Experimental Training Program: Wilderness/adventure Learning :: essays research papers

Experimental Training Program: Wilderness/Adventure Learning Training employees is a fundamental element of a corporations success. A company succeeds only as well as the people running it can perform. This training process can cover many skills and go into many areas of expertise. One key element that has only recently come into action is an outdoor- based experiential training program. Commonly called "ropes courses," wilderness courses or adventure learning programs have been in use in the USA since the early 1980's, and by organizations in the UK since the early 1970's. Outdoor programs have been most beneficial when used to promote effective work teams and used to enhance leadership and management skills in the participants. Outdoor- based training programs seem to accomplish these objectives by allowing participants to develop a high level of trust in their peers, improve their problem-solving ability, and generally improve the level of interpersonal communications between group members. Companies are looking for leaders that can launch them into a new era. Constant improvement is necessary to meet the growth of challenging competition. So who defines leadership? What is a leader and how would you raise these skills that may be laying dormant in your subordinates? Organizations need great leaders to help them successfully survive the many difficulties of this decade. Yet, the very notion of leadership has rapidly degenerated into a clichà ©, a buzz word. In many people's minds, leadership has become identified with an overly simplistic conception of vision and empowerment. Although these concepts do play an important role in the leadership process, they only scratch the surface of what an exceptional leader actually does on a day-to-day basis. What do leaders really do to make an organization work well? In my research I found that great leaders exhibit nine different kinds of behaviors that enable them to bring out the best in the people around them. Some of the nine behaviors of leadership listed below involve building participatory teams, some involve using "situational management strategies," while others enhance personal resources. Listed separately, the nine behaviors include: Developing people. Being able to influence others. Encouraging teamwork. Empowering people. Using multiple options thinking. Taking intelligent risks. Being passionate about work. Having a strong, clear vision. Stretching one's personal creativity. While many people think leaders are unique, even born to that state of excellence, I have found just the opposite. With proper experiential training, it is possible for people to learn these leadership behaviors. In other words, leaders can be developed. By all means they should be developed at many levels in an organization because leadership in a hierarchical situation stimulates the best in their followers and thereby increases overall productivity.

Lorraine Hansberry Essay -- essays research papers

Her first play, A Raisin In the Sun, is based on her childhood experiences of desegregating a white neighborhood. It won the New York Drama Critic's Circle Award as Best Play of the Year. She was the youngest American, the fifth woman and the first black to win the award. Her success opened the floodgates for a generation of modern black actors and writers who were influenced and encouraged by her writing. Hansberry was born in 1930, the youngest of four children of Carl and Nannie Hansberry, a respected and successful black family in Chicago, Illinois. Nannie was the college educated daughter of an African Methodist Episcopal minister, and Carl was a successful real estate businessman, an inventor and a politician who ran for congress in 1940. Both parents were activists challenging discriminating Jim Crow Laws. Because of their stature in the black community such important black leaders as Paul Robeson, W.E.B. DuBois, and Langston Hughes frequented the Hansberry home as Lorraine was growing up. Although they could afford good private schools, Lorraine was educated in the segregated public schools as her family worked within the system to change the laws governing segregation. After high school Hansberry briefly attended the University of Wisconsin at Madison before moving to New York for "an education of another kind." She married Robert Nemiroff, a white Jewish intellectual who she met on a picket line protesting the exclusion of black athletes from universi...

Cultural Anthro - Karl Marx Essay -- essays research papers

“Where some possess much, and the others nothing, there may arise an extreme- either out of the most rampant democracy, or out of an oligarchy.'; This was once said by Aristotle who was probably the first to recognize the importance of a middle class. A powerful debate whether the middle class is essentially defined by cultural or economic factors still remains an issue. A rich tradition is devoted to disentangling economic from cultural components of a class. According to Karl Marx, the middle class is an outgrowth of economic factors, primarily capitalism. Many people tend to disagree with Marx that capitalism is the only important factor in the outgrowth of the middle class. Judith R. Blau argues that her understanding of the middle class has much to do with inclusive cultural values. Blau demonstrates her opinion though her ethnography, Social Contract and Economic Markets. I believe that Karl Marx’s economic factors and Judith Blau’s cultural factors together d efine the middle class. Karl Marx believed class was a matter of economics, that is, how the individual fits into the pattern of modern capitalist society. Marx argued that the whole of capitalist society was constructed in order to support this idea including the society’s infrastructure. Marx believed that social classes arise when a group gains control of the means of production. This group also has the power to maintain or increase its wealth by taking advantage of the surplus value of labor. Many people question why a worker would labor under such conditions. The reason is quite simple according to Marx. The reason is political and social representation. Members of this class elect representatives who pass laws that serve their interests. Landlords and factory owners were able to use their control of resources to exploit the unlanded laborers in the newly emerging factories. Karl Marx looks at human societies as a whole, and asks how they reproduce themselves, and as a result, change. For Marx a fundamental question about any society is whether it can produce more than it needs to reproduce itself, that is, a surplus product. Karl Marx believed that the middle class is based upon economic factors and rooted in solely that perspective. Many people have examined his work closely arguing that economic factors could not possibly be the only definition o... ...tablish neighborhoods based more on life style by creating their own community. The middle class created it’s own social institutions, such as public University’s, newspapers, department stores, libraries and business clubs. This was a way that essentially defines a class. Using economic and institutional affiliations that of which requires cultural edgework defines the middle class system.   Ã‚  Ã‚  Ã‚  Ã‚  The controversial debate as to whether the middle class is defined by cultural or economic factors has been supported successfully by both sides. Karl Marx states his opinion clearly that economic factors are the basis of a class system. Marx explains that through a capitalist society where the means of production and social and political representation are the structure of the society. Judith Blau agrees with Marx that economic factors create a society however, cultural reasons define it. Blau explains how ‘having roots’ and cultural heritage shape’s a social class. I believe that the middle class was established by economic factors however, the diversity of people through their culture is what defines a society.

Language attitudes comprise Essay

Bilingualism is the ability of an individual to speak in two languages and to utilize them for different purposes. The degree of bilingualism is defined as the levels of linguistic proficiency that a bilingual must attain in both languages (Ng & Wigglesworth, 2007). There are various factors that may affect the acquisition of the degree of bilingualism in home, school and work settings, including the age at which the language is acquired, to whom the language is utilized, the manner in which the language is used, and the frequency of usage of the language (Ng & Wigglesworth, 2007). There are two contexts in which bilinguals acquire their skills in using two languages: primary and secondary. Primary contexts pertain to a child’s acquisition of both languages in a naturalistic way in the absence of any structured instruction, while secondary contexts pertain to a child’s acquisition of one of the languages in a formal setting, usually school (Ng & Wigglesworth, 2007). Children, who are able to acquire two languages in a primary context during their infanthood, adopt the languages due to natural input in the environment, usually provided by the parents, siblings, caregivers (Ng & Wigglesworth, 2007). However, when the child enters his or her early childhood, the input may be provided by other sources, like the wider community or the extended family (Ng & Wigglesworth, 2007). According to Ng and Wigglesworth (2007), age plays a key role in the development of bilingualism because there is a strong relationship between the age of acquisition and the ultimate achievement of language proficiency at different linguistic levels. The authors add that attitudes, motivation, and contextual factors such as exposure have been found to affect strongly on the final attainment of the learners’ language proficiency level. Bilingualism has a psychosocial dimension that can greatly affect a child (Bialystok, 2001). The language a person speaks has a role in the formation of his or her identity, and speaking a language that is not completely natural has the possibility to interfere with the child’s construction of self (Biolystok, 2001). A child who is a bilingual due to relocation, especially unwanted relocation, may dislike the new community language he or she has learned despite of his or her proficiency with it (Biolystok, 2001). Factors that affect bilingual children must account the attitudes to the language and the role of language in forming ethnic and cultural affiliations (Bialystok, 2001). The reasons why children become bilingual include education, immigration, extended family, dislocation, temporary residence in another country, or being born in a place where bilingualism is normal (Bialystok, 2001). Social factors that affect the child’s development of bilingualism include parents’ educational level and their expectations for children’s education, degree, and role of literacy in the home and the community; language proficiency in the main language used; objectives for using the second language; support of the community for the second language; and identity with the group who speaks the second language (Biolystok, 2001). The quality and quantity of the interaction also affects the child’s acquisition of two languages. Attitude has been associated to the language proficiency, bilingual’s usage of two languages, bilingual’s perception of other communities and of themselves (Ng & Wigglesworth, 2007). Attitude has also been linked to the strength of bilingual communities and to the loss of language within the community. Furthermore, it is a powerful force that emphasizes the experience of being bilingual and the willingness of members of a minority group to contribute to the maintenance of a minority language (Ng & Wigglesworth, 2007). Language attitudes comprise of three major components of cognition, affect, and readiness for action. The affective component may not be similar with the cognitive component, while the readiness for action component analyzes whether feelings or thoughts in the cognitive and affective components translate into action (Bee, Wigglesworth). There are different types of bilingual acquisition in childhood. In the ‘one person, one language’ type of acquisition, parents have different native languages with each having some degree of competence in the other’s language, the language of one of the parents is the dominant language in the community, and the parents can speak their own language to the child from birth (Romaine, 1995). In the ‘non-dominant home language’ type, the parents have different native languages, the language of one of the parents is the dominant language in the community, and both parents speak the non-dominant language to the child who is completely exposed to the main language only when outside the home (Romaine, 1995). In the ‘non-dominant home language without community support’ type, the parents use the same mother tongue, the dominant language is not utilized by the parents, and the parents speak their own language to the child (Romaine, 1995). In the ‘double non-dominant home language without community support’ type of acquisition, the parents are using different native languages, the dominant language is different from either of the languages of the parents, and the parents each use their own language when speaking to the child from birth (Romaine, 1995). In the ‘non-native parents’ type of acquisition, the parents use the same native language, the dominant language is similar with that of the parents, and one of the parents always speak to the child in a language which is not his or her mother tongue (Romaine, 1995). In the ‘mixed language’ type of acquisition, the parents are both bilingual, the community may also be bilingual, and parents may code-switch and mix two different languages (Romaine, 1995). Romaine (1995) explains that various individual factors may affect the outcome in each type of bilingual acquisition in childhood, including the amount and kind of exposure to the minor language, the consistency of parents in their language choice, attitudes of children and parents towards bilingualism, and the individual personalities of children and parents. Types of Bilingualism A child learns his or her first language during his her five years of life. He or she spends several hours of listening, repeating and learning his or her first language by trial and error. The second language can be learned by a child by various clues that assist him or her to understand the message such as the intonation and by memorizing rules in grammars or lists of words. The desire of a child to communicate using the second language is not powerful, particularly in a school environment. A child can learn a second language easier when he or she is involved or lived in a community where the second language is spoken because it provides him or her a chance to use it. The three types of bilingualism are compound, coordinate and sub-coordinate bilingualism. Both coordinate and compound bilingualism are categorized as forms of early bilingualism because they are developed in early childhood. The sub-coordinate bilingualism is developed when a second language is acquired by a child after age 12. In coordinate bilingualism, an individual learns the languages in different environments and the words of the two languages are separated with each word having its own specific meaning (Romaine, 1995). A child may acquire coordinate bilingualism when his or her parents have different native languages and each parent speak to the child using his or her own native language. He or she develops two different linguistic systems that he or she can handle them at ease. Another situation wherein a child can adopt coordinate bilingualism is when the mother tongue mastered by a child is adopted by parents who use a different language. The languages in the coordinate bilingualism are independent. A coordinate bilingual has two linguistic systems and two sets of meanings linked to them (Romaine, 1995). In compound bilingualism, an individual acquires the two languages in the same circumstances, where they are utilized at the same time in order to have a mixed representation of the languages in the brain (Romaine, 1995). A child may acquire compound bilingualism when both parents are bilingual and use two languages when speaking to the child indiscriminately. He or she will learn to speak both languages without making an effort and accent but will never master all the difficulties of using either of the two languages. A child who acquires compound bilingualism will not have a mother tongue. The languages in compound bilingualism are interdependent. A compound bilingual consists of one set of meanings and two linguistic systems linked to them (Romaine, 1995). In sub-coordinate bilingualism, an individual interprets words of his or her weaker language through the words of the stronger language (Romaine, 1995). The dominant or main language utilized by a sub-coordinate bilingual plays a role as a filter for the weaker language (Romaine, 1995). The sub-coordinate bilingualism consists of a primary set of meanings formed through their first language and another linguistic system tied to them (Romaine, 1995). The Positive Aspects of Bilingualism According to Cummins, bilingualism has positive benefits to a child’s educational and linguistic development. The author adds that a child attains a deeper understanding of language and how to utilize it effectively when he or she continues to develop his or her ability in two or more languages during his or her entire years in primary school. A child has a chance to practice more in processing language, particularly when he or she develops literacy in both and he or she is capable of comparing and contrasting the ways his or her two languages create reality (Cummins). The research study indicates that a bilingual child may also develop more flexibility in his or her thinking because of the processing information through the use of two different languages (Cummins). Other positive effects of bilingualism include increase of mental alertness, broadening of horizon, and improved understanding of the relativity of all things (Appel & Muysken, 2006). A research study of 15-year-old Spanish/English bilingual children suggested that bilingualism encouraged creative thinking because of the greater flexibility in cognition demonstrated by bilinguals due to the fact that they better able to differentiate form and content (Romaine, 1995). Another research study also mentioned that bilingual children have a better understanding of concept formation, which is major part of intellectual development, because they were involved to a more complicated environment and an enormous amount of social interaction compared to children who were gaining only one language (Romaine, 1995). The superiority of bilingual children to monolingual children in terms of various tasks is dependent on their high levels of selective attention, which is the main mechanism of their cognitive performance (Romaine, 1995). One source of improving the bilingual children’s flexibility and creativity may come from a variety of semantic networks related with words in each language (Romaine, 1995). The relation between bilingualism and the social context of language acquisition indicates a positive benefit to bilingualism. The Negative Effects of Bilingualism Child bilingualism has negative effects on linguistic skills because he or she has a tendency to have a verbal deficit with respect to active and passive vocabulary, length of sentence, and the usage of complex and compound sentences (Appel & Muysken, 2006). Research study has also claimed that a bilingual child demonstrated more deviant forms in his or her speech, like unusual word order and morphological errors (Appel & Muysken, 2006). Bilingualism could also endanger the intelligence of a whole ethnic community and result to split personalities (Romaine, 1995). A bilingual child has a deficit in his or her language growth and a delay in his or her mother tongue development. Some psychologists have also stated that a bilingual child is more inclined to stuttering because of the syntactic overload brought by processing and producing two languages (Romaine, 1995). According to Appel and Muysken (2006), it is stated that speaking two languages is a negative factor in personality or identity development because bilingual persons are anticipated to experience a conflict of values, identities, and world views due to strong relation to the two different languages. The authors add that research studies have indicated that bilingualism may have negative effects on personality development but only when social conditions are not favorable. The emotional and social difficulties of certain bilingual persons are not due to bilingualism as a cognitive phenomenon but by the social context (Appel & Muysken, 2006). In order to avoid the degree of language loss in children, Cummins suggests that parents should form a strong home language policy and offer opportunities for children to broaden the functions for which they utilize the mother tongue, particularly in reading and writing, and the circumstances in which they can utilize it, like visits to the country of origin. Teachers have an important role in helping bilingual children maintain and develop their mother tongues by interacting to them strong positive messages on the value of acquiring additional languages and that bilingualism is a key linguistic and intellectual achievement (Cummins). They must also create an instructional environment where the cultural and linguistic experience of a child is actively accepted (Cummins). References Appel, R. & Muysken, P. (2006). Language Contact and Bilingualism. Netherlands: Amsterdam University Press. Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. England: Cambridge University Press. Cummins, J. Bilingual Children’s Mother Tongue: Why Is It Important for Education? Retrieved June 7, 2009, from http://74. 125. 153. 132/search? q=cache:f490N3_lOpAJ:www. iteachilearn. com/cummins/ mother. htm+positive+effects+of+bilingualism&cd=5&hl=en&ct=clnk&gl=ph Ng, B. C. & Wigglesworth, G. (2007). Bilingualism: An Advanced Resource Book. U. S. : Routledge. Romaine, S. (1995). Bilingualism (2nd ed. ). Malden, M. A. : Wiley-Blackwell.

Market Entry Strategy Essay

Limited Brands, parent company to Bath and Body, currently employs an integrated marketing plan for its distribution of the Bath and Body product line (L Brand International Strategy 2014, Para 1). This strategy could be combined with the prospect of a joint venture for a successful expansion into the United Kingdom market. Integrated marketing channels can be challenging to manage but they are the most effective way to connect marketing and customer service, providing benefits for both company and consumer (Ellis, 2011). A successful integrated market entry strategy starts and ends with a focus on customers. The needs of the customer must be the top priority, because the success of the company depends on the loyalty of the customers it attracts (Ellis, 2011). Bath and Body is already a well-recognized brand in many different parts of the world, providing a starting point for market entry (L Brand International Brand, 2014, Para 2). It is also important for this strategy to be effective that all aspects of the company from manufacturing, distribution, and sales are operating together. This step requires effective constant communication. Each channel to the customer has strengths and weaknesses, using the strengths of one to offset the weakness of another will assist the company’s customer effectiveness while reducing overall costs (Ellis, 2011). Bath and Body has a well-established product chain that provides products at many price points. This allows for the expansion to test different markets with smaller trials, then capitalize on the areas where customers purchasing. SWOT Analysis The method of measuring a companies strengths, weaknesses, opportunities, and threats is SWOT analysis. This method assist companies in making decisions by providing decision makers a straightforward way to analysis both internal and external information pertaining to company operations or potential expansions (SWOT Analysis, 2014). Analysis of potential expansion to the United Kingdom by Bath and Body provides potential strengths of recognized brand imaging, reasonable price points compared to current options, customer loyalty, and providing of job opportunities in a recovering market. Weaknesses include competitive market, department stores  carrying similar products, and the lack of a green product line. Market opportunities include the availability of e-commerce, social media, and understanding of the market. Threats include outside competition, lower priced products in market, and a recovering economy. References Ellis, D. (2011, September 7). 5 components of a successful integrated marketing strategy. Social Media Today. Retrieved on February 28, 2014, from http://socialmediatoday.com/debraellis/352405/5-components-successful-integrated-marketing-strategy L Brands. (2014). International Strategy. Retrieved on February 28, 2014 from http://www.lb.com/international/strategy/default.aspx SWOT Analysis. (2014). Investopedia. Retrieved on February 28, 2014, from http://www.investopedia.com/terms/s/swot.asp

Systhesis of Dulcin

Synthesis of Dulcin Objective: The main objective of this lab is to gain experience at a typical synthesis and semi-microscale recrystallization. Discussion Questions: 1) How fast should the temperature be raised when determining a melting point? When can the temperature be raised more quickly? 2) If there is an Impurity present in a sample, what is the effect on the melting point? 3) Explain why a) salt, spread on roads in the winter, helps prevent icing in, for instance, southern Ontario, and b) salt is useless on the much colder roads of Manitoba. ) You would have to slowly raise the temperature up when determining the melting point due to the sensitivity of the dulcin being able to change from solid to liquid at any point. If the temperature is set to high to fast it is possible to miss the change of state and not be able to record the time which is why it should originally be set pretty slow. If set high too fast it will melt faster causing the melting point to be inaccurate. As soon as you get the general idea of when change in state will occur, that is when you can probably raise the temperature more quickly. ) If there are impurities present in the sample it can cause many problems, it can lower or raise the boiling point due to it having an effect on the dulcin itself. Basically it will increase the range of the boiling and melting points, which will give an inaccurate reading. If the dulcin were to be fully pure the range would have a difference of maybe 1 to 2, having an impurity would make a huge difference. 3) Salt is sprinkled on the streets so that when it mixes with the moisture and the water it creates a saline mixture.This mixture has a lower freezing point then normal water does so that means it would only freeze at lower temperatures. This basically prolongs the icing process and basically can fully prevent ice from forming on the roads. On older colder roads of Manitoba it reaches the colder temperatures necessary to freeze over the saline mixture which ends up making it useless to do. Conclusion: Yield: To calculate you must take the amount of crude dulcin you started with and have it divided by the pure dulcin then multiply it by 100 to get a %. Pure Dulcin: 0. 6168g Crude Dulcin: 1. 2356g Melting point of crude: 167-171Melting point of pure: 174-176 The recrystallization process is one that has been tested multiple times and been proven effective in many experiments. In our experiment I would have to say that it was a very effective process due to the melting points that we were able to get with our products. The melting point for the crude substance was between 167 and 171 . This shows that the crude definitely had some impurities in it keeping it a bit away form the theoretical melting point. The melting point of our pure substance was between 174and 176 which is actually extremely close to the theoretical melting point.This shows us that the recrystallization process does an extremely good job, even though it ta kes a lot of time and effort to do it. There way be some flaws with it and some error that can come about with how the apparatus is set up or how the students take care of the products. In the end it is a great process and if the technique is done properly and precisely the effectiveness off this process is very high and produces great results. Reference: â€Å"University of Winnipeg CHEM-2202/3 Organic Chemistry I Lab Manual Fall 2012†

Kelly’s Personal Construct Theory Essay

Psychology is now considered to be a branch of science that focused on the study of the human mind, making them men and women of science. As such, it would be assumed that the manner on how psychologists would conduct their therapy sessions would be following the scientific method that is commonly seen among scientists. However, George Kelly discovered that this was not the case. Because of this, he developed his Personal Construct Theory to be a method for psychologists to study and assist patients during their consultation and therapy sessions. This paper will discuss the circumstances surrounding the formulation of Kelly’s Personal Construct Theory as well as the key points regarding this theory. Kelly’s Personal Construct Theory Throughout his career, George Kelly (2007) had focused his studies on the issues of diagnostic testing and the training and provision of clinical psychological services. Based on his studies, he concluded that the use of dogmatic interpretations to address a patient’s psychological concern did more harm than good because he likened all individuals as scientists. He defined dogmatic approaches used by psychologists as the belief held by psychologists that only they held the truth regarding an individual’s behavior and personality based on their interpretations of the information provided to them by a patient. As such, dogmatic interpretations and approaches used by psychologists during consultation and therapy sessions would place the patient in a tight conclusion that is purely based on the interpretations of the psychologist. Kelly (2007) determined that the most effective approach that psychologists need to do in order to more effectively treat their patients was to allow the patient to channel the experiences of the patient and how the patient anticipates events that come into his or her life. This became the main premise of the development of his Personal Construct Theory, which became the foundation and establishment of cognitive psychology as a field of study within psychology and other social learning theories that have been developed by other psychologists. According to the Personal Construct Theory, an individual lives his or her life through the process of reaching out on upcoming events in his or her life through personal interactions based on the actual events. This means that an individual has a hold on the direction where his or her own life would go (Kelly 2007). With the development of the Personal Construct Theory, Kelly (2007) stated that in order for a patient to receive optimum therapy from consultation sessions with a psychologist, the consultation session should have an interactive communication between the patient and the psychologist in order for them to understand various issues that the patient was going through. From here, both the psychologist and the patient should develop hypotheses in order to address the issues. In the next session, the psychologist would then inquire from the patient as to whether when the patient experimented that the hypotheses developed met his or her expectations. Conclusion The Personal Construct Theory developed by George Kelly had provided psychologists a more effective method in psychotherapy given to patients. Up to this point in time, psychologists have developed theories regarding the human mind and human psyche based on definite factors such as society, the environment, the unconscious part of the human mind and childhood experiences. The development of these theories had caused both psychologists and patients to accept that certain anxieties felt and experienced by patients were brought about by events that the individual had no control of. This would lead psychologists and the patients to believe that the most logical approach that the patient would do in order to improve his or her psychological well-being was to accept these anxieties and that these are irreversible parts of their own behavior and personality. With the introduction of the Personal Construct Theory, Kelly had changed the role of the individual from a passive product of experiences and the unconscious into one who is able to actively have a control on how his or her personality develops. As such, the individual has the ability to change his or her personality for the better based on the suggestions presented by the psychologist, changing the role of the psychologist from a profession who enlightens the patient by analyzing and pinpointing the cause into one who would pinpoint the causes of one’s anxieties and fears and a mediator to assist the individual into reaching a possible solution to modify the behavior of the individual. The approach developed and presented by Kelly is now commonly seen during consultation and therapy sessions between psychologists and their patients. Nowadays, a psychologist would ask questions to the patient in order for them to come to terms with their issues. From here, the patient would be guided by the psychologist in order to reach a possible method in order to address the issues of the patient. The would explain as to why through consultation and therapy sessions, individuals are now able to alter their behavior for the better in spite of the individual having been known to possess deviant behaviors in the past.