Problems in Group Interaction and Ways to Overcome It Essay Example

Problems in Group Interaction and Ways to Overcome It Essay [pic] FACULTY OF BUSINESS AND MANAGEMENT ASSIGNMENT SUBMISSION AND ASSESSMENT ____________________________________________________________ ____________ COURSE CODE : OUMH1303 COURSE TITLE : ENGLISH FOR ORAL COMMUNICATION SEMESTER : SEPTEMBER 2011 NAME OF STUDENT: EVA KOAY ASSIGNMENT TITLE: You are an employee of Softskills Training Consultant, a company which conducts soft skill training. You have been asked to give a speech entitled â€Å"Problems faced in group interaction and ways to overcome these problems† to the employees of Santander Bank. ___________________________________________________________ ____________ TABLE OF CONTENTS TOPIC PAGES |Index |Description |Page No. | |(1) |Introduction |1 | |1. 1 |What is Group Interaction? | | |1. 2 |The importance of learning skills | | |1. 2. 1 | | | |2. | | | |2. 1 | | | |2. 2 | | | |2. 3 | | | |2. 4 | | | |2. | | | |3. 0 | | | |3. 1 | | | |3. 2 | | | |3. 3 | | | |3. | | | |3. 5 | | | |4. 0 |Conclusion | | Good Afte rnoon , Dear Bankers, Ladies and Gentlemen, WELCOME TO THE TALK Today, the topic I am going to share with you is, â€Å"Problems faced in group interaction and ways to overcome these problems† 1) INTRODUCTION 1. 1 What is Group Interaction? How do we define ‘group’? Groups are commonly found in which people or working people are together to form a whole. Groups signify the collectivity of friends in circles, families, communities and co-workers. Groups are an essential part of our community life. As they can be in a small group of two or three people or in a large number of people. Groups that are interacting and interrelating with each other. Group interaction in general can be defined as a group of people interrelate and interact together to target the tasks or resolving conflict of issues at in order to reach a good understanding in communication, building team rapport and spirit. We will write a custom essay sample on Problems in Group Interaction and Ways to Overcome It specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Problems in Group Interaction and Ways to Overcome It specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Problems in Group Interaction and Ways to Overcome It specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Organizations, school or societies which organize or form a group of students , committees or co-workers to interact and work together for any meetings, events or in any kind of discussions for the purpose of reaching a better understanding by discussing together in team to target the unsettling issues or to cater to any key tasks in their organizations. In order to reach a better understanding and interaction, it is good to have the groups to interact with good and effective skills, brainstorming and share experience, seek explanation and find solutions to resolve the issues together in order to obtain good decisions . . 2 The importance of learning skills The importance of learning skills determine the effectiveness of interaction in groups for an end result of attaining solution. Learning of interaction skills are important steps that enables the ability to speak comprehensibly and convincingly and to listen the needs and analyzing response of others, by exchanging ideas and shari ng of experiences. These are the fundamental skills in carrying out the knowledge of communication theory and process in interaction. . 3 How learning these skills will benefit your audience in order to work effectively in a group By learning up effectively in groups motivate us to ask and respond to each other, elaborate and support each other’s opinions, enunciate own thoughts, brainstorming and share experience to reflect own knowledge. A member of the groups in general will open up the discussion issues, suggests the members to provide their ideas and opinions, seek explanation and find solutions to resolve the issues. Discussions would conclude well if the whole process of group interaction is managed well. Active group participation will also benefit the members of the group in building team spirit. Nevertheless, the benefits of group interaction would very much depend on the well managed teams and their cooperation. Besides, learning the skills will help the group to be more productive and completed their tasks effectively. Effective skills will help the group to generate and develop a good and effective interaction. 1. 3. 1 Instill individual responsibility and accountability Effective skills will help to instill individual responsibility and accountability as groups will reach an understanding in what they need to do, what are the next steps to carry out and how would they complete within the deadline, each of them hold responsibility and accountable for their own tasks. 1. 3. 2 Positive feedback Focusing and listening well on people’s ideas and comments in one the skills in interaction which help the group members to receive and provide feedback about others’ opinions, questioning of doubts. This will help to open up the members for improvement. Problem solving: Group members help the group to develop and use strategies central to their group goals. As such, they can facilitate group decision making and deal productively with conflict. In extreme cases, they know when to approach the professor for additional advice and help. †¢Management and organization: Group members know how to plan and manage a task, how to manage their time, and how to run a meeting. For example, they ensure that meeting goals are set, that an agenda is created and followed, and that everyone has an opportunity to participate. They stay focused on the task and help others to do so too. †¢Knowledge of roles: Group members know which roles can be filled within a group (e. g. , facilitator, idea-generator, summarizer, evaluator, mediator, encourager, recorder) and are aware of which role(s) they and others are best suited for. They are also willing to rotate roles to maximize their own and others’ group learning experience. â€Å"This paper presents a model of collaborative learning designed to help an intelligent collaborative learning system identify and target group interaction problem areas. The model describes potential indicators of effective collaborative learning, and for each indicator, recommends strategies for improving peer interaction. This collaborative learning model drove the design and development of two tools that automate the coding, and aid the analysis of collaborative learning conversation and activity. Empirical evaluation of these tools confirm that effective learning teams are comprised of active participants who demand explanations and justification from their peers. The distribution of conversational skills used by members of a supportive group committed to their teammates learning is compared to that of an unfocused, unsupportive group. The results suggest that structured, high-level knowledge of student conversation in context may be sufficient for automating the assessment of group interaction, furthering the possibility of an intelligent collaborative learning system that can support and enhance the group learning process. † |Available: International Journal of Artificial Intelligence in Education (IJAIED) 12 (2001) 40-62 | |(http://aied. nf. ed. ac. uk/members01/archive/vol_12/soller/full. html) | |Learning Research and Development Center (LRDC), University of Pittsburgh. | |[| |p| |i| |c| |]| â€Å"To function successfully in a small group, students need to be able to communicate clearly on intellectual and emotional levels. Effective communicators: * can explain their own ideas * express their feelings in an open but non-threateni ng way * listen carefully to others ask questions to clarify others’ ideas and emotions * can sense how others feel based on their nonverbal communication * will initiate conversations about group climate or process if they sense tensions brewing * reflect on the activities and interactions of their group and encourage other group members to do so as well â€Å"Regular open communication, in which group members share their thoughts, ideas, and feelings, is a must for successful group work. Unspoken assumptions and issues can be very destructive to productive group functioning. When students are willing to communicate openly with one another, a healthy climate will emerge and an effective process can be followed. † â€Å"Skills for a Healthy Group Climate To work together successfully, group members must demonstrate a sense of cohesion. Cohesion emerges as group members exhibit the following skills: * Openness: Group members are willing to get to know one another, particularly those with different interests and backgrounds. They are open to new ideas, diverse viewpoints, and the variety of individuals present within the group. They listen to others and elicit their ideas. They know how to balance the need for cohesion within a group with the need for individual expression. # Trust and self-disclosure: Group members trust one another enough to share their own ideas and feelings. A sense of mutual trust develops only to the extent that everyone is willing to self-disclose and be honest yet respectful. Trust also grows as group members demonstrate personal accountability for the tasks they have been assigned. # Support: Group members demonstrate support for one another as they accomplish their goals. They exemplify a sense of team loyalty and both cheer on the group as a whole and help members who are experiencing difficulties. They view one another not as competitors (which is common within a typically individualistic educational system) but as collaborators. # Respect: Group members communicate their opinions in a way that respects others, focusing on â€Å"What can we learn? † rather than â€Å"Who is to blame? † See Constructive Feedback in the process section for more details. † Available: (Online)http://cte. uwaterloo. ca/teaching_resources/tips/teamwork_skills. html Individual responsibility and accountability: All group members agree on what needs to be done and by whom. Each student then determines what he or she needs to do and takes responsibility to complete the task(s). They can be held accountable for their tasks, and they hold others accountable for theirs. †¢Constructive Feedback: Group members are able to give and receive feedback about g roup ideas. Giving constructive feedback requires focusing on ideas and behaviours, instead of individuals, being as positive as possible, and offering suggestions for improvement. Receiving feedback requires listening well, asking for clarification if the comment is unclear, and being open to change and other ideas. †¢Problem solving: Group members help the group to develop and use strategies central to their group goals. As such, they can facilitate group decision making and deal productively with conflict. In extreme cases, they know when to approach the professor for additional advice and help. †¢Management and organization: Group members know how to plan and manage a task, how to manage their time, and how to run a meeting. For example, they ensure that meeting goals are set, that an agenda is created and followed, and that everyone has an opportunity to participate. They stay focused on the task and help others to do so too. †¢Knowledge of roles: Group members know which roles can be filled within a group (e. g. , facilitator, idea-generator, summarizer, evaluator, mediator, encourager, recorder) and are aware of which role(s) they and others are best suited for. They are also willing to rotate roles to maximize their own and others’ group learning experience. As an instructor, use some of these strategies to encourage students to develop an effective process within their small groups: †¢Design the group task so that the students must work together. Group members will be more motivated and committed to working together if they are given a group mark; if you choose to evaluate in this way, be sure to make your expectations extremely clear. See the CTE Teaching Tip sheet â€Å"Methods for Assessing Group Work† for additional ideas. †¢Once students are in groups, have them develop, as one of their early assignments, a group contract in which they articulate ground rules and group goals. See Teaching Tips â€Å"Making Group Contracts† for details. Be sure that groups discuss how they will respond to various scenarios such as absentee or late group members and those who do not complete their assigned tasks. †¢Distribute a list of decision-making methods and strategies for conflict resolution. The CTE Teaching Tip sheet â€Å"Group Decision Making† is a good place to start. Have each group articulate, based on this list, a set of strategies for decision making and conflict resolution; this list should become part of the group contract. You may also want to offer yourself as an impartial arbitrator in emergency situations, but encourage students to work out problems among themselves. †¢Provide students with guidelines for running a meeting, such as setting and following an agenda, specifying time limits, and monitoring progress on the agenda. Consult the CTE Teaching Tip sheet â€Å"Meeting Strategies to Help Prepare Students for Group Work† for additional suggestions. †¢Teach students effective methods for giving and receiving feedback. For sample methods, see Teaching Tips â€Å"Receiving and Giving Effective Feedback. Create an assignment that involves them giving feedback to group members, and make it part of their final grade. †¢To help students recognize and make the most of their own and one another’s preferred roles, outline with them a list of team roles (see Teaching Tips â€Å"Group Roles† for one such list), have them determine which role(s) suits them best, and give them time to discuss within their groups how their particular role(s) will complement those of other group members. Requiring them to rotate their roles helps them to expand their skills set. 2. 0Problems faced in group interaction

Using Spanish Infinitives After Conjugated Verbs

Using Spanish Infinitives After Conjugated Verbs The Spanish infinitive is used quite frequently after conjugated verbs, and sometimes in a way that has no direct equivalent in English. Although the Spanish infinitive is sometimes translated as an infinitive in English, it isnt always, as the following examples show: Quiero salir. (I want to leave.)Èl evita estudiar. (He avoids studying.)Necesito comprar dos huevos. (I need to buy two eggs.)El que teme pensar es esclavo de la supersticià ³n. (The one who fears thinking is a slave to superstition.)Intentà ³ ganar el control. (He tried to gain control.) Note that in the above examples, both verbs (the conjugated verb and the infinitive that follows) refer to action by the same subject. This is usually the case when infinitives follow other verbs; the main exceptions are detailed in our lesson on using infinitives with a change of subject. Thus a sentence such as Dice ser catà ³lica (She says she herself is Catholic) doesnt have the same ambiguity that a sentence such as Dice que es catà ³lica would have (it could mean that the Catholic person is someone other than the subject of the sentence). Using Infinitives As discussed in our lesson on infinitives as nouns, the infinitive has characteristics of both a verb and a noun. Thus, when an infinitive is used after a verb, some grammarians view the infinitive as an object of the conjugated verb, while others see it as a dependent verb. It doesnt matter much how you classify it - just note that in either case both the conjugated verb and the infinitive normally refer to action taken by the same subject. If another person is performing the action, the sentence needs to be recast, usually by using que. For example, Marà ­a me asegurà ³ no saber nada (Marà ­a assured me she knows nothing), but Marà ­a me asegurà ³ que Roberto no sabe nada (Marà ­a assured me that Roberto knows nothing). In many cases, either the infinitive or a sentence using que can be used when the person is performing the action of both verbs. Thus sà © tener razà ³n (I know Im right) is basically the equivalent of sà © que tengo razà ³n, although the second sentence construction is less formal and more common in everyday speech. Common Verbs Followed by Infinitives Following is a list of some of the verbs that most commonly are followed directly by an infinitive, along with sample sentences. It is not intended to be a complete list. aceptar (to accept) - Nunca aceptar ir a los Estados Unidos. (He will never accept going to the United States.)acordar (to agree) - Acordamos darle dos dà ³lares. (We agreed to give him two dollars.)afirmar (to affirm, to state, to say) - El 20% de los mexicanos entrevistados afirmà ³ no hablar de polà ­tica. (Twenty percent of the Mexicans interviewed said they dont talk about politics.)amenazar (to threaten) - Amenazà ³ destruir la casa. (He threatened to destroy the house.)anhelar (to yearn, to long for) - Anhela comprar el coche. (She yearns to buy the car.)asegurar (to assure, to affirm) - Aseguro no saber nada. (I affirm I know nothing.)buscar (to seek, to look for) - Busco ganar experiencia en este campo. (I am looking to gain experience in this field.)creer (to believe) - No creo estar exagerando. (I do not believe I am exaggerating.)deber (ought to, should) - Para aprender, debes salir de tu zona de comodidad. (In order to learn, you ought to leave your comfort zone.)decidir (to decide) - Decidià ³ nadar hasta la otra orilla. (She decided to swim to the other shore.) demostrar (to demonstrate, to show) - Roberto demostrà ³ saber manejar. (Roberto showed he knows how to drive.)desear, querer (to want, to desire) - Quiero/deseo escribir un libro. (I want to write a book.)esperar (to wait for, to hope for, to expect) - Yo no esperaba tener el coche. (I was not expecting to have the car.)fingir (to pretend) - Dorothy finge dormir. (Dorothy is pretending to be sleeping.)intentar (to try) - Siempre intento jugar lo mejor posible.) (I always try to play my best possible.)lamentar, sentir (to regret) - Lamento haber comido. (I regret having eaten.)lograr (to succeed in) - No logra estudiar bien. (He does not succeed in studying well.)negar (to deny) - No niego haber tenido suerte. (I do not deny having been lucky.)pensar (to think, to plan) - Pienso hacerlo. (I plan to do it.)poder (to be able, can) - No puedo dormir. (I cant sleep.)preferir (to prefer) - Prefiero no estudiar. (I prefer not to study.)reconocer (to acknowledge) - Reconozco ha ber mentido. (I admit having lied.) recordar (to remember) - No recuerda haber bebido. (He doesnt remember having drunk.)soler (to be habitually) - Pedro solà ­a mentir. (Pedro would habitually lie.)temer (to fear) - Tema nadar. (She is afraid of swimming.) As you can see from some of the above examples, the infinitive haber followed by the past participle is frequently used to refer to action in the past.

School Gossip Can Destroy Teachers and Staff Members

School Gossip Can Destroy Teachers and Staff Members A teacher conducts an activity to show her class just how silly gossip can be. She whispers something to a student and then that student whispers it to the next until it had been passed to every student in class. What started as, We are going to have a long three day weekend starting tomorrow ended up as, We will be lucky if three of you arent killed this weekend. The teacher uses this activity to teach her students why you shouldn’t believe everything you hear. She also discusses why it is essential to stop gossip instead of helping to spread it.​ The lesson above is sadly not limited to the students in the school. Gossip runs rampant in just about any workplace. Schools should be a safe haven where this is not a significant problem. The faculty and staff within a school should never start, participate in, or promote gossip. However, the truth is that all too often schools are the focal point of gossip in the community. The teacher’s lounge or the teacher’s table in the cafeteria is often the center of where this gossip occurs. It is mind-boggling as to why people need to talk about what is going on with other people. Teachers should always practice what they preach. Particularly those who have seen the negative impact gossip has had on their students. The truth is that the effect of gossip can be the same or worse as an adult. When Empathy Proves Elusive As a teacher, you have so much going on in your own classroom and life that it can be difficult to truly understand that there is just as much or more going on in every other classroom and co-workers lives. Empathy sometimes proves elusive when it should be commonplace. Gossip is frustrating because it builds walls between teachers and staff members that need to be working together. Instead, they feud because someone said something about the other to someone else. The entire idea of gossip among a school faculty and staff is disheartening. Gossip can split a schools faculty and staff in half and in the end, the people who are hurt the worst will be your student body As a school leader, it is your job to discourage gossip among the adults in your building.  Teaching is difficult enough without worrying about what others are saying.   Teachers should have each other’s back, not talk behind each other’s back. Gossip creates a large part of your discipline issues with students, and it will create even larger problems within your faculty and staff if it is not dealt with quickly. The key to minimizing the gossip issues among your faculty/staff is to educate them on the topic. Being proactive will go a long way in keeping gossip issues to a minimum. Have regular conversations with your faculty and staff members discussing the bigger picture about the damage that gossip can cause. Furthermore, implement strategic team build activities that bring them together and naturally forge solid relationships. When it comes to gossip, make sure they know what your expectations are and how you will deal with it when it becomes an issue. How to Proactively Defeat Conflict It is also not realistic to have a faculty and staff where there is never any conflict. A policy or set of guidelines must be in place when this happens that leads towards resolution between the two parties instead of division. Encourage your faculty and staff members to bring these issues to you and then act as a mediator between the two parties. Having them sit down together and talk out their issues will help. It may not be effective in every case, but it will peacefully solve the majority of conflict issues that you have with your faculty and staff. It is better to take this approach than to have them gossiping about it with other members of the faculty and staff which can lead to bigger issues down the line.

Intelligence Analysis Question 2 Essay Example | Topics and Well Written Essays - 500 words - 1

Intelligence Analysis Question 2 - Essay Example Different professionals have come up with theories on the upcoming threats to the United States and going through the views of George Roger and Bruce James is effective in that it assists in understanding their viewpoint and the actions that the country ought to take in preventing actual occurrence of the risks. The two professionals mentioned are actual officers of the law where one of them, James works for the Central Intelligence Agency while Roger is also a member of the high leagues in terms of intelligence. According to George, the biggest threat that faces the United States both currently and in the future is regarding intelligence. Intelligence is critical information that a government accumulates and stores in its agencies that ought to assist the government run its operations and protect the citizens of the country1. George further states that the concept of hacking was the initiator of this problem and this is because the fact that people had the ability to access information and actual private date belonging to people made the trend famous to a point people started challenging one another. According to Roger, the issue is not quite rampant and this is because of the strict rules incorporated by the government where anyone that carries out this type of behavior faces strict legal action. This action has been a positive factor in ensuring that the number of these people reduces to a point that the concept of hacking stops completely. However, with the advent of more sophisticated internet technology, there are hackers that have come up with skills that they cannot be located. These hackers have the ability to hack into government systems and still critical information that has different implications on both the government and the content subject. Over the past few years, these critical hackers have had the ability to hack into systems such as that of Russian

How to lose your weight Essay Example | Topics and Well Written Essays - 750 words

How to lose your weight - Essay Example We try sometimes to keep attending the gym or going for five laps around the field every day. But, how many times do we find ourselves missing due to many excuses and being tired? All these only show us how much we struggle to lose weight, by putting on the willpower, but many a times we are weakened by our programs and weaknesses. Everyone likes being lean, especially ladies. Being lean helps us to live healthily with less susceptibility to dangerous diseases such as obesity, high-blood pressure, heart attack and cardiac arrest among others. We, therefore, employ various practices to help us lose weight to achieve this state. However, some of the practices we employ have other effects on us, if we dont do them right. In this essay, our main focus will be on some practices we employ to help us lose weight and their possible effects on our health. One main reason people gain weight faster is the excess amounts of food they intake, especially the carbohydrates. Carbohydrates are rich in calories that can make us fat very fast. To help us avoid increasing weight due to excess intake of carbohydrates, we can kill our appetite to allow us take less food and eat appropriately. Adequate portions of food should be taken, and this should be balanced for a balanced diet. We should reduce the number of times they eat per day and get used to leaner diets. A lot of proteins should be included in every food portions one would server. In as much as this method works to help people lose weight, some people overdo it, which causes negative effects to their health. Instead of just reducing the quantities of food that they take, some people end up starving since they want to lose weight faster. Starving has negative effects that will leave one very weak and susceptible to many diseases still. Conditions such as ulcers may also come in when one starves too much. Some people also decline to take carbohydrates and any food portion with fat at all. This may also make one grow

Patchwork Essay Example for Free

Patchwork Essay â€Å"The relationship between the object and the intervening spaces is not formal: it is always rooted in the context of a particular setting† Dalibor Vesely (in Brooker and Stone, 2007, p. 57). The Neues or New Museum (see figure [1]) was completely built in 1855. The building was design by a Prussian architect, Karl Friedrich Schinkel. The purpose of the building was originally built as an extension house to accommodate Altes Museum. Most of Karl Friedrich Schinkel’s works were Neo-Classical, such as, Neue Wache also known as New Gate House and The Konzerthaus Berlin (von Buttlar, A. Architectural Guide [2012], pg 4). Architecture in style of Neo-Classic contains the component of characteristic temple-like features of Greek and Rome (for instance, Acropolis in Athens and The Pantheon in†¯Rome) Architecture, rolls of tall columns, pediments and domed roof, for example (see figure [2]). One of the most important elements in Greek and Roman architecture was balance and symmetry (see figure [3]) which was hugely influential in the structure of neo-classical. Many neo-classical architecture have one component that can be identified as its style, the use of columns, that are normally built to almost the same height as the building. Columns are used to secure the symmetrical and balance of the dimension of the building as it is the efficacious†¯and evident use of method as for exterior. Also, the uses of columns support the pediment. The arch and columns, however, have comparatively become a symbol of Greek and Romans architectural style. Some believes those features are a conspicuous and crucial part in the revival of its style. Thus it remains a ‘staple of neoclassical architecture’, together with its ‘distinctive domed roof’ (N/A. (2012) NeoClassic, [Online], Avalible at :http://www.neoclassic.com) . Neues Museum built in a Neo – Classical style that began in the 19th century, the building spanned over three floors including a grand staircase. The design of the Neues is heavily influenced by Stoa in Athens classical Greek architecture. Inside this building is a broad staircase and iconic columns, which lead towards a bronze portal that then leads to a double staircase to the ending upper floor which was nearly destroyed during the Second World War. In 2003, British architect David Chipperfield, whose aim was to restore the parts of the build that were destroyed while also keeping conservation requirements. He wanted to keep to the original structure while creating continuity with the existing structure. The newly designed expedition rooms were built mainly of pre – fabricated concrete elements, which consist of Saxonian marble chips. In the Northwest wing of the new build it was constructed by recycled handmade bricks. David Chipperfield has managed to not only keep the original quality of the build but almost enhance its structure without losing any of the builds feature. (Minner , Kelly . Neues Museum / David Chipperfield Architects in collaboration with Julian Harrap 28 Apr 2011. ArchDaily. http://www.archdaily.com/127936) In conclusion, after the research through this essay, we strongly agree with the quote â€Å"The relationship between the object and the intervening spaces is not formal: it is always rooted in the context of a particular setting†. Hence the Neues Museum is situated on an island which surrounded by other neo-classical architecture, even though the bu ilding was built after the neo-classical trend had become unfashionable. Thus that makes the Neues Museum blends in with its environment. Bibliography von Buttlar , Adrian. Neues Museum Berlin. Architectural Guide: Deutscher Kunstverlag (Mar 2010) Hà ¶fer, Candida and Kenneth Frampton. Neues Museum Berlin: By David Chipperfield Architects in Collaboration with Julian Harrap: (English Edition) Walther Kà ¶nig (30 Nov 2009) Mustertitel . The Neues Museum Berlin: Conserving, Restoring, Rebuilding Within the World Heritage : Art Stock Books Ltd (30 Mar 2009) archdaily.com http://www.archdaily.com/127936/neues-museum-david-chipperfield-architects-in-collaboration-with-julian-harrap/ http://www.neues-museum.de/ http://www.neues-museum.de/architektur.php http://architecture.about.com/od/neoclassical/a/What-Is-Neoclassical-Architecture.htm Figure [1] The Neues Museum [http://www.archdaily.com/127936/neues-museum-david-chipperfield-architects -in-collaboration-with-julian-harrap/] Figure [2] Dome roof Pediment Roll of columns [http://www.architecture411.com/common/notes/1/roman_pantheon.jpg] Figure [3] Symmetrical Balance [http://gogermany.about.com/od/picturesofgermany/ig/Museum-Island-Berlin-Photos/Neues-Museum-Berlin-.htm]

Andrew Jackson Essay -- American History, Politics

Andrew Jackson rose from humble beginnings to become the seventh President of the United States in 1828. Jackson’s rise in popularity and power coincided with the prevailing rise of democracy in America. While President Jackson was one of the most influential presidents in history he remains one of the most controversial. During Jackson’s administration he supported the will of the people, however he neglected the minority and abused his power as president. President Andrew Jackson was appropriately designated as the â€Å"People’s President† as he personifies America’s conflicted history of democracy. There were a number of social and economic changes occurring in the Union in the 1800s that produced the ideal environment for Andrew Jackson’s rise to power. The new market economy was â€Å"producing a more stratified, unequal society, at the same time the nations politics were becoming more democratic.† (Davidson p.207) The Panic of 1819 led to America’s first major depression. (Davidson p.201) Many Americans believed that the depression was caused by the policies and corruption in the federal government and the national bank. In turn, Americans called for equal opportunity and â€Å"agreed that one primary objective of government was to safeguard opportunity.† (Davidson p.207) Thus the new market economy and call for equal opportunity led to increased democracy and voter participation. The 1824 election only fueled the public suspicions of government corruption further. The House of Representatives had decided the 1824 election since no candidate had a majority in the Electoral College, despite Jackson having won the popular vote. When Henry Clay, Speaker of the House of Representatives used his political influence and declare... ...the timing of his presidency, the increase of democracy and his beliefs that were shared by the American peoples that elevated him to the â€Å"People’s President.† One could argue that Jackson did not deserve the title because he failed to serve â€Å"all people†. America exists because of the sacrifices by all the people, the Native Americans, the African slaves; the European white settler all played a significant part to the development of the nation. During the Jackson administration discrimination against blacks and Indian deepened and increased. The numbers of slaves grew and the Indians were forced from their lands, again. All these actions by Jackson in reflection are horrific crimes against humanity but they also contributed to developing the nation, as it exists today. History has shaped America, we can not change the past we can hopefully learn from it.

Summary and Personal Response

Jessica shares that in her early years growing up on a farm made her feel efferent from the other kids especially during recess as she felt â€Å"not being able to participate in school activities like my friends makes me feel left out and depressed† (Hammerer 2011). These contrast to the other kids who she feels have no chores, wake up just before school begins and have lots Of time after school for social activities and sports. She describes the relationship between her mother and father who â€Å"rarely made time for each other†Ã¢â‚¬Ëœ (Hammerer 201 1).Jessica shares that this, â€Å"left a lasting impression on her as an adult as she was always more focused on the job at hand rather than forming relationships†. A pivotal moment happens in high school when her father decides to expand his farming operations and makes an important decision that he wants his â€Å"children to focus on school and go to college† (Hammerer 201 1 Jessica could focus on her ba sketball as well as get involved in other school and social activities.Her friends comment that they are amazed by how she â€Å"managed my time so well and how don't get stressed out† (Hammerer 2011). Jessica purpose in writing this personal essay is to share her experience grow. Eng up, 3 having to balance farm and school life and, how being â€Å"different† made her feel. Jessica attitude is formed by this, giving her the tools, and experience to be responsible for herself as an adult. Jessica essay appeals to a wide audience who are interested in reading and seeing how the experiences of a child, can shape their attitude for their entire life.Her tone is mixed. She expresses joy at the simplest chores like when she is feeding the calves. She experiences a fulfillment that she is â€Å"finally the one in charge† (Hammerer 201 1). According to Jessica, she is, â€Å"depressed at times, as she cannot participate in the social discussions at recess like her fri ends can†. Finally, she expresses a great sense of accomplishment as she realizes her childhood has provided her the following tools to be successful as an adult namely; responsibility, time management, focus and resolve.My emotional response to Jessica story was one of reflection and awe. At a young age, she was able to discern that she was different from her friends. She wanted to be able to fit in but that these differences did not make her bitter or sad. Then, when she had an opportunity to join in and participate, she excelled. She reflected later in life that this was all due to her being soused on doing the little things in life well.

Marketing Sop Example Essay

India is said to be the growing economical superpower, which will open a huge opportunity in the Management of Science and Business at the same time making a rational decision of where to land after getting higher education. What kind of a higher education will enhance my knowledge, skill and capabilities to the best? To place myself according to the growing economy of India and to gain the maximum out of it I came to a decision of doing MBA in UK. As UK has always been a good source of in providing world class education, I am eager do my MBA from London School of Business and Finance in UK. I was always been supported by my family for doing something big. They provoked me in dreaming big. My career was taking shape when I was about to complete my Bachelors degree in Commerce. I was always interested in this field. I took a decision of doing MBA in Finance and Marketing. My short-term goal is to place myself as an efficient manager of a renowned organization where I can give a better shape to my skills and capabilities and to be in a process of continuous learning. However, my long-term goal is to set up a firm of my own, where I can put all the innovative ideas that I have. Before that I will have to prepare my self for being efficient in implementing those ideas, which is, indeed, not easy. When it comes of doing MBA in UK it always makes me feel proud. Doing MBA from there will not only provide me with lots of experience but I will also give an international exposure which will be a big plus point for attaining my career goals. It will help me learning things in a diverse environment. It will have positive impact on my life and values. MBA in UK is the best and it gives exposures to new avenues. I am looking forward to join London School of Business and finance (LSBF) and it will be great getting the degree from University of Wales from UK.

The History of Soda Pop and Carbonated Beverages

The History of Soda Pop and Carbonated Beverages The history of soda pop (also known colloquially in different regions of the United States as soda, pop, coke, soft drinks, or carbonated beverages) dates back to the 1700s. This timeline chronicles the popular drink from its creation when it was touted as a health drink to rising concerns that soda- sweetened naturally or artificially- is a contributing factor to a growing health crisis. Inventing (Un)Natural Mineral Water Strictly speaking, carbonated beverages in the form of beer and champagne have been around for centuries. Carbonated drinks that dont pack an alcoholic punch have a shorter history. By the 17th century, Parisian street vendors were selling a noncarbonated version of lemonade, and cider certainly wasnt all that hard to come by but the first drinkable man-made glass of carbonated water wasnt invented until the 1760s. Natural mineral waters have been thought to have curative powers since Roman times. Pioneering soft-drink inventors, hoping to reproduce those health-enhancing qualities in the laboratory, used chalk and acid to carbonate water. 1760s: Carbonation techniques were first developed.1789: Jacob Schweppe began selling seltzer in Geneva.1798: The term soda water was coined.1800: Benjamin Silliman produced carbonated water on a large scale.1810: The first U.S. patent was issued for the manufacture of imitation mineral water.1819: The soda fountain was patented by Samuel Fahnestock.1835: The first soda water was bottled in the U.S. Adding Flavor Sweetens the Soda Business No one knows exactly when or by whom flavorings and sweeteners were first added to seltzer but mixtures of wine and carbonated water became popular in the late 18th and early 19th centuries. By the 1830s, flavored syrups made from berries and fruit were developed, and by 1865, a supplier was advertising different seltzers flavored with pineapple, orange, lemon, apple, pear, plum, peach, apricot, grape, cherry, black cherry, strawberry, raspberry, gooseberry, pear, and melon. But perhaps the most significant innovation in the realm of soda flavoring came in 1886, when J.S. Pemberton, using a combination of kola nut from Africa and cocaine from South America, created the iconic taste of Coca-Cola. 1833: The first effervescent lemonade was sold.1840s: Soda counters were added to pharmacies.1850: A manual hand-and-foot-operated filling and  corking device was first used for bottling soda water.1851: Ginger ale was created in Ireland.1861: The term pop was coined.1874: The first ice-cream soda was sold.1876: Root beer  was mass-produced for public sale for the first time.1881: The first cola-flavored beverage was introduced.1885: Charles Alderton invented Dr. Pepper in Waco, Texas.1886: Dr. John S. Pemberton created Coca-Cola in Atlanta, Georgia.1892: William Painter invented the crown bottle cap.1898: Caleb Bradham invented Pepsi-Cola.1899: The first patent was issued for a glass blowing machine used to produce glass bottles. An Expanding Industry The soft drink industry expanded rapidly. By 1860, there were 123 plants bottling soft drink water in the United States. By 1870, there were 387, and by 1900, there were 2,763 different plants. The temperance movement in the United States and Great Britain is credited with spurring the success and popularity of carbonated beverages, which were seen as wholesome alternatives to alcohol. Pharmacies serving soft drinks were respectable, bars selling alcohol were not. 1913 Gas-motored trucks replaced horse-drawn carriages as delivery vehicles.1919: The American Bottlers of Carbonated Beverages was formed.1920: The U.S. Census reported the existence of more than 5,000 bottling plants.1920s: The first automatic vending machines dispensed soda into cups.1923: Six-pack soft drink cartons called Hom-Paks were created.1929: The Howdy Company debuted its new drink Bib-Label Lithiated Lemon-Lime Sodas (later renamed 7up).  1934: Colored labeling makes its soft-drink-bottle debut. In the original process, the coloring was baked on the bottle.1942: The American Medical Association recommended Americans limit their intake of added sugar in diets and specifically mentioned soft drinks.1952: The first diet soft drink- a ginger ale called No-Cal Beverage produced by Kirsch- was sold. Mass Production In 1890, Coca-Cola sold 9,000 gallons of its flavored syrup. By 1904, the figure had risen to one million gallons of Coca-Cola syrup sold annually. The latter half of the 20th century saw extensive development in the production methodology for the manufacture of carbonated beverages, with particular emphasis on bottles and bottle caps. 1957: Aluminum cans for soft drinks were introduced.1959: The first diet cola was sold.1962: The pull-ring tab was invented by Alcoa. It was first marketed by the Pittsburgh Brewing Company of Pittsburgh, Pennsylvania.1963: In March, the Pop Top beer can, invented by Ermal Fraze of Kettering, Ohio, was introduced by the Schlitz Brewing Company.1965: Soft drinks in cans were first dispensed from vending machines.1965: The resealable top was invented.1966: The American Bottlers of Carbonated Beverages was renamed the National Soft Drink Association.1970: Plastic bottles for soft drinks were introduced.1973: The PET (Polyethylene Terephthalate) bottle was created.1974: The stay-on tab was introduced by the Falls City Brewing Company of Louisville, Kentucky.1979: Mello Yello soft drink was introduced by The Coca-Cola  Company as competition against Mountain Dew.1981: The talking vending machine  was invented. Sugar-Sweetened Beverages: Health and Diet Concerns Soda pops negative impact on health issues was recognized as early as 1942, however, the controversy did not hit critical proportions until the close of the 20th century. Concerns grew as links between soda consumption and conditions such as tooth decay, obesity, and diabetes were confirmed. Consumers railed against soft drink companies commercial exploitation of children. In homes and in the legislature, people began to demand change. The annual consumption of soda in the United States rose from 10.8 gallons per person in 1950 to 49.3 gallons in 2000. Today, the scientific community refers to soft drinks as sugar-sweetened beverages (SSBs). 1994: Studies linking sugary drinks to weight gain were first reported.2004: The first connection with Type 2 diabetes and SSB consumption was published.2009: SSB Weight gain in children and adults was confirmed.2009: With a mean tax rate of 5.2 percent, 33 states implement taxes on soft drinks.2013: New York City mayor Michael Bloomberg proposed a law prohibiting businesses from selling SSBs larger than 16 ounces. The law was rejected on appeal.2014: The relationship between SSB intake and hypertension was confirmed.2016: Seven state legislatures, eight city governments, and the Navajo Nation issue or propose laws restricting sales, imposing taxes, and/or requiring warning labels on SSBs.2019: In a study of 80,000 women released by the journal, Stroke, it was found that postmenopausal women who drink two or more artificially sweetened beverages per day (whether carbonated or not) were linked to an earlier risk of stroke, heart disease, and early death. Sources: Ax, Joseph. Bloombergs ban on big sodas is unconstitutional: appeals court. Reuters 20 July 2017. Online, downloaded 12/23/2017. Brownell, Kelly D., et al. The Public Health and Economic Benefits of Taxing Sugar-Sweetened Beverages. New England Journal of Medicine 361.16 (2009): 1599–605. Print.Kick the Can. Legislative Campaigns.  Kick the Can: giving the boot to sugary drinks. (2017). Online. Downloaded 23 December 2017.Popkin, B. M., V. Malik, and F. B. Hu. Beverage: Health Effects. Encyclopedia of Food and Health. Oxford: Academic Press, 2016. 372–80. Print.Schneidemesser, Luanne Von. Soda or Pop? Journal of English Linguistics 24.4 (1996): 270–87. Print.Vartanian, Lenny R., Marlene B. Schwartz, and Kelly D. Brownell. Effects of Soft Drink Consumption on Nutrition and Health: A Systematic Review and Meta-Analysis. American Journal of Public Health 97.4 (2007): 667–75. Print.Wolf, A., G. A. Bray, and B. M. Popkin. A Short History of Beverages and How Our Body Treats Them. Obesity Reviews 9.2 (2008): 151–64. Print. Yasmin Mossavar-Rahmani, PhD; Victor Kamensky, MS; JoAnn E. Manson, MD, DrPH; Brian Silver, MD; Stephen R. Rapp, PhD; Bernhard Haring, MD, MPH; Shirley A.A. Beresford, PhD; Linda Snetselaar, PhD; Sylvia Wassertheil-Smoller, PhD. Artificially Sweetened Beverages and Stroke, Coronary Heart Disease, and All-Cause Mortality in the Women’s Health Initiative. Stroke (2019)

What Does It Take To Get Into The University of Pittsburgh?

The University of Pittsburgh’s acceptance rate is 59.3%. What does it take to get in? Located in the bustling heart of Pittsburgh, Pennsylvania, the University of Pittsburgh (â€Å"Pitt†) attracts nearly 30,000 applicants each year. Of these, just over half get in. Self-declared a research powerhouse, Pitt is known for bringing hands-on learning to its classes and providing ample opportunity to explore one’s passions beyond classroom walls. Employers nationwide have their eye on this school, allowing Pitt to offer a valuable internship guarantee to its students. Perhaps one of the main attractions is the school’s location, however. Pittsburgh is home to a thriving economy, a vibrant art scene, and rich cultural diversity. It is fondly referred to by its residents as a hidden gem amongst cities. And Pitt, situated in the Oakland neighborhood, is at the city’s core. Interested in being a part of the University of Pittsburgh community? In this post, we’ll tell you how to stand out in a pool of thousands of applicants. Pitt employs a rolling admissions process. In place of predetermined deadlines and decision release dates, rolling admissions allows students to send their application in as soon as it’s ready. In turn, applicants will receive their decision shortly after the admissions committee has finished reviewing the application. That said, rolling admissions works on a space-available basis. That means it is to your advantage to apply as soon as possible, while more spots are available. You can apply via Pitt’s online application , The Common Application , or The Coalition Application . If you have other schools on the Common Application, we recommend the Common Application to save time. There is a $55 application fee regardless of which platform you use. Here’s a review of the steps to a complete Pitt application: Note that the priority review deadline for academic scholarships is December 15th. It is highly recommended that you apply by this date. The Regular Consideration Deadline is January 15th. Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. Percentage of the University of Pittsburgh freshmen who took at least one advanced course in high school: 93% The University of Pittsburgh does not have a minimum GPA for admission, but the average GPA of last year’s admitted class was a 3.97. This indicates that students are expected to be at the top of their class, with an average letter grade of A- and above. Pitt’s website states an interest in advanced level classes and a well-rounded curriculum. In other words, the admissions committee wants to see a transcript that shows you are challenging yourself to take rigorous coursework, but not to the extent that your grades are suffering. In the event that you do receive a grade lower than a C, it is recommended that you retake the class during the summer. Pitt also emphasizes a challenging senior year curriculum. As with most schools, the university values an upward trajectory in both grades and rigor, meaning a student is taking harder classes and receiving higher, or at least consistent, grades each year. This trend shows growth as a person and a persisting desire to push yourself beyond your comfort zone. Whether you choose to take the SAT or ACT, you want to be towards the top of the middle 50% range. Pitt will superscore the SAT, which means the highest section scores from multiple administrations of the exam will be combined into a new, and usually higher, composite score. It is therefore to your advantage to take the exam more than once. The University of Pittsburgh offers five writing prompts to freshmen applications. Of these, two are required application components and the other three are optional but highly recommended. According to Pitt’s website, the most effective responses are typically around 200 to 300 words per question; however, there is no official word limit and quality is emphasized over quantity. Your responses should show careful thought and consideration, as this is one of only a few opportunities on the application where you have room to let your personality shine. Regarding the optional prompts, you can respond to as few or as many as you want. That said, this is a great opportunity to tell the admissions committee more about yourself and demonstrate serious interest in the school. Responding to optional prompts shows commitment to the school, while refraining from answering may be taken for a lack of genuine interest. We encourage you to consider these prompts as mandatory in order to optimize your chances of acceptance. For a full run-down on responding to the University of Pittsburgh’s short answer questions, check out this post . Admissions is a stressful time, and for most, a dose of rejection is inevitable. In the event that you do get rejected, know that it is going to be okay. Rejection can be a hard pill to swallow, but keep it in perspective: the University of Pittsburgh is just one school in a country full of thousands! You will find your school, and it will work out. Looking for more schools?   Here’s a list of universities that are similar to the University of Pittsburgh, and whether you’ve been rejected or not, they’re worth considering.

Pride and Prejudice Essay Example | Topics and Well Written Essays - 750 words

Pride and Prejudice - Essay Example Such is one major issue which Elizabeth â€Å"Lizzy† Bennet, the story’s main protagonist, has to deal with in the course of having resolution sought to her initial unfavorable impressions of the male counterpart Mr. Fitzwilliam Darcy while portraying a significant role in the lives and matrimonial affairs of her sisters, especially Jane Bennet. The intricate narrative structure of â€Å"Pride and Prejudice† concerning general manners, education, moral standards, and breeding is set in the fictitious Netherfield Park where the Bennet family resides, particularly in Longbourn. Netherfield is claimed in the novel to be part of Hertfordshire, a county close to London where the arrival of the Bingleys takes place. Austen must have chosen a setting at the countryside in which people of rustic livelihood may be reasonably expected to yearn for occasions of social gatherings like balls or parties which the ladies of the town are specifically delighted with. Under these circumstances would Lizzy Bennet and Mr. Darcy cross paths and begin finding a great deal of conflict as they misjudge each other based on attitudes which are apparently confined within their narrow prejudices. This eventually creates the essence of the theme wherein the traits associated with the ‘pride’ and ‘prejudice’ both of Lizzy and Mr. Darcy are intended to figure a realistic rather than a romantic mode of settlement toward the end. â€Å"Pride and Prejudice† progresses in stages to illustrate the backgrounds and influences crucial to the well-being of the principal characters so that in the process, readers can manage to gain understanding of certain events that occur in a proper English society and how they are dealt with or responded to by people of class, normally by virtue of pride. On one hand Lizzy, being on the extreme end of thought and contemplation of matters, is characterized to possess a modest yet stiff countenance that reflects her high intellectual capacity and seemingly logical suspicion of the hypocrisies and sarcasm in her environment as exemplified in the condescending acts of Miss Bingley and Mrs. Hurst. Mr. Darcy, on the contrary, is featured as a wealthy man utterly reserved and cautious as he maintains quality of stature and pride that he appears incapable of mingling with the ordinary people, inclusive of the Bennets, for which upon Lizzy’s prejudiced observation, he becomes coldly labelled as insensitive despite all achievements and unknown sentiments. Evidently, how Lizzy’s nature functions in the story manifests Austen’s preference to be recognized according to the perspectives of the age of reason. Though she can be felt to acknowledge implicitly the beauty that emerges out of the sweet embellished form of romance between Jane and Mr. Bingley, for the type of novelist she is, Austen greatly considers philosophy in her work and this is naturally conveyed via the rational i nstead of emotional approach the moment Lizzy confronts Mr. Darcy and his gradual move of proposing and expressing affections for Elizabeth. During a dramatic private conversation with Jane, Lizzy confesses: â€Å"Do not be afraid of my running into any excess, of my encroaching on your privilege of universal good will –