Individual Performance Appraisal Paper

Individual Performance Appraisal Paper Introduction Individual performance appraisal is a way of evaluating the level of an employee’s performance in workplace. In healthcare, the 360-degree feedback is the commonly used individual performance appraisal tool; also known as multisource assessment or multi-rater feedback because it can involve external organizations in some cases. Advertising We will write a custom research paper sample on Individual Performance Appraisal Paper specifically for you for only $16.05 $11/page Learn More Any appraisal system should be â€Å"relevant and applicable to everyday work, acceptable and fair, and a mutual collaboration between workers and employers† (Duraisingam Skinner, 2005, p. 2), and 360-degree feedback is not different; it meets all these requirements. As the name suggests, 360-degree is an all-round system that encircles an employee with feedback coming from supervisors, peers, or subordinates. In some cases, individuals carry self-asses sment while in other instances outside sources like customers are involved in the evaluation process. After getting the feedback from the involved parties, the evaluator uses this information to plan training, make administrative decisions, or make developments among others functions. The 360-degree feedback tool operates in a simple manner. An organization is required to form small groups of workers within different departments to fill in essay questionnaires, a task that takes less than 20 minutes. After carrying out the survey, the results are sent to an external organization, which conducts an analysis of the information provided, and gives a feedback. The external organization/company then sends the analyzed information back to the evaluating company after which it calls for employee meetings to discourse the report and come up with ways of improvement by either designing training programs or any other improvement strategies. This is relatively cheap method; nevertheless, it h as both merits and demerits. Merits and Demerits of this Tool This method has several advantages. The 360-degree appraisal method provides a wider view of worker’s performance as compared to the other appraisal tools (Atkins Wood, 2002, p. 875). This is true given the nature of its evaluation; there are many people involved in the assessment and this may run from top management to peers thus allowing all-rounded assessment â€Å"It is more comprehensive than other appraisal methods since they may only need the manager to do the evaluation† (Seifert, Yukl, McDonald, 2003, p. 565). This appraisal method increases the believability of the appraisal result. The many people used in this assessment reduce chances of unfair assessment. Biases are minimized for not all people can be biased towards an individual hence making it a credible tool. Therefore, some administration decisions like promotion are done on merit.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Given the fact that this tool involves one’s peers, the individual under evaluation can enhance his/her personal self-development. This factor emanates from the fact that an employee spends more time with his/her peers than his/her manager; therefore, any form of appraisal will be positively taken without the notion of bias. In such situation, the employee under evaluation will most likely embark on a self-development program for he/she will know the results are true. Finally, through 360-degree feedback, employees get the chance to air their views and complain without following the normal bureaucratic complaint chain (Seifert, Yukl, McDonald, 2003, p. 565). Employees can indicate their complaints when filling in the questionnaires and this eliminates normal and long procedures of airing complaints. On the other side, there are also few demerits of this system. This is a time consuming exercise. The element of including numerous people in the process implies more time consumption thus eliminating the possibility of frequent appraisal exercises. This system may yield cynicism and suspicion in workplace (Smither, London Reilly 2005, p. 39). Management may fail to cooperate in the appraisal process hence undermining their authority. Staff members may become de-motivated if they do not get positive appraisals from their workmates. This calls for an honest environment, which may be lacking in many institutions. This system poses the risk of revealing confidential information to other companies (Pfau Kay, 2002, p. 56). This factor comes because of outsourcing the analysis stage of the evaluation process. The external company receives all the information about a given company and this is dangerous in confidential matters. Effects on Employees This personal performance management system draws mixed reactions from employees. These reactions are tied in t he merits and demerits of the same. If well implemented, employees serve customers well and become gratified by their work. Employees are able to know their performance quite well if they take 360-degree feedback results positively. If employees choose to focus on the positive side of the results then they can develop themselves quickly by working on their weak points as indicated in the results. Areas where an employee scores poorly are areas that call for attention and improvement and by so doing, personal performance improves significantly. Nevertheless, some employees will fail to admit the results and resort to complaining citing sabotage. Advertising We will write a custom research paper sample on Individual Performance Appraisal Paper specifically for you for only $16.05 $11/page Learn More In this case, the effects will be debilitating and personal performance may drop significantly due to loss of focus and self-confidence among other issues associa ted with negativity. Therefore, the effects of this system on employee depend on how the employee in question views and responds to the results. Effects on Departmental Performance The effects of this appraisal method on departmental performance are similar to that of individual performance. This is true given the fact that individuals make departments and the outcome of any appraisal depends on how people in those departments view the results of the same. However, these appraisal effects falls on the departmental heads feel they are responsible of running departmental matters. Therefore, any effect at departmental level will be determined by the perception of departmental heads towards the 360-degree appraisal system. According to Full Circle Feedback, (2004), the entire department will then ‘react’ to the head’s perception; if it is positive, it will build the department but if it is negative it will call for drastic measures causing tension within the involv ed department in most cases. Improvement Suggestions/ Conclusion Taking into consideration the challenges facing this system, people may consider using technology to avoid the issue of time wastage. Designers of questionnaires may decide to do it online. Moreover, institutions should consider encouraging individuals not to personalize appraisal results but to work on them for they are honest. However, this calls for honesty and openness in the whole process. The 360-degree feedback system is an all-round appraisal system involving several individuals who fill questionnaires concerning different issues. After filling in the questionnaires, they are sent to an external company for analysis before coming back to the evaluating company for discussion. This system has both merits and demerits; like offering wider view of employees performance and time consumption respectively; nevertheless, incorporating technology and promoting honesty could solve some shortcomings of this system.Adve rtising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Reference List Atkins, P., Wood, R. (2002). Self-Versus Others Ratings as Predictors Of Assessment Center Ratings: Validation Evidence for 360-Degree Feedback Programs. Personnel Psychology, 55(4), 871–904 Duraisingam, V. Skinner, N. (2005). Performance Appraisal. In N. Skinner, A.M. Roche, J. O’connor, Y. Pollard, C. Todd (Eds.), Workforce Development Tips (Theory into Practice Strategies): A Resource Kit for the Alcohol and Other Drugs Field. National Centre for Education and Training on Addiction (Nceta), Flinders University, Adelaide, Australia Full Circle Feedback. (2004). 360 Degree Feedback. Retrieved From, Http://Www.Fullcirclefeedback.Com/Our-Services/360-Degree-Feedback-Explained.Htm Pfau, B. Kay, I. (2002). Does 360-Degree Feedback Negatively Affect Company Performance? Studies Show That 360-Degree Feedback May Do More Harm Than Good. What is The Problem? Hrmagazine, Jun 2002. 47, 6; 54–60. Seifert, C., Yukl, G., McDonald, R. (2003). Effects of Multisource Feedback And A Feedback Facilitator on the Influence of Behavior of Managers Toward Subordinates. Journal of Applied Psychology, 88(3), 561–569. Smither, J.W., London, M., And Reilly, R.R. (2005). Does Performance Improve Following Multisource Feedback? A Theoretical Model, Meta-Analysis And Review of Empirical Findings. Personnel Psychology, 58, 33–66

Vengeance and Vindication

Vengeance and Vindication Vengeance and Vindication Vengeance and Vindication By Mark Nichol Vengeance, vindication, and a few related words are derived from a Latin word pertaining to punishment and retribution. These terms and their definitions are listed in this post. The forebear, the verb vindicare, means â€Å"avenge† and â€Å"claim,† though for each of its English descendants, the former sense holds almost exclusive sway. (Interestingly, vindicare may in turn stem from vim dicare, meaning â€Å"show authority†; the first word, meaning â€Å"force,† has been preserved in the first word in the phrase â€Å"vim and vigor,† while the second is the source of dictate, diction, and the like.) The verb avenge suggests righteous retribution (one who does so is an avenger), while the connotation of revenge suggests malicious retaliation. Revenge is more common as a noun than as a verb (though revenger is not employed to describe one who commits an act of revenge), while vengeance is employed as a noun in place of avenge; the adjectival form is vengeful. In a political context, revanche, adapted from the French verb revenchier, meaning â€Å"revenge,† refers to a policy of reasserting status or recovering territory; the practice is revanchism, and a revanchist is an adherent. Vindication is synonymous with vengeance, but usually it has the sense of â€Å"confirm,† â€Å"defend,† or â€Å"justify,† or â€Å"free from blame†; one who has been accused, then exonerated, is vindicated, and one who performs the vindication is a vindicator. The adjectival form is vindicative, which should not be confused with vindictive, which means â€Å"vengeful† or â€Å"spiteful.† For the most part, these terms entered the English language by way of French, but an exception is vendetta, adopted from Italian. Originally, it denoted a feud, especially a deadly one between families or clans that involves back-and-forth retaliation. Now, the sense is of a malignant campaign to discredit or harm someone. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Grammar Test 1Probable vs. PossibleHow Do You Determine Whether to Use Who or Whom?

Synthesizing Sodium Ferrate Lab Report Example | Topics and Well Written Essays - 1250 words

Synthesizing Sodium Ferrate - Lab Report Example NaClO is an active component of bleach. Very concentrated solutions of bleach are used as â€Å"liquid chlorine† for swimming pools. NOTE: This synthesis will be performed in the fume hood. The solution will be very basic, so goggles will always be worn while performing this synthesis. Any solution got on hands will be immediately washed with soap and water. 20 mL of commercial bleach is to be poured into a 50 mL beaker. A stirring bar will be added to the beaker and placed on a stir plate. 10 g of NaOH pellets will be added to the beaker of bleach and stirring will be begun. This is an exothermic reaction so the beaker will get warm. 0.50 mL of 0.30 M FeCl3 will be pipetted using the plastic pipette into the dissolved NaOH solution while it is still warm. The mixture will be allowed to stir for approximately 10 minutes. The solution will be allowed to cool for another 3-5 minutes. The formation of the Na2FeO4 will cause the solution to appear purple. Any foam that appears on the surface will have to be removed by blotting with a paper towel. A suction filtration apparatus will be assembled with due consultation of the GSA). A sintered glass filter will be used on top of the vacuum filtration flask, the vacuum will be turned on and the sodium ferrate solution will be added slowly. ... The volume of ferrate solution that was prepared using a graduated cylinder will be measured. The sodium ferrate solution will be stored in a plastic bottle. The bottle will be labeled with this information; Name of the Team Manager, â€Å"Sodium ferrate in water†, concentration of sodium ferrate (will be determined later), date, and the lab section number. Part 2. Calculation of the Percent Yield of Ferrate Produced In the reaction that was just performed, FeCl3 was the limiting reagent. After the theoretical yield (review is on pages133-139 in the textbook, Tro 2nd edition) of sodium ferrate has been calculated in moles, its theoretical concentration, in molarity (M) will be determined with the help of the total volume of solution that was measured in the Part 1. The actual concentration of sodium ferrate in the solution will be calculated with the help of the spectrophotometer and Beer’s Law. The SpectraVis spectrometer will be calibrated with the help of a cuvette o f DI water. The SpectraVis should be in full spectrum mode when calibrating. The DI water will be removed with a plastic pipette so that all the water droplets from the inside corners as well as from the sides of the cuvette can be removed. The sodium ferrate solution will be added to the cuvette (slightly more than half full). The absorbance of the sodium ferrate solution will be recorded at 510 nm. NOTE: If the absorbance at 510 nm gets above 1.5, the ferrate solution in the cuvette will be diluted (not the original solution) until the absorbance is between 1.0 and 1.5. The volume of ferrate solution that was diluted as well as the amount of water which was added to calculate the concentration of the original ferrate solution will be kept track of. The ferrate solution will be

Outlined based on the questions Essay Example | Topics and Well Written Essays - 1500 words - 1

Outlined based on the questions - Essay Example Experience Design According to Norman (2004) human beings develops psychological attraction to different things depending on the way they interact with them in everyday life. Different items play different roles and influence the way their owners perceive them. Norman further argues that those who possess such items are envious of them and respect for the purpose they serve. Therefore, the ways in which different things are useful influence the individuals’ emotional attraction to those items. Such items should be designed in such a way that they will be able to serve their intended purpose. Norman further suggest that greater efficiency of different items to serve the purpose they were meant to serve will attract greater affection from those who posses them. Some items also reveal social and economic status of individuals. These items becomes valuable to such individuals by the virtue of personal memories they generate to people who posses them (Norman, 2004). These items may be kept for remembrance of previous occurrences though they may serve any other purpose in the human life. They may appear useless to other people, but they are very essential to those who possess them. Therefore, such people feel intensely attached to those items which invoke their feelings about some past encounters. According to Norman (2004), the functionality of objects according to human outlook influences their psychological affection towards those objects. Norman argues that individual insight determines how they interact with different things. For example, a person expects a machine to function in a certain way and incase it fails to do so, this may result to emotional detachment. It is for this reason that Norman states those machines such as computers and others which people interact with on a day to day life should be designed with emotions to echo the human feelings. However, since these machines are used for specific purposes only, they will have a limit on extent to which they can forge human feelings. They will only influence human emotions to the extent in which they anticipated to perform a certain job. In essence, the author is implying that human feelings should be reflected in the kind of items they possess and in the way they handle and display those possessions (Norman, 2004). These activities will manifest human emotional attraction to those items they own. Similarly, the efficiency of performance of the things we use will influence the psychological attraction of the user towards them. When objects are functioning effectively, they appeal to their users who then develop close intimacy with those items. However, if those items fail to perform as expected, they will cause annoyance to the user who loses emotional feelings for them and may even smash them. The Philosopher's Tool Kit When people listen to the others talking or other sources of sounds, they definitely hear what they would like to hear. Though there are many sounds emanatin g from various sources at the same time, individuals become so discerning with what they want to listen to and will filter out things of less concern to them. The sense of hearing becomes an instrument which enables individuals to figure themselves in the public domain. Through hearing, individuals appreciate the beauty of different things and are able to like or dislike various things from

Watson & Skinner Perspective Essay Example for Free

Watson Skinner Perspective Essay Psychological perspectives will always change as long as psychology continues to move forward. Not one perspective or approach would be considered wrong or incorrect. It just adds to our understanding of human and animal behavior. Most psychologists would agree that not one perspective is correct, although in the past, early days of psychology, the behaviorist would have said their perspective was the only truly scientific one (McLeod, 2007). Two Psychologists who are well known for their theories on behaviorism are John B. Watson and B. F. Skinner. In this paper I will discuss their own perspectives on behaviorism. Behaviorism is an approach to psychology that combines elements of philosophy, methodology, and theory. It emerged in the early twentieth century as a reaction to mentalistic psychology, which often had difficulty making predictions that could be tested using rigorous experimental methods. The primary tenet of behaviorism, as expressed in the writings of John B. Watson, B. F. Skinner, and others, is that psychology should concern itself with the observable behavior of people and animals, not with unobservable events that take place in their minds. The behaviorist school of thought maintains that behaviors as such can be described scientifically without recourse either to internal physiological events or to hypothetical constructs such as thoughts and beliefs. John Boardus Watson(January 9, 1878 – September 25, 1958) was an American psychologist who established the psychological school of behaviorism. Watson promoted a change in psychology through his address, Psychology as the Behaviorist Views it, which was given at Columbia University in 1913. This is sometimes called The Behaviorist Manifesto(Watson, 1913). The first paragraph of the article concisely described Watsons behaviorist position: Psychology as the behaviorist views it is a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods, nor is the scientific value of its data dependent upon the readiness with which they lend themselves to interpretation in terms of consciousness. Watsons quote: â€Å"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and Ill guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. I am going beyond my facts and I admit it, but so have the advocates of the contrary and they have been doing it for many thousands of years† (Watson, 2012). The quotation often appears without context and with the last sentence omitted, making Watsons position appear more radical than it actually was. In Watsons book Behaviorism, the sentence is provided in the context of an extended argument against eugenics. That Watson did not hold a radical environmentalist position may be seen in his earlier writing in which his starting point for a science of behavior was the observable fact that organisms, man and animal alike, do adjust themselves to their environment by means of hereditary and habit equipments. (Watson, 2012). Nevertheless, Watson recognized the importance of nurture in the nature versus nurture discussion which was often neglected by his eugenic contemporaries. The behaviorist, in his efforts to get a unitary scheme of animal response, recognizes no dividing line between man and brute. The behavior of man, with all of its refinement and complexity, forms only a part of the behaviorists total scheme of investigation. With his behaviorism, Watson put the emphasis on external behavior of people and their reactions on given situations, rather than the internal, mental state of those people. In his opinion, the analysis of behaviors and reactions was the only objective method to get insight in the human actions. This outlook, combined with the complementary ideas of determinism, evolutionary continuism, and empiricism has contributed to what is now called radical behaviorism. It was this new outlook that Watson claimed would lead psychology into a new era. He claimed that before Wundt there was no psychology, and that after Wundt there was only confusion and anarchy. It was Watsons new behaviorism that would pave the way for further advancements in psychology (Watson, 2012). Burrhus Frederic B. F. Skinner (March 20, 1904 – August 18, 1990) was an American Psychologist, behaviorist, author, inventor, and social philosopher (Woodward, W. R. 1996). He Innovated his own philosophy of science called radical behaviorism, and founded his Own School of experimental research psychology—the experimental analysis of behavior. His Analysis of human behavior culminated in his work Verbal Behavior, as well as his Philosophical Manifesto Walden Two, both of which have which have recently seen enormous Increase in Interest experimentally and in applied settings. Contemporary academia considers Skinner a Pioneer of modern behaviorism along with John B. Watson and Ivan Pavlov. Skinner Called his particular brand of behaviorism Radical behaviorism (Skinner, 1984). Radical Behaviorism is the Philosophy of the science of behavior. It seeks to understand behavior as a Function of Environmental histories of reinforcing consequences. Such a functional analysis Makes it capable of producing technologies of behavior. This applied behaviorism lies on the Opposite side of the Ideological spectrum as the field of cognitive science. Unlike less austere Behaviorism, it does not accept private events such as thinking, perceptions, and unobservable Emotions in a causal account of an organism’s behavior. Skinner stood at the opposite position From humanistic Psychology for his whole career and denied humans possessing freedom and Dignity as well as Evidenced in his novel Beyond Freedom and Dignity (Skinner1984). Most of His theories were supposed to be Based on self-observation, which caused him to become a Supporter for behaviorism. Much of This self-observed theory stemmed from Thorndike’s Puzzle Box, a direct antecedent to Skinner’s Box (Skinner, 1984). The psychologist further Expanded on Thorndike’s earlier work by introducing the concept of Reinforcement to Thorndike’s Law of Effect (Skinner, 1984). Skinner was an Advocate of behavioral engineering And he thought that people should be controlled through the Systematic allocation of external Rewards (Skinner, 1984). Skinner believed that behavior is maintained from one condition to Another through similar or same consequences across these Situations. In short, behaviors are Causal factors that are influenced by the consequences. His Contribution to the understanding of Behavior influenced many other scientists to explain social Behavior and contingencies (Skinner, 1984). Reinforcement is a central concept in Behaviorism, and was seen as a central Mechanism in the Shaping and control of behavior. A common Misconception is that negative Reinforcement is Synonymous with punishment. This Misconception is rather pervasive, and is Commonly found in even scholarly accounts of Skinner and his contributions. To be clear, while Positive reinforcement is the strengthening of behavior by the application of some event, Negative reinforcement is the strengthening of behavior by the Removal or avoidance of some Aversive event (e. g. , opening and rising an umbrella over your Head on a rainy day is reinforced By the cessation of rain falling on you). Both types of Reinforcement strengthen Behavior, or Increase the probability of a behavior reoccurring; the Difference is in whether the Reinforcing Event is something applied (positive reinforcement) or something removed or avoided (negative Reinforcement). Punishment and extinction have the Effect of weakening Behavior or decreasing The future probability of a behaviors occurrence, by the application of an aversive Stimulus/event (positive punishment or punishment by contingent Stimulation), Removal of a Desirable stimulus (negative punishment or punishment by contingent Withdrawal), or the Absence of a rewarding stimulus, which causes the behavior to Stop (Skinner, 1984). After researching endless research, what is really boils down to is Watson, a classical behaviorist, believed that there was a connection between response and Environment and Skinners theory was a bit different from Watsons in that behavior was a result of consequence. Watson and Skinner were all fathers in the field of psychology. Their ideas Contributed to the way that behavior is seen. Their theories have helped to create many forms of Behavior modification as well as the processes that occur during thought. Although psychologys Theories grow and change daily; these two psychologists theories will maintain their values in Modern psychology.

Cultural Protectionism in the European Union Essay -- national film ind

Since the 1980s the European Union (EU) is pursuing a more liberal trade policy in its multilateral trade negotiations. This liberal approach is the result of the change in company preferences in favour of free trade. The change in business preferences also made politicians to support trade liberalisation. (Young, 2007) While the EU is a lead supporter when it comes to traditional trade policy, it is rather reluctant regarding the liberalisation in other trade areas. The European audiovisual industry is a good example to demonstrate the EU’s protectionist approach. Though there are countries, above all the United States, who are in contrary to the EU, great supporters of the full liberalisation of audiovisual industry. The US government seeks for liberalization of audiovisual services within the framework of General Agreement on Trade in Services (GATS), while other countries, such as the member states of the European Union see the US and the World Trade Organization (WTO) as a threat to their film industry and national culture. In this paper within the European audiovisual sector I will focus on the European film industry. The main question of the paper: why does the EU pursue protectionist policy in case of its audiovisual sector, when in general it is expected to follow liberal trade policy? In order to explain the EU’s behaviour, Alasdair R. Young’s (2007) division of trade policy will be used as theoretical framework. Young differentiates three aspects of trade policy: traditional trade policy, commercial policy, social trade policy. Traditional trade policy includes tariffs and other quantitative measures, occurring at the border in order to discriminate foreign goods. With the rise of export orientation of European manuf... ... WTO members’ commitment in audiovisual services very low. (WTO, 2009) None of the EU member states, nor any other European countries made commitments to liberalize its audiovisual sector, but they all asked for exemption from the MFN principle. On the other side only two countries with considerable economy opted for the liberalisation: US and New Zealand. (Puppis, 2008) What would happen with the film industry in case of the liberalization of audiovisual sector? Why the EU and the member states are so resistant in this matter? Without the MFN exemption, or with more extended liberalization would lead to increase commercialization, even bigger US/ Hollywood share in the European cinemas and televisions. Under the MFN principle the European Union and its member states would not be allowed to set up programs like MEDIA, or quotas for European content. (Puppis, 2008)

Implementing a plan for workforce diversity is in any organizations not easy Essay

The fact that you are dealing with people of diverse backgrounds makes the implementation difficult. â€Å"Diversity in the work force represents an effort towards ensuring a high performing inclusive workforce† (http://www. ornl. gov). When trying to promote diversity in a population based public health has its problems to. â€Å"Population-based practice focuses on the entire range of factors that determine health rather than just personal health risks or disease†. (http://www. health. tate. mn. us). Things taken into consideration are social status, education, employment, and personal health. If I was in charge of developing a plan for implementing a population based health institution, I would first look at the population itself. I would collect data on the health of the population; analyze that data taking into consideration the risk factor. I would then try to identify the cause of the health issues of the people and find out what their needs are. I would consult with others with knowledge of this nature, such as the stakeholders. Then I would derive the best solution for serving the people. Doing this would present some problems. Working with a diverse population would be a problem if not handled properly. If the workers aren’t educated in dealing with people of diverse backgrounds then they will be unable to meet their needs. â€Å"One of the great challenges facing organizations is getting all employees, from the CEO to the hourly workers, to realize that to become the best, they have to embrace diversity† (http://www. nwlink. com). Therefore, I would mandate that all employees take a course in diversity.

Importance of Talking for Teachers and Childrens Learning

This survey will be based in C Infant School, a Leicester interior metropolis school. Most of the observations will come from a twelvemonth 2 category. This school is a really big baby school which is really culturally diverse, with huge differences in abilities amongst the kids. A Talk is considered to be important for larning, non merely for kids but for instructors also.A This assignment will be looking at the importance of talk for kids ‘s apprehension of the universe and besides the importance of talk for instructors to understand kids. This assignment will look at what different theoreticians have to state about the function of talk for acquisition and so expression at my survey and findings to see if there are any links to the literature.ALiterature ReviewThere is a scope of grounds carried out by research workers which look at talk for acquisition. Myhill et Al ( 2006 ) believes that the teacher- student talk enhances acquisition and kids learn by being asked inquiries by their instructors. Their survey focused on the issues environing oppugning kids and believed that this is the most important function of talk for acquisition. This survey was called the TALK undertaking and this undertaking looked into the different types of questioning.A The instructors who participated in the TALK undertaking saw oppugning to be more about scaffolding acquisition and non so much about commanding the lesson content. They felt that oppugning encouraged kids and allowed instructors to supervise what kids understood. It besides gave chances to kids to rehearse thoughts and develop their thought. The Talk undertaking showed that instructors use different types of oppugning schemes. The instructors cardinal positions on oppugning were that oppugning is a manner of affecting kids, unfastened inquiries are superior to closed inquiries, good inquiries are the tools of the trade for effectual instruction and the best inquiries facilitate acquisition and thought ( Myhill et al. , 2006 ) . Evidence from the TALK undertaking showed that a individual lesson might incorporate short explosions of factual oppugning to get down the session and so travel on to inquiring inquiries to look into apprehension. Types of oppugning differed depending on cont ent, context and age of kids. This undertaking showed that comparing one type of inquiry to another does non assist judge how appropriate or effectual the inquiry may be in relation to the context, but raised the inquiry that is factual oppugning overused? Besides, how instructors might utilize different types of oppugning that infusion more luxuriant, developed and thoughtful responses from kids. A Besides back uping Myhill et Al is Tough ( 1977b as cited from Moyles, 1989 ) . Tough stated that certain types of inquiring is indispensable to advance kids ‘s thought. A Agring with Tough ( 1977b as cited from Moyles, 1989 ) is Aschner ( 1961 as cited in Gall, 1970 ) who claimed that inquiring inquiries is one of the basic ways by which the instructor stimulates an person ‘s thought and learning.A Barnes ( 2008 ) nevertheless, found oppugning in learning a two manner procedure. He believed that in order to increase the usage of acquisition, kids should besides be oppugning their instructor every bit good as themselves. This sets thoughts in their heads which are more likely to hold a longer permanent consequence on their memories.A Wegerif and Dawes ( 2004 ) agreed that oppugning was a good beginning for increasing talk. They found students believing and acquisition was higher when it involved instructors promoting treatment after every inquiry. Mercer and Dawes ( 2008 ) believe that kids are encouraged to speak and hold more clip to believe about an reply before showing it. Scrimshaw ( 1997 ) argued that kids do non cognize how to transport on a treatment due to put land regulations ( in Mercer and Dawes, 2008 ) .A There has been research which illustrates that talk differs in conformity to the country of course of study being taught. In numeracy there is a greater opportunity of factual inquiries being asked, whereas in literacy there are more unfastened inquiries which can be asked. This is because numeracy consists of a set reply. Nonetheless, in 1999 the DfEE found that talk can be encouraged in acquiring kids to explicate how they reached their replies in numeracy ( Myhill et al, 2006 ) . Keogh and Naylor ( 2007 ) found the best manner of promoting talk in scientific discipline is through reasoning, discoursing and researching, ignoring land regulations. Furthermore, it is of import to hold land regulations for talk because this maintains societal order and the instructors ‘ duty to maintain talk â€Å" curriculum-relevant † ( Mercer and Dawes, 2008 ) .A Alexander ( 2008 ) believes effectual acquisition is achieved if instruction is linked to a kid ‘s society values and through forming relationships. Evidence on this research focused on talk for larning in different civilizations and their different results. Harmonizing to Alexander, ( 2008 ) talk is a ‘skill that the pupil acquires instead than something that pupils and instructors together do in order to larn ‘ . It was made clear in this survey that talk is non merely merely a conversation between two individuals but besides about human dealingss. Alexander ( 2008 ) suggests, if the relationship between instructor and pupils is excessively formal ( teacher bases and pupil listens ) this has an consequence on schoolroom talk. Whereas, if a instructor sits with the kids who are positioned in a manner they can see each other, perchance set uping tabular arraies in a â€Å" horseshoe or square form † so speak can be achieved more efficaciously. The kids are so able to listen to each other every bit good as think from their equals positions in relation to whole category acquisition. ( Alexander, 2008 ) A Piaget ( 1967 ) was a review of many other theoreticians working in this field nevertheless, he agreed with Alexander ( 2008 ) to some extent. He argued that although kids being straight involved with talk was of import it was non cardinal to his chief findings. A kid learns by detecting, absorbing and building thoughts about what they hear and visualise around them. This is more of a â€Å" constructive procedure † ( Mercer and Littleton, 2008 ) . He believed it is more effectual for kids to speak to each other in groups instead than an adult/teacher. This is due to experiencing a sense of similarity and equality amongst other kids, whereas, kids might experience threatened to discourse their positions with an authoritative/powerful figure such as an adult.A Doise at Al ( 1981 ) had similar findings which show group work being more effectual than single work. When kids come into contact with other kids with different positions this allows and encourages the kids to re-examine their ain initial thoughts. This can so take to possible acknowledgment of a higher order solution that resolves the struggle ( in Mercer and Littleton, 2008 ) . Furthermore, Geekie et Al ( 1999 ) found that every bit good as kids being straight involved with more knowing persons, these persons should move as function theoretical accounts. They should believe aloud when speaking to kids to assist heighten their acquisition ( in Waugh and Jolliffe, 2008 ) .A A A A A Although Vygotsky ( 1978 ) agreed on Piaget ‘s position of larning being a constructive procedure he gave more accent to societal interaction and acknowledged this as being the â€Å" nucleus development procedure † ( Mercer and Littleton, 2008 ) . His theory explained that all persons have a Zone of Proximal Development which describes the difference between what a kid can achieve and when their acquisition is supported and besides what they can achieve when larning independently. Harmonizing to Paiget talk for acquisition was more effectual during equal interaction between kids of a similar ZPD. However, Vygotsky argued that the interaction between the â€Å" more and less knowing † encouraged the function of speaking. ( Mercer and Littleton, 2008 ) .A A survey by Barnes ( 2008 ) found that the most of import facet of a kid ‘s ability to larn through talk is by building new thoughts in relation to what they already know. By â€Å" seeking out † new ways through talk frequently builds on kids ‘s apprehension of the universe ( Barnes, 2008 ) . This links to what Bruner ( 1961 ) believed which is kids learn through detecting things for themselves. Although Bruner thought active duologue is an of import portion of larning he focused more on the usage of memory. Children are able to get new cognition and understanding with the aid of old cognition stored in their memories. In order for kids to absorb information their acquisition should be simplified which they can retrieve and remember when obtaining new cognition. This is what Bruner referred to as the preservation of memory. Bruner believed the function of talk for acquisition was an of import dependent on kids ‘s handiness for linguistic communication used i n the schoolroom, which would subsequently make up one's mind on their preservation of memory.AMethods and procedureTo get down with I felt it was of import to detect how my wise man facilitates talk in the schoolroom in order for me to make the same. I decided to detect my wise man in both literacy and maths to see the different ways my wise man facilitated talk. Across two literacy Sessionss ( appendix 1 ) , my wise man asked the kids many unfastened inquiries, but alternatively of replying straight off they were told to ‘talk to your spouse†¦ ‘ to discourse what the possible replies could be. There was a batch of mated talk during the whole category debut which chiefly occurred after my wise man asked a inquiry. During the chief activity the kids were given inquiries to discourse and speak about and were informed to speak to their equals on their tabular array to discourse and portion their thoughts with each other. They were besides told that at the terminal my wise man would travel about and listen to what ideas each group has come up with to portion with the category as a whole. During the chief activity my wise man went around the little groups merely listening to treatments and merely intervened to widen their ideas and replies. Having observed those two Sessionss it was clear to see that my wise man facilitated talk a batch throughout the lessons, giving clip for kids to discourse thoughts and replies. This was done in many ways from discoursing inquiries and replies in braces, little groups and as a whole category. It is of import to state that talk was ever encouraged after inquiring a inquiry ( normally open ) . This was besides the instance in the two maths Sessionss I observed ( appendix 2 ) . My wise man asked inquiries which could merely hold one correct reply but still encouraged the kids to work with their spouses to work out the replies. Open inquiries were besides asked to see how kids work out the replies, ‘what do I necessitate to make? ‘ It was besides of import to detect my two focal point kids, Dylan and Dhrumil to see how they interact during mated talk, little group treatments and whole category treatments. While I was sharing a book with Dylan ( appendix 3 ) I found he tended to associate parts of the narrative to his personal experiences and talked a batch about his personal experiences. When I asked some closed inquiries Dylan would answer with a yes or no but ever extended the replies by stating me why. During an R.E session ( appendix 4 ) I asked the category a inquiry, ‘what is your particular topographic point? ‘ and each kid had to state me what their particular topographic point was. I found that Dhrumil answered with merely saying a topographic point and Dylan stated his particular topographic point and besides said why. After detecting both kids it became clear that although Dylan was able to reply inquiries and widen them by giving inside informations and saying why, Dhrumil would be given to give an reply without widening it. Therefore, this led me to inquire more unfastened inquiries or inquire farther inquiries in the lessons I planned and taught in order to larn more about him and his understanding. The observations of my wise man ‘s instruction and planning helped me to compose up my ain programs. Differentiated activities harmonizing to group abilities, doing lessons every bit active as possible and encouraging kids ‘s thought through oppugning were all taken into consideration. I wanted to seek easing more elaborate talk and treatments as this was more fruitful cognition to assist me understand the kid and their thought. As a consequence, I made certain I asked a batch of unfastened ended inquiries and ever asked inquiries to widen their thoughts and ideas. I decided to make this in the same method as my wise man, holding kids work in braces, groups and whole class. Although I did this for most Sessionss I decided to concentrate on easing talk during the maths Sessionss. I asked a batch of inquiries to happen out what they ab initio know ( appendix 5 ) , ‘how could we mensurate†¦ ? I asked inquiries to see what they understood ( appendix 6 and 7 ) , ‘what have you found out? Why have you put this object in this portion of the diagram? ‘ I asked many different types of inquiries during the maths Sessionss, as normally mathematical inquiries tend to hold one consecutive factual reply. I asked different types of inquiries as it would assist me understand what the kids already know, why they have done something, how they worked the reply out. It besides helps me to set up any misconceptions the kids may hold and assist me to place kids who have grasped a construct and those who may non hold. Furthermore it helps me to measure the kids ‘s cognition and apprehension and this information is important is this will steer me t o be after harmonizing to kids ‘s learning.Analysis and reading of evidenceAfter looking at different theoreticians ‘ stance on talk for acquisition and my ain findings, it is clear to see that oppugning plays a cardinal function in teachers/adults larning and apprehension of kids. This is apparent in two of my numeracy lesson ratings ( appendix 9 ) . In both these ratings it states how inquiring helped me to place kids who had troubles and kids who were more than able. It is besides apparent to see that oppugning plays a cardinal function in kids ‘s acquisition and apprehension ( appendix 10 ) . In this rating it states that oppugning helped develop the kids ‘s thoughts. Therefore, this links and supports Myhill et Al ‘s ( 2006 ) belief that the teacher- student talk enhances acquisition and kids learn by being asked inquiries by their instructors furthermore that oppugning kids is important in the function of talk for learning. To advance talk in the category I was based in, I made certain I asked inquiries which helped me understand what the kids have done, how they have done it and why. This is apparent in the maths and literacy Sessionss ( see appendix 5, 6, 7 and 8 ) . I asked different types of inquiries during the session, inquiries which required callback of the old Sessionss, inquiries to happen out what they thought and their ain positions, inquiries which required them to give sentiments and satiate why and inquiries to widen their thought. All these different types of inquiries were asked so I could understand the kids better. Learn more approximately them as persons and besides see them develop new thoughts. Once one kid gives a response to a inquiry it normally stimulated others to give their thoughts including new thoughts. This was good as it promoted originative thought, therefore associating with Aschner ( 1961 as cited in Gall, 1970 ) , who claimed that inquiring inquiries is one of the ba sic ways by which the instructor stimulates an person ‘s thought and learning. Furthermore, as these were normally unfastened inquiries the kids had the freedom to state what they wanted without the fright of giving a incorrect reply. Normally when kids are asked inquiries which require consecutive replies, I found that in some instances they would either be loath to reply, which could propose fright of being incorrect or they would merely take random conjectures. This so links in good with many of the theoreticians, Tough ( 1977 as cited from Moyles, 1989 ) who said about certain types of oppugning being indispensable for kids ‘s acquisition. It was of import to advance talk to measure and measure them as persons and besides program for patterned advance. Although unfastened inquiries were utile in acquiring a scope of different thoughts and replies, sometimes I needed to inquire inquiries which required a right reply, so a specific reply. This was the instance in certain maths Sessionss ( appendix 5 and 6 ) . Asking closed inquiries helped me understand if the kids understood or knew the reply. If an incorrect reply was given I found inquiring how they worked the reply out helped in placing if their methods were wrong which in bend resulted in the incorrect reply or if their methods were right but the reply was wrong due to small errors and mistakes. Therefore inquiring both opened and closed inquiries are really of import as it would merely do me more cognizant of what the kid understands, what they are fighting with, what misconceptions they have and overall assist me understand the kid. Therefore, besides ensuing in m e reflecting on my ain pattern excessively see what I may be making incorrect, what other schemes I could utilize to assist persons, how I can widen their acquisition and so on. Thus, back uping Myhill et Al ‘s ( 2006 ) findings from the TALK undertaking how instructors might utilize different types of oppugning that infusion more luxuriant, developed and thoughtful responses from children. Furthermore grounds obtained from observations of my wise mans oppugning manner ( appendix 1 and 2 ) , promoting talk and treatment after every inquiry, supports Wegerif and Dawes ( 2004 ) that oppugning is a good beginning for increasing talk and that pupils believing and acquisition is higher when it involved instructors promoting treatment after every question. After looking at my grounds most of them relate to the thought of oppugning being a cardinal point in talk for acquisition. This is besides apparent in my literature reappraisal. Questioning is seen to be important for kids ‘s acquisition, understanding and believing besides oppugning is important for adults/teachers to understand children.Conclusion ( a )The chief findings from all the research surveies are that most of the theoreticians believe that acquisition is an active procedure, through interaction with equals and grownups. Underliing all their theories and schemes is talk, as talk is required for interaction. Most of the research I looked at stated oppugning to be the most important factor in talk for larning. Most significantly instructors ‘ demand to see the type of inquiries they ask, inquiries which will non merely promote talk but aid instructors understand kids. To reason I found that talk does assist kids ‘s acquisition, understanding and believing. This is through oppugning and interaction between others. What makes it more effectual is varied oppugning and guided or supported interaction. I have learned that factual inquiries are merely every bit good as unfastened inquiries, but they are merely effectual when used in the right contexts, for the right content and for the right ages. However, it is most likely to be more effectual when a assortment of inquiries are asked in a individual lesson. This would profit me and others as I will be doing certain to inquire varied inquiries to assist me develop as a instructor and aid develop kids ‘s acquisition also.Conclusion ( B )I found that talk is important for kids ‘s acquisition as hearing others positions and thoughts helps boom their ain positions and thoughts. But most significantly I found that instructors need to advance talk more by the types of inquiries they ask. I found that inquiring different types of inquiry non merely helps me as a instructor but the kids besides. It helps me understand what the kids know, their old cognition and besides how that cognition has grown over clip. It helps me assess k ids ‘s cognition of topics, makes it more seeable to see which kids are fighting and which are progressing ; hence, it makes me more cognizant of what I need to make in order to assist persons to travel them frontward. Before I conducted this survey I held the belief that kids speaking was of import for us as instructors to cognize what they understand but did non see the importance of instructors speaking every bit good, but most significantly instructors supplying the chance for talk. But after holding looked at other research and holding experienced it myself I believe that in order for kids to speak instructors need to supply the chance for talk particularly after oppugning, giving kids clip to discourse and develop thoughts, whether this is in braces, little groups or as a whole class.

Kublai Khan and the Mongols Invasions of Japan

Kublai Khan and the Mongols' Invasions of Japan The Mongol Invasions of Japan in 1274 and 1281 devastated Japanese resources and power in the region, nearly destroying the samurai culture and Empire of Japan entirely before a typhoon miraculously spared their last stronghold. Although Japan started the war between the two rival empires with hefty troops of honorable samurai, the sheer force and brute strength of their Mongol invaders pushed the noble warriors to their limits, making them question their very code of honor in facing these fierce combatants. The impact of nearly two decades of struggle between their rulers would echo on throughout Japanese history, even through the Second World War and the very culture of modern-day Japan. Precursor to Invasion In 1266, the Mongol ruler  Kublai Khan  paused in his campaign to subdue all of  China, and sent a message to the Emperor of Japan, whom he addressed as the ruler of a small country, and advised the Japanese sovereign to pay him tribute at once- or else. The Khans emissaries returned from Japan without an answer. Five times over the next six years, Kublai Khan sent his messengers; the Japanese  shogun  would not allow them even to land on Honshu, the main island.   In 1271, Kublai Khan defeated the Song Dynasty and declared himself the first emperor of Chinas Yuan Dynasty. A grandson of Genghis Khan, he ruled over much of China plus Mongolia and Korea; meanwhile, his uncles and cousins controlled an empire that stretched from Hungary in the west to the Pacific coast of Siberia in the east. The great khans of the Mongol Empire did not tolerate impudence from their neighbors, and Kublai was quick to demand a strike against  Japan  as early as 1272. However, his counselors advised him to bide his time until a proper armada of warships could be built- 300 to 600, vessels which would be commissioned from the shipyards of southern China and Korea, and an army of some 40,000 men. Against this mighty force, Japan could muster only about 10,000 fighting men from the ranks of the often-squabbling samurai clans. Japans warriors were seriously outmatched. The First Invasion, 1274 From the port of Masan in southern Korea, the Mongols and their subjects launched a step-wise attack on Japan in the autumn of 1274. Hundreds of large ships and an even larger number of small boats- estimated between 500 and 900 in number- set out into the Sea of Japan. First, the invaders seized the islands of Tsushima and Iki about halfway between the tip of the Korean peninsula and the main islands of Japan. Quickly overcoming desperate resistance from the islands approximately 300 Japanese residents, the Mongol troops slaughtered them all and sailed on to the east. On November 18, the Mongol armada reached Hakata Bay, near the present-day city of Fukuoka on the island of Kyushu. Much of our knowledge about the details of this invasion comes from a scroll which was commissioned by the samurai Takezaki Suenaga, who fought against the Mongols in both campaigns. Japan's Military Weaknesses Suenaga relates that the samurai army set out to fight according to their code of bushido; a warrior would step out, announce his name and lineage, and prepare for one-on-one combat with a foe. Unfortunately for the Japanese, the Mongols were not familiar with the code. When a lone samurai stepped forward to challenge them, the Mongols would simply attack him en masse, much like ants swarming a beetle. To make matters worse for the Japanese, the Yuan forces also used poison-tipped arrows, catapult-launched explosive shells, and a shorter bow that was accurate at twice the range of the samurais longbows. In addition, the Mongols fought in units, rather than each man for himself. Drumbeats relayed the orders guiding their precisely coordinated attacks. All of this was new to the samurai- often fatally so. Takezaki Suenaga and the three other warriors from his household were all unhorsed in the fighting, and each sustained serious wounds that day. A late charge by over 100 Japanese reinforcements was all that saved Suenaga and his men. The injured samurai drew back a few miles from the bay for the night, determined to renew their nearly hopeless defense in the morning. As night fell, a driving wind and heavy rain began to lash the coast. Close Call with Domination Unbeknownst to the Japanese defenders, the Chinese and Korean sailors on board Kublai Khans ships were busy persuading the Mongolian generals to let them weigh anchor and head further out to sea. They worried that the strong wind and high surf would drive their ships aground in Hakata Bay. The Mongols relented, and the great Armada sailed out into open waters- straight into the arms of an approaching typhoon. Two days later, a third of the Yuan ships lay on the bottom of the Pacific, and perhaps 13,000 of Kublai Khans soldiers and sailors had drowned. The battered survivors limped home, and Japan was spared the Great Khans dominion- for the time being.  While Kublai Khan sat at his capital in Dadu (modern-day Beijing) and brooded over his fleets misfortunes, the samurai waited for the  bakufu  in Kamakura to reward them for their valor, but that reward never came. Uneasy Peace: The Seven-year Interlude Traditionally, the bakufu gave a land grant to noble warriors at the end of battle so they could relax in times of peace. However, in the case of the invasion, there were no spoils to dole out- the invaders came from outside of  Japan,  and left no booty behind so the  bakufu  had no way to pay the thousands of samurai who had fought to fend off the Mongols. Takezaki Suenaga took the unusual step of traveling for two months to the  Ã¢â‚¬â€¹Kamakura shoguns  court to plead his case in person. Suenaga was rewarded with a prize horse and stewardship of a Kyushu island estate for his pains. Of the estimated 10,000  samurai warriors who fought, only 120 received any reward at all. This did not endear the Kamakura government to the vast majority of the samurai, to say the least. Even as Suenaga was making his case, Kublai Khan sent a six-man delegation to demand that the Japanese emperor  travel  to Dadu and kowtow to him. The Japanese responded by beheading the Chinese diplomats, a terrible infringement of the Mongol law against abusing emissaries. Then Japan prepared for a second attack. The leaders of Kyushu took a census of all available warriors and weaponry. In addition, Kyushus landowning class was given the task of building a defensive wall around Hakata Bay, five to fifteen feet high and 25 miles long. Construction took five years with each landholder responsible for a section of the wall proportional to the size of his estate. Meanwhile, Kublai Khan established a new government division called the Ministry for Conquering Japan. In 1980, the ministry devised plans for a two-pronged attack the following spring, to crush the recalcitrant Japanese once and for all. The Second Invasion, 1281 In the spring of 1281, the Japanese got word that a second Yuan invasion force was coming their way. The waiting samurai sharpened their swords and prayed to Hachiman, the Shinto god of war, but Kublai Khan was determined to smash Japan this time and he knew that his defeat seven years earlier had simply been bad luck, due more to the weather than to any extraordinary fighting prowess of the samurai. With more forewarning of this second attack, Japan was able to muster 40,000 samurai and other fighting men. They assembled behind the defensive wall at Hakata Bay, their eyes trained to the west. The Mongols sent two separate forces this time- an impressive force of 900 ships containing 40,000 Korean, Chinese, and Mongol troops set out from Masan, while an even larger force of 100,000 sailed from southern China in 3,500 ships. The Ministry for Conquering Japans plan called for an overwhelming coordinated attack from the combined imperial Yuan fleets. The Korean fleet reached Hakata Bay on June 23, 1281, but the ships from China were nowhere to be seen. The smaller division of the Yuan army was unable to breach the Japanese defensive wall, so a stationary battle evolved. Samurai weakened their opponents by rowing out to the Mongol ships in small boats under cover of darkness, setting fire to the ships and attacking their troops, and then rowing back to land. These night-time raids demoralized the Mongols conscripts, some of whom had only recently been conquered and had no love for the emperor. A stalemate between the evenly-matched foes lasted for 50 days, as the Korean fleet waited for the expected Chinese reinforcements. On August 12, the Mongols main fleet landed to the west of Hakata Bay. Now faced with a force more than three times as large as their own, the samurai were in serious danger of being overrun and slaughtered. With little hope of  survival- and little thought of reward if they triumphed- the Japanese samurai fought on with desperate bravery. Japan's Miracle They say that truth is stranger than fiction, and in this case, its certainly true. Just when it appeared that the samurai would be exterminated and Japan crushed under the Mongol yoke, an incredible, miraculous event took place. On August 15, 1281, a second typhoon roared ashore at Kyushu. Of the khans 4,400 ships, only a few hundred rode out the towering waves and vicious winds. Nearly all of the invaders drowned in the storm, and those few thousand who made it to shore were hunted and killed without mercy by the samurai with very few returning to tell the tale at Dadu. The Japanese believed that their gods had sent the storms to preserve Japan from the Mongols. They called the two storms  kamikaze, or divine winds. Kublai Khan seemed to agree that Japan was protected by supernatural forces, thus abandoning the idea of conquering the island nation. The Aftermath For the Kamakura  bakufu, however, the outcome was disastrous. Once again the samurai demanded payment for the three months theyd spent warding off the Mongols. In addition, this time the priests who had prayed for divine protection added their own payment demands, citing the typhoons as evidence of the effectiveness of their prayers. The  bakufu  still had little to dispense, and what disposable riches they had  were given to the priests, who held more influence in the capital than the samurai. Suenaga did not even try to seek payment, instead commissioning the scroll where most modern understandings of this period come from as a record of his own accomplishments during both invasions. Dissatisfaction with the Kamakura  bakufu  festered among the ranks of the samurai over the following decades. When a strong emperor, Go-Daigo, rose in 1318 and challenged the authority of the  bakufu, the samurai refused to rally to the military leaders defense. After a complex civil war lasting 15 years, the Kamakura  bakufu  was defeated and the Ashikaga Shogunate assumed power over Japan. The Ashikaga family and all the other samurai passed down the story of the kamikaze, and Japans warriors drew strength and inspiration from the legend for centuries. As late as  World War II  from 1939 to 1945, Japanese imperial troops invoked the kamikaze in their battles against the Allied forces in the Pacific and its story still influences the natures culture to this day.

Healthcare Worker Shortage Leads Some Hospitals to Take Extra Steps

Healthcare Worker Shortage Leads Some Hospitals to Take Extra Steps There is currently  a shortage of U.S. health care personnel, and  it is only likely to get worse. According to a study by the U.S. Health Resources and Services Administration, within the next 10 or 15 years, 1 million nurses are expected to retire. Additionally,  the number of practicing physicians is expecting a shortfall of 55,000 by 2020. The aging population will have a large impact on the number of nurse jobs and other health-related positions sorely needed to keep facilities running.A large number of students require additional background coursework in order to take credited health care courses, which deters people from pursing health care careers. Often, these additional  courses are in more difficult areas of study, such as mathematics or chemistry. Instead of tackling them, students are switching career paths.Alternatives to Community CollegeSome hospitals are offering in-house training programs to ensure that appropriate staffing will continue. In Michigan, one pr ogram allows employees to work while training to obtain medical assistant jobs. Upon completion, the employee will be licensed and credentialed, a bonus for the hospital employer and a practical way for an employee interested in the health care field to gain knowledge.Hospital StrategiesMany hospitals realize that happy employees are more likely to stay on the job and may work past retirement age. Some offer in-house training programs, and others offer tuition reimbursement as incentive to continue toward a degree or licensure.Because of the anticipation of a continued shortage, some hospitals have found that pairing an entry level employee with a seasoned   one helps keep the older employee up on the latest technologies in the field, while the younger employee has the benefit of the other’s years of expertise.Hospital and Community College CooperationIn some areas, such as the San Francisco Bay area, hospitals have been working in conjunction with community colleges to off er training and additional support for nursing staff. By combining classes and residency experience at one time, trainees feel more confident, and the retention rate is higher.In addition, it gives the hospital the opportunity to train nursing students in needed positions, such as surgical assistants in the operating room. Other employees who are not taking nursing classes are offered tuition reimbursement, and the hospital continues to pay their salary while they attend school if the individual expresses an interest in furthering their career in health care.If you are looking for a job in health care, turning to TheJobNetwork makes your search simple. Sign up for free with this online platform and enter the type of job you want. The platform lets you specify criteria you are looking for in the job as well as letting you enter your qualifications and a resume. You can actively search for a job or let the platform do the search for you. You’ll receive an email when jobs are fo und. All you have to do is apply.

Role of HR in Knowledge Management Research Paper

Role of HR in Knowledge Management - Research Paper Example Most of the organizations do not effectively utilize Human Resources’ contribution for the effective implementation of Knowledge Management. If people are managed effectively and their knowledge utilized efficiently, then evidently it can become a competitive advantage. Relying on modern information systems will be fruitful if people are actively involved in knowledge sharing. The different areas of Human Resources which help in effective knowledge sharing are reward systems, recruitment, retention, succession planning and training and development. The first and most obvious area of Human Resources involvement in Knowledge Management is reward management. It is very clear that employees will not be ready to share their knowledge and expertise until and unless they are rewarded. Rewards will motivate them to share their knowledge and it is purely on the shoulders of Human Resource people to undertake this task. This way H R enables knowledge sharing in different departments. In case of recruitment, retention and succession planning from a Knowledge Management perspective can be looked at as filling knowledge gaps. While recruiting new employees, they can select candidates who are more creative and innovative and can adapt themselves to the changing work environment. Also, retention of good employees is necessary. The HR policies and procedures should be designed in such a way that they allow employees to meet their personal objectives. Succession planning, on the other hand, is about planning to meet future skills and knowledge needs with existing resources. Human Resources’ involvement and its contribution is perhaps the greatest in training and development. Human Resources should get itself actively involved in the technological developments in the workplace as they can train the employees accordingly. Training is necessary for individuals to work in teams as co-operation and sharing of information brings in benefits for the whole organization. T hough Human Resources’ contribution is inevitable in the area of Knowledge Management, it has certain limitations as Human Resources and other departments are most in conflicts. This can be seen as a limitation of Human Resources’ intervention in effective Knowledge Management. Employees in other departments need to support the HR people for effective knowledge sharing as HR people becomes the mediator in knowledge sharing. This is not Human Resources’ role alone but its contribution is necessary. Building a culture for Knowledge management on certain values will require changes in systems and processes, and a way of doing things which both transmits the organizational culture to new employees and reinforces it to old employees. As with any change situation, conflicts can arise. This is where Human Resources can contribute to the development of the Knowledge Management culture by handling such conflicts. According to Chivu and Popescu (2008),  in terms of know ledge migration, Human Resource may play a major enabling role in helping identify the potential of knowledge migrants. According to them, the HR process with regard to knowledge management involves HR sought assessment and selection, HR sought training and development, HR sought appropriate communication, reward and recognition schemes and knowledge

Reflective Teaching in Teaching and Learning or Chilldren's Literature Research Proposal

Reflective Teaching in Teaching and Learning or Chilldren's Literature in Victorian Period for Teaching in Singapore - Research Proposal Example Overtime, other philosophers have become instrumental in developing the theory of reflective practice and among those notable are John Dewey (1933) and David Schon (1983). Dewey, much influenced by the Progressive Era of his time, employs the scientific process of generating and testing hypothesis as vital components to reflective thinking. Half a century later, David Schon revolutionised the concept of reflective practice emphasising the importance of context and experiential knowledge for continuous improvement. The integration of ideas from these two theorists is evident in current reflective practice literature. Reflective practice is borne out of the basic premise that changes in an organization starts within each individual. It is regarded as a â€Å"meaningful and effective professional development strategy† (Osterman and Kottkamp, 2004, p. 1). Although the goal remains synonymous (the development of individual competencies leading to improved organizational performance), reflective practice offers an alternative approach to traditional professional development approaches. The emergence of reflective practice in the educational setting, as discussed by Osterman and Kottkamp (2004), was a response to the failure of educational reforms to effectively address the need of academically and socially preparing students to meet the challenges of a rapidly changing world. Educators on a daily basis â€Å"routinely juggle multiple tasks, process information on many levels, manage a continual stream of interruptions, and make on-the-spot decisions to meet the changing needs and demands in the teaching environment† (York-Barr et al., 2006, p. 2). Though teachers are guided by their knowledge, a significant margin of uncertainty accompanies their practice as a result of unpredictable circumstances that require spontaneous responses. The reflective practice