Project Management- Grand Wines

Question: Talk about the Project Management-Grand Wines. Answer: Swot Analysis Qualities 1. Stupendous wines have a solid gathering of salesmen 2. The salespeople work more than 400 alcohol and wine store in New South Wales 3. Stupendous wines have a solid brand esteem 4. The framework of the organization is exceptionally steady with a focal database framework 5. It additionally have a lot of steadfast clients Shortcoming 1. Stupendous wine despite everything utilizes manual framework for contributing the information 2. There is an expansion in mistake contribution because of manual section 3. The information server of Grand Wine is situated in Sydney far away from the working territory 4. The consumer loyalty level of Grand wine is diminishing 5. The gracefully speed is more slow because of manual administration Opportunity 1. The solid framework causes the organization to grow its business all around 2. It have the chance to overhaul their present business process 3. The extending development of the market opens new chance 4. It can expand the devotion of the client giving unique offers 5. The usage of the remote information section framework would assist with giving continuous data Dangers 1. The organization may confront legitimate issue during the execution of the remote information passage gadget 2. The absence of exploration can cause to introduce an obsolete item (Bull et al., 2016) 3. The introduced gadget may have network issues and information might be lossed 4. The establishment of the new gadget may surpass the proposed spending plan 5. The contenders may have more overhauled gadget which works all the more productively Venture Charter Date: 21st December 2016 Venture Title: Wireless Data Entry Device execution in Grand Wines Venture Start Date: 4 Jan 2017 Venture End Date: July 2017 Spending Information: $60000.00 Venture Manager: Name of the Student, Student_Email, Student_ph_No Venture Objectives: To diminish the time required for sending and getting the agent information To introduce the Wireless information passage gadget to expand the flexibly rate and diminish human mistake To adjust the new framework to the current activity of the business To build the conveyance rate, productivity of the framework, checking the accessible stock and increment in the fulfillment of the client To execute the most recent innovation for a drawn out manageability in the market Acknowledgment Criteria The prerequisite of the organization must be satisfied because of the establishment of the new remote information section gadget The gadget ought to be introduced in the framework inside a period breaking point of a half year The partners related with the task ought to be fulfilled for the gathering the necessities and expanding the convenience of the framework The venture ought to be finished with the proposed time term for example July 2017 The business ought to be profited by the usage of the new gadget The fulfillment level and the faithfulness of the client ought to be expanded after the consummation of the undertaking Suspicions and Constraints It is normal that the need of the execution of the new remote information section gadget would be met and it would be done in the proposed time of a half year. The creating group going after the headway of the undertaking would not pull back in the course range of the turn of events. The task chief has the stuff for the organization of the extend and convey it on schedule. The association would not defy any legitimate issues in the midst of the execution of the new contraption. Restriction for the execution of the new devices joins the obstruction of the business specialists as for the usage of the new contraptions. The business operators may moreover stand up to accessibility issues while using the contraptions and thusly, the structure may not proceed as showed by the essential of the association. The execution cost may in like manner outperform the proposed spending plan and the undertaking director is careful to make an easing envisioning the task. StakeholderList Partner No Name and Signature Job and Responsibility Position Contact Information 1 Undertaking Sponsor Offers fiscal help for the advancement of the task and screens the advancement Support 2 CEO Director Regulates the advancement of the turn of events and directions with the venture director Individual from Bard of Director 3 Venture Manager Regulates and controls the improvement of the task and keeps up the fundamental records for the undertaking Chief 4 Business Analyst Investigations the prerequisite for the execution of the remote information section gadget into the framework Examiner 5 System Technician Investigations the proposed gadget and distinguishes the current system for adjusting it to the current business process Expert 6 IT Consultant Gives data about the most recent innovation accessible in the market and the progressions required in the framework to expand the similarity of the new gadget Specialist 7 Hr Department Deals with the human asset working in the association and keep up their installment Administrator Exercises Learned As a task administrator for the undertaking of usage of new remote information passage gadget, I have learned new things that would help me in future. The jobs and duty of the partners are comprehended and the periods of the social affair of prerequisite for building up another task are found out. The making of the task sanction and correspondence plan is additionally gained from the task. In the task, there is a necessity for accepting various elements that would help the undertaking director for the progression of the venture. The imperatives that may go about as an obstruction for the advancement of the undertaking is likewise distinguished and the reason formation of the correspondence plan. The plan for orchestrating meeting with the distinctive partner related with the task is likewise required to be made and dealing with the hierarchical change is additionally the obligation of the undertaking chief. Sanction Signoff Partner List Mark of the partner Date Undertaking Sponsor (It would be ideal if you Fill) (It would be ideal if you Fill) CEO Director (It would be ideal if you Fill) (It would be ideal if you Fill) Undertaking Manager (It would be ideal if you Fill) (If you don't mind Fill) Business Analyst (If you don't mind Fill) (If you don't mind Fill) System Technician (If you don't mind Fill) (If you don't mind Fill) IT Consultant (If you don't mind Fill) (If you don't mind Fill) Hr Department Correspondence Plan Template Plan reason The correspondence plan is a compelling component for the task and the accomplishment of the venture relies upon the proficiency of the correspondence plan made to speak with the various partners (grandwineonline.com, 2016). The correspondence plan builds the association of the partners into the advancement procedure of the venture and in this manner bringing about improvement of a quality answer for the business. Change the board The adjustments in the association is overseen by the task trough and if there is an adjustment in the prerequisite of the association, the venture supervisor is required to orchestrate meeting with the more elevated level of the executives to take choice (Svejvig Andersen, 2015). The undertaking director ought to follow the correspondence intend to speak with the distinctive degree of workers and chiefs. Meeting plan The effective execution of the remote information passage gadget into the business procedure of the association is done through speaking with the partners related with the undertaking. The task administrator organizes gatherings with the chiefs and the workers with an appropriate plan to such an extent that the particular issue is talked about in the gathering. Partner Data to be shared Recurrence of data trade Area of data trade Reason for correspondence System for correspondence Venture Sponsor The advancement of work in regards to the improvement of the task Month to month Gathering lobby, Email Give the general perspective on the advancement of the undertaking and take affirmation Email and meeting CEO Director The data of the partners related with the advancement of the undertaking Quarterly Chief office Survey the necessity of the extend and adjust it to the hierarchical needs Meeting and Email Undertaking Manager The necessity detail record and the current advancement of the turn of events Week by week Undertaking director office and meeting lobby Documentation of the advancement of the work and speak with the upper level administration in regards to the improvement of the venture Call, email and meeting Business Analyst The data of the organization and the proposed spending plan for the advancement of the undertaking Week by week Meeting lobby and task director office Take input for the usage of the remote information passage gadget picked the best technique for the execution. Call, Email and Meeting System Technician The current system format and the data of the information servers and capacity data of the business association Month to month Meeting corridor, Project director office Decrease the expense of sending of the new gadget utilizing the current structure of the association Call, Email and Meeting IT Consultant The Current system and the framework of the organization and the necessity of the association Month to month Gathering lobby, Email The IT advisor recommends the progressions require

Child Sexual Abuse Detection and Prevention Essay

Youngster Sexual Abuse Detection and Prevention - Essay Example Because of the damaging idea of sexual maltreatment, viable treatment approaches and anticipation techniques have as of late been created (Roberts and Miltenberger 1999). This exploration talks about on of the most awful issue looked by all the social orders of the world: Child Sexual Abuse. Unique accentuation has been laid on the location (as far as side effects) and counteraction (counting laws) of youngster sexual maltreatment. The issue of youngster sexual maltreatment warrants genuine thought by society all in all. Commonness of the issue has been proposed to incorporate right around one-fourth of the country's populace (Finkelhor et al., 1990). Because of sexual maltreatment, an assortment of passionate and social issues may form and proceed into the youthful casualty's adulthood. Because of the damaging idea of sexual maltreatment, successful treatment approaches and counteraction methodologies have as of late been created (Roberts and Miltenberger 1999). Youngster sexual maltreatment can be characterized as any sexual movement, plain or secret, between a kid and a grown-up (or more established kid, where the more youthful kid's cooperation is gotten through enchantment or intimidation) (Ratican 1992). It for the most part has a noteworthy negative and inescapable mental effect on its casualties (Browne and Finkelhor, 1986). Russell (1986) found that female sexual maltreatment survivors had a fundamentally more noteworthy number of negative beneficial encounters, for example, rehashed exploitation, conjugal and family insecurity, and diminishes in financial status, than did the individuals who had not been mishandled. Briere and his partners discovered fundamentally more significant levels of mental side effects among both male and female survivors than among non-mishandled grown-ups in clinical and nonclinical tests (Briere, Evans, et al., 1988; Briere and Runtz, 1988). Kid sexual maltreatment is an etiological factor in the absolute most extreme mental issue (Ratican 1992), including dissociative clutters, tension issue, dietary problems, sexual disarranges, full of feeling issue, character issue, and substance misuse (Gelinas, 1983). It is believed to be a significant reason for fringe and different character issue and might be a contributing component in numerous others, for example, distrustful and over the top urgent and inactive forceful issue (Saltman and Solomon, 1982; Wheeler and Walton, 1987). Section 2: Data Analysis Research discoveries have recommended that somewhere in the range of two and four females out of 10 have been explicitly mishandled (Wilcox, Richards and O'Keeffe 2004), while around half the same number of guys have been explicitly manhandled (Cawson et al., 2000). (It ought to be borne as a top priority, nonetheless, that commonness rates fluctuate contingent upon how misuse is characterized.) The writing additionally demonstrates that non-contact offenses are accounted for less frequently, just as interbreeding offenses (Wilcox, Richards and O'Keeffe 2004). All inclusive community appraisals would propose that one of every 100 kids are explicitly manhandled by a dad or father figure (Laurance, 2000). It is of significant intrigue that evaluations further proposed that two of every 100 youngsters are explicitly manhandled by kin. In regard of issues concerning the horrible impacts of sexual maltreatment, it appears to be critical that, in spite of these insights, fathers

MIT Mini Maker Faire

MIT Mini Maker Faire Last Saturday was the first ever MIT Mini Maker Faire, and (at least according to MIT News) it was a huge success! My photography skills are less of a success, but I gave it a shot. There have been tons of articles written already, even by people at Make Magazine, and I’m not sure I can do the event justice in this blog because of my general inexperience with STEM maker culture (although I’ve had plenty of immersion with the arts). I’ve been to county fairs with craft exhibition booths and ventured to Comic Cons to walk down artist alleys and admire all the awesome cosplaying efforts (even sometimes joining in). In my opinion, the Maker Faire seemed to showcase this idea of demonstrating your artistic creativity with the additional component of technology. Instead of traditional sculpture with plasticine clay, people had 3D printed creations. Instead of hand sculpting ocarinas or other musical instruments, there were musical tesla coils. The same ideas that we’ve seen over decades of evolving culture were thereâ€"sculpture, music, fun, curiosityâ€"people were just working in slightly different mediums. And that was awesome. If anyone who went to the MIT Maker Faire who has a more technological-rich background wants to comment about their experience, that would be wonderful. I went with one of my friends who is Course 2 (Lauren W. ’16, who is featured in the video) and she helped me understand why some of these machines/creations were cool from a mechanical engineering standpoint. I feel a little guilty, though, because I’m sure there were plenty of exhibits here that I could only really appreciate aesthetically or as a  concept, simply because of my background in biological engineering/sciences rather than physically building things. Even though I would love to learn how to construct cool things someday; so much to learn, so little time. If you have any other questions beyond what I showed in the video or was written in the articles, feel free to ask and I can do my best to share more of my experience here! It’s mostly just amazing/wonderful/etc. that MIT has such a strong Maker Culture (Petey even gave a talk about it at the New York Maker Faire this year!) so that cool events like this can happen and get so much participation from undergrads, faculty, and the Cambridge community. Hopefully it inspired curious people both young and old to keep thinking and dreaming and creating more things.

Literary Criticism Of Tartuffe - 1189 Words

Kaylyn Dailey World Literature II Dr. Brasher 18 October 2017 Tartuffe ` Tartuffe is a story written in the enlightenment period. It’s about a religious hypocrite named Tartuffe. Jean-Baptiste Moliere he was one of the great writers on the enlightenment period. Author Calandra said â€Å"Moliere was a master of the neoclassical comedy. He possessed a wide knowledge of the society in which he lived† (Calandra 8). When he wrote Tartuffe he applied his sense of society to the play and it is shown threw reasoning by the characters. Orgon felt pity for him so he decided to let Tartuffe stay in his house. Yet, the moment he moved in everyone saw right threw him, everyone except Orgon. He thought Tartuffe was a righteous holy man. The family†¦show more content†¦He gave permission for Tartuffe to spend as much time with his wife as he would like. In the end Elmire comes up with another plan to reveal Tartuffe’s true self to Orgon. She tells Orgon to hide under a table and eavesdrop on their conversation. He agrees to do so. Elmire admits to Tartuffe that she has the same feelings for him. Tartuffe wants proof of this so he wants her to sleep with him and she agrees but tells him to check the hallway to make sure Orgon is gone. When he walks out to do so Orgon appears from under the table and admits he being fooled. He is furious that he has been betrayed by a so called holy man. Tartuffe returns and Orgon bands him from his home but he has the deed to the house. Tartuffe then goes to the king to try and get them out of the house but the king sees right threw him. Orgon takes the issue the king who the arrests Tartuffe and settle the issue. The enlightenment took place in Europe in the 18th century. It was a time of reason and science. During this period everything was redone from science to politics and also philosophy . There was also clashes between the church and society because of the change that was taking place. Great philosophers came out of this time period such as Rousseau. The ideas of the 18th century would influence how people thought and wrote. James Delaney said â€Å"a major influence on social, moral, and political life at the time was the church.† (Delaney). This quote relates to the timeShow MoreRelated Satire in Moliere’s Tartuffe, Voltaire’s Candide, and Swift’s A Modest Proposal931 Words   |  4 Pages The Merriam-Webster Dictionary defines satire as: â€Å"literary work holding up human vices and follies to ridicule or scorn.† Besides this definition satire can also be seen as the particular literary way of making possible the improvement of humanity and its institutions. In the three works: Moliere’s â€Å"Tartuffe,† Voltaire’s â€Å"Candide,† and Swift’s â€Å"A Modest Proposal† the authors indirectly criticize and ridicule human behavior and characteristics but with the goal for improving these faults ratherRead MoreSatire in Tartuffe and Modest Proposal1560 Words   |  7 PagesCrespo Professor Margaret Hazell ENG 2850 9 April 2013 What is satire, satire is a particular genre of literature that sometimes makes use of graphic and performing arts with the intent of ridiculing society into self-improvement. With social criticism being its main goal, it utilizes wit and dark sarcasm as its main tools to illustrate its point. Satire influences individuals to reevaluate themselves in order to modify senseless thoughts and behaviors. Various techniques are used in order to deliverRead MoreCompare Candide and Tartuffe5528 Words   |  23 PagesIn  Tartuffe, Molieres uses plot to defend and oppose characters that symbolize and ridicule habitual behaviors that was imposed during the neo-classical time period. His work, known as a comedy of manners, consists of flat characters, with few and similar traits and that always restore some kind of peace in the end. He down plays society as a whole by creating a microseism, where everyone in the family has to be obedient, respectful, and mindful of the head of the home, which is played by theRead Moreâ€Å"the Disease of the Doctor†: Molià ¨re’s Critique of Medicine Society in Le Mà ©decin Malgrà © Lui and Le Malade Imaginaire3991 Words   |  16 PagesMedical professionals of the era adopted a specific persona that would help reflect their superior education and class in an attempt to establish themselves as legitimate physicians. Despite this, however, there was still a significant amount of criticism in the arts and in public, accusing doctors of being well-versed in the rituals of antiquity but incapable of actually healing a patient (Porter 131). Perhaps the most skilled and vocal about his disdain for the medical profession during this period

Abolition Of The Death Penalty - 2086 Words

Abolition of the Death Penalty: Move Forward, America How can America move forward when they are breaking their own laws and morals in attempt to punish prisoners? Capital punishment, or the death penalty, is the act of killing a criminal whose offense was severe enough. Thirty-one of the fifty states in America practice the death penalty. The lethal injection procedure was first performed in Texas in 1982 and is the primary form of execution in America now (â€Å"State by State Lethal Injection†, 1). The injections are typically three separate parts, one to make the criminal unconscious, one to stop the breathing, and the last to stop the heartbeat. Capital punishment is viewed by some as morally good and just, however there is much more to this act of violence than people consider. The death penalty needs to be abolished in America due to the hypocrisy of law, moral being, global recognition, and financial benefits. The first sign of hypocrisy within American law is in the United States Constitution’s 5th amendment. This amendment states that, â€Å"[no person should] be deprived of life, liberty, or property, without due process of law† (â€Å"The United States Constitution†, 5th amendment). â€Å"Due process† means that each person is held to the highest standard of respect and fairness when it comes to their trial. Therefore, if the court makes a mistake and the â€Å"criminal† is executed then proven to be innocent, they did not have a fair trial and their death is a violation ofShow MoreRelatedThe Abolition Of The Death Penalty1552 Words   |  7 PagesOn 30th July 2015, Yakub Memon was hanged to death in India. The act was highly condemned in the media and many called for abolition of the death penalty. He was convicted of terrorism related charges for partaking in the 1993 Bombay bombings; a series of 13 bomb explosions that caused 257 fatalities and 717 wounded. The death penalty is used as a form of punishment in the eastern hemisphere for many crimes, such as espionage, terrorism, and first-degree murder. China holds the record for the largestRead MoreAbolition Of The Death Penalty1826 Words   |  8 PagesAbolition of the Death Penalty Capital Punishment, otherwise known as the death penalty, first dates back to the English Colonies in the 1600s. The people of this time adopted this tradition to punish people who had committed crimes of murder, treason, theft, robbery, rape, or other horrible offenses. In 1776, people already began to see the inefficiency of the death penalty. Benjamin Rush, a physician and signer of the Declaration of Independence, stated that â€Å"the punishment of murder by death isRead MoreThe Abolition Of The Death Penalty2750 Words   |  11 PagesIntroduction Nearly every civilization has historically used execution to punish criminals, although the customs and procedures are different today. Since World War II, people have been trying to abolish the death penalty. Today, ninety countries have abolished it for all offenses; eleven countries have abolished it except for special circumstances; and thirty-two others have not used it for at least ten years. Executions around the world are nearing record levels and the United States is one ofRead MoreAbolition of The Death Penalty Essay1051 Words   |  5 PagesThe Abolishment of the Death Penalty As Americans we live in a modern republic under a government constructed to secure the rights of the people. Today’s government and judicial systems were forged by our founding fathers as they fought to establish a government free from tyranny and brutality and thereby forming a constitution based on civil liberties. Our country has grown and matured through the centuries and in effect has made changes and alterations as innovations and advancements have deemedRead MoreAn Examination of Capital Punishment Essay1389 Words   |  6 PagesCapital punishment also known as the death penalty is when a person who has been convicted by the court of law can be sentenced to death. This occurs when a defendant is being tried with a criminal offense; such as the conscious murder of a peace officer on active duty, or a federal agent. This punishment has been a constant debate throughout our history. People claim it to be unjust or a cruel and unusual punishment, while another part of our population claims that this consequence is not used enoughRead More Against the Death Penalty Essay1533 Words   |  7 Pages The Death Penalty Human rights are fundamental rights which every human being is entitled to just because they are human. The death penalty is the ultimate, irreversible denial of human rights. It is the cold blooded killing of a human being in the name of ‘justice’. In 1948, the United Nations adopted the Universal Declaration of Human Rights; in Articles 3 and 5 it states that â€Å"no one shall be subjected to cruel or degrading punishment and everyone has the rightRead MoreEssay on Death Penalty - Herrera vs Collins1337 Words   |  6 PagesDeath Penalty - Herrera vs Collins The Supreme Court addressed the constitutionality of executing someone who claimed actual innocence in Herrera v. Collins (506 U.S. 390 (1993)). Although the Court left open the possibility that the Constitution bars the execution of someone who conclusively demonstrates that he or she is actually innocent, the Court noted that such cases would be very rare. The Court held that, in the absence of other constitutional violations, new evidence of innocence is noRead More Why the Death Penalty Should Be Abolished Essay1043 Words   |  5 PagesWhy the Death Penalty Should Be Abolished   Ã‚  Ã‚  Ã‚  Ã‚  Why should the death penalty be abolished? The death penalty should be abolished because of many reasons. Many people believe the saying, an eye for an eye. But when will people realize that just because someone may have killed a loved one that the best thing for that person is to die also. People dont realize that they are putting the blood of another person life on their hands. This makes them just as guilty as the person who committed theRead MoreCapital Punishment Is The Sanctioned Practice1605 Words   |  7 PagesBACKGROUND OF THE TOPIC Capital Punishment is the sanctioned practice that puts someone to death in response to crimes. There are many and varied types of execution used around the world today, including: beheading, electrocution, hanging, lethal injection, shooting in the back of the head, and by firing squad. People have been working to end executions since 1977, when only 16 countries had abolished the death penalty in law or practice. Today, the number has risen to 140 - nearly two-thirds of countriesRead MoreThe Death Penalty Should Not Be Legal871 Words   |  4 PagesThere are currently over 16,000 people legally sentenced to death worldwide. The State of Texas has 271 people on death row, the third most in America, but has executed the most people in the country. Twenty-five people have been executed this year in the U.S.; twelve of those have been executed in Texas (Facts). The death penalty must be abrogated because it is an ineffective, antiquated, and expensive form of punishment. Punishment by death has been around since Babylonian times, when the Code of

Implications of Learning Theories in Modern World Free Essays

string(265) " delight in collecting and organizing almost everything they can get their hands on and why adolescents who have begun to attain formal operational thinking will argue incessantly about all the unfairness in the world and how it can be eliminated \(Stipek, 1993\)\." Motivation Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997. Definition of Motivation (p. 399) Behavioral Views of Motivation (pp. We will write a custom essay sample on Implications of Learning Theories in Modern World or any similar topic only for you Order Now 399-402) Cognitive Views of Motivation (pp. 402-406) The Humanistic View of Motivation (pp. 406-409) The Impact of Cooperative Learning on Motivation (pp. 416-417) Suggestions for Teaching in Your Classroom: Motivating Students to Learn (p. 422) Resources for Further Investigation (pp. 433-434) Definition of Motivation Motivation is typically defined as the forces that account for the arousal, selection, direction, and continuation of behavior. Nevertheless, many teachers have at least two major misconceptions about motivation that prevent them from using this concept with maximum effectiveness. One misconception is that some students are unmotivated. Strictly speaking, that is not an accurate statement. As long as a student chooses goals and expends a certain amount of effort to achieve them, he is, by definition, motivated. What teachers really mean is that students are not motivated to behave in the way teachers would like them to behave. The second misconception is that ne person can directly motivate another. This view is inaccurate because motivation comes from within a person. What you can do, with the help of the various motivation theories discussed in this chapter, is create the circumstances that influence students to do what you want them to do. Many factors determine whether the students in your classes will be motivated or not motivated to learn. You should not be surprised to discover that no single theoretic al interpretation of motivation explains all aspects of student interest or lack of it. Different theoretical interpretations do, however, shed light on why some students in a given learning situation are more likely to want to learn than others. Furthermore, each theoretical interpretation can serve as the basis for the development of techniques for motivating students in the classroom. Several theoretical interpretations of motivation — some of which are derived from discussions of learning presented earlier — will now be summarized. Top Behavioral Views of Motivation Operant Conditioning and Social Learning Theory The Effect of Reinforcement In Chapter 8 we discussed Skinner’s emphasis of the role of reinforcement in learning. After demonstrating that organisms tend to repeat actions that are reinforced and that behavior can be shaped by reinforcement, Skinner developed the technique of programmed instruction to make it possible for students to be reinforced for every correct response. According to Skinner, supplying the correct answer–and being informed by the program that it is the correct answer–motivates the student to go on to the next frame; and as the student works through the program, the desired terminal behavior is progressively shaped. Following Skinner’s lead, many behavioral learning theorists devised techniques of behavior modification on the assumption that students are motivated to complete a task by being promised a reward of some kind. Many times the reward takes the form of praise or a grade. Sometimes it is a token that can be traded in for some desired object; and at other times the reward may be the privilege of engaging in a self-selected activity. Operant conditioning interpretations of learning may help reveal why some students react avorably to particular subjects and dislike others. For instance, some students may enter a required math class with a feeling of delight, while others may feel that they have been sentenced to prison. Skinner suggests that such differences can be traced to past experiences. He would argue that the student who loves math has been shaped to respond that way by a series of positive experiences with math. The math hater, in contrast, may have suffered a series of nega tive experiences. The Power of Persuasive Models Social learning theorists, such as Albert Bandura, call attention to the importance of observation, imitation, and vicarious reinforcement (expecting to receive the same reinforcer that we see someone else get for exhibiting a particular behavior). A student who identifies with and admires a teacher of a particular subject may work hard partly to please the admired individual and partly to try becoming like that individual. A student who observes an older brother or sister reaping benefits from earning high grades may strive to do the same with the expectation of experiencing the same or similar benefits. A student who notices that a classmate receives praise from the teacher after acting in a certain way may decide to imitate such behavior to win similar rewards. As we pointed out in Chapter 8, both vicarious reinforcement and direct reinforcement can raise an individual’s sense of self-efficacy for a particular task, which, in turn, leads to higher levels of motivation. Top Cognitive Views of Motivation Cognitive views stress that human behavior is influenced by the way people think about themselves and their environment. The direction that behavior takes can be explained by four influences: the inherent need to construct an organized and logically consistent knowledge base, one’s expectations for successfully completing a task, the factors that one believes account for success and failure, and one’s beliefs about the nature of cognitive ability. The Impact of Cognitive Development This view is based on Jean Piaget’s principles of equilibration, assimilation, accommodation, and schema formation. Piaget proposes that children possess an inherent desire to maintain a sense of organization and balance in their conception of the world (equilibration). A sense of equilibration may be experienced if a child assimilates a new experience by relating it to an existing scheme, or the child may accommodate by modifying an existing scheme if the new experience is too different. In addition, individuals will repeatedly use new schemes because of an inherent desire to master their environment. This explains why young children can, with no loss of enthusiasm, sing the same song, tell the same story, and play the same game over and over and why they repeatedly open and shut doors to rooms and cupboards with no seeming purpose. It also explains why older children take great delight in collecting and organizing almost everything they can get their hands on and why adolescents who have begun to attain formal operational thinking will argue incessantly about all the unfairness in the world and how it can be eliminated (Stipek, 1993). You read "Implications of Learning Theories in Modern World" in category "Learning" Top The Need for Achievement Have you ever decided to take on a moderately difficult task (like take a course on astronomy even though you are a history major and have only a limited background in science) and then found that you had somewhat conflicting feelings about it? On the one hand, you felt eager to start the course, confident that you would be pleased with your performance. But on the other hand, you also felt a bit of anxiety because of the small possibility of failure. Now try to imagine the opposite situation. In reaction to a suggestion to take a course outside your major, you flat out refuse because the probability of failure seems great, while the probability of success seems quite small. In the early 1960s John Atkinson (1964) proposed that such differences in achievement behavior are due to differences in something called the need for achievement. Atkinson described this need as a global, generalized desire to attain goals that require some degree of competence. He saw this need as being partly innate and partly the result of experience. Individuals with a high need for achievement have a stronger expectation of success than they do a fear of failure for most tasks and therefore anticipate a feeling of pride in accomplishment. When given a choice, high-need achievers seek out moderately challenging tasks because they offer an optimal balance between challenge and expected success. By contrast, individuals with a low need for achievement avoid such tasks because their fear of failure greatly outweighs their expectation of success, and they therefore anticipate feelings of shame. When faced with a choice, they typically opt either for relatively easy tasks because the probability of success is high or rather difficult tasks because there is no shame in failing to achieve a lofty goal. Atkinson’s point about taking fear of failure into account in arranging learning experiences has been made more recently by William Glasser in Control Theory in the Classroom (1986) and The Quality School (1990). Glasser argues that for people to succeed at life in general, they must first experience success in one important aspect of their lives. For most children, that one important part should be school. But the traditional approach to evaluating learning, which emphasizes comparative grading (commonly called â€Å"grading on the curve†), allows only a minority of students to achieve A’s and B’s and feel successful. The self-worth of the remaining students (who may be quite capable) suffers, which depresses their motivation to achieve on subsequent classroom tasks (Covington, 1985). Top The Humanistic View of Motivation Abraham Maslow earned his Ph. D. in a psychology department that supported the behaviorist position. After he graduated, however, he came into contact with Gestalt psychologists (a group of German psychologists whose work during the 1920s and 1930s laid the foundation for the cognitive theories of the 1960s and 1970s), prepared for a career as a psychoanalyst, and became interested in anthropology. As a result of these various influences, he came to the conclusion that American psychologists who endorsed the behaviorist position had become so preoccupied with overt behavior and objectivity that they were ignoring other important aspects of human existence (hence the term humanistic to describe his views). When Maslow observed the behavior of especially well-adjusted persons–or self-actualizers, as he called them–he concluded that healthy individuals are motivated to seek fulfilling experiences. Maslow’s Theory of Growth Motivation Maslow describes seventeen propositions, discussed in Chapter 1 of Motivation and Personality (3d ed. , 1987), that he believes would have to be incorporated into any sound theory of growth motivation (or need gratification) to meet them. Referring to need gratification as the most important single principle underlying all development, he adds that â€Å"the single, holistic principle that binds together the multiplicity of human motives is the tendency for a new and higher need to emerge as the lower need fulfills itself by being sufficiently gratified† (1968, p. 55). He elaborates on this basic principle by proposing a five-level hierarchy of needs. Physiological needs are at the bottom of the hierarchy, followed in ascending order by safety, belongingness and love, esteem, and self-actualization needs. This order reflects differences in the relative strength of each need. The lower a need is in the hierarchy, the greater is its strength because when a lower-level need is activated (as in the case of extreme hunger or fear for one’s physical safety), people will stop trying to satisfy a higher-level need (such as esteem or self-actualization) and focus on satisfying the currently active lower-level need (Maslow, 1987). The first four needs (physiological, safety, belongingness and love, and esteem) are often referred to as deficiency needs because they motivate people to act only when they are unmet to some degree. Self-actualization, by contrast, is often called a growth need because people constantly strive to satisfy it. Basically, self-actualization refers to the need for self-fulfillment — the need to develop all of one’s potential talents and capabilities. For example, an individual who felt she had the capability to write novels, teach, practice medicine, and raise children would not feel self-actualized until all of these goals had been accomplished to some minimal degree. Because it is at the top of the hierarchy and addresses the potential of the whole person, self-actualization is discussed more frequently than the other needs. Maslow originally felt that self-actualization needs would automatically be activated as soon as esteem needs were met, but he changed his mind when he encountered individuals whose behavior did not fit this pattern. He concluded that individuals whose self-actualization needs became activated held in high regard such values as truth, goodness, beauty, justice, autonomy, and humor (Feist, 1990). In addition to the five basic needs that compose the hierarchy, Maslow describes cognitive needs (such as the needs to know and to understand) and aesthetic needs (such as the needs for order, symmetry, or harmony). While not part of the basic hierarchy, these two classes of needs play a critical role in the satisfaction of basic needs. Maslow maintains that such conditions as the freedom to investigate and learn, fairness, honesty, and orderliness in interpersonal relationships are critical because their absence makes satisfaction of the five basic needs impossible. (Imagine, for example, trying to satisfy your belongingness and love needs or your esteem needs in an atmosphere characterized by dishonesty, unfair punishment, and restrictions on freedom of speech. ) Top The Impact of Cooperative Learning on Motivation Classroom tasks can be structured so that students are forced to compete with one another, work individually, or cooperate with one another to obtain the rewards that teachers make available for successfully completing these tasks. Traditionally, competitive arrangements have been assumed to be superior to the other two in increasing motivation and learning. But reviews of the research literature by David Johnson and Roger Johnson (Johnson ; Johnson, 1995; Johnson, Johnson, ; Smith, 1995) found cooperative arrangements to be far superior in producing these benefits. In this section we will describe cooperative-, competitive, and individual learning arrangements (sometimes called goal structures or reward structures), identify the elements that make up the major approaches to cooperative learning, and examine the effect of cooperative learning on motivation, achievement, and interpersonal relationships. Types of Classroom Reward Structures Competitive goal structures are typically norm referenced. (If you can’t recall our discussion of the normal curve in Chapter 5, now might be a good time for a quick review. This traditional practice of grading on the curve predetermines the percentage of A, B, C, D, and F grades regardless of the actual distribution of test scores. Because only a small percentage of students in any group can achieve the highest rewards and because this accomplishment must come at some other students’ expense, competitive goal structures are characterized by negative interdependence. Students try to outdo one anot her, view classmates’ failures as an advantage, and come to believe that the winners deserve their rewards because they are inherently better (Johnson, Johnson, Holubec, 1994; Johnson et al. 1995). Some researchers have argued that competitive reward structures lead students to focus on ability as the primary basis for motivation. This orientation is reflected in the question â€Å"Am I smart enough to accomplish this task? † When ability is the basis for motivation, competing successfully in the classroom may be seen as relevant to self-esteem (since nobody loves a loser), difficult to accomplish (since only a few can succeed), and uncertain (success depends on how everyone else does). These perceptions may cause some students to avoid challenging subjects or tasks, to give up in the face of difficulty, to reward themselves only if they win a competition, and to believe that their own successes are due to ability, whereas the successes of others are due to luck (Ames Ames, 1984; Dweck, 1986). Individualistic goal structures are characterized by students working alone and earning rewards solely on the quality of their own efforts. The success or failure of other students is irrelevant. All that matters is whether the student meets the standards for a particular task (Johnson et al. , 1994; Johnson et al. , 1995). Thirty students working by themselves at computer terminals are functioning in an individual reward structure. According to Carole Ames and Russell Ames (1984), individual structures lead students to focus on task effort as the primary basis for motivation (as in â€Å"I can do this if I try†). Whether a student perceives a task as difficult depends on how successful she has been with that type of task in the past. Cooperative goal structures are characterized by students working together to accomplish shared goals. What is beneficial for the other students in the group is beneficial for the individual and vice versa. Because students in cooperative groups can obtain a desired reward (such as a high grade or a feeling of satisfaction for a job well done) only if the other students in the group also obtain the same reward, cooperative goal structures are characterized by positive interdependence. Also, all groups may receive the same rewards, provided they meet the teacher’s criteria for mastery. For example, a teacher might present a lesson on map reading, then give each group its own map and a question-answering exercise. Students then work with each other to ensure that all know how to interpret maps. Each student then takes a quiz on map reading. All teams whose average quiz scores meet a preset standard receive special recognition (Johnson et al. , 1994; Johnson et al. , 1995; Slavin, 1995). Cooperative structures lead students to focus on effort and cooperation as the primary basis of motivation. This orientation is reflected in the statement â€Å"We can do this if we try hard and work together. † In a cooperative atmosphere, students are motivated out of a sense of obligation: one ought to try, contribute, and help satisfy group norms (Ames ; Ames, 1984). William Glasser, whose ideas we mentioned earlier, is a fan of cooperative learning. He points out that student motivation and performance tend to be highest for such activities as band, drama club, athletics, the school newspaper, and the yearbook, all of which require a team effort (Gough, 1987). We would also like to point out that cooperative-learning and reward structures are consistent with the constructivist approach discussed in Chapters 1, 2, and 10 since they encourage inquiry, perspective sharing, and conflict resolution. Top Suggestions for Teaching in Your Classroom: Motivating Students to Learn 1. Use behavioral techniques to help students exert themselves and work toward remote goals. 2. Make sure that students know what they are to do, how to proceed, and how to determine when they have achieved goals. 3. Do everything possible to satisfy deficiency needs — physiological, safety, belongingness, and esteem. . Accommodate the instructional program to the physiological needs of your students. b. Make your room physically and psychologically safe. c. Show your students that you take an interest in them and that they belong in your classroom. d. Arrange learning experiences so that all students can gain at least a degree of esteem. 4. Enhance the attractions a nd minimize the dangers of growth choices. 5. Direct learning experiences toward feelings of success in an effort to encourage an orientation toward achievement, a positive self-concept, and a strong sense of self-efficacy. . Make use of objectives that are challenging but attainable and, when appropriate, that involve student input. b. Provide knowledge of results by emphasizing the positive. 6. Try to encourage the development of need achievement, self-confidence, and self-direction in students who need these qualities. a. Use achievement-motivation training techniques. b. Use cooperative-learning methods. 7. Try to make learning interesting by emphasizing activity, investigation, adventure, social interaction, and usefulness. Top Resources for Further Investigation Surveys of Motivational Theories In a basic survey text, Motivation to Learn: From Theory to Practice (2d ed. , 1993), Deborah Stipek discusses reinforcement theory, social cognitive theory, intrinsic motivation, need for achievement theory, attribution theory, and perceptions of ability. In Appendix 2-A, she presents a rating form and scoring procedure with which teachers can identify students who may have motivation problems. Appendix 3-A is a self-rating form that teachers can use to keep track of how often they provide rewards and punishments. A useful summary of motivation theories and techniques can be found in the Worcester Polytechnic University’s WWW site for teacher development, at http://www. wpi. edu/~isg_501/motivation. html. Top Motivational Techniques for the Classroom Motivation and Teaching: A Practical Guide (1978), by Raymond Wlodkowski, and Eager to Learn (1990), by Raymond Wlodkowski and Judith Jaynes, are a good source of classroom application ideas. Motivating Students to Learn: Overcoming Barriers to High Achievement (1993), edited by Tommy Tomlinson, devotes four chapters to elementary school and four chapters to high school motivation issues. Two sources of information on motivation techniques and suggestions for teaching are found at Columbia University’s Institute for Learning Technologies, which contains documents, papers, and unusual projects and activities that could be used to increase student motivation; and at Northwestern University’s Institute for Learning Sciences Engines for Education on-line program, which allows educators to pursue a number of questions about students, learning environments, and successful teaching through a hyperlinked database. The Institute for Learning Technologies is found at http://www. ilt. columbia. edu/ilt/. The Institute for Learning Sciences is found at http://www. ils. nwu. edu/. This was excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997. For more information on â€Å"Motivation† in Gage/Berliner, EDUCATIONAL PSYCHOLOGY, 6/e, Houghton Mifflin Co. 1998, see Chapter 8, â€Å"Motivation and Learning† For more information on â€Å"Motivation† in the Grabes’ INTEGRATING TECHNOLOGY FOR MEANINGFUL LEARNING, 2/e, Houghton Mifflin Co. , 1998 see page 97 for â€Å"the role of motivation in drill and practice,† pages 51-55 for â€Å"the role of motivation in meaningful learning†, page 163 for â€Å"the role of motivativation in writing,† and pages 398-99 for â€Å"learning styles and social and motivational preferences. † Teaching Implications of Learning Theories The best college teachers] have ge nerally cobbled together from their own experiences working with students conceptions of human learning that are remarkably similar to some ideas that have emerged in the research and theoretical literature on cognition, motivation, and human development (from Ken Bain’s book, What the Best College Teachers Do). Theories of learning, whether explicit or tacit, informed by study or intuition, well-considered or not, play a role in the choices instructors make concerning their teaching. The major trend   in understanding how students learn has been a movement away from the behaviorist model to a cognitive view of learning (see Svinicki (below) for an overview of learning theories). Implications for teaching practice of some key ideas from   learning theories 1. Learning is a process of active construction. Learning is the interaction between what students know, the new information they encounter, and the activities they engage in as they learn. Students construct their own understanding through experience, interactions with content and others, and reflection. Teaching Implication Provide opportunities for students to connect with your content in a variety of meaningful ways by using cooperative learning, interactive lectures, engaging assignments, hands-on lab/field experiences, and other active learning strategies. 2. Students’ prior knowledge is an important determinant of what they will learn. Students do not come to your class as a blank slate. They use what they already know about a topic to interpret new information. When students cannot relate new material to what they already know, they tend to memorize—learning for the test—rather than developing any real understanding of the content. Teaching Implication Learn about your students’ experiences, preconceptions, or misconceptions by using pre-tests, background knowledge probes, and written or oral activities designed to reveal students’ thinking about the topic. 3. Organizing information into a conceptual framework helps students remember and use knowledge. Students must learn factual information, understand these facts and ideas in the context of a conceptual framework, and organize knowledge in ways that facilitate retrieval and application in order to develop competence in a new topic. Teaching Implication Support students by using concept maps, flowcharts, outlines, comparison tables, etc. , to make the structure of the knowledge clear. 4. Learning is a social phenomenon. Students learn with greater understanding when they share ideas through conversation, debate, and negotiation. Explaining a concept to one’s peers puts knowledge to a public test where it can be examined, reshaped, and clarified. Teaching Implication Use Cooperative learning strategies, long-term group projects, class discussions, and group activities to support the social side of learning. . Learning is context-specific. It is often difficult for students to use what they learn in class in new contexts (i. e. , other classes, the workplace, or their personal lives). Teaching Implication Use problem-based learning, simulations or cases, and service learning to create learning environments similar to the real world. 6. Students’ metacognitive skills (thinking about thinking) are important to their learni ng. Many students utilize few learning strategies and have a limited awareness of their thinking processes. Teaching Implication Help students become more metacognitively aware by modeling your thinking as you solve a problem, develop an argument, or analyze written work in front of the class. Teach metacognitive strategies, such as setting goals, making predictions, and checking for consistency. Focus attention on metacognition by having students write in a learning journal or develop explanations of their problem-solving processes. Resources on Learning Theories Bransford, J. D. , Brown, A. L. , ; Cocking, R. R. (Eds. ) (1999). How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy Press. Donovan, M. S. , Bransford, J. D. , ; Pelegrino, J. W. (Eds. ) (1999). How People Learn: Bridging Research and Practice. Washington DC: National Academy Press. Learning Theories Knowledgebase. (2008, May). Index of Learning Theories and Models at Learning-Theories. com. Svinicki, M. D. (1999). New directions in learning and motivations. New Directions for Teaching and Learning, 80 (Winter), 5-27. http://cte. illinois. edu/resources/topics/theories. html How to cite Implications of Learning Theories in Modern World, Essays

Mandatory Retirement of Employers in Canada - Myassignmenthelp.Com

Question: Discuss about the Mandatory Retirement in Canada Should Employers be able to Force Older Employees to Retire. Answer: Thesis statement: In Canada, mandatory retirement was a problem that shook the employment arena before 2010. According to certain senior counsel, once an employee reached 65 years, the employer forced them to resign from the post. However, agitation has been made from all the stages of employment against the process of mandatory retirement of the older employees and certain findings has been made in this report on the validity of the process of mandatory retirement and rights of the employer to force the elder employees to resign from their post. Summary of the legal issues: According to the Human Rights code of Canada, no employees shall be discriminated as against their age. The provision on mandatory retirement has been prohibited by the Ontario Human Rights Code. According to the code, no employer shall force an employee who has reached the age of 65 year to get resigned from the post without showing any reasonable cause. It has also been stated that the employers are required to meet bonafide occupational requirement before terminating an older employee. An initiative regarding the matter has been taken by the Canada Labour Code in the year 2012 where it has been mentioned that if an elder employee can meet all the skills and aptitude requires for the job, he/ she should not be getting terminated from their post. The statement has been supported by the CBC News in their Articles named Mandatory retirement fades in Canada ("Mandatory retirement fades in Canada", 2018). Opposing viewpoints: There are certain opposing viewpoints present regarding the topic. It has been stated by many employers that after the age of 65 years, the working capacity of an employee gets reduced and he could not reach the target of the respective job. Further, there are certain jobs where the physical ability of the employees is the prime factors such as fire fighting and police work. The older employees are facing serious problem at that age and retirement becomes a good option thereby. Self opinion: It can be opined that no employee should be terminated forcefully from their post. If the working criteria need physical power, the weak employees can be asked for resign from the post. However, if the employee could meet the office requirement, he ought not to be terminated by the employer just because he has reached the age of 65 years. According to Alan Belanger (2016), it is important to understand the employment participation by the elder workers before terminated them from the post (Blanger, Carrire Sabourin, 2016). Reference: Blanger, A., Carrire, Y., Sabourin, P. (2016). Understanding employment participation of older workers: The Canadian perspective.Canadian Public Policy,42(1), 94-109. Mandatory retirement fades in Canada. (2018).CBC News. Retrieved 26 February 2018, from https://www.cbc.ca/news/business/mandatory-retirement-fades-in-canada-1.799697