I can remember I have always been fascinated with the procedures of law. I would watch Judge Wapner everyday after school. When I graduated high school I was not sure what I wanted to do. It was not until I read about the school shootings out west, and I was shocked and horrified to learn the ages of the kids who brought the guns to school. It seemed to me that there were an increasing number of young kids committing violent crimes. I was so curious and wanted to know what was causing this problem. That is when I decided to go into the field of Criminal Justice. I have written many papers and gave several speeches regarding juveniles and violent crimes. I feel as if we are missing the big picture, our laws that are supposed to protect our children are actually hurting them more. I have criticized several politicians such as Bill Mc Collum on the way they speak about these kids and I think our entire juvenile justice system needs a makeover. One that benefits the children, not lawmakers. This assignment has given me the opportunity to speak to a former juvenile prosecutor, in which I was able to see things from the other side. I asked 5 questions that I thought would best explain the other side of my views on juveniles and crimes. 1. What is your opinion regarding juveniles who commit crimes? She said the kids that she saw really deserved their punishment. That if anything the judges were too lenient. That she saw about 80% of these young offenders again and again. That they never learned their lesson the first or second time. I was surprised to hear the judges were too lenient. I have always heard the opposite. 2. Do you believe in the death penalty for juveniles? She does believe in the death penalty for children 16 and 17. I am totally against that. I feel like a person that age still has a chance to become a productive citizen. So we really disagreed on this question. But I respect h...

Soul and Justice in the works of Plato, Aristotle and Epicurus Essay

Soul and Justice in the works of Plato, Aristotle and Epicurus - Essay Example This essay discusses that Plato (428-347 BC) defined the soul’s parts as appetite, spirit, and reason. A just society would also have this structure: the productive (worker) class (appetite part of the soul); the protective (warrior) class (spirit part of the soul); and the governing (ruling) class (reason part of the soul). Individual justice would consist of the appetite part of the soul obeying the reason part, with the aid of the spirit part of the soul. Any deviation from this order would result in an unjust individual or society. Justice to Plato meant harmony with each fulfilling his role. Plato’s ideal city was meant as a model for an individual to set up the government of their soul. Aristotle (384-322 BC), a student of Plato, presents his theory of the soul in â€Å"De Anima†. Soul is the incorporeal essence or life-force of a living thing, inseparable from the body and existing as the cause of the body’s movement and of its end. Souls have diffe rent parts that different kinds of souls may contain. Plants have souls providing them with nourishment and reproduction. Animals have souls that also enable motion and differing numbers of senses. Humans have all this plus rational soul, which has two parts: the possible intellect, holding all the possible thoughts; and the agent intellect, bringing actual thoughts into act. The mind (agent intellect part of the soul) is immaterial and cannot be corrupted; therefore the mind is immortal. Justice to Aristotle was a character trait or virtue (Aristotle, trans. 1934, Book V). Just people are those who seek their fair share and follow the law. Aristotle distinguished between two types of justice: distributive justice, where resources must be distributed equally; and rectificatory justice, where personal transactions must be fair and equal. Whereas Plato based his ideas of justice on the ideal city and good, Aristotle viewed justice more practically as being equality in transactions. Pl ato offered us one ideal vision of a perfect city and justice; in contrast, Aristotle thought some rules of justice were ordained by nature, but those made by men varied between places. Both Aristotle and Plato viewed justice as harmony in societal interactions. Epicurus (341-270 BC) takes the soul and everything except the void to be made of atoms moving in an infinite universe. His â€Å"Letter to Herodotus† (Epicurus, trans. 1996) explains mental function as a result of movement of specialized neural atoms. The soul is corporeal; nothing is incorporeal except empty space. Epicurus taught that the soul ends with death of the body and no longer has sentience. To Epicurus, justice is an agreement to neither harm nor be harmed, an agreement that people deem useful. Usefulness,

Pick a time in your life that was greatly significant to you, one that Essay

Pick a time in your life that was greatly significant to you, one that marked a change in your life and perspective and one tha - Essay Example This mass shooting incident churned my insides because for the first time I experienced the meaning of death and the sense of loss executed by it. Before that ominous day of December, I attached no value to the idea of life being a hotheaded nonconformist that I was. I was engaged in an endless search for happiness and sense of purpose. That search took me to different places but I never got any answer. But after 14th December 2012, I realized that sometimes answers to fundamentally important questions of life can be embedded in witnessing the tragic demise of someone you dearly love. Yes, that is true. I realized the importance of my life after experiencing the tragic death of someone I had stayed close to for 5 long years. The person who died after the mass shooting occurred at the hospital because of fatal wounds was the little brother of my dearest friend. It seems like I have known this family forever and after I arrived in the US from Asia about 6 years ago, my friend’s family has been my family in its most literal sense. I have known these people forever and I adore them as fiercely as my own family. In my friend’s mother, I see the unbelievable generosity of my mother and in his little brother’s innocent tricks, I used to witness the youthful cheekiness of my own little brother living in Asia. I several times played the role of a big brother for that little man accompanying him to super stores whenever my friend was unavailable or assisting him in other chores. When I first heard the news of the tragic incident, I was sitting hopelessly bored at a cafe thinking about what interesting task could I engage in to make my life a little worthwhile. After I was told that my friend’s little brother had also got severely wounded amidst shooting, I acutely remember the whole scene literally darkened for some moments. And after his death, everything happened so quickly, watching my friend and his mother shell-shocked over their irrecove rable loss inculcated an overpowering respect for life in my heart in that same instant. I acknowledged the unique power of life and dark loss of death due to that unfortunate social event which depressed the entire society beyond possibility and is still making headlines. That event changed me as a person forever. Before that, I had minimal respect for life and the associations shared by me with significant others struck no chord in my heart for long. Now, I have a thriving passion for life and essentially attach considerable importance to every moment I spend with the people I love because one never knows what tomorrow might bring. That time of my life also compelled me to think about certain serious issues of the society in which I had no interest before due to lack of awareness. But, such an intense experience helped me to understand the validity of the anti-gun sentiments in the US. Considering myriad lives and families destroyed by such deadly mass shootings, I believe now tha t every college’s administration in every state should go all the way through to prohibit students from bringing guns. My perspective about the whole issue is also same as that of the majority’s according to which guns simply do not belong in a college classroom. Research also stresses that gun control is strongly related to sound societal values (Wilson 9) and inability of colleges to become major front in fight over carrying