Learning Theory Paper Assignment Example | Topics and Well Written Essays - 750 words

Learning Theory Paper - Assignment Example He focused on how some adults were self-directed in their learning and others were not. He found that 70% of adult learners were self-directed and they did not rely on academic learning as the way that they learned (Tough, 2002). Tough was interesting in examining why there were differences and he wanted to add information about why adult learners felt compelled to improve themselves with or without formal learning (Tough, 2002). The information that Tough presented provided more information on how to assist the adult learner beyond what had been provided in the past. Tough realized that adults were learning in many different ways and they were often discovering learning in nontraditional ways. Adults were learning all the time and it was a part of their everyday life. He found that most adults did not value this outside learning, because they associated learning with formal education (Merriam, Caffarella, and Baumgartner, 2007). In a survey that was done by Patrick Penland, a library school professor, it was found that adult learners were primarily interested in professional development, information that would enhance their family, and those things that would help them move forward in their jobs (Merriam, Caffarella, and Baumgartner, 2007; Tough, 2002). Tough categorized learning into several episodes and asked adult learners to report on projects that were about seven hours (Tough, 1971). He found that adults usually talked about their day in episodes, or spans of time that described a certain event. He also saw that adults were spending about15 hours a week learning, but that this time may be spent on learning many different things at once (Tough, 2002). Tough found that some adult learners (about 10%) were not interested in learning and that they were content with not learning. When the 10% of adults were questioned, Tough found that they had done many things in their lifetime to learn different things, and in their current

Compare and contrast the techniques used to discuss colonialism in Essay

Compare and contrast the techniques used to discuss colonialism in Jamaica Kincaids The Ugly Tourist and George Orwells Shooting an Elephant - Essay Example On the other hand, Orwell narrated a story of elephant, that symbolized the oppressed and enlightened about the advance effects of oppression to both the oppressed and oppressors. The article, Shooting an elephant is based in Burma whose colonialist where the British. The colonial rule lasted 124 years (1824-1948) from creation of Burma to its independence as a province in British India. The British had to ensure control of the Burmese people, thus they â€Å"trained the neighboring Indians to take over as civil servants. They also imposed British traditions on the Burmese and encouraged both Chinese and Indians to migrate to Burmese cities so as to profit from the new business opportunities† The British also colonized the Antiguans in the Caribbean whose inhabitants where mostly of African lineage, descendants of slaves brought to work in the sugarcane farms which were established by an Englishman, Codrington in 1684. In George Orwell’s article, he expresses the feeling of been unwanted by the natives and deemed them to be hostile or rather unfriendly, â€Å"as a police officer I was an obvious target and was baited whenever it seemed safe to do so† (Cohen 299). This is a clear indication that the locals despised him and his work and further shows that the colonialists’ were unwanted in the region. Baits were put in place to intimidate the colonialists in an effort to push them away. Orwell further shows the hostility when he says that the referee looked the other way when he was tripped in the football field by another Burman (Cohen 297). The theme of Racism is also emphasized in both works. Orwell refers to the natives as yellow men who always insulted their master while at a distance. The fact that there were insults, from a different skin colored individuals embraced racial discrimination, which ought to be two way. He also shows how the Buddhist stood at street corners jeering at the Europeans. As much as it

Maternal instincts vs. social instincts Essay Example for Free

Maternal instincts vs. social instincts Essay Sethes most severe behavior as a mother, that distinguishes her as socially constructed by both her mothers actions and the abuse of slavery, because she alters the rules, determines for herself what is acceptable and unacceptable, what is right and what is wrong, suggests that she is simultaneously the best mother and the worst, and without question, revolutionary. Trudier Harris notes that Morrison succeeds in making Sethe so simply human and American (the God-given right to motherhood, love of ones children, desire of a better life for them, love of freedom, nonconformity) that we cannot easily condemn her act even when we clearly do not condone it (Fiction and Folklore 171). This is the case when social and moral norms are being neglected before the maternal instincts, which are proven to be more powerful than social ones. Yet Sethe was a pretty little slavegirl that had recognized a hat, and split to the woodshed to kill her children (Beloved 158). The rapidity with which she acts certainly shows it’s innate and essentialist behavior. Sethe is a mother both under the confines of slavery and then in freedom. But she is a different mother in each situation, thereby confirming the socially constructed nature of her mothering. She proudly explains to Paul D the essence of motherhood; and Paul D knew exactly what she meant: to get to a place where you could love anything you chose—not to need permission for desire—well now, that was freedom (Beloved 162). Sethe is proud of herself, her accomplishments, and appreciates her freedom. OReilly suggests that Sethes flight to freedom is structured specifically as a heroic quest (133). (Please explain a little) In reality, The very meaning of a hero and heroism is redefined, making it possible for Sethe to inscribe herself as subject and celebrate the reproductive feats of nursing and birth as heroic labor (OReilly 134). Heroism here is referred here to boldness to become a mother in such a life-denying circumstances. This is true also for Sethes rebellious and atypical rescue of herself and children as well. Interestingly, when Sethe is no longer someone elses property, she suddenly sees her children as her own her own property, so to speak. After being owned, she wants ownership too, of herself and her children. Sethe has never had anything to call her own in her life and suddenly everything is her own. She acts and reacts based upon everything she has seen, heard, and felt in her lifetime, a lifetime of slavery. She knows the notion of ownership. Sethe reacts as a result of her newfound possessiveness and ownership of her children. Again, she is creating her own language and law for motherhood. Paul D understands part of this: the possessiveness, the love, and the freedom. But he does not understand the killing. To her, death and the potential of heaven is better than slavery and hell on earth. Thus, this murder may prove her more animalistic, as schoolteacher would argue she already is, or perhaps, less so, because her decision was a conscious one, thought out and made of her own free will (Beloved 193). She takes responsibility for herself and her actions by refusing to accept patriarchal societys laws regarding slavery, laws regarding murder, and traditions regarding a womans place, especially a black womans place. So, instead of returning to slavery under schoolteacher and his two physically and emotionally abusive nephews, she assumes society, institutes an instant matriarchal ruling system, the social instincts, empowered by her own mothers actions and perhaps toying with Gods power: what Sethe giveth, Sethe taketh away. She does not regard the murder of her daughter as taking life away from her daughter, but as keeping her daughters life away from schoolteacher, away from slavery, and putting it in a better place. Sethe believes that once Beloved is dead and moves on to eternal life, neither schoolteacher nor slavery can touch. She is safe. She will be where Sethes own mother is. Sethe believes she is preserving Beloved by killing her. She is preserving the purity of her body and mind. Beloved will not be ripped apart by the men or the institution that governs slavery. She will not be raped physically or emotionally. Thus, to Sethe, she has succeeded in preserving her daughter. In Beloved, Sethe is both subject and object, rigid and excessive, mother and daughter. She is exerting influence as well as receiving it and she exerts it because of the way she has received it from her own mother. This becomes relevant to her handling of Paul D, as well. Paul D does not understand what he must accept in order to make a life with Sethe. He cannot accept his place in the household as something other than the head and he does not understand Sethes love, protectiveness, or murder of her daughter. Paul D s reaction to the knowledge of Sethes actions, according to Jan Furman, forces her to rebuff all attempts to minimize her victories as a woman, as a mother. And so she takes back from Paul D the responsibility for her breasts that she had given (75-6). She takes all responsibility back. This tells the reader again that Sethes strength surpasses all. Morrison flat out tells the reader that she is tougher, because she could do and survive things they believed she should neither do nor survive (Beloved 47). She cannot be the weak slave woman when her actions, her love, and her strength of character make her larger than, more powerful than schoolteacher, Halle, Paul D, maybe all of patriarchal society itself. Her actions certainly disrupt the societal norms. However, the inherent issue remains regarding essentialism and social constructionism. Is birth civilized or is it animalistic? Mothers are trained, from the onset of motherhood, to virtually be more natural, more like animals. Then, later in life, when those tendencies take a different form, in protectiveness of their young, mothers are maligned for the same behavior and actions that were instilled upon them during pregnancy, labor and childbirth, and this is Sethes plight. She attempts to take the proper measures, which is her defined, unstereotypical manner. Therefore, as in Sethes case, the concept of mothering may have essentialist qualities, but the individual mother is socially constructed. Why, then, does Sethe kill Beloved? Why, after her milk was taken from her by one of the nephews, taking practically all of her motherhood with it, does she begin to take motherhood away from herself when she fought so hard to get it under freedom? Why wouldnt her sons, Howard and Buglar, let go each others hands (Beloved 183)? They fear the one person who should be their haven in this world. Is motherhood that powerful? Why does it take Sethe twenty years to figure out that she should have killed schoolteacher, not her own child, as is evidenced by the fact that when Mr. Bodwin comes to take Denver to work, Sethe goes after him and not Denver (Beloved 262)? Is it because the institution of slavery was so strong that it would have claimed her and her children even if schoolteacher were dead? And if the structure of slavery were so powerful, and one sees the negativity, the hatred, the racism in its structure, then one must claim matriarchy for the solution. One must see Sethe as a powerful and revolutionary woman who, although she commits murder, although she kills her own best thing, her crawling already? girl who impresses her with her advanced physical capabilities, makes her own decisions under her own set of rules, given to her because she is a mother. She can no longer conform to an authority that prevents her from protecting her young in undoubtedly excessive ways once the hummingbirds of motherhood point their beaks into her heart. Paul D and schoolteacher reference Sethe in terms of animal characteristics with a negative connotation. But if one can co-opt the male masters language one can offer that it is not always bad for a mother to have animalistic tendencies, though she should not be measured by them. Interestingly, the non-biological mothers will offer even further examination of social constructionism, because they are created out of necessity. The question arises, then, as to whether their mothering behavior becomes essentialized once they assume the role of mother. A biological mother certainly could reject her children, reject motherhood, and remain only selfishly self-aware. Yet, for the most part, the mothers do not make that choice. Are the attributes of motherhood universal, essential, regardless of the societal constructs playing on their decisions? Or do these stereotypes for motherhood break down under severe circumstances? Let us answer these questions in the next section.

Emotional intelligence leadership

Emotional intelligence leadership Abstract It is apparent that implementation of emotional intelligence in organizations require the use of soft-skill tools that are beneficial for most organizations. The challenge of convincing an organization to commit to a particular method and to provide resources for this kind of development will be explored in this paper. The results indicate that true change in leadership skills requires in-depth experiential training and on going support. Emotional Intelligence Leadership Organizations have been thrust into a highly competitive environment that is in continuous states of change. Leaders need to begin building a learning organization that includes every person in every position. Leaders with a passionate inspiration will motivate their people by including them in the creation of the corporate vision. Empowered employees require a leader willing to devote time, effort, and energy to establish a core of shared values. Leaders that invest themselves, their resources as well as time are the foundation for building an emotionally intelligent organization. Promotion of emotional intelligence (EQ) requires a broad scope of soft-skills that leaders can use for the benefit of their organization. Foundations of Emotional Intelligence Emotional leadership is the spark that ignites a companys performance, creating a bonfire of success or a landscape of ashes (Goleman, Boyatzis Mckee, 2001). Goleman (1996) defines emotional intelligence as the capacity for recognizing ones feelings and those of others, for motivating ourselves, and for managing emotions well in relationship with self and others. His framework includes four major branches that have grown from the seed of EQ: self-awareness, self-management, social awareness, and relationship management. Kreitner Kinicki (2010) affirm the first two are personal competencies and determines how we handle ourselves; the second two are social competencies and determine how we handle our relationships with others (p. 145). Daft (2005) defines emotional intelligence as the ability to recognize, comprehend and assimilate emotions in self and others and stresses that everyone has the ability to increase their EQ (p. 145). According to Daft, (2005) Managing emotions does not mean suppressing or denying them but understanding them and using that understanding to deal with situations productively (p. 146). Benefits of Emotional Intelligence Skills It is easy to understand the importance of emotional intelligence in regards to managing stress, increasing motivation, and productive conflict resolution, as these have been linked to improved overall organizational effectiveness (Daft, 2005). Individuals and organizations that can learn to operate in emotionally intelligent ways will remain vital and dynamic in todays competitive marketplace. Leaders with high levels of EQ are able to instill unity and create high performance teams that are cohesive in their work efforts. In todays fast paced, static environment, organizations that introduce and implement EQ are able to create sustainable changes in an established corporate culture and build a new culture of shared responsibility with a united purpose (Daft, 2005). Emotional intelligence is exactly what the name implies. The basis of an emotionally competent leader is one with an inspiring vision for change with increased adaptability. The emotional stability of a leader can affect the whole organization by being a positive role model that is able to motivate and inspires others by their empathetic abilities (Daft, 2005). Golemans research, over several years with diverse types of organizations has shown the ability to predict high performance individuals and teams through soft skill competencies associated with EQ. Organizational training and development of EQ for leaders and managers have been shown to increase employee productivity, reduce apathy, and increase employee fulfillment, and job stability. The Process of Organizational Emotional Intelligence Emotional Intelligence is not just managing emotions: it involves engaging emotional intelligence insights and tools combined with the potential of the current rational tools. The process for learning EQ follows a logical progression. First the organizations top leaders should be comfortable with using EQ competencies, such as self-awareness to build empathy, coach others, resolve conflict, and improve their political awareness and teamwork. Organizational leaders need a clear definition of the critical importance of EQ through conducting a detailed self-assessment of EQ competency skills for all staff members. This is not something that can be accomplished in a one-week seminar. It requires repeated application of basic competencies of EQ at home, work or social gatherings. This requires insight into leadership capacity and increasing organizational performance by benchmarking and strategically leveraging diversity (Druskat Wolff, 2001). Leaders and managers provide coaching or men toring support and should establish a 360-degree feedback for visible improvements, as well as a high return of the organizations initial investment that can improve corporate culture for a lifetime. It has been determined that consistent utilization of emotional intelligence encourages staff members towards intentional communication, in terms of people issues and individual response to change (Fariselli Ghini, 2005). Extensive research by Goleman, Boyatzis Mckee (2001) have shown that high levels of emotional intelligence, create organizational cultures where learning, trust, sharing of information, and healthy risk-taking increases on a consistent basis. Organizations that have committed to EQ change initiatives do benefit from frequent and random monitoring for talent retention, staff performance, and customer service with adjustments made as indicated. References Daft, R. L. (2008). The leadership experience (4th ed.). Cincinnati: South-Western. ISBN-13: 9780324539684. Druskat, V. U. Wolff, S. B. (2001, March). Building the emotional intelligence of groups. Weatherhead School of Management. Harvard Business Review; 81-90. Retrieved March 21, 2010 from http://nootropics.com/social-intelligence/emotionalgroup.html Fariselli, L. F. Ghini, M. (2005). Optimizing manufacturing reengineering with emotional intelligence: SAP, LEAN, and people at CIBA Specialty Chemical. Six Seconds. Bologna, Italy. Retrieved March 21, 2010 from http://www.eqtoday.com/modules.phname=Newsfile=articlesid=317 Goleman, D. (2000). Emotional intelligence: Issues in paradigm building. Consortium for Research on Emotional Intelligence in Organizations. In Goleman, D. Cherniss, C. (eds.). The Emotionally Intelligent Workplace: How to Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups, and Organizations. San Francisco. Jossey-Bass. Retrieved March 22, 2010 from http://www.eiconsortium.org/reprints/ei_issues_in_paradigm_building.html Goleman, D., Boyatzis, R. Mckee, A. (2001, December). Primal leadership: The hidden driver of great performance. Harvard Business Review. Retrieved March 20, 2010 from http://hbr.org/2001/12/primal-leadership/ar/1 Kreitner, R., Kinicki, A. (2010). Organizational behavior (9th ed.). New York: McGraw-Hill. ISBN: 9780073530451

Witchcraft - Satan Woship, or Just another Religion? Essays -- Devil-w

Witchcraft - Satan Woship, or Just another Religion? In today's society, new religions are popping up all over the place. One of the oldest, yet fastest growing faiths today is witchcraft. This earth-based, nature oriented belief has been established since the thirteenth century, but it is not until recently that it has began to spread across the world. Everywhere we look we see something associated with the practice of wicca. The movie, Blair Witch Project, is one example of the growing belief in spells, charms, and covens. However, there are many people who disapprove of this practice and are labeling it as a 'false religion.'; Christians, for example, greatly disagree with the belief of witchcraft and find it in association with the devil. Today, there is considerable debate as to whether witchcraft in today's society is simply a harmless religion, or if it is an evil practice in league with Satan. Before anyone can speak their opinion on the practice of witchcraft, one must know a little bit about the religion itself. There are many different definitions of witchcraft. In Webster's Dictionary, it defines witchcraft as. The Christian definition of witchcraft is simply 'devil-worship'; or just plain sin. However, the secular definition is somewhere along the lines of 'cool,'; 'trendy,'; and 'new.'; Although these are the main meanings of the term 'witch craft,'; there are also some other definitions within different cultures, such as Indian medicine men, also known as witch doctors, who are believed to have magical powers that can heal the sick. Different time periods and religions also alter the meaning of witch or witchcraft.   Ã‚  Ã‚  Ã‚  Ã‚  The history of witchcraft dates back all the way to the thirteenth century. During the 13th and 14th centuries, witchcraft was considered to only be harmless magic. However, in the 16th century, witches were condemned and tortured. Later, during the 17th century, witch hunts and trials died off, along with the 'witch craze.';   Ã‚  Ã‚  Ã‚  Ã‚  Witchcraft was practiced in many different regions around the world. Most experts believe it's origination was somewhere in India or Africa, where magic was used as medicine. Later, the practice was brought over to New England with the pilgrims where it slowly began to grow within the puritan communities. There was a diverse group of people who practiced witchcraft. Most of them were... ...he is simply a Christian concept and he doesn't even exist.   Ã‚  Ã‚  Ã‚  Ã‚  Some people believe that witches can't even associate with Christians. This is one of the hardest questions to answer. Some of them say yes and others say no. While most say no, all witches believe that if you are in a religion, you are in that ONE religion alone. Witches disagree with belonging to several faiths, but they never remove themselves completely from another faith. Many things witches do are associated with Christianity, such as, weddings, Christmas services, and even talking to Christian relatives. While they do keep their distance from other religions, witches never cut off all communication with Christians and other religions.   Ã‚  Ã‚  Ã‚  Ã‚  So is witch craft evil? Is it a false religion? There will never be a real answer to these questions. It seems that no one can agree on the same answer. Even the witches themselves have disputes within their own belief. Even though the Bible does give factual information as to what's right and what's wrong, it is up to each individual person to decide for themselves what they are going to believe in. So what is the real definition of witchcraft? Decide for yourself.

Body Dysmorphic Disorder :: Body Dysmorphic Disorder

Northeastern University sophomore Terri* spends at least a few minutes a day critiquing her body in the mirror. â€Å"I have this extra fat on my stomach that I hate,† she said, squeezing her abdomen with both hands. Terri is an articulate, responsible, political science major and sociology minor who looks and sounds mature beyond her years. She is well-respected by peers and authority figures alike, and she recently landed a co-op job at a prestigious law firm in Boston. This girl has got herself together. Today, wearing a business-casual purple turtleneck, gray peacoat and glasses, this confident, capable woman points to the area under her chin. â€Å"I’ve just noticed this,† she said, running her fingers under her jaw, across a section of her neck that she believes is dangerously bordering on a double-chin. Like most people, she sees nothing unusual about her physical concerns. â€Å"Everyone worries about aspects of their appearance,† she said as she turns her attention away from the mirror and finishes getting dressed. Many people have concerns with the way they look, but some have obsessive, irrational concerns. Like most people, Terri has never heard of Body Dysmorphic Disorder. Although Terri’s body concerns may not constitute the disorder, there are people among us living with the secretive, shameful reality of BDD. WHAT IS BDD? Few people have ever heard of BDD, but virtually everyone has exhibited the characteristics of the disorder in its most basic form: a heightened concern with a particular part of their body that they deem â€Å"less than perfect,† something that they would like to improve upon and even something that they try to hide. Unlike normal appearance concerns, however, BDD is marked by an intense preoccupation with an imagined defect in appearance. A severe and debilitating psychiatric disorder, BDD is characterized by an obsessive fixation on one or more parts of the body that a person perceives as disgusting and unnatural. If a slight physical abnormality or inconsistency exists in a BDD sufferer’s physicality, their concern is excessive – even to the point of experiencing social withdrawal and suicidal tendencies. Dr. Roberto Olivardia is a clinical psychologist at the McLean Hospital in Boston and teaches psychology at Harvard Medical School. A specialist in BDD and Obsessive-Compulsive disorders, in general, he acknowledges that BDD symptoms are often mistaken as â€Å"normal† fears. â€Å"With BDD there are many, many people walking around in the U.S. who have it that you never know have it. For a lot of people, you don’t know what it is that you have, but you know that life is not normal,† said Dr.

Critical Review My Place

CRITICAL REVIEW: MY PLACE, SALLY MORGAN Sally Morgan's My Place, published in 1987, is an autobiography about finding her Aboriginal roots and her identity with the focus on the lives of three generations of Australian Aborigines. Sally’s family never talked about their past and she was brought up thinking she was Indian. But she always felt different than her friends, their way of living was not the same, so her curiosity led her to realizing that she is Aborigine. And then her quest for knowledge of her past begins. My Place is actually a novel about woman’s search to find herself and her place in Australian society. The main themes are discrimination, racism and Aboriginal culture. They are presented through two different versions of autobiographical writing. One is Sally’s first person narration, which is more Western autobiographical and it focuses more on her individual quest to find her identity. The other focuses on the Aboriginal life and more on the community and family life of Aborigines. The novel has 32 chapters, which are divided into four parts: Sally’s narration about her early life, education, family relationship, her perception of herself and her self-discovery; Arthur Corunna’s story, he is a brother of Sally’s grandmother; her mother’s Glady’s story and her grandmother Daisy’s story. Their stories focus on their life when they lived in Aboriginal society. The whole book is a combination of narration, dialogues, descriptions, stories within stories, anecdotes, and personal reminiscences from various characters and also humour. All that provides balance and harmony to the book. The book is easy to read, the language is quite simple, descriptions of the nature are really specific and with the use of metaphors, symbolism and personification, the reader gets a vivid picture of the place that is described. However the first part, where Sally describes her childhood is a little bit boring, because there are mostly descriptions and details about things not relevant to the theme of the book. But when she starts to investigate her family roots with her constant attempt to get some answers from her mother and grandmother, the book becomes more interesting. The parts where her family talks about their life are very emotional, the reader gets an insight into their hard life as being black in the â€Å"white world†. Before Sally’s book, not much was known about the Aboriginal life. She writes about the contact of two different cultures, Aboriginal and Western, so we get in touch with their history, their habits, way of thinking, historical background, injustice and struggles they had to fight. Other people always treated them as something less and because all the bad things that happened to them, they decided not to speak about it, they were forced to be silent. There are still a lot of secrets, that are not revealed in the book, because they are too afraid to speak about them, but we get to know some important information about their past from the people who wrote history on their own skin. So this is a really important book for Australian and Aboriginal culture, because it opens some important questions about racism and discrimination. ANA FURLAN