How to Develop Leadership Skills Essay Example for Free

How to Develop Leadership Skills Essay Malaysia is one of the countries that practice democratic system. Many countries around the world practice democratic system such as United States, India, South Africa, Singapore, Australia, Canada, Japan and United Kingdom. In â€Å"Democratic Style,† (2008), the democratic leadership style means encouraging people to share their ideas, and then collect all the available information into the best possible decision. This leadership style consists of the leader sharing the decision-making with the group members. This style of leadership includes discussion and sharing of ideas and encouragement of people to feel good about their involvement. The democratic leadership style is very open and collegial style of running a team. Leaders who practices democratic style can organize company effectively. To be a good leader, there are three ways to develop leadership skills in an organization through democratic style such as a leader should practice positive attitude, listen to other people’s opinions and always motivate the subordinates. Firstly, a leader should practice positive attitude in the workplace. According to Robert Christopher (2007), there are some positive attitudes that someone should practice as a leader. For example, he has to have an open mind. As an example, he would not easily punish the employees for their mistakes until he knows the reason. To explain more, one staff who comes late due to emergency care would not be punished. Therefore, a good leader should investigate first before make a decision. Another point is a good leader should also have a wisdom and confidence. Thus, he can make a good decision to lead the organization without doubts. For example, he must select which type of investment the company should choose. Therefore, he must be confidence to make this important decision to ensure the company’s success. In addition, a good leader should be a positive role model to subordinates. Besides, a leader as a role model in an organization can affect the attitude and give a positive impact to subordinates. The subordinates will follow the attitude that their leader shows to them. Secondly, in â€Å"3Cs of Exemplary Leadership,† (2012), a leader should listen to other people’s opinions because it is one of the criteria of a democratic leadership. In that case, a thoughtful leader should listen and accept the opinions of subordinates in order to share ideas. When the leader listens to employees’ opinion, they will appreciate more and feel like they are parts of team. In this way, a leader would gain more respect by subordinates. A good leader should not ignore and must respect the subordinates’ ideas because they will be hurt and think a leader is selfless. In addition, a leader should accept the opinions from subordinates and evaluate it with the committee members. In that case, having a committee member is important in order to make justful decision. This can be done through an evaluation form, suggestion box, and doing informal meeting every week. Moreover, a leader should not be too sensitive and he needs not only to listen to other people’s ideas but also their complaints. Therefore, a problem may be solved through their complaints. He must not be emotional; instead he should be wise to make a decision. Therefore, to be democratic leaders, they must to accept any opinion of subordinates to improve their leadership skills. Finally, to be a good motivator through the democratic style, a leader should motivate the subordinates. All employees must be motivated to work for a company or organization in doing daily tasks. If no motivation is present in an employee, their quality of work will deteriorate. According to Robert Christopher (2007), a leader should provide motivation to encourage the subordinates to get into action. For example, a leader has to act professionally to help employees complete the task given by carefully organize and sequence the components of each task to be assigned for employees. One main responsibility in educating employees is to make instructions as clear and precise as possible. A leader should not get angry easily because employees need to train. Therefore, a leader must understand employees situation. Besides that, a good leader should reward their subordinates for their outstanding performances for they may establish certain reward. Rewards can be in the form of token or gift, be one-time bonuses or pay increments. In this way, employees will be appreciated and feel more motivated to work better. So, if good leaders want their employees to be good in all work, they must motivate their employees to achieve organizational excellence through the democratic leadership style. In conclusion, democratic style is one of the ways for an organization to succeed. The democratic style will enable the leader to maintain relationship with the subordinates. This leadership style is one of the most effective and it has created advanced productivity, better contributions from subordinates and boost group morale (Woods, 2010). It can also lead to betters ideas and creative solutions to certain problems. The democratic style train all staff in the company to communicate with each other, play a part and participate in the group’s discussion chaired by the leader. In short, a leader will be more responsible to perform his duty and lead the organization to succeed in the future through democratic style. Reference Cherry, Kendra. (Ed.). (n.d.).What is democratic leadership?.Retrieved August 1, 2012, fromhttp://psychology.about.com/od/leadership/f/democratic-leadership.htm Gill, Roger. (2006). Theory and practice of leadership. London: SAGE Publications Ltd. Leadership styles: democratic leadership style. (n.d.). Retrieved August 1, 2012, fromhttp://www.leadership-toolbox.com/democratic-leadership-style.html Lussier, N. Robert, Achua, F. Christopher. (2007). Effective leadership. United States: South-Western. Transformation Academy.(n.d.).3 Cs of exemplary leadership (even if youre not the boss!).Retrieved August 1, 2012, from http://www.transformationacademy.com/?p=1651

Airports Are Perfect For Green Roofs Environmental Sciences Essay

Airports Are Perfect For Green Roofs Environmental Sciences Essay Because they occupy large amounts of space with huge expanses of pavement for parking, runways, and storage, and because they have many flat-roofed buildings, airports are natural choice for green roofs. Many major European airports have a tapestry of green roofs over terminals, concourses, parking buildings, maintenance buildings, and others structures. (Cantor, 2008). These green roofs provide benefits and respond to all of the environmental problems without jeopardizing airport security and passenger safety. Despite the network of green space that comes with these installations, there has been no increase in problematic bird populations or other animals that might interfere with aircraft operations or personnel. This achievement is due to careful initial selection of the plant materials, monitoring of the results, and adequate maintenance. Airport feature unique site design challenges that affect animal populations. Typically, airport surroundings include large areas of undeveloped lands. These areas, if not carefully managed, can come semi-natural and attract large birds, which can be sucked into jet engines with potentially disastrous results. Land use policies over many years have been developed to discourage animal populations from settling in these buffer areas. For examples, plants are selected that do not produce flowers, berries, fruits, or seeds that attract animals. Grass height is carefully regulated, as tall grass attracts rodents, which, in turn, attract birds of prey. Grass cut too low attracts birds such a geese. Furthermore, animal populations are dynamic, no static, and in the last several decades species such sea gulls and pigeons have increase dramatically, so that measures must be taken to discourage them. The design of green roofs at the airports must respond to all these concerns. Opinions in Europe regarding the implementation of green roofs at airport are not unanimous. Some experts are cautions, worrying , for examples, about the impact of large populations of sea gulls, as has occurred in urban areas of London. Some are concerned that plants species over a certain height are too welcoming to birds. A greenroofed building recently opened at the Copenhagen airport. Roofs spread with gravel seen to be more attractive to birds, particularly large species as gulls, than green roofs with low to medium-height vegetation. In the United States, more than 75% of recorded bird strikes causing damage to civil aircraft are waterfowl (32 percent), gulls (28 percent) and raptors (28 percents). One area of current research in London is focused on determining the minimum gravel size that can be used as substrate, but is too heavy for gulls to pick up. Carefully designed green roofs at airports present opportunities for mitigating many environmental problems without increasing the risk of bird collision. The Schiphol International Airport from Amsterdam have three buildings with extensive green roofs and two buildings with intensive green roofs. This network of green roofs has responded to the environmental challenges in differences ways, even with specially trained teams of dogs, which are used to chase away the birds (Cantor, 2008). Accidents: Birds are often sucked into jet aircraft engines, something that causes aircraft accidents resulting [in waste of economic resources and, sometimes,] in deaths (Hawthorne, 1980; Shaw, 1985). Similar to any airport landscaping, green roofs on buildings in the airport environment might attract wildlife hazardous to aviation and could increase the risk of birds-aircraft collisions. The OHare International Airport consisted of Sedum spp. for vegetation and birds were observed using the green roof itself. However, bird use of the green roof was minimal and appeared to be similar to use of adjacent buildings with traditional roofs. Although green roofs with vegetation types that offer forage and/or cover to birds might be attractive, the Sedum spp.-vegetated green roof in this study did not attract wildlife hazardous to aviation or increase the risk of bird strikes (Swearingin et al., 2008).[5] Large-scale green roofs are currently being planned and implemented at OHare International Airport (Chicago). [5] One of the largest green roofs in Spain, 54.000 m2, covers the parking area at Barajas Airport in Madrid. http://www.triton-chemicals.co.uk/prode1.php At the airport in Frankfurt (Germany), a 10-cm-deep green roof reduced noise levels by 5 dB (Dunnet and Kingsbury, 2004). (Velazquez, 2005): Airports occupy and consume huge areas of land mass, destroying ecosystems and creating massive urban heat islands of impermeable, hot surfaces. The resulting loss of natural greenspace greatly impacts stormwater management, loss of habitat and biodiversity, creates noise, air and water pollution, and on a large scale, contributes to global warming. Numerous ecological advantages of extensive greenroofs could help to mitigate each and every one of these environmental problems. [security and safe concerns]. The recreated and natural areas of runways and surrounding fields are designed to avoid attraction of birds, which many times get drawn into jet engines creating a potentially hazardous and life threatening situation. To date, airport authorities outside of Europe have been hesitant to consider vegetated roofs mainly for fear of attracting birds. However, many airports in Europe have successfully constructed greenrooffs atop parking garages, hangers, and even ter minal building, without increasing their yearly number of bird strikes. This paper attempts to address some of the potential barriers to greenroofs, in particular the real dangers of attracting birds. International airports having greenroofs: Schipho (Amsterdam, the Netherlands), Frankfurt (Germany), and Kloten (ZÃ ¼rich, Switherland). *** Most public-use airports have large tracts of open, unimproved land that are desirable for added margins of safety ad noise mitigation. Birds use airfields as a biotope for habitat, nesting and finding food and different species will dictate different habitat preferences. Bird strikes on airfields may only be minimized by identifying the ecological conditions that attract birds to an airfield and then using habitat deterrence methods to make the airfield less attractive for species relevant to flight safety. Even given greenroofs ability to reduce stormwater infrastructure and other concerns, to date airport authorities outside of Europe have been hesitant to consider vegetated roofs mainly for fear of attracting birds. However, many airports in Europe have successfully constructed green roofs atop parking garages, hangers, and even terminal buildings, without increasing their yearly number of bird strikes. In Germany there are thousand of square meter of green roofs on airport buildings. Within Germany are various airport greenroofs at Stutgart the new airport of MÃ ¼nich, Bremen, and DÃ ¼sseldorf. France has greenroofs at Charles De Gaulle in Paris, Paris Orly International Airport and Bordeaux. I have also seen and airport terminal greenroof in Milan, Italy and more exist. [more] After security issues, noise abatement, air quality, and preservation of greenspace are the top environmental concerns of area residents and airports management. Schiphol IA, Amsterdam: Total airport area greenroofed at AMS and Schipholrijk neighbourhodd: 93,730 m2. Number/area of extensive greenroofs: 3/13,330 m2. Because airports occupy large quantity of space with huge expanse of pavement for parking, runways, and storage, and because they have many flat-roofed buildings, this installations are natural choice for green roofs (Cantor, 2008). Many major European airports have a tapestry of green roofs over terminals, concourses, parking buildings, maintenance buildings, and others structures. (Cantor, 2008).

The Early Years Of Key Stage One

The Early Years Of Key Stage One This report focuses on the principles underpinning Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1), and how this influences practice when supporting children in the transition from EYFS to KS1. This report will also include the similarities and the differences between the EYFS and KS1. The main aim of this report is to demonstrate knowledge and understanding of theory underpinning the development of key stage 1. The Early Years Foundation Stage is not a curriculum it is a framework. Sited in (DCSF 2008a, p.9) The EYFS document sets the standards for children from birth to 5 by meeting the diverse needs of each individual child this principle lies in the heart of the EYFS. All practitioners should deliver personalised learning, care and development to encourage and help children receive the best possible start in life. The overarching aim of the EYFS is to help children achieve the five Every Child Matters outcomes which are: Staying safe Being healthy Enjoying and achieving Making a positive contribution Achieving economic well-being (DCSF 2008 a) However the national curriculum sets out the stages and core subjects children will be able to be taught during their time at school. The national Curriculum also sets out the knowledge and skills that are important for children to become successful and confident learners. The curriculum also sets out the achievement targets in each subject, teachers can use these to measure each childs progress and plan the next steps in their learning. Schools are free to plan and organise teaching and learning in the way that best meets the needs of their pupils. The new curriculum identifies the impact of play-based and activity learning in engaging children and helping them achieve a wide range of outcomes and make the best possible improvement. (National Curriculum online) However the EYFS framework provides assurance, it also states that every child deserves the best start in life. The Early Years Foundation Stage sets standards for the development, learning and care of children from birth. The new primary curriculum expands on the principles of the EYFS and encourages play-based learning. In the early stage the content of the curriculum is generic to the area of learning. Rose, J. (2009) The principles which guide the work for all early years practitioners are grouped in to four themes. The first theme is A Unique Child: every child is an experienced learner from birth who can be flexible, confident and self confident about him or herself. The second theme is Positive Relationship: children learn to be strong and independent from a base of loving and secure relationships with parents, families and carers. The third theme is Enabling Environment: The environment plays a key role in supporting and extending childrens development and learning, The fourth theme is Learning and Development: children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected. The Four guiding themes work together to underpin effective practice in the delivery of the Early Years Foundation Stage. They put legal requirements in to context and describe how practitioners should support the development, learning and care for each individual child. (DCSF 2008a, p.9) Transition should be seen as a process not an event, transition is something that is continuous, and should be planned for and discussed with children and their parents. Settings should communicate information which will secure continuity of experience for the child between settings. Schools should use the summative assessment of each child recorded in the EYFS profile to support planning for learning in year 1. However teachers should also be familiar with the EYFS and the EYFS teachers should be familiar with the KS 1 Curriculum. (DCSF 2008b, p.10) Moving into years 1 can be a shock to some children after the play freedom they had in nursery and reception, five year olds can often be turned off education by suddenly being made to sit still and listen to their teachers. Sited in Moyles, J (2007 p. 16) Wood and Bennett (2001) stated that the effect on children of the transitions they make in early childhood has become a major focus on the national and international research. (Margetts 2002, Dockett and Perry 2004a-2005). As many practitioners are aware that the big transition may be the move from a foundation stage setting in to a key stage 1. The recent focus is on continuity and progression that can be offered to children at this point. Rose, J (2009) stated that: Transition from EYFS to primary school can be difficult for some children This can be difficult for children because the children are more familiar to the play-based learning, and when moving to key stage 1 the children will experience a difference as they will be expected to sit on a chair at a table and be told what to do. However the creative curriculum is also being introduced, the main aims of the creative curriculum are to encourage and develop a more creative curriculum in foundation subjects in Key Stage 1. The creative curriculum is also introduced to create a more personalised, incorporating key life skills that could transfer into lifelong learning skills and increase the use of the local area and increase out of classroom learning experiences. Feedback from parents, teachers and pupils suggested that the curriculum had become more creative and exciting. Pupils were taking part more and getting involved in their learning and took ownership. This also improved parental involvement in their childrens learning and development. The staff, parents and pupils commented on some changes they noticed occurring from the new topic approach. They reported that the children were more excited about their learning, the children were also talking about their learning more at home with parents and families. The children also started to bring resources from home for the new topic to support and expand their learning. (Creative curriculum 2008 online) The Independent Review of the Primary Curriculum includes a survey by Ofsted in 2007 which proclaimed that a very less amount of schools had successfully linked the areas of learning and development in the EYFS with the related subjects of the National Curriculum in Key Stage 1. Because there was lack of clear links between the Early Years Foundation Stage and Key Stage 1, this meant that 8 in 10 schools in the survey introduced the subjects of the National Curriculum at the start of the autumn term. However, Two in three of the schools taught a literacy hour or daily numeracy lesson within a few weeks of the start of the school year. In Rose, J (2009) Ofsted also noticed that over half of Year 1 teachers had used the Early Years Foundation Stage profile but few had found it mostly helpful. The EYFS profile confused many teachers by including assessments beyond the level of the early learning goals, but not linked openly to the level descriptors in the National Curriculum. However given the amount of time spent in completing the EYFS profile and its potential value as a personal record of each childs previous experiences and achievements it is important for schools to make better use of it. However The Cambridge Primary Review is an independent enquiry into the condition and future of primary education in England. It is based at the University of Cambridge, Alexander, R (2009). The Review proposes a debate on if the age at which children have to start school should be raised to six in line with many other countries. Logically the ages and stages of schooling should be brought in to line, so the statutory starting age would become six, the point at which children move from the foundation stage and enter the key stage 1. The main concern is not when children start school but what they do when they get there. With sufficient resources, there is no reason why good quality play-based learning up to age six cannot be provided in primary schools. However this is maybe a risky change because some fear that children with most to gain from early education will miss out through being kept at home until they are six. This would confirm that England has finally accepted the need to protect and preserve the distinctive nature of early childhood. Easing the way for the youngest four-year-olds to start school, however the Rose report which has recently been proposed, sends a different view. Rose, J (2009) says: I hope the review will help our primary schools to build on their success so that all our children benefit from a curriculum which is challenging, fires their enthusiasm, enriches and constantly enlarges their knowledge, skills and understanding and, above all, instils in them a lifelong love of learning. The curriculum that primary children are offered must enable them to enjoy this unique stage of childhood, inspire learning and develop the essential knowledge, skills and understanding which are the building blocks for secondary education and later life. Primary children must not only learn what to study, they must also learn how to study, so the children can become confident, self-disciplined individuals capable of engaging in a lifelong process of learning. High-quality teaching in the primary years, as elsewhere, is vital to childrens success. McKinsey 2007 reports said that the quality of an education system cannot exceed the quality of its teachers. This is echoed by the Cambridge Primary Review, which states that A curriculum is only as good as those who teach it. Rose, J. (2009) However (BBC news 2008 online) states: Do children start school at too young an age in England? English pupils are starting very early in the classroom, Compared to other western European countries, as compulsory education begins in England at the age of five with children starting at four years old. However in countries such as Sweden, Denmark, school does not begin until the age of seven. This general question has been raised by the Cambridge-based Primary Review which is investigating how the primary education is organised. And its conclusion challenges the idea that an early start has long-term advantages for children. The assumption that an early starting age is beneficial for childrens later attainment is not well supported in the research and therefore remains open to question, says the report. However the Primary Review, taking an overview of the evidence, suggests that there is no clear link between quantity and quality in education. In England, Scotland, Wales, Northern Ireland, and the Netherlands, children start school at the age of five years old. However in Austria, Belgium, and Denmark the children start at the age of 6-7, and in, Poland, Spain, and Sweden children start at the age of 6-7. The Effective Provision of Pre-school Education (EPPE) project investigated the effects of preschool education and care on childrens development for children aged 3-7 years old. This study has established the positive effects of high quality pre-school provision on childrens intellectual and social behavioural development up to the end of Key Stage 1 in primary school. Pre-school has a positive impact on childrens progress over and above important family influences. The quality of the pre-school setting experience as well as the quantity are both important. The Effective Provision of Pre-school Education (EPPE) project explores the impact of preschool provision on young childrens cognitive progress and their social/behavioural development. The research seeks to establish whether different types of pre-school settings differ in their impact and effectiveness. It also seeks to identify any differences between individual pre-school centres in their impact upon childrens cognitive progress and social, behavioural development. EPPE (2004) However Brown, J. Said that the Effective Provision of Preschool Education (EPPE) is the first major study within the UK to focus on specifically the effectiveness of early years education, monitoring the development of children from a wide range of backgrounds and cultures as they progress from the start of preschool up to key stage 2. Brown, J. (2009, p.26) I n the national curriculum education influences and reflects the values of society. Therefore it is important, to recognise a broad set of common values and purposes that underpin the school curriculum. Education is also a route to equality of opportunity for all, a healthy and just democracy, a productive economy, and sustainable development. Education should reflect the permanent values that contribute to these ends. These include valuing ourselves, families and other relationships, and the wider groups, to which we belong, the diversity in our society and the environment. At the same time, education must enable us to respond positively to the opportunities of the rapidly changing world and work. We also need to be prepared to engage and connect as individuals, parents, workers and citizens with economic, including the continued globalisation of the economy and society, with new work and leisure patterns and with the rapid development of communication technologies. National curriculum (online) The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided schools. Getting children to sit down on a seat in key stage 1 is not a problem. But what we need to ensure is that these children are interested and excited about their learning, the children need to feel involved in what is taking place and have a level of expectation about what will happen next. A creative curriculum is not simply about making links between subjects, it is about finding ways to inspire the children by drawing in skills from art, music, technology, dance and drama. Creativity is about inspiring children through the establishment of memorable learning experiences. Creativity can be a platform for establishment of personalized learning, enabling children to think out of the box for themselves. (Teaching expertise online) This shows that the creative curriculum has been introduced so children are not sitting on chairs and doing what they are being told by the teacher, it has been introduced so children can enjoy learning through different experiences, and be more creative about their learning. However in nursery everything is more play-based, and key stage 1 is more focused on lessons like phonics, numeracy and literacy, this is why the creative curriculum has been launched so children are more motivated and interested in learning, and remembered what they had learned, due to this the children would want to learn for themselves they would be able to expand on the thinking and learn how to be in control. Within the EYFS it is also stated that the key person also play a vital role in a childs learning and development. Children can form an attachment in the setting with the key person, the benefits of this could be the child settling in different surrounding really quickly, and that the key person could assess and plan for the child individual needs. Sited in Elfer, P et al. (2003 p. 18) it was stated that the key persons role is vital for children and their parents. The key person makes sure that each individual child within the nursery feels welcome, safe and secure. They also make the child feel that they are taught about by someone in particular while they are away from home. However the key persons approach makes sure that parents are able to build a personal relationship with someone in particular rather than all the staff within the setting. The benefits of a key person are they give parents a peace of mind, it also gives the parents a chance to liaise and interact with somebody whom is fully committed and familiar with their child, and is able to provide the parents with up to date information about their childs learning and development. The Key Elements of Effective Practice (KEEP) emphasise that effective learning is dependent on secure relationships, an appropriate learning environment and high-quality teaching. Brown, J. (2009, p.26) The four main purposes of the National Curriculum are: To establish an entitlement To establish standards To promote continuity and coherence To promote public understanding Those awarded Early Years Professional Status must demonstrate through their practice that a secure knowledge and understanding of the following underpins their own practice and informs their leadership of others. The EYP Standards set out the national expectations for anyone wishing to gain EYPS and work as an Early Years Professional. They are outcome statements that set out what Early Years Professionals need to know, understand and be able to do. They cover working safely with babies and children from birth to the end of the new EYFS. Achievement of the Standards will enable members of the workforce to move across the range of early years provision, which will encourage and support learning and development.(EYP 2006 online) Reference Page Rose, J. (2009) Independent Review of the Primary Curriculum: Final Report. Nottingham: DCSF Publications Moyles, J. (2007) Early Years Foundations. Maidenhead: Open University Press Sylva, K., Melhuish, E., Sammons, P., Blatchford, I, S. and Taggart, B. (2004) The Effective Provision of Pre-school Education (EPPE) project: Final report: DFES Bertram, T., Pascal, C. (2002) Early years education: An International Perspective. Birmingham: QCA Brown, J. (2009) Spring. Department for children, Schools and families. P26-28 Elfer, P., Goldschimied, E., Selleck, D. (2003) Key persons in the nursery. London: David Fulton Publishers BBC News (2008) is five too soon to start school? News Channel: Education Available: http://news.bbc.co.uk/1/hi/education/7234578.stm Haywood, J (2006) Early Years Professional Standards. Available: http://www.testsite.lancsngfl.ac.uk/curriculum/early_years/getfile.php?src=100/Draft_EYP_Standards_Aug_2006.pdfs=!B121cf29d70ec8a3d54a33343010cc2 Department for Children, Schools and Families (2008a) Statutory Framework for the Early Years Foundation Stage. Nottingham: DCSF Publications Department for Children, Schools and Families (2008b) Practice Guidance For the Early Years Foundation Stage. Nottingham: DCSF Publications

From India with Love for Internal Medicine :: Medicine College Admissions Essays

From India with Love for Internal Medicine My early years were spent in a small farm in India. My parents had never been to school but were a source of inspiration to me and inculcated a sense of hard work and discipline. I studied in one of the most prestigious schools in the country and spent most of my life in boarding school. On the basis of my academic performance, the government of India sent me to USSR for medical studies .The respect in society; sacrifice of a doctor and making a contribution to the world has inspired me to become a doctor. Medical school was an exciting, challenging and enjoyable with exchange of cultural experiences while studying with students of 25 different countries. I stood first in the university and was awarded M.D. degree with Honors. I was selected as "The best graduating student" for 1996. With hard work I was able to get distinctions in all the subjects. During Internship I was awarded a certificate of appreciation by Minster of health for services rendered during a community project on prevention of cardio-vascular disease. Break up of USSR was a difficult time for all but in this period of adversity I developed remarkable resilience and maturity. Spending 9 months in U.K. and observing the British medical system and having traveled all over Europe and Scandinavia has enhanced my communication skills. Sports and being a captain of volleyball team and the president in school has taught me mind and body control, the need for careful planning and how to both rely on team members and to get the best of myself. In medical school I found that hard work was not a burden but a pleasure. I felt at home in the hospital. After school hours I would go to district hospital, Odessa and work in accident and emergency department. I keenly participated in medical conferences throughout medical school to know more about the ever-changing medicine. I believe I can weather both the mental and physical challenges and that my avocations of weight lifting and long distance running will give me the stamina for the common night shifts in residency.

Biblical Allusions and Imagery in Steinbecks The Grapes of Wrath :: Grapes Wrath essays

Biblical Allusions and Imagery in Steinbeck's The Grapes of Wrath John Steinbeck always makes it a point to know about his subjects first hand. His stories always have some factual basis behind them. Otherwise, he does not believe that they will be of any value beyond artistic impression. Therefore, most of his novels take place in California, the site of his birth and young life. In preparation for writing his novels, Steinbeck would often travel with people about whom he was going to write. The Grapes of Wrath was no exception to his other works. To prepare for it, he joined migrants in Oklahoma and rode with them to California. When he got to California, he lived with them, joining them in their quest for work. By publishing these experiences and trials of the migrants he achieved an effect that won him the Nobel Prize for literature in 1962. The writing of The Grapes of Wrath coincided with the Great Depression. This time of hardship and struggle for the rest of America gave Steinbeck inspiration for his work. Other peoples' stories of everyday life became issues for Steinbeck. His writings spoke out against those who kept the oppressed in poverty and therefore was branded as a Communist because of his "voice." Although, it did become a bestseller and receive countless awards, his book was banned in many schools and libraries. However, critics never attacked The Grapes of Wrath on the artistic level and they still consider it a beautifully mastered work of art. More than any other American novel, it successfully embodies a contemporary social problem of national scope in an artistically viable expression.1 In The Grapes of Wrath, Steinbeck utilizes Biblical imagery and allusions to illustrate the struggle of the Joad family as a direct parallel with that of the Hebrew people. Steinbeck bolsters the strength of structure and character development in the book through Biblical allusions and imagery. Peter Lisca has noted that the novel reflects the three-part division of the Old Testament exodus account which includes captivity, journey, and the promised land.2 The Joads' story is a direct parallel with that of the Hebrews. Just as the Hebrews were captives of the Pharaoh, the Joads' are captives of their farm. Both make long and arduous journeys until they reach their promised land. Israel is the final destination for the Hebrews and California plays the same role for the Joads. Hunter mentions several of the parallels in the novel. When the Joads embark on their journey, there are twelve members which corresponds to the twelve tribes of Israel who are leaving the old order behind.

Organizational Development Final Project

In preparing his paper, you will examine how the theories and models presented In this course, as well as In the literature, can be utilized to support and facilitate a planned change effort. Your focus can be within a particular organizational setting of your choice, or an industry, or a type of organizations in general (for example, non-profit, civic, for- profit). The focus could be on a specific organizational change, for example, enhancing creativity and innovation. The action plan should be written as a serious proposal to executive management about a specific planned change effort. Discuss the following elements in your proposal.As you will see, you will need to have a working knowledge of this challenge, either from literature or company documents or your own observations. 2 Introduction. Brief description of the current organizational challenge. This proposal is from your perspective, as you have not yet engaged others in this process. That said, describe the challenge from your perspective and describe your role as related to the challenge. Current State. Description of current state to Include: o What has been done to correct or address the challenge? O What is the urgency to meet this challenge? O What are the consequences of not changing?Desired Future State. Description of the desired state you wish to see in terms of this current challenge to include the following elements. Keep in mind that this is still from your perspective, as you have not yet engaged others in the DO process. Please note that if you have engaged others in this discussion, such as the manager of the department, address that in the paper. O What is the ideal state of the organization in terms of this current challenge? O What behaviors will organizational members demonstrate? O What behaviors will organizational leaders demonstrate? O What will the â€Å"changed organization† feel like (culture)?What value will this planned change effort add to the organization? Action Plan. Steps you (and others) will take to make the desired state a reality. O Change Team: Who needs to be involved in this process to ensure its success? O Brief discussion of alignment of this proposed change with organization development values and assumptions. O Describe an overall approach (strategy) for creating and implementing the change, such as Action Research, Organization Change Process. O Describe a minimum of three methods or tools you will use to assess and facilitate this planned change effort (embedded within your strategy).Describe challenges and barriers you anticipate and how you will address them. This could include organizational readiness for change, expected resistance to change, organizational leadership. Benefits. Description of benefits of this proposal. O List 3 – 5 specific results you expect from successful implementation of the plan. Option 1 for Signature Assignment 61 5 Organization Development and Change Master Syllabus rev 01 . 13. 12 page 7 o Link back to consequences of not changing. O Describe success measures that will be used (evaluation). First Step. Summarize with one specific first step.You will draw from multiple sources (minimum 5) including Journal articles, books, and professional references such as associations and websites (this will help place your proposal within the framework of what others have done to address the challenge. ) You may also draw from class discussions and activities, as well as your own experience within organizational settings. Look for ways to integrate organization development with other leadership theories and concepts discussed in organizational leadership (drawing from other OLL, HRS, HA courses and/or 613 Dynamics of Organization Behavior). Page 8

Internet and Children Essay

Nowadays, in the world in which we live, violence is reported everywhere. It makes parents became worried. So, they try to protect their children from the adverse impacts in society. But although society has taught us that violence is not accepted, in the essay â€Å"Violent Media is Good for Kids,† Gerard Jones tries to convince people, especially the kids’ parents, that violent media is good or furthermore, it is essential for the development of children. He uses his own childhood as an example of how media or The Hulk helped him switch to â€Å"more sophisticated heroes† (Jones 195), and â€Å"finally found my own lead along a twisting path to a career and an identity† (Jones 196). Afterwards, his son was afraid to climb a tree, so Jones read the stories of Tarzan to his son. Then later, his son was climbing trees. He also gives other examples of how violent media helped children to overcome their stressful and hurtful lives. A healthy child must grow b oth physically and mentally. Especially, mental illness in children can be hard for parents to identify. Gerard Jones admitted that he grew up too passive because he was sheltered from the media. In recent years, there has been dispute about whether or not children should view, or listen to violent media. In â€Å"Violent Media is Good for Kids† Gerard Jones says that we should. He noticed that â€Å"people pulling themselves out of emotional traps by immersing themselves in violent stories. People integrating the scariest, most fervently denied fragments of their psyches into fuller senses of selfhood through fantasies of superhuman combat and destruction.† (Jones 196) .Each person’s childhood is often associated with something, for example, Donald Duck, Superman, or Barbie doll, Batman, etc†¦ Those characters sometimes play an important role in the formation of their life. After finding his favorite character, The Hulk, Jones â€Å"finally found my own lead along a twisting path to a career and an identity† (Jones 196). Jones’s son, perhaps, admires Tarzan, who was told by his father to support him to climb a tree. To Jones, a super hero model can give kids strength and make them brave. Children need a way to express their natural rage and by allowing them to read these stories or play battle just for fun with their friends helps them develop into kids that will interact with each other. All kids feel rage, so if they let it out in a safe way, they can use it to combat challenges in life. Thus, violent media helps them develop into people who are not afraid to stand up and take charge. Jones tries to prove that violent media can help kids if it is used in the right way. He writes a quote from Melanie Moore, Ph.D., a psychologist who works with urban teens, t o support his argument. He does however include examples as to why he believes that violent media is good for children. But he does not include statistics to back-up his arguments and this is a weakness of Jones’s essay. His examples might not be credible because he presents himself as one of the evidences and each child develops differently. We can see every child takes a different way to explore the world. Many children will grow up like Jones. They will find themselves in the real world and know who they are if they were allowed access to the media. He states â€Å"When we try to protect our children from their own feelings and fantasies, we shelter them not against violence but against power and selfhood.† (Jones 197) .Parents cannot ban their kids playing video games or watching violent cartoons but as adults, they must know which one is good, which one is bad for our kids. When parents try to protect their children from the influence of violence, they need to rem ember that although comics and video games are full of violence and fighting, they also have messages and some good lessons. Parents always loves their children, so Jones uses the phrase â€Å"when we tries to protect our children† to let the parents know that he sympathized with their concerns. But then he says: â€Å"we shelter them not against violence but against power and selfhood.† The word â€Å"shelter† means to protect from something harmful. He emphasizes that the harmful thing is not violence but it is harmful to children losing their power and selfhood. However, some children might take the message of the stories the wrong way, putting themselves too deep into a story. They may hurt themselves or the others because they thought that they were strong like their favorite hero. As increasing violence in the media would be certainly dangerous for society and corrupt a child’s thoughts and imagination through blood, knives and guns, those were called â€Å"a tool to master their rage† (Jones 196). â€Å"I’m not going to argue that violent entertainment is harmless. I think it has helped inspire some people to real-life violence. I am going to argue that it’s helped hundreds of people for everyone it’s hurt, and that it can help far more if we learn to use it well.† (Jones 197) .Jones admits that violent media is n’t harmless and that it does drag some children to doing real life violence, but he does not say specifically what should be done about this issue. He goes on to say that it has helped more than it has harmed. There is much research on whether children should or should not access to violent media. By giving some evidence as well as using quote authority to support his thesis, Gerard Jones made a good essay to persuade that violent media is one of the factors that children need to develop. The title â€Å"Violent Media is Good for Kids† is also impressive. It makes the readers curious because â€Å"violent† and â€Å"good† may sound contradictory. However, his essay is interesting but not enough to convince. A good way to protect the children is to give them the right tools in life, and teach them how to make it a responsible choice and how to protect themselves from bad temptations. â€Å"All violence is the result of people tricking themselves into believing that their pain derives from other people and that consequently those people deserve to be punished.† (Rosenberg) Works Cited Jones, Gerard. â€Å"Violent Media Is Good for Kids.† Critical Thinking, Reading and Writing. Ed. Sylvan Barnet and Hugo Bedau. Boston: Bedford/St. Martin’s, 2011. 195-197. Print. Rosenberg, Marshall B. Nonviolent Communication: A language of life. California: PuddleDancer Press, 2003. Print.