Success is believing in yourself free essay sample

A large portion of your candidates experienced school being informed that they were the best, that they were canny, effective, talented.I experienced school being told I was stupid.It started in first grade. My educator told my mom that I required additional assistance: guides and summer programs for understudies behind in school. Yet, here’s reality †I didn’t have a learning issue. I just couldn’t see a thing. At whatever point my educator put an exercise on the board, it was foggy. Also, when I would ask the understudy close to me what it stated, I was told I was disturbing class. Before long I halted asking.In first grade, I was placed in the medicinal perusing bunch alongside Marco and Emilio, two siblings from Mexico who talked no English yet before long turned into my friends.I was the remainder of three siblings to go through primary school. My educators, who had viewed my siblings flourish, couldn’t make sense of why I was so terrible and my siblings so great. We will compose a custom exposition test on Achievement is having faith in yourself or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page They made clear their recognition, that I was terrible and dumb. What's more, when I would glance back at them, everything was a blur.At school, children would hold their spelling test scores high over my head, gloating that they were shrewd and I was most certainly not. At home, my sibling would insult me by considering me the â€Å"bad-moronic boy† of the family. What's more, starting at that point, I was. I felt inept, and everybody appeared to agree.***Back at that point, I don’t recollect attempting to change people’s discernments. Be that as it may, when you’re so youthful and you don’t know who you are other than what individuals let you know, you accept what they state. I trusted I was awful and I trusted I was idiotic, thus I acted that way. I didn’t need glasses to see the board since making companions was all that I had. Cool children didn’t wear glasses, and I should have been cool.Teachers didn’t have confidence in me. In any case, there was one educator who was extraordinary, who took a gander at me and saw another person. Mrs. Kirk, my 6th grade educator, was the main individual who accepted that I was better. What's more, there was one thing she said that corrected the course of my scholarly ship.â€Å"You’re better than you might suspect you are,† she said as she held me late in her study hall after school. â€Å"You’re better than you might suspect you are.†And that was the place my difficulty finished. Nobody had confidence in me, and I hadn’t had faith in myself. Be that as it may, Mrs. Kirk helped change that. Mrs. Kirk had revealed to me that I wasn’t terrible and that I wasn’t moronic, thus gradually I started to play get up to speed. My folks took me to the optometrist and I got eyeglasses. I entered the seventh grade, and just because, I could see the board. I took notes during class and there was no motivation to daydream. Around evening time, I had my folks test me on essential things I had never learned in basic school.By the year's end, I got my report card; I was on the respect roll. I kept on improving and challenge myself. I chose for join an eighth grade propelled history class that started an hour prior to class. When I began secondary school, I was totally up to speed. It was as simple as that †all I required was a couple of glasses, some difficult work, and a confidence in myself.While my standpoint had changed rapidly, others had moved all the more gradually. I have not overlooked the response from the young lady close to me when I sat down in the principal time of ninth grade †Geometry Honors.â€Å"What are you doing here?†To my companions, I was as yet not a scholastic. They couldn’t handle the way that I needed to be a researcher, that I wasn’t terrible or moronic. Also, it wouldn’t be anything but difficult to change their minds.I got my report card that year: 4.0.***If you take a gander at my secondary school transcript, you would discover no proof that I was ever â€Å"stupid,† that I was ever an underachiever. Also, there is without a doubt no proof that anybody at any point thought I was. Rather, you would need to look further, overlooking my evaluations and taking a gander at my activities. Despite the fact that I have now exceeded expectations in school, being â€Å"behind† gave me the experience of feeling at a disadvantageâ€of realizing what it resembled to have individuals think I was unintelligent. I have always remembered my rootsâ€the sentiment of being lost in the homeroom, the sentiment of mediocrity. I currently endeavor in secondary school to share my favorable luck, to bring issues to light of instructive disparity, and to guide kids from burdened foundations with the goal that their certainty may grow.This year, I am a mentor for Sal and Heidi, two understudies who are trying to turn out to be original school graduates. Investigating their eyes through my very much worn glasses, I sense their dread. It is a dread of disappointment, and it is a dread of mocking †which I once felt.â€Å"Well, some time or another you may bomb a test,† I let them know, â€Å"and somebody will call you moronic. †As I speak, I think about the occasions when I felt embarrassed on the grounds that I couldn't read.â€Å"But we will ascend to attempt again,† I proceed. â€Å"And this will improve us. With a confidence in ourselves, we can succeed.†With this, Sal and Heidi grin. It might be a test for them to head off to college, an objective that some maybe have revealed to them they can't accomplish. In any case, I realize they can. I realize that they are better than they might suspect they are.Sal and Heidi have not yet associated with their greatest promoters, the individuals who realize that they will make it. Furthermore, when they ask me who those individuals are, I instruct them to begin by finding a mirror †so as to succeed, they have to have faith in themselves.

Work Integrated Learning in Business

Question: Should Work Integrated Learning be a Requirement of all Undergraduate Business Degrees? Answer: According to the creators, it has become a useful tidbit that finishing a work situation as a part of the college degree carries positive advantages for bosses alongside graduates. This angle is of much centrality in the contemporary period where the attention is on the monetary commitment made by instruction. The advantage can be viewed as two-overlay. Right off the bat, there is a positive commitment made towards the advancement of conventional employability abilities. Furthermore, situations are the perfect open door for graduate understudies to have a head beginning of their vocation. The information introduced in the article were from two sources; subjective information was gotten from a program including 25 meetings that were held between the years 2003 and 2004 with a cross-sectional example of business and the executives graduates reacting to the Class of 99 study. Quantitative information was gathered from the Class of 99 review that overviewed alumni of all controls finishi ng their undergrad training after the year 2003. From the discoveries of the information, it was shown that the impact of work position for the board and business graduates were conflicting, adding to the higher accomplishment of work on various measures. The example of the outcomes showed that the effect of work-incorporated learning (WIL) relies upon the sort of the board and business degree. In spite of the fact that the aftereffects of the examination unmistakably supported the advantages of WIL, more is required to be comprehended in regards to the qualities of an ideal work situation that not just lays the arrangement for the improvement of individual characteristics and aptitudes yet additionally helps in the show of capabilities. As indicated by the creators, advanced education partners have demonstrated a developing measure of concern in regards to the learning and showing exhibitions just as results in business training. There is a developing hole between the necessities of the business and the alumni properties that needs prompt consideration. The explanations behind such hole has been credited to absence of nonexclusive abilities and work preparation. One appropriate strategy that can help in getting upgrades the improvement of the nonexclusive abilities in understudies is work-incorporated learning (WIL). The speculation done on building WIL openings would bring critical advantages. The specialists built up an expert advancement program (PDP) that was coordinated into a business degree program with the point of helping understudies adapt methodicallly. The PDP was executed for a year. It was discovered that the understudies who had a functioning inclusion in the PDP showed significant gains in nonexclusi ve aptitudes. They likewise were seen as better ready to oversee studies and individual lives. The examination showed that WIL upgrades an understudies end result. The article featured that the impact of ceaseless and incorporated direction program with parts of WIL can in a perfect world be sure. A rich pool of proof is on the side of PDPs in proficient setting. WIL can help tending to difficulties understudies face when they enter the business. WIL is reasonable for the interest for a decent quality of work prepared alumni. While it is clear that WIL can realize various advantages, it is to be investigated whether the concerned partners have the vision and responsibility to use the potential it has. As opined by the writer, Work-incorporated learning (WIL) has gotten a lot of consideration for being an instrument that upgrades proficient practice and creates work-preparation in the recently graduates. It is viewed as the purpose of distinction in cultivating graduate employability by like correspondence, collaboration, critical thinking and self-administration. The paper explored the job of WIL on undergrad employability abilities. Information was gathered from 131 WIL understudies in an Australian college. For understudies of business examines, work arrangements were an elective part of the degree program. Game plans were made for some type of position for business understudies. It was found from the information that WIL was effective in making contrast to the advancement of aptitudes from college to any work environment. Discoveries from the examination likewise featured the job of coordinated and organized introduction to position for sustaining and supporting polished skill in understudies. The territories that were affected upon were time the executives, working self-governingly, performing multiple tasks and inspiration. Discoveries exactly were on the side of the conversation on expanded access to WIL openings that are endorsed by the University. Recorded enhancements in the understudies were in arrangement with the current writing, yet there is as yet restricted research in this specific region. More research around there would be advantageous for a scholarly field just as expert specialists. The article had a constraint of not utilizing certain factors that are to affect on results at the hour of WIL. Related knowledge and understudy preparation may affect the degree of learning at the hour of arrangement. The paper gave an account of an investigation of reactions given by understudies towards work incorporated learning (WIL) program for undergrad business the board understudies. The WIL was considered in the last semester of the instructive course. The program was made to fit for enormous classes. It required the understudies to lead interviews with organizations for the benefit of government boards concentrating on help for nearby business activities. The summative appraisal incorporated little gathering research reports for the chambers based on the meetings. The planning of the understudies for the WIL was made to ease the inbuilt dangers of WIL that are educational program based for enormous gatherings. The arrangement remembered for class exercises and scaffolded developmental composed assignments in the obligatory classes. It advised about the venture prerequisite and they were given satisfactory data on aptitudes and information required for the undertaking. The investigation d rew upon the impressions of the understudies and the input gave by them. The exploratory cross examination was fruitful in recognizing three flashpoints in the encounters of understudies during WIL. These flashpoints were key to learning of the understudies. Through the flashpoints, understudies had the option to adapt adequately in various settings. The flashpoints can be considered for offering information about the advantages of WIL programs. From the article, unmistakably WIL empowers business understudies to turn out to be better basic scholars and analysts. WIL should be remembered for the educational methodologies of connected learning in business contemplates. References Fallon, Wayne. Flashpoints in understudies' work-coordinated learning in business: Implications for educational program design.Employment Relations Record12, no. 1 (2012): 66. Freudenberg, Brett, Mark Brimble, and Craig Cameron. WIL and nonexclusive aptitude improvement: The advancement of business understudies' conventional abilities through work-incorporated learning. Asia-Pacific Journal of Cooperative Education 12, no. (2): 79-93. Jackson, Denise. The commitment of work-coordinated figuring out how to undergrad employability aptitude outcomes.Asia-Pacific Journal of Cooperative Education14, no. 2 (2013): 99-115. Wilton, Nick. The effect of work arrangements on abilities improvement and profession results for business and the board graduates.Studies in Higher Education37, no. 5 (2012): 603-620.

Understanding the Causes of Social Anxiety Disorder

Understanding the Causes of Social Anxiety Disorder Social Anxiety Disorder Print Understanding the Causes of Social Anxiety Disorder By Arlin Cuncic Arlin Cuncic, MA, is the author of Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder and 7 Weeks to Reduce Anxiety. Learn about our editorial policy Arlin Cuncic Medically reviewed by Medically reviewed by Steven Gans, MD on February 24, 2018 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on June 24, 2019 Social Anxiety Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children In This Article Table of Contents Expand Genetic Environmental Societal Brain Structure/Biological View All If you have been diagnosed with  social anxiety disorder (SAD), you may wonder what caused you to develop the illness. Rather than there being a single causative factor, it is likely a complex interplay of variables that result in the disorder. Illustration by Brianna Gilmartin, Verywell Genetic If you are diagnosed with SAD, you probably have specific genes that made you more prone to developing the disorder. If you have a first degree relative with SAD, you may also be 2 to 6 times more likely to develop the disorder.?? The genetic component of social anxiety disorder is also known as the “heritability” of the disorder. Although heritability rates can vary a great deal in studies, it has been estimated at around 30 to 40 percent, meaning that roughly one-third of the underlying causes of SAD comes from your genetics. Heritability is the proportion of variation in a phenotype (trait, characteristic, or physical feature) that is thought to be caused by genetic variation among individuals. The remaining variation is usually attributed to environmental factors. Studies of heritability typically estimate the proportional contribution of genetic and environmental factors to a particular trait or feature. So far, researchers have not found a particular genetic makeup linked to SAD. They have, however, found specific chromosomes linked to other anxiety disorders such as agoraphobia and  panic disorder.?? Environmental The psychosocial causes of social anxiety disorder (SAD) include factors in the environment that influence you as you grow up. If one of your parents has social anxiety disorder (SAD), then you are more likely to develop the disorder yourself.?? Psychologists have developed theories about how children may become socially anxious through learning. Ways Children Learn Social Anxiety Direct Conditioning: Did you forget your lines in the class play? Did other kids make fun of you or were you the victim of constant teasing or bullying? While it is not a necessary trigger, going through an early traumatic event may have an impact on the development of social anxiety, sometimes years later.Observational Learning: If you did not experience a traumatic event yourself, did you see someone else in a traumatic social situation? For those already vulnerable to the disorder, this may have the same impact as going through the situation firsthand.Information Transfer: Fearful and socially anxious parents unknowingly transfer verbal and non-verbal information to their children about the dangers of social situations. If your mother worries a lot about what other people think of her, chances are you have developed some of this same anxiety yourself. Your upbringing can also impact the likelihood that you will develop SAD. You are more likely to develop the disorder if: As a child, you were not exposed to enough social situations and were not allowed to develop appropriate social skills.?One or both of your parents was rejecting, controlling, critical, or overprotective. Children that do not form a proper attachment to their primary caregiver are at greater risk because they cant calm and soothe themselves when in stressful situations. Behavioral Inhibition in Childhood   Do you know a toddler or young child who always becomes extremely upset when confronted with a new situation or unfamiliar person? When faced with these types of situations does the child cry, withdraw,  or seek the comfort of a parent? This type of behavior in toddlers and young children is known as behavioral inhibition. Children who show behavioral inhibition as a toddler are at greater risk for developing SAD later in life.?? Because this temperament shows up at such a young age, it is likely an inborn characteristic and the result of biological factors. If you are concerned that your child is excessively withdrawn or fearful in new situations, it may be helpful to discuss your worries with a professional. Since we know that behaviorally inhibited toddlers are more likely to become socially anxious children and socially phobic adults, any kind of early intervention may help prevent more serious problems later in life. Societal Societal factors that can influence the development of social anxiety include growing up in a culture with a strong collectivistic orientation, such as Japan or Korea. The syndrome taijin kyofusho in these cultures involves a fear of making other people uncomfortable and reflects a culture in which concern for how you fit as part of the larger group is emphasized.?? What Is Taijin Kyofusho? Brain Structure/Biological Just as x-rays are used to “see inside” your body, the same can be done for your brain. Medical researchers use a technique called “neuroimaging” to create a picture of the brain. Newer techniques can look not only at brain structure but at types of functions in specific regions of the brain. For mental disorders, researchers may look differences in blood flow in specific areas of the brain for people who are known to have a particular disorder. We know that four areas of the brain are involved when you experience anxiety. Brain Areas Involved in Anxiety The  brain stem  (controls your heart rate and breathing)The limbic system (effects your mood and anxiety level)The prefrontal cortex (helps you to appraise risk and danger)The motor cortex (controls your muscles) A study of blood flow in the brain published in 2001 found differences in the brains of social phobics when speaking in public. For this study, they used a type of neuroimaging called “Positron Emission Tomography” (PET).?? The PET images showed that people with social anxiety disorder had increased blood flow in their amygdala, a part of the limbic system associated with fear. In contrast, the PET images of people without SAD showed increased blood flow to the cerebral cortex, an area associated with thinking and evaluation. It seems that or people with social anxiety disorder, the brain reacts to social situations differently than people without the disorder. Neurotransmitters If you have social anxiety disorder, there are likely imbalances of certain chemicals in your brain, known as neurotransmitters. These neurotransmitters are used by your brain to send signals from one cell to another. Neurotransmitters Involved in Anxiety NorepinephrineSerotoninDopamineGamma-aminobutyric acid  (GABA) People with social anxiety disorder have been shown to have some of the same imbalances of these neurotransmitters as people with agoraphobia and panic disorder.?? Understanding how these brain chemicals relate to social anxiety disorder is important to determine the best medications for treatment. A Word From Verywell There is no single cause of SAD. In most people, the disorder is the result of a combination of factors. When receiving a diagnosis or treatment for social anxiety disorder, your doctor or mental health professional should discuss with you possible contributing factors to your social anxiety. Best Treatments for Social Anxiety Disorder

An Investigation into the Effects of Race on the...

An Investigation into the Effects of Race on the Perception of Guilt Abstract The aim is the see whether people are more likely to find a black man guilty of a crime. Having found both a black man and a white man of middle attractiveness out of a choice of 10 photos picked from magazines, subjects were read a short account of a crime and rated the guilt of the offender on a scale of 0 to 10 (with 0 being not guilty). I used subjects aged between 11 and 18, all were Caucasian and attended Sevenoaks School. I used 75 subjects in total. They were shown either the picture of the black man, the picture of the white man or no picture as a control. The results showed that the black man was†¦show more content†¦This physical appearance generates other judgements about a persons personality. In 1933 Katz and Braly conducted an experiment into ethnic stereotypes. They asked Princeton University students to indicate which 5 words out of 84 they would associate with 10 different ethnic groups. If more than 75% of students associated a characteristic with one g roup it was considered a stereotype. Blacks were stereotyped as lazy, immoral, dishonest and given to crimes of violence. This experiment is criticised because it lacks reliability and relevance to modern society. It was conducted in 1933 in America, we live in another century and society has developed enormously. Gilbert repeated the experiment in 1951 and Karlins in 1969 and in each subsequent experiment the stereotypes were significantly weaker. When this experiment is repeated it produces different results and so is unreliable. Subjects showed increasing reluctance to participate because they were less willing to express stereotypes. This is relevant in my experiment because I want to see if whites consider blacks as more likely criminals. I believe that certain social stereotypes still exist at a subconscious level but that people are less willing to express these stereotypes. The Howard League, a prison reform group, published an article in the London Metro on the 22nd of March 2000 titled Justice isShow MoreRelatedWhat Factors Influence Jury Decision Making?1326 Words   |  6 Pagespersonally relevant reason to confirm a hypothesis, people seem to favor confirmation as the default testing strategy. Further hypothesized that the preference for confirming evidence is influenced by two main factors, Facts v. Perception. Let’s begin with the perception, a study of 24 students in favor of the death penalty and another 24 against were selected, these participants were asked a short amount of research reports. The reports were all of equal quality, some produced results supportingRead MoreAwareness Of White Privilege : Racism Toward Black Americans1016 Words   |  5 PagesAwareness of White Privilege Effects Racism Toward Black Americans Ongoing research efforts continue to focus on the cognitive processes involved in the perpetuation of intergroup biases as well as techniques that can be used to reduce racial prejudice (Stewart, Latu, Branscombe, Phillips Denney, 2012). Descriptive studies (Neville, Lilly, Lee, Duran Browne, 2000) and experimental investigations (Branscombe, Schmitt Schiffhaurer, 2006) have found a significant relationship between theRead MoreRacial Discrimination And The Criminal Justice System1725 Words   |  7 PagesRacial discrimination is defines as racism that implicates the credence in racial differences, which acts as a justification for non-equal treatment of members of that race. Also, this paper will be focusing on the race industry within the criminal justice system in all level law enforcement, courts and court system. Racial discrimination can be researched back in history its leading enablers take it as undisputable that the African American community has the highest number of incarceration ratesRead MoreThe Construction of Amanda Knox as an Other Essay1519 Words   |  7 Pageswith tightly controlled boundaries where behaviour is regulated to maintain order, and anomalies or ambiguities and the crossing of boundaries are perceived as â€Å"risky†. Lupton also discusses Mary Douglas’ ideas on the social function of individual perceptions of societal dangers. 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It is a know fact the people who kill white victims of most likely to face harsher punishment then if they were to kill someone of a different race. 40 percent of the people on death row in 2007 were African Americans although whites committed more murders. The former mayor of Maryland, Mister Martin O’Malley brought up another controversial discussion supporting abolishment s well stating thatRead MoreThe Impact Of Media On The Public s Perception Of Law Enforcement And The Criminal Justice System1751 Words   |  8 Pagesreview of the Role the Media Plays in the Public’s Perception of Law Enforcement and the Criminal Justice System. The role the mass media plays in the public perception of Law Enforcement and the Criminal Justice System is potentially important in relation to the viewer’s attitude and beliefs. Does the general public support law enforcement or does the media create a negative perception of the police in the press and on network television? The CSI Effect has gained huge popularity among researchers,Read MoreNative Son by Richard Wright Essay1591 Words   |  7 Pages Who is the victim in a prejudiced civilization? The dominant group or the minority? Native Son, a novel by Richard Wright, focuses on the effects of racism on the oppressors and the oppressed. It establishes that in an ethnically prejudiced society discrimination comes from everywhere, and most monumental occurrences only contribute to its decline. The story is set in Chicago in the 1930s.Read More12 Angry Men: Movie169 8 Words   |  7 Pagestheir thoughts and beliefs about the cases and the accused. The jurors’ perception of the boy was solid upon entering the jury room due to their stereotyping of the boy and his rearing. Many presumed him guilty based on previous interactions or â€Å"known facts† of people growing up in a low socioeconomic environment. The fact that he was Latino and young-eighteen to be exact-aided the jurors in their presumption of his guilt. The only man that wanted to look at the boy as an individual and give himRead MoreReasonable Doubts: The Criminal Justice System and the O.J. Simpson Case2396 Words   |  10 Pageswas found murdered alongside Ronald Goldman (Dershowitz 19). Chapter one of Reasonable Doubts describes how many people jumped to the conclusion that O.J. carried out the murders. Incriminating evidence emerged that more than pointed to Simpson’s guilt (Dershowitz 21). Soon enough, media reports claimed that Simpson would be charged with two counts of first-degree murder. Simpson’s reluctance to be peacefully taken into custody was illustrated by his famous Los Angeles free-way chase that ended in

Into the Wild Chris McCandless as Role Model Essay

There had never been and there would never be someone exactly like Chris McCandless. Chris has a middle class background and stands out from his peers because he believes that society restrains his independence. He leaves his past life and wanders America heading toward the lonely Alaskan wilderness to find who he really is. He discovers ways of moving to Alaska despite leaving behind all of his possessions and social status. Chris’s sincerity and integrity earn the respect of the people he meets. He inspires people leave behind their old life and explore the country by documenting his experiences. Chris loves to challenge himself and after succeeding academically he finds purpose through self deprivation. Chris chooses Alaska because its†¦show more content†¦All three help Chris reach Alaska after initially discouraging him because Chris earned their friendship with his values and not theirs. Much like a father Ronald questions Chris on his decision to leave home but while Chris is happy being independent Ronalds life is empty. He loses his family while serving his country and lives alone. Believing in duty to his country has left him with no relationships. Ronald wants happiness so after receiving a letter from Chris Ronald changes his life, emulating Chris’s transient lifestyle by living out of a trailer. Ronald is grateful to Chris for persuading him to cast off his self-imposed bonds and find happiness in new experiences. When Ronald finds out about Chriss death he, [renounces] the Lord, [he withdraws] church membership and [becomes] an atheist (60). Ronald thinks there must be no God if someone like can die from starvation. The strength of Chris’s belief in his world view made him an inspiring and magnetic person. Chris is ambitious and motivated, after Chris excels academically he inspires himself to carry out the more difficult goal of surviving in the Alaskan wilderness with as little equipment as possible. When Chris leav es his life in Annandale after graduating Emory University he makes the decision to succeed on his own terms. Chris did not travel toShow MoreRelatedIs Chris Mccandless Crazy Essay907 Words   |  4 PagesIs Chris Mccandless crazy or not? In the book Into the Wild the main character, Chris Mccandless, made a rational decision to exclude himself from human society because he believed that going beyond what his parents, and society wanted, he would live a happier life. Chris wanted to leave society and venture into the wilderness to find the true meaning of who he was. Chris Mccandless was neither crazy or ignorant to live off in the wild where there was no people or anything to interact with, butRead MoreEssay On Chris Mccandless1092 Words   |  5 PagesChris McCandless, the subject of Jon Krakauersâ€Å"Into The Wild,† whose off-the-grid Alaskan adventure ended in starvation is a hero and an idealist whose sense of independence and adventure inspires us to reach for our dreams. McCandless was a courageous man. He wanted to live a life that was completely different than the one his parents lead. And wanted to submerge himself in the world that we live in and be sequestered from people who take it for granted. However, most students see McCandless asRead MoreInto The Wild By Jon Krakauer1013 Words   |  5 Pages Into the Wild, by Jon Krakauer, narrates the life of adventurer and free spirit Christopher McCandless, who died August 1992 in the Alaskan wilderness; however, his journey still remains relevant in today’s pop culture due to the unresolved controversy of whether he is a saintly role model or hubristic fool. Krakauer openly states that he â€Å"won’t claim to be an impartial biographer† (Author’s Note) due to the parallels he struck with McCandless, and provides a more idealistic approach to the biographyRead More Chris McCandless is NOT a Hero in the Book, Into the Wild by John Krakauer507 Words   |  2 Pagespeople have read the story â€Å"Into the Wild† By Jon Krakauer, when mentioning the name Chris McCandless he is either viewed as hero or as a dumb man. The people who view him as a hero tend to believe that he was determined enough t o want to do something. Others view him as an idiot who just wanted attention. Him being unprepared and not knowing much about how to survive in the wild made McCandless an idiot, the dumb jerk. Also causing him to be a poor role model to multiple people causing them to endRead MoreAnalysis Of Christopher Mccandless s Into The Wild 2362 Words   |  10 Pagesfuture, who soon endured the journey of a lifetime. The well known novel â€Å"Into the Wild† by Jon Krakauer is based on the true story of Christopher McCandless, a young man from a wealthy family in the Eastern United States, who, after graduating from Emory University, donated all his available money to charity and embarked on a trip through the American West under the surname Alexander Supertramp. Two years later, McCandless was found dead in the desolation of Alaska. This discovery triggered a spectacularRead MoreInto The Wild By Jon Krakauer2187 Words   |  9 Pagesâ€Å"All happy families are happy in the same way, but all unhappy families are unhappy in their own way† (Tolstoy). Into the Wild by Jon Krakauer tells a story about a young man called Christopher McCandless who comes from a well-off family who then out of the blue deserts everything to journey on an â€Å"Alaskan Odyssey†. There isn’t a sane man who donates all his money, leaves everything and everyone he loves, and changes his identity to â€Å"Alexander Supertramp† to venture on a journey that makes him faceRead MoreTranscendentalism And Its Impact On Society2407 Words   |  10 Pagesand repeating. A cycle that causes many of us to lead lives of quiet desperation. Living with a warped sense of purpose leaves one feeling unfulfilled and meaningless. A sense of belonging plays a crucial role in every life. Belongingness can be found on Maslow’s hierarchy of needs: a model of five interdependent needs that must be satisfied in order, starting with the lower level. The first two levels are deficiency needs, which are biological needs (air, food, water, etc.) and safety needs (protection

The Effect of Multiculturalism in Canadian Society Free Essays

In terms of education, multiculturalism is becoming increasingly disruptive in Canadian society. It seems that there is a new issue in the media focus regarding education on a weekly basis. It’s becoming increasingly apparent that most, if not all issues in recent years stem from the debate of whether to centralize or decentralize our current system of education. We will write a custom essay sample on The Effect of Multiculturalism in Canadian Society or any similar topic only for you Order Now Proponents of centralization argue that a standard national system of education will provide all people with access to the same quality of education. On the other hand, proponent†s of decentralization claim that individual educational institutions will provide a level of education that is sensitive to the differing cultures and economic status within a particular area. Both sides contend that their system will provide a higher standard of education while improving the educational opportunities for minorities. Due to the recent investigation by the UN into Ontario’s education system, it is appropriate to define what Canadians are entitled to as far as educational rights. The UN proclaims universally that, â€Å"Everyone has the right to education† and that â€Å"education shall be free,† [UN, 1948,Article 26 (1)]. These definitions are very broad and far-reaching, and are rarely adhered to as fundamental human rights. â€Å"Many governments are inclined to define human rights in the manner most convenient to suiting their own political interests. † (Boutros Butros Ghali, 1993). Essentially, there is no benchmark that compels any government education system to provide for a multicultural society. It should be interesting to see what the UN will say about the Canadian education system and whether or not they will set standard in education for a multicultural society such as ours. With no hard and fast guidelines how should the education system in Canada operate in order to become an integrative force in Canada. The most prevailing school of though in Canada regarding education is its standardization and centralization. The provincial Government is responsible for developing and implementing of public education policy as long as they are in power. The Harris government has implemented and proposed many ideas for the centralization and standardization of education in the province of Ontario. These policies are aimed at conserving tax dollars and the elimination of the wasteful bureaucracies infecting our education system. Also the provincial government is taking steps to standardize the level of education received by students in Ontario. Programs like standardized testing for teachers and students as well as the standardization of the curriculum were implemented. These programs are intended to provide all students regardless of race or economic standing in any area of the province and equal opportunity to succeed. These initiatives are part and parcel of increased demand by the Federal government to have Canadian students rise to â€Å"levels equivalent to those achieved by students in Asia and Europe. † (Lightbody, pg. 265) These steps however pay little heed to other cultures in the education system. All courses on history or culture at the high school level are aimed to familiarize students with the traditions, philosophy, literature and history of the western world. Proponents argue that this action is appropriate since our country is based on a democracy founded in European ideals of government. It is also claimed that there would not be enough time in the current school year to educate students on every culture that has contributed to the construction of our society. Proponents for centralization seem to prefer the â€Å"middle of the road approach† when making decisions on curriculum. It is argued that trying to push the subject of multiculturalism too far would actually be a hindrance. Over emphasis of multiculturalism may interfere with a student†s participation in other groups, or worse, hold a child back from expressing his or her individuality. (Ryan 137) In other words, an education system that is equal is equal for all that use it. An all-encompassing education system provides the same level of education for all involved, and should not pay preference to any one individual culture. This type of system has come under fire from groups such as: Natives, isolated communities, minorities, and women†s groups since the system is incapable of attending to their particular needs. For example, the Oakland California School Board’s introduction of a controversial Ebonics policy. This policy was countered immediately with the creation of a bill that would penalize schools who support the instruction of Ebonics by restricting funding. Teaching courses in Ebonics can severely handicap a student in North America. Almost every facet of business, education, and government is conducted in proper English. This is a good example of how an absurd attempt to be considerate towards a minority hinders the progress of the education system. Diversions such as these take the attention away from sensible attempts to structure the education system in a way that benefits everyone fairly (If there is such a thing). In today†s society this type of education does not seem to be a progressive step for Canadians. An example of this is the creation of Affirmative action programs. In the U. S. blacks are experiencing an unemployment rate of nearly twice that of whites, Canadian figures I assume are relatively similar. â€Å"Affirmative action was designed to give qualified minorities a chance to compete on equal footing with whites. These programs create widespread resentment for minorities by Caucasians and thus hindering the development of society. Meanwhile the implementers of these programs ignore the reasons why these programs need to be created. They have even gone as far as claiming, â€Å"Few can argue that racism is still rampant in awarding contracts, jobs, and educational opportunities, even though it†s been proven beneficial to have people of different races with different ideas and different experiences working toward the same goal† (Chappell, 1996) The other school of thought in regards to education is the creation of what is known as a chartered school. A chartered school is run nearly autonomously with little interference by government (other than partial funding) or bureaucracies. It is intended to allow for increased local participation in decision making, and to save money by cutting down on costly administration and foster innovation through competition. (Lawton pg. 23). With competition, schools would have a greater incentive to improve itself in all aspects. Most advances would take place in the creation of new programs, providing access to higher levels of technology, and structuring curriculum with sensitivity to the ethnic make-up in its surrounding area. These schools would be developed and influenced by the parents of the students, teachers, other community members and even corporate sponsors. One of the major benefits of this type of school would be an increased response time in educational demands due to a lack of bureaucratic posturing and unnecessary collective bargaining agreements. Essentially, the organization will perform better since the programs implemented or any decisions made will affect those who make them. Supporters believe that this will hold a charter school accountable for improving and achieving its stated goals. Therefore, a school located in a particularly ethnically rich area can provide a form of education more appropriate culturally for it†s students. If a school is to be successful then it will have to be very aware of the demands placed on it by the area in which it is located. If it is not then it will risk failure. Parents will move their children to another school if they feel that their child is not being provided with an acceptable education. A centralized school system would be unable to respond to local needs due to broad general policies made by distant bureaucrats. These schools however will be partially funded by the government, with more money being allocated to the successful schools who attract more students. Presently there are eight chartered schools operating in Alberta out of a legislated maximum of 15. Other Provincial governments may be considering the implementation of charter schools but the idea is still new in Canada and there are numbers or studies that assess the performance of the existing schools in Alberta. The fundamental hindrance of a charter school is that it serves its community but not the nation. The increased response to community needs may in fact serve to increase the segregation among cultures in Canada. Also, lower income families will not be able to send their children to more successful schools for many reasons such as the cost of transportation and the cost of living in a particular area. The same could possibly apply to different cultures. The opportunity for a culturally rich education may be limited to location, and financial position. The result being that they would be no better off than they are now. The issue of multiculturalism will always plague the education system in Canada. There is no proven method of teaching all the students in a class in a manner that preserves their culture while affording them the same opportunities as everyone else. The centralization of education almost ignores the need for cultural understanding between ethnically different people. It supports itself on the idea that if all schools teach the same thing, students will be afforded the same opportunities. But how does the government decide what is best for each individual? Does majority rule apply in the education system as well? On the other hand the de-centralization of the school system provides for more community oriented schools that strive for improvement through competition. The idea of a problem free multicultural society can not be realized if we draw lines in the sand. We must act for the development of the nation, and the maintenance for the culture. Both views essentially try to answer two important questions asked by Canadians at once. First, how do you reduce the level of bureaucracy and reduce wasted tax dollars. Secondly, they attempt to answer the looming question of equality and the creation of a multicultural society in Canada today. How to cite The Effect of Multiculturalism in Canadian Society, Papers

The Five Dysfunctions of a Team free essay sample

The Highlights and Themes: The Five Dysfunctions of a Team running one group for six months or longer seems quite exorbitant! The theme of this book was based on an organizational approach to effective team building skills. The fable began by giving a brief background of the cooperation, DecisionTech, Inc. which was what this story was centered around. There was a new CEO, of the corporation, Kathryn, and her main task was to create effective teamwork among her staff who were the key leaders of this company. After observing the interaction and dialogue of all team members for several weeks, she finally decided to call an off-site meeting and invited her staff members to attend. The meeting was to take place just far enough to where it would be considered out of town and she also made it mandatory attendance. She experienced some animosity from her colleagues but she was determined that what she had in mind for their off-site agenda would soon render their cooperation. We will write a custom essay sample on The Five Dysfunctions of a Team or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When the off-site began she immediately started to work on creating team cohesion among the leaders of her company. She proposed a model that touched on five dysfunctions of a team. The model was similar to that of a hierarchal model in that a team needed to conquer one aspect or dysfunction of the model before they could effectively move on to the next dysfunction. The first dysfunction of the model is an absence of trust among team members. This stems from their unwillingness to be vulnerable within the group setting. It concludes that team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation of trust. This ties into the second dysfunction in that a failure to build trust among team members solicits a fear on conflict. Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas. Instead, they rely on guarded comments and keep the tone at a surface. The lack of healthy conflict within a team ensures the third dysfunction, lack of commitment. If members of a team cannot speak freely and voice their opinions, then there will rarely ever be team buy in or a commit to decisions. If this is to occur, members will lack commitment and develop the fourth dysfunction, an avoidance of accountability. If there is not a commitment to a plan of action then members often hesitate to call their peers on actions and behaviors that seem counterproductive to better the team. If there is not any accountability, this creates an environment where the fifth dysfunction can thrive. The fifth and final dysfunction of the model is inattention to results. This occurs when team members put their individual needs such as career development, above the collective goals of the team. The vast majority of the fable describes in detail how each of these dysfunctions can detriment effective teamwork and hinders the underlying goal of a corporation. Throughout the fable there are members of the team who retaliate against the model and some leaders even left the company. However, in the end, this fable truly shows how effective this model can be when used in a team building environment. Towards the end of the fable, there is an overview of the model which goes into more detail on how to implement the model and offers suggestions for overcoming each of the dysfunctions. One of the tools that were suggested for helping a team to build trust was a personal history exercise. This is a simple exercise that is done in less than one hour and is vital for a team to flourish when creating trust among its members. The simplicity of this exercise is basically questions that are not too personal yet educate fellow members about the background personal life of each team member. Another great suggestion was administering a personality and behavioral preference profile such as the Myers-Briggs Type Indicator (MBTI). By doing this within a team setting will allow people to better understand and empathize with one another. The overview of the model also provides characteristics of the role of the leader in when dealing with each of the five dysfunctions. This fable was a great way to promote the importance of a team and its functions. This book had many highlights throughout the context and I would highly recommend it to leaders of a corporation or of that of a team like setting. This book offered many great implications of the model and how to use it in many diverse settings when trying to build and manage successful teams. The Implications for the Practice and the Future of Counseling: The Five Dysfunctions of a Team School counseling programs are designed to serve the school as a whole. They serve the students as counselors, act as consultants to teachers, parents and administrators and coordinate activities to implement the developmental guidance program. However, in order to have an effective program they need to instill the qualities of Lencioni’s model into their interaction with the individuals they serve. The first item is to build trust among students, parents and school staff, so that they feel comfortable coming to the counselors to address their issues or concerns. While confidentiality could be a challenge working with minors, it should be kept as much as possible. They also need to feel that when they meet with the school counselors that he or she has the individual’s best interest in mind. Once a rapport has been built, the counselors will be able to confront or address conflict with teachers, students and parents with greater respect. Also, since teachers are often coming to the school counselors to complain or vent about other staff members they can remind the teachers that by confronting the individual directly problems can be solved quicker. This will keep people from holding their frustrations in and blowing up all at once. Since the school counselors create activities for classroom guidance and coordinate many school wide informational programs, they can use the interests and expertise of staff members and parents to help out. This will create an environment where the individuals helping are doing activities that they are interested in and feel passionate about. As a result, these people will buy into the school counseling program. Also, when they see the results of the services that are implemented to help their children or students they are more apt to be committed to following through with suggestions that the counselors have made. In order to see how well the counseling program is serving the school population they must implement forms of accountability to evaluate how successful they have been or change areas that have not been as effective. The counselors should create an advisory committee comprised of at least one administrator, a teacher representative from each department, a couple of parents and members of the community. They can hold meetings on a regular basis to receive feedback on what aspects of the program are working well and what needs to change. The school counselors can also use statistics to evaluate their academic and behavioral interventions. In order for the school counselors to serve the population of students, parents and staff they cannot stray from focusing on the goals that are in the best interest of everyone involved. While the counselors need to work with many individuals they also need to stay committed to the other counselors and work together as a team, not as individuals with their own goals in mind. The Highlights and Themes: Creating Effective Teams Research has concluded that group development and human development have much in common. Groups develop across time very much like people do. Groups and people experience periods of dependency, conflict, trust and structuring work, and disengagement. The entirety of the book focuses on the important factor, how work groups become teams. Wheelan (1999) defines work groups as a set of individuals comprised of members who are striving to create a shared view of goals and also work together to develop a productive and effective organizational structure in which to accomplish those particular goals. Work groups that are effective and efficient are termed as teams. A work group becomes a team when common goals amongst the collaborative group of individuals have been established and effective methods to accomplish those goals are in place or have been obtained. Wheelan (1999) suggests that upper management should consider the following guidelines if organizations wish to have effective teams,: clearly defines the organizational mission, supports innovation, expects success, values superior quality and service, pays attention to detail, values team recommendations, sets clear expectations for the group, and rewards teamwork rather than individual performance. Wheelan (1999) also suggests that work groups and teams function better in an organizational climate that: establish meaningful group goals and meaningful tasks that require skill, have variety, and require interdependence in order to accomplish those goals and tasks; establish meaningful group goals and tasks that require continuous learning; establish access to the technical resources necessary to accomplish tasks; establish access to human resources necessary to accomplish group goals and; establish defined team work areas. Wheelan utilizes an integrated model of group development in her own work and refers to this model throughout the book, including examples of the four stages of group development. The first stage of group development is characterized by member dependency on the designated leader, concerns about safety, and concerns about feeling included. At stage two, the group seeks to free itself from its dependence on the leader and members fight among themselves about group goals and procedures. If the group manages to work through the inevitable conflicts of stage two, the group moves to stage three which includes member trust, commitment to the group, and willingness to cooperate. Communication becomes more open and the group becomes more task-oriented. Stage four of group development is a time of strong team productivity and effectiveness. The quality of work increases tremendously at the last stage of group development. Group development does not always proceed in a positive direction. Groups can get stuck at a particular stage for extended periods of time which can result in long-term ineffectiveness and decreases in productivity. The most important characteristic of a high performance team is that its members are clear about team goals. Until everyone is clear about the team’s goals, Wheelan (1999) states that it makes no sense to try to work to accomplish them. That means that people who are part of the team must think that the goals are reasonable and attainable. Once goal clarity and member agreement with the goals has been achieved Wheelan (1999) states that the team will hopefully work through nine more key areas in order to ensure productivity of their group, totaling ten keys to team productivity. Beside goals, the other nine include: †¢Roles †¢Interdependence †¢Leadership †¢Communication and feedback †¢Discussion, decision making, and planning †¢Implementation and evaluation †¢Norms and individual differences †¢Structure †¢Cooperation and conflict management Wheelan (1999) also outlines behaviors and attitudes of effective team members, and effective team leadership. The disposition of an effective team member consists of someone who does not blame others for group problems; encourages the process of goal, role, and task clarification; encourages the adoption of an open communication structure where all members input and feedback is heard; promotes an appropriate ratio of task and supportive communication; promotes the use of effective problem-solving and decision-making procedures; encourages the establishment of norms that support productivity, innovation, and freedom of expression; goes along with norms that promote group effectiveness and productivity; promotes group cohesion and cooperation; encourages the use of effective conflict management strategies; interacts with others outside the group in ways that promote group integration and cooperation within the larger organizational context; and supports the leader’s efforts to facilitate group goal achievement. Wheelan (1999) views the leader of a team as one who instills new thinking i n followers and redirects group activities. Characteristics of an effective team leader consist of someone who doesn’t take on every leadership assignment and adjusts their leadership style to meet the developmental needs of the group at a particular point in time. Finally, Wheelan (1999) concludes that many groups never sustain high performance and reach stage four of group development. As stated above, stage four of group development is a time of intense productivity and effectiveness and getting to this point is not easy and staying at this point isn’t any easier. Without constant vigilance, teams may regress to earlier stages of development. To maintain high levels of performance in stage four for an extended amount of time, team members must get the work done and get it done well and maintain positive relationships with each other and leader. High performance is maintained in stage four in the following ways: the team gets, gives, and utilizes feedback about its effectiveness; the team evaluates its performance on a regular basis; and the team takes steps to avoid routine and getting stuck. The Implications for the Practice and the Future of Counseling: Creating Effective Teams This book is a great addition to a grab bag of tools necessary to deliver effective relationships in teams and/or groups in multiple arenas both psychologically and organizationally. The main focus of the book is positive and gives steps for effective communication within a group of individuals, working towards a common goal or common goals. It is a great step by step guide and/or addition that a mental health counselor or school counselor used to maintain healthy, productive groups and to understand a different perspective or an additional way to perceive group dynamics. Working in groups is in our nature. As stated in the book, â€Å"Some would argue that our ability to work together, was, and is, the key to human survival and advancement† (Wheelan, 1999). Wheelan (1999) goes on to point out that teamwork is necessary for organizational success, which could include any team (or group) in any situation involving relationships and productivity; individuals progressing forward successfully and collaboratively including: making decisions; maintaining cohesion and conflict; interpersonal attraction; cooperation; effective conflict management strategies, etc. – are all a part of teamwork (or group) success. Similar to mental health groups, one of the effective teams that Wheelan has created involves: The team (or group members) gets, gives, utilizes feedback about its effectiveness and productivity Team (or group) evaluates its performance on a regular basis Team (or group) takes steps to avoid routine and getting stuck The author considers it easier to create work groups and focus mutual efforts on work results than to address organizational issues that may be inhibiting group performance. Her research focuses mainly on how work-groups become teams and that there is distinction between a work-group and a team. Those that have not reached that level of effectiveness and productivity are referred to as work-groups (Wheelan, 1999). The author notes that, â€Å"reading the book will not be enough; like other changes in attitudes or behaviors, learning to utilize this information in the groups will take time; attitudes and behaviors don’t change over night† (Wheelan, 1999). Mental health and school counseling groups experience the same and can utilize the wisdom in this book to increase their own skills and work team dynamics i. e. pick and choose many salient ideas to use within their own group environments. This book follows many of the same mental health implications for creating and maintaining a healthy group environment with: Clearly defining group mission and goals Support and trust Realistic guidelines and goals with established times, meaningful content requiring continuous learning (Growing/changing) Goal setting combined with feedback including attention to group development issues Group members set the goals together and determine strategies for improvement Measurement for performance, results Access to outside resources when necessary, tools i. e. you can’t build a house without tools (Wheelan, 1999) A group needs territory, secured and dependable, familiar surroundings Effective group participation; knowledgeable and experienced group leader Interventions to facilitate group performance Sufficient autonomy Every member has a role to play Sub groups are integrated What is different and what could be implemented in mental health or counseling groups from her research, is implementation of focusing on the positive outcomes and expectations that ‘work-groups’ focus on to maintain effectiveness and energy: by expecting success from the beginning, paying attention to detail, valuing feedback as a positive way to elicit positive change for the individual as a member of the group or as a collaborative part of the whole. If a metal health group leader is encouraging and flexible to new ideas and new ways of running a group, members feel energized and supported; members are allotted more room to feel ownership and control as a contributing and valued member. Challenging group members to think and work to capacity can encourage more results in all group environments. Also, intense productivity and effectiveness, collaboration as a team in a group; can develop and assist and support each other in a cohesive manner to grow and change, while e ncouraging task-related conflicts and maintaining high performance over counseling meetings. It is interesting that from leading and lecturing and researching her own groups that Wheelan has discovered that it takes a good six months for one of her teams to really become cohesive and high energy, working effectively and efficiently. She also notes that getting to the highest level of efficiency, Stage four, is very difficult to achieve and even more to sustain. When a team reaches level four they can be excited with the ease at which work gets done; thrilled with the feelings of camaraderie and trust; happy they are learning so much; eager for the experience to continue for as long as possible; encourages innovation; attention to details; suggestions on how to improve or feedback, encouragement (Wheelan, 1999). Being trained as a professional school counselor, imagining