Diversity in the Workplace Essay Example for Free

Diversity in the Workplace Essay Do you think corporations and government agencies should offer diversity training? If so, how can we develop diversity training that fosters mutual respect? Can you suggest practical ways to develop workplaces undivided by gender and race-ethnicity? Yes, I believe that government agencies as well as corporations should offer some type of diversity training. Through diversity training you can ensure a health and warm and inviting workplace. Since the workplace is already filled with stereotypes on the keys to success diversity training will help with the competitiveness that always thrives inside the work place. It will help teach the employees how to get along, work cooperate, get along, and work in sync with different age groups, the opposite sex, and ethnicities. â€Å"Diversity training has the potential to build bridges (Henslin, 2013). † The function behind offering diversity training is to help foster community. A healthy well managed work environment that will foster and increase the work output. It’s to help educate the employees on how to develop connections to people of various ages and backgrounds. Another key function is how to draw upon your co-workers aspect and work ethics to smooth out business production through shared unity. Though even with good intentions conflicts can exists. Some manager whose been told he has to take a course of diversity training may feel as though it’s a punishment. They may feel like in their job they have wronged someone and they are being reprimanded; thus they have to take diversity training. What you need to be aware of in diversity training is not to encourage or develop stereo types. The intention of diversity training is to encourage and develop understanding and unity in the work place. Role reversal and having participant make derogatory comments to the other my inflict scars and demote rather than promote understanding. So stay clear of antagonistic role play (Smart, 1997). Instead of role play do course match up. Match up employees from various levels in their career, age, sex, and ethnicity into groups. These groups should be assigned a unified task to complete during the diversity training. Have them get to know one another likes and dislikes and so forth. Assign them common tasks to complete jointly that exist within the corporation (Skills, 1968). Let them assign key task amongst each other that play upon each person strengths. Have them present their project at the end of the training session before the rest of the groups (Skills, 1968). Judge them by their ability to play upon the other’s strengths and the completeness of their projects. At the end of the diversity training session have them do peer assessment’s on one another. The symbolic aspect of this is they have meet new people they normally do not work with in their department. They work with new people from various skill levels. It fosters development in understanding of various backgrounds and ethnicity. It encourages unity and mutual respect for peers. Everything that you are trying to aide and foster through the diversity training can be reached by group project assignments. ? Bibliography Henslin, J. M. (2013). Essencial to Sociology: A Down to Earth Approach tenth edition. Pearson. Skills. (1968). International Encyclopedia of Social Sciences. Volume 6, pp. 296-302. Smart, W. (1997, September 1). Businessmanagementdaily. com. Retrieved August 11, 2013, from Business Management Daily: www. businessmanagementdaily. com

Nikola Tesla Essay -- essays papers

Nikola Tesla My great grandmother was born on September 30, 1895 in Strum, Wisconsin, and used to tell us the most important invention for the home, in her lifetime, was the clothes washing machine. Now history always seems to make the present era seem more civilized, when in fact, it is probably only cleaner, thanks to my grandmother's favorite invention. But, I wonder if it is easier. Certainly, there were many patents issued in the 1880's for inventions that truly would change the lives of future generations, and a handful of these amazing contrivances would have a great impact on that which is truly important to an industrialized nation: the machinery that speeds business, business being the true backbone of a country, but to a country girl whose family depended on farming, the clothes washing machine still stands out as the one that saved her the most time. So this essay will delve into the era of the 1880's and focus on one of the most important inventors that ever lived, Nikola Tesla. Many business machines were patented before Nikola Tesla patented the alternating-current "electromagnetic motor" in 1888 (while the popular Thomas Edison was stubbornly clinging to direct-current motors), but soon more and more inventors were realizing this new source of harnessed power could bring glorious miracles to business, thus providing them with even more glorious profits. But first, the washing machine, truly in honor of my great grandmother, who will be 105 years old this year. Before the days of washing machines, people got dirt out of their clothes by pounding them on rocks and washing the dirt away in streams. Sand was used as an abrasive to free the dirt. Soap was discovered at Rome's Sapo Hill where ashes containing the fat of sacrificial animals were found to have good cleaning powers. The earliest washing "machine" - the scrub board - was invented in 1797. In 1874 William Blackstone, a Bluffton, Indiana merchant and manufacturer of corn planters, built a birthday present for his wife. It was a machine that removed and washed away dirt from clothes. It consisted of a wooden tub in which there was a flat piece of wood containing six small wooden pegs. The inner mechanism looked something like a small milking stool. It was moved back and forth by means of a handle and an arrangement of gears. Dirty clothes were snagged on the wooden pegs an... ...ed to place his untested theories into countless notebooks. The man who invented the modern world died nearly penniless at age 86 on January 7, 1943. More than two thousand people attended his funeral. In his lifetime, Tesla received over 800 different patents. He probably would have exceeded Edison's record number if he wasn't always broke - he could afford very few patent applications during the last thirty years of his life. Unlike Edison, Tesla was an original thinker whose ideas typically had no precedent in science. Unfortunately, the world does not financially reward people of Tesla's originality. We only award those that take these concepts and turn them into a refined, useful product. Bibliography: Cheney, Margaret, Tesla: Man Out of Time (Dell Publishing, 1981) Tesla, N., Electrical Experiment (1919) Tesla, N., The Strange Life of Nikola Tesla (unknown publishing date or place used) Book actually red on web page:www.neuronet.pitt.edu/~biodam/tesla/tesla.pdf www.neuronet.pitt.edu/~bogdam/tesla/bio.thm www.neuronet.pitt.edu/~bogdam/tesla/chicago.htm www.neuronet.pitt.edu/~bogdam//tesla/niagara.htm www.neuronet.pitt.edu/~biodam/tesla/tesla.pdf

A Personal Philosophy of Teaching: To Teach is to Learn

When I consider the inquiry, what is my doctrine of learning I would state it was summed up in five words – To learn is to larn. Get downing from the point of the definition of the verb to learn, as â€Å" to leave cognition or accomplishments † ( Dictionary.com, 2010 ) and larning as â€Å" to get cognition of or skill by survey, direction or experience † ( Dictionary.com, 2010 ) I would reason that although we may larn by a assortment of agencies, but to be able to learn we must all first be scholars. In my hubris, I would hold liked this to hold been a statement of a completely original thought, but this is non the instance! â€Å" Docendo Discimus † ( by learning we learn ) is ascribed to Seneca the Younger ( in Stone, 2004 ) . I believe that going a good instructor requires one first to be a good scholar and this is an reverberation of the words of Josef Joubert – to learn is to larn twice. ( Answers.com, 2010 ) I have arrived at this belief, because of my personal experience. To go a good instructor, I would speculate that one time we are ready to learn, we have achieved a grade of apprehension by larning, which enables us to pass on this to another individual. My experience has been that whenever I have taught another individual, I have ever been clear in my ain head that I must truly understand the topic that I am learning beforehand. This thought is borne out and demonstrated in some of the modern methods of learning including clinical accomplishments, such as that described by Lake and Hamdorf ( 2004 ) when they describe an effectual method of learning clinical accomplishments integrating observation, contemplation and feedback in add-on to stairss whereby cognition or accomplishments held by the instructor are demonstrated and hopefully transferred to a pupil. However, this method begins with an premise and incorporates the concept that the instructor has already learnt a procedure or cognition and is able to show their apprehension to another – who can so continue to perpetuate the cognition to another scholar if they are an able adequate instructor! For the interest of statement, we could see that it may be possible to prosecute in the procedure of learning without cognition. Whilst Ramsden ( 2003 ) may be able propose rules in effectual instruction, albeit in a University scene, without consideration of the proviso of cognition to a pupil, in pattern when learning for illustration utilizing a technique such as the five-step â€Å" microskills † theoretical account described by Nehar et Al ( 1992:419-424 ) , this procedure still requires the instructor to hold cognition to learn general regulations and recognise and right errors. Removing these facets from the technique though and we are left with a theoretical account that has some similarities to procedures within independent larning. This gives consideration to the thought that acquisition is improved by counsel by a knowing instructor.Personal Experience – Self Directed Autonomous LearningWhen I was a 13 twelvemonth old male child, I stopped go toing mainstream schooling. This was a consequence of household circumstance, but besides to some extent a consequence of my male parent ‘s positions of instruction, which included thoughts about experiential and independent acquisition, shying off from the pedagogi c behavioral theoretical accounts of larning and his belief I could larn in a different manner. I was now in a state of affairs where instructors were no longer present teaching me, although I remember a conversation with my male parent, when I expressed my anxiousnesss I would non be able to larn, that he would â€Å" happen person † who had sufficient cognition or experience to assist me, for illustration in analyzing Gallic rather simplistically, he would inquire a friend who spoke French to learn me although with the caution I would learn them English! At the clip this seemed to me to be unjust, but now in hindsight whether he knew it or non, it would look my male parent ascribed to Social Development Theory as described by Vygotsky ( 1978 ) , with the engagement of a â€Å" More Knowing Other † to steer me through my independent acquisition as required, with a rule of reciprocality between instructor and pupil. Consequently, non merely was this a different manner of acquisition, this became my first experience of instruction, where I as an stripling was the m ore knowledgable, with regard to talk English than my big pupil! However, this seldom arose and I was basically in a place to larn what and when I wanted, holding duty for my ain surveies, which could be described as ego directed, which as described by Malcolm Knowles ( 1975: 18 ) is a procedure: ‘ †¦ in which persons take the enterprise, with or without the aid of others ‘ †¦ ‘identifying human and material resources for larning ‘ .Reflection – Adult Learning PrinciplesThis experience highlighted for me that a differentiation between larning as a kid or an grownup is slightly arbitrary. I understand now that at this clip I was successful, non because I was intelligent, clever or resourceful, but because to be able to larn at this clip I held some personal properties which are frequently described within grownup larning rules including a preparedness to larn, motive to larn, increasing liberty and autonomy. How I came to hold these properties is ill-defined to myself, but I think it would be improbable to be the consequence of instructional instruction, but more likely to be a procedure happening during growing and development with the acquisition of experiences. I would reason that the amount of my experiential acquisition to this poi nt contributed to these properties. In rule hence if these properties were apparent or could be encouraged in an person, it could be argued that we could wholly be self directed scholars, taking duty for our ain acquisition and independently could draw a bead on to so pass on our cognition or accomplishments to others i.e. Teach. I would reason that through the procedure of larning we are able to go more cognizant of our ain ability – as described by Kolb ( 1984 ) , the rhythm of larning through experience, includes contemplation and I would propose that during this phase of an person ‘s acquisition there is the possible to recognize their ain competences, including whether they could pass on their competency to another individual.Why is learning larning?To depict the phases of learning with an person, I would state this includes measuring what they already know, theoretical account by illustration and show what they should cognize or be able to make, research what they have begun to larn and begun to inqu iry, usher to back up them geting more cognition or show apprehension of what they already know and disputing them to prove that cognition has non merely been learnt but can be applied. Within the procedure of learning there is non merely an chance to show competency in our cognition and apprehension of a topic, but besides to go on to larn. The features of grownup larning describes procedures by which we may larn through experience and contemplation. In relation to learning another individual, we have an chance to prosecute in a rhythm of larning through the experience with the potency for contemplation which enables the instructor to go a scholar besides. To show apprehension and that acquisition has been achieved, I believe the procedure of instruction can play an of import function in showing an person ‘s competency. Returning to the subject earlier in the debut sing the instruction of clinical accomplishments, there is a focal point within these learning methods that for the acquisition of accomplishments, the function of the instructor is to ease motion through phases or a rhythm of larning from unconscious incompetency to unconscious competency. ( Lake and Hamford 2004 ) . This clearly follows on from the work of George Miller ( 1990 ) who proposed appraisal models for measuring competency within a clinical scene. It should be noted that within some learning methods there is the incorporation of contemplation and feedback which enables an chance for a duologue between the instructor and the student and would organize the footing of a learning experience for both parties. Feedback and contemplation are clearly distinguishable concepts. I see contemplation as a procedure of internal duologue with oneself, which occurs for everyone following any interaction within our environment. With Kolb ‘s theoretical account of experiential acquisition, brooding observation is an indispensable constituent, enabling processing and integrating of thoughts. Feedback is the reception of societal interaction from another, which enables us to measure ourselves, in footings of our public presentation, functions and effectivity and supports and enables internal contemplation. I think feedback has an of import function in lending to us separately being able to measure our personal development and provides us with an indicant as to our degree of competency. The thoughts within the theoretical account of four phases of larning from incompetency to competence appear inexplicably enmeshed with rules from grownup acquisition and experiential acquisition, including constructs of self-awareness, motive and that without contemplation there can be no patterned advance through the phases. For a pupil, I feel that the procedure within feedback facilitates persons to travel from a place of unconscious incompetency to witting competency. Ultimately, the ability to consciously concentrate on our ain pattern enables us to larn and accommodate to new state of affairss and challenges within our environment. When this is extrapolated to the function of instructor, to be in a place to learn another individual would hold begun with a journey from unconscious incompetency, and through acquisition and contemplation have become consciously competent. I would propose though that as a instructor, due to the mutual nature of the interaction with person acquisition and as a effect of brooding observation of the results of instruction, passage between the competence phases would happen, as the instructor learnt farther accomplishments in communicating with their pupils and would ensue in unconscious competency. Hence, the procedure of learning itself can ease continued larning for an person who is engaged in learning. An person to whom this procedure applies would go competent over clip. This poses a inquiry though that one time an person has learnt something and besides can show or pass on this to another individual ( Teach ) , has the acquisition of this province of understanding resulted in the surcease of experiential acquisition? Would at that place be any farther motive for an person who was unconsciously competent to go on to larn accomplishments or knowledge? Whereas the theoretical account of four phases of larning includes a measure of loss of competency, it does non turn to the continued possible experiential acquisition of an person who is unconsciously competent. Logically, we can ne'er be to the full cognizant and knowing about everything and therefore we will ever be unconsciously unqualified to some grade, so at that place will ever be the chance to larn more. An consciousne ss of our ain restrictions, through a procedure of contemplation, could be thought of as a farther phase in the phases of larning – brooding incompetency, whereby we can place shortages in our apprehension or abilities which require us to return to a province of witting incompetency. I would propose that this is a procedure which finally drives our continued acquisition, that realization thrust us, fuel us to go on to larn.DrumheadI have described that my doctrine of instruction is that to learn is to larn. I have described how single acquisition may be self directed, but besides benefits from counsel from others and that the procedure of trying to learn is rooted in foremost larning. I have described that rules of experiential acquisition may be experienced by a instructor and impact upon their ain acquisition, with procedures of contemplation and feedback. I have described how these mechanisms may enable the development of increasing competence. In decision, I would depict a good instructor as an person who has learnt, synthesised and integrated cognition and skill into apprehension, which they may convey to another, whilst being cognizant they themselves have shortages within their cognition base, a province of brooding incompetency, which does non suppress them from researching further their ain acquisition. We can merely learn when we have learnt and we can merely learn what we have learnt.

Thirteen Days - 786 Words

Thirteen days is a historical account of the Cuban Missile Crisis. It is told from the perspective of Robert F. Kennedy, senator and brother to President John F. Kennedy. It is an account of the thirteen days in October of 1962. It lasted from the 16th to the 28th. During this time many crucial events in United States. These thirteen days were the time period in which the fate of the world was decided. The focus of the book was on the decision of both the United States and Russia. The United States had to come to an agreement on what measures would be taken in order to prevent further establishment of Russian missiles in Cuba. No one could really agree on what actions to take And so we argued, and so we disagreed- all dedicated,†¦show more content†¦Before reading this book I thought The Cuban Missile Crisis was just another minuscule fact in United States history but I have now come to realize that it was much more than that. This event was and remains one of the most important events in the history of not only the United States and Russia but it is a key factor in the future of the entire world. The book was an excellent display of the real life characters and events that took place in October of 1962. Robert F. Kennedys account is very informative and really portrays the significance o f the Cuban Missile Crisis. *quotes came directly from the book Thirteen Days, written by Robert F. Kennedy. I pledge my word and honor that I have neither given nor received any unauthorized aid on thisShow MoreRelatedThirteen Days Decision Process2313 Words   |  10 PagesThirteen Days† by Antony Gumi The â€Å"Thirteen Days† movie describes how the 35th president of United States of America (USA), John Fitzgerald Kennedy (JFK) dealt with the Cuban Missile Crisis during the period of October 14-28, 1963. It shows how JFK’s leadership saved the world from having World War III (WWIII), or worse, Nuclear War. 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