Believe in Love at First Sight Essay -- essays research papers

Well I use to believe that love couldn't be made at first sight. But yet now today I do think it happens. I will now share what I think love means. Love is affection, devotion, passion, desire, warmth, respect or loyalty. You choose. It doesn't really matter which one because they are all forms of love. Some are powerful and demand attention while others are more subtle and just below the surface. In recent years, love has drifted from these subtle levels to the more noticeable ones, namely passion. In my opinion, our society downplays the real necessity for genuine affection. By this I mean that we, as a society, spend so much time focusing on only one level of love (passion) that we tend to neglect and not recognize the need for closeness and trust (friendship). Love is an all-encompassing emotion that can be powerful and demanding, but also rewarding and pleasurable. Love is commitment. To love means to commit oneself without guarantee, to give oneself completely in the hope that our love will produce love in the loved person. Commitment can be called the backbone or building block of love. In other words, commitment is needed in order to build a stable and trusting relationship. Without commitment, love would not be able to grow and flourish. It can be extremely demanding on someone who isn't ready or sure that they want to commit to another person. I do have to admit that sometimes this can be extremely difficult and may leave one feeling a bit vulnerable. Commitment is the ability to take a risk and to accept the possibility of disappointment or pain. Again, I have to agree that commitment can be demanding, but to look on the bright side, it can also be rewarding. To be able to stay in ... ...t quench Love, nor floods wash it away." (Songs 8:7) Love is powerful and beautiful if one knows how to show and possess it. Granted it can cause problems, but it has answers too. To say that love is subjective would be an understatement, but in order to have it we must first look within ourselves. Love is having compassion for others, sharing feelings and your life with another person, as well as, having faith in others and forgiving those we love for the any errs that they may make. Most of all, we must be committed to those we love. Of course, this is only my opinion. No matter how long I try to explain what love is ultimately it is up to you, the reader, to define what love is to you. So let me leave you now with the words of the great Humanist Erich Fromm, "Can anything be learned about the art of love, except by practicing it?"

Instructional Materials Essay

Social Studies can be defined as a discipline in which we can learn about our world and man’s interaction with his immediate and remote environment. Since Social Studies deals with how men interact with its social and physical environments, how can this interaction of physical and social environment be learnt by the pupils? This can be learnt in the classroom where teaching and learning cannot be conducted by the teacher by merely feeling his pupils with facts and information. There is need to expose the pupils to varied activities. The environment of the child is rich in varied resources. The teacher should utilize these varied resources to promote or stimulate learning among his pupils. Pupils learn positively not by hearing alone but by seeing and doing. How can the teacher stimulate the pupils’ interest? This can be done by the use of instructional materials. Instructional materials are meant to stimulate pupils’ interest in the classroom for meaningful learning to take place. They also afford the pupils the opportunity to make use of more of their senses in the process of learning experiences which are not available in the classroom or school environment, are â€Å"brought† to the classroom for pupils’ attention through the use of instructional materials. For example, the use of the map of the world in teaching some topics in social studies enables the teacher to bring to class these learning experiences. â€Å"This is why instructional materials is said to be aids to learning rather than teaching†. 1.2. PURPOSE OF THE STUDY The study was planned mainly to: a. Provide useful information which will contribute in some ways to the improvement of the teaching of social studies in Nigeria primary schools through the effective use of instructional materials. b. Generate data that will help school administrators in their policy formation as regards the use of instructional materials in schools. c. Make available valuable information that will be helpful to educational technologist in their design of appropriate instructional materials for schools. 1.3. SIGNIFICANCE OF THE STUDY Nigeria is a potentially a great Nation. But for the Nation to fully attain the enviable position of greatness, her citizens must be dedicated honest, patriotic and hardworking. This is why the federal Government of Nigeria is at present embarking on the project of re-branding the country with the theme, great Nation, good people. Educators have rightly identified social studies as one subject that can help to make these lofty dreams of greatness a reality. Therefore, it cannot be overemphasized on the need to effectively teach this subject through the use of instructional materials. Here has the importance of this study. It will be expected that result of this study may be useful in the following ways: a. Enabling social studies teacher to realize more than ever before the importance of the use of instructional materials while teaching especially social studies. b. Providing more useful information for social studies teacher as regards the various instructional materials they can employ in teaching. c. Providing more useful information for prospective designs of instructional materials on the need to provide suitable instructional materials for use in schools. 1.4. STATEMENT OF THE PROBLEM It is the consensus among scholars in Nigerian that social studies is one subject that is crucial to the realization of the Nigeria dream of greatness. This is the reasons why social studies in one of the cone subjects at the primary school and junior school levels. However, it seems the teaching and learning of the subject is hampered by the problem of lack of in adequate use of instructional materials. Therefore, the problem of this research is to look at the problems surrounding the use of instructional materials in the teaching of social studies in primary schools. Specifically, this study has attempted to provide answers to the following research questions. 1.5. RESEARCH QUESTIONS 1. Do primary school teachers use instructional materials while teaching social studies? 2. Are primary school social studies teachers aware of the benefits of using instructional materials in teaching? 3. Does the use of instructional materials in teaching have any impact on pupils’ performance in primary school social studies? 4. Could the non use of instructional materials in the teaching of social studies in primary schools be as a result of their being inadequate? 5. What contribution does the use of instructional materials have on the teaching and learning of social studies? 1.6. SCOPE OF THE STUDY The scope of this research has been limited to some selected primary schools in Ibeju-Lekki Local Government Area of Lagos State. The project is to examine the impact of instructional materials in teaching of social studies in selected primary schools in Ibeju-Lekki Local Government Areas. And also to know how learning can be stimulated in primary schools pupils. The limitation is due to financial and time constraint. 1.7. DEFINITION OF TERMS 1. SOCIAL STUDIES: Social Studies can be defined as a study that equips learners with tools such as attitude, values and skills necessary in solving personal and community related problems. Social Studies is also a study of a man and his environment. It is also the study of many interactions with his physical and social environment. It is a study of how man lives in the society, what he does, how his life is affected by things, people as well as social practices around him. 2. INSTRUCTIONAL MATERIALS: These are the resources used to facilitate teaching and learning. 3. TEACHING: This can be defined as the conscious and deliberate efforts by a matured or experienced person to impact knowledge, information, skill, attitude and beliefs to an immature or less experienced person. Is also a systematic way of impacting knowledge on to the people. 4. ENVIRONMENT: These are what we interact within our surroundings likes highlands, lakes, rivers and vegetations e.t.c. 5. LEARNING: Advanced knowledge gained by careful study. Is also a permanent changes in behavior due to past experiences. 6. FACILITATING: Make learning easy without any difficulty 7. ABSTRACT: These are what we cannot see in our surroundings 8. IMPACT: The important or the value one devices from doing something 9. STIMULATING: The art of reasoning quickly and thought and feeling CHAPTER TWO 2.1. LITERATURE REVIEW The art of teaching and learning involves the interaction of both the human and materials resources in a classroom setting. Since human beings are social animals and they cannot live in isolation, they have to socialize and interact among themselves and with environment. This brings us to the question† What is Social Studies†? Social Studies can be defined as study that equips learners with tools such as attitudes, values, skills necessary in solving personal and community related problems. Information and knowledge gathered from reading books, journals, research works may reveal the area which have not been adequately researched into to us. Furthermore, reviews of literature sometimes provoke the urge to carry out a research based on what we read in the books or journal. Teaching and learning materials can be defined as any device piece of equipment, graphic representation, sound reproduction or illustration that helps the pupils to learn. Generally, instructional materi als are used to reinforce and to enrich the mastery of the subject matter. The roles of instructional materials have been of great importance to teaching in primary schools. According to Awosolu et al (1997), quoting Alani et al (1995) he said that since most pupils in primary schools are still very young, their intellectual abilities may not allow abstract presentation in facts without having to complement the content with concrete materials. It is in this regard that instructional materials are perceived as â€Å"aids to learning rather than aid to teaching†. Lawton and Dufour and Dahunsi (1979) classify social studies instructional materials in the following: 1. PICTORIAL MATERIALS: These include globes, maps, posters, flip and well charts diagrams. 2. PRINTED MATERIALS: These include textbooks, reference books, supplementary books, work books, journals, newspapers and magazines. 3. BOARDS LIKE: Chalkboard, Flannel or felt boards 4. MECHANICAL AIDS: These are audio-visual equipment and materials. Having known the various instructional materials, they serve as information carriers which are designed specifically to fulfill objectives in a teaching learning situation. In fact, learning resources in social studies are multi various and limitless. Social studies by its nature and content deals with the realities of men living in his complex environment. Hence, anything has to do with man’s behavior and interaction as a social behavior qualifies as an instructional materials in social studies. It is therefore possible to employ as many instructional materials as possible when teaching any topic in social studies because they help to stimulate pupils’ interest and reduce the numbers of verbal responses. A lot has been written on the impact of instructional materials in teaching and learning of social studies. Agun (1988) asserts that many curriculum innovations like inquiry or problem solving method of instruction or learning how to learn may not be meaningfully and effectively implemented without the use of a wide variety of learning resource. Generally, instructional materials are used to reinforce and enrich the mastery of the subject matter. As a matter of fact, Durojaiye (1978) declared that there is a large number of failure due to the fact that teacher are not doing their work as conscientiously as they should. The critics feel that schools no longer offer true learning and creativity to their pupils. Supporting the vies of these critics. Popham (1971) feels that social studies teachers and curriculum designers in the schools do not make any significant impact on pupils due to the lack of the use of instructional materials. According to Adusual (1982), instructional materials size could affect teacher’s effectiveness because, the smaller the shape the greater the degree of contact, and more effective the teaching and learning interaction. Assuming that there were adequate number of teaching aids it can be give to each of the pupils, therefore, the teaching of social studies without making use of instructional materials is not helping his pupils to learn. 2.2. THE IMPORTANCE OF USING INSTRUCTIONAL MATERIALS It is pertinent for teachers to become aware of the benefits that accrue from the utilization of instructional materials in order to intensity their efforts at achieving effective result in their teaching activities. Weaver and Bollinger (1949) identified the following advantages: 1. They attract and hold intention: A verbal explanation become more effective in attracting and creating interest when supplemented by a visual aid. 2. Instructional materials help retention of information and visual images. The major part of the things people heard are forgotten in a relatively short time and it becomes difficult to recall accurately what is heard. On the other hand, the things they see make a more lasting impression and they experience considerably less difficulty in calling the object or process with increased accuracy. 3. They help informing correct images: People often interpret information in term of their own background of experiences. Consequently, it is possible and quite probable for a group of learners to form entirely different ideas about the same things as a result of verbal description. The use of instructional materials helps to eliminate this inconsistency. 4. They assist in understanding proper relationships of components parts. 5. More of the benefits, teachers can reap when instructional materials are used in the teaching process: According to Ogunmilade (1984) the ability it provides in the share of expertise, helping knowledge to reach a lot of people. Simultaneously preservation of records and documents. Bringing before us what otherwise could have looked imaginary or far-fetched; enriching learning and allowing students to learn at their own rate. Furthermore, using of instructional materials makes teaching more effective and facilitates also to master the topic taught to the learner. Finally, using of instructional materials make learning easier and pleasurable at the same time concretize the learning process in the learners. 2.3. PROBLEMS FACING THE USE OF INSTRUCTIONAL MATERIALS IN SCHOOLS In spite of the numerous benefits accruing from the use of instructional materials in teaching and learning situation its application in our schools has been discouraging because of the following process: 1. Lack of Direction: This is characterized by lip service, paid to use to educational technology in high quarter. Apart from the meager budgetary provisions often made by governments for instructional materials, when it comes to implementation, the funds are hardly released. 2. Resistance to change on the part of the teachers. 3. Lack of readiness of teaching staff to use audio-visual techniques and charge their methods and tools within the classroom. 4. Lack of insfrastructures and facilities that might make the use of instructional aid more meaningful such as lecture halls, audio-visual, libraries, studios, independent study spaces, audio-visual resource centre e.t.c. 5. Inadequate personnel or specialist to train users of instructional materials in schools. 6. Fear of failure in their use 7. Fear that new technology would replace teachers. 8. Inadequate instructional materials: Since the inception of social studies programme, teachers have consistently complained about the problems of quality and quantity of instructional materials. The problem is traceable to lack of good textbooks, cost of textbooks, commercialization of materials, non-functional libraries and resources centres, gap between publication and dissemination of instructional materials, lack of quality control of textual materials and so on. In most cases, teachers rely on outdated and stereotyped textbooks which hardly reflect the needs of pupils. 9. Lack of Fund: This is one of the big problems confronting teachers in general, and social studies teacher in particular. The problem here is lack of motivation and incessant agitation by teachers for improved condition of service. Thus, primary school teachers including social studies teachers have lost interest in teaching even though they are still called teachers. Those who have the slightest opportunity leave the classroom for greener pastures. The incessant replacement that follows such frequent resignations leads to lack of continuity in social studies classrooms. The pupils are usually the worse hit by this. Furthermore, funds are not available for the provision of instructional materials, thereby leaving teachers to either improvise or teach without any in majority of the cases. CHAPTER THREE 3.0.RESEARCH METHODOLOGY This chapter is concerned with the techniques used by the researcher in the collection of data for investigation. It covers explanation on the choice and description of instrument employed for the collection of data. Also included are the sampling techniques, method of administration of the questionnaire and the data analysis method. 3.1.RESEARCH INSTRUMENT The research instrument used for this study is the questionnaire. The choice of the questionnaire is because of its advantage of allowing respondents to answer questions without any outside influence such as facial appearance that may influence respondents as in the interview method. The questionnaire used is in two parts. The first part deals with the personal data of the respondents while the second part contains ten statements which attempt to find out the impact of the use of instructional materials have in teaching social studies. 3.2.SAMPLE AND SAMPLING TECHNIQUE The sample of this study consists of 60 primary school teachers. The sample was chosen from five primary schools in Ibeju-Lekki Local Government Area of Lagos State. The sampling technique used in selecting the sample for the study was the systematic random sampling. The sampling technique removes bias in the selection of the elements, and it is convenient and more accurate than the random sampling. 4.3. SUMMARY OF FINDINGS 1. Most social studies teachers aware of the need for instructional materials in teaching of social studies. 2. Most primary schools have inadequate instructional materials in the teaching of social studies 3. Majority of the social studies teacher do not make use of instructional materials during their lesson 4. Most of the social studies teachers agree that the chalkboard is one of the instructional materials which aid effective teaching of social studies. 5. Most of the teachers take their pupils on field trips majority of social studies teachers use community resources like red objects and resources persons because they promote learning in social studies. Most social studies teachers do not have overhead projectors, audio-visual equipment which can promote learning in social studies. 6. Almost all the teachers of social studies said that inadequate equipment is one of the problems which they face. 7. Most social studies teachers agree that effective use of instructional materials contribute positively to learning process. 4.4. DISCUSSION From the research study most primary school teachers are aware of instructional materials for the teaching of social studies. This observation is consistent with the assertion of Nduanya (1986) that teachings are more effective when teachers locate and use appropriate resources. Furthermore, it is observed that most primary schools lack instructional materials be it concrete or abstract to teach social studies. This shows that most primary schools in Ibeju-Lekki Local Government either lack or have inadequate instructional materials for the teaching of social studies. From the research study, it can be observed that majority of social studies teachers do not make use of instructional materials during social studies lessons. This is as a result of inadequate instructional materials which is due to lack of fund to provide instructional materials. This findings agrees with Agun (1988) who asserts that many curriculum innovations like inquiring or problem solving method of instructional or learning how to learn may not be meaningful and effectively implemented without the use of a wide variety of learning research. In fact, it can be deduced from the research study that most social studies teachers make use of chalkboard as an instructional material which is most important aids to effective teaching. This implies that the chalkboard is one of the instructional materials that is the most available instructional materials in every school. There is no school which will have inadequate instructional materials and will not have a chalkboard. Indeed, the chalkboard as one of the instructional materials is commonly used by the teachers. This findings on the use of chalkboard agrees with Ajimoko (1973); Dahunsi (1979), Akanbi (1982) and Osofisan (1982) they said apart from the chalkboard, the textbook was the next most frequently used of the instructional materials. Consequently, from the findings it can be observed that majority of social studies teacher take their pupils out on field trips. Pupils are taking out on excursion to relate their experience with the theory they have been taught in the classroom. When pupils are taking out on field trips they learn more about their surroundings as the nature of social studies and learning becomes more permanent in them. From the findings it shows that majority of social studies teachers makes use of resources centres. This indicates that pupils need to be taken out of the classroom to appreciate the fact that learning does not end within the premises of the classroom. When pupils go out, they need to be trained to observe event and learn without the teacher being around them. This finding agrees with Preston and Herman (1981). These resource centres become social studies laboratory in which pupils becomes young social scientists. From the research study, it can be deducted that most social studies teachers do not make use of audio-visual materials because they don’t have them. This finding agrees with Akibote (1983) on the very limited uses of electronic materials in school within Ondo Local Government Area. This is as a result of the teacher’s inabilities to manipulate any of the equipment since they do not have teacher training. Another related problem may be due to lack of electricity because majority of the schools do not have electricity. Another finding of the study deduced that in teaching of social studies, inadequate equipment is one of the problems faced by social studies teachers. This implies that some social studies lessons are done in abstract. So, effective learning cannot be facilitated. This negative effect may be as a result of lack of funds to provide adequate instructional materials in schools and teachers are not ready to improve because of their salaries are very inadequate. The results also shown that most of the social studies teachers agrees that most of the social studies teachers agrees that the effective use of instructional materials combine positively to learning process. The effect is that when instructional materials are effectively used, they facilitate learning and stimulate pupil’s interest. They also make their lessons more interesting and relief the pupils from the burden of tiredness while learning. CHAPTER FIVE SUMMARY, SUGGESTIONS AND RECOMMENDATIONS FOR FURTHER STUDIES The main objective of this study is to examine the impact of instructional materials in the teaching of social studies in primary schools. In this chapter, the summary of the major findings will be highlighted. The discussion will also include suggestions for policy making and areas where future research on the topic may be directed. 5.1. SUMMARY One of the major findings of this research is that most social studies teachers agreed on the importance of teaching the subject with instructional materials. Another outcome of this project is that there are inadequate instructional materials for teaching social studies in primary schools. So many instances, teaching is done without instructional materials. It was also revealed from the research that the chalkboard that is always available in schools is one of the instructional materials which aids the effective teaching of social studies. This study also reveals that although most primary schools do not have audio-visual aids, social studies teachers compensate for this by making use of real objects, resource persons and by taking their pupils on field trips. Finally, from this research, it was revealed that the use of instructional materials in teaching social studies contribute positively to the learning of the subject 5.2. SUGGESTIONS Although this study has not claimed to be complete, some suggestions based on its findings could be made on how to improve the teaching of social studies in primary schools through the effective use of instructional materials. In the first place, because of the importance of instructional materials in the teaching and learning of social studies in primary schools, the various ministries of education and school boards in the country should ensure that adequate instructional materials are supplied to primary schools. Secondly, the government should ensure that there is regular supply of electricity and schools in the villages that lack electricity should be provided with generators. This will enable the schools to make use of audio-visual aids such as television, projector and VCD. Thirdly, regular workshops and seminars should be organized by the various school boards for primary school teachers on how to make simple instructional materials and on the use of the various instructional materials. Finally, inspectors of education should constantly visit schools to ensure that the instructional materials available are judiciously used by teachers for teaching. 5.3. RECOMMENDATIONS FOR FURTHER STUDIES Like with most researches, this study cannot claim to have exhausted all that is to be said on the use of instructional materials in teaching social studies in primary schools. Instead, this survey should be regarded as a guide for further research. Therefore, as regards the future, this researcher suggests some specific projects. First of all, a further investigation should be carried out to find out how use of instructional materials or lack of this affects pupils’ academic performance in social studies. In addition, social studies teacher should consider the instructional materials when teaching social studies at the same time there is need for education technology practitioners to write texts more relevant to Nigeria situation and needs such texts should contain model and samples of instructional materials and the procedure for making them by individual teachers. Furthermore, there should be a study on the suitability or otherwise of the available instructional materials that are being used in teaching social studies in primary schools. DEPARTMENT OF ARTS AND SOCIAL SCIENCES ADENIRAN OGUNSANYA COLLEGE OF EDUCATION, EPE CAMPUS, EPE. RESEARCH PROJECT 2013 QUESTIONNAIRE ON THE IMPACT OF INSTRUCTIONAL MATERIALS ON THE TEACHING OF SOCIAL STUDIES IN THE PRIMARY SCHOOLS IN IBEJU-LEKKI LOCAL GOVERNMENT AREA OF LAGOS STATE REFERENCES Alani, R.A; Oduyemi, O.G and Agagu A.A. (1995): Teaching Aids; Reading in Subject Methodology; Ijebu-Ode, Olaf Association, Page 29-34. Awosolu, E.O. and Fasasi A.K.(1996): â€Å"Teacher’s use of Instructional materials in Primary Social Studies in Epe Metropolis† The Beagle, Journal of Primary Education,, Vol. 1 and 2, page 71-77. Awosolu, E.O. and Fasasi A.K. (1996) â€Å"Teacher’s use of Instructional Materials in Primary Social Studies in Epe Metropolis† quoting Agun 1988, Nduanya 1986, Imogie 1988, Alani et al 1995, Dufour and Dahunsi 1979, Ajimoko 1973, Preston and Herman 1981, Akibote 1983, Akanbi 1982, and Osofisan 1982 in the Beagle, Journal of Primary Education, Vol 1 and 2, page 71 – 77. Olowoye, B. (1996): Principle and Method of Teachings. Ibadan, Afolabi Press Limited Page 107 – 120 Osunkalu, A.S. (1973): Instructional Media quoting Adesina 1982, Durojaiye 1978 Welberg 1970, Nwaogu 1980 and Pophas 1971 in a Journal of Teachers Guide Vol. 2 page 21 – 26. View as multi-pages

The 2 Main Forms of Energy

Although there are several types of energy, scientists can group them into two main categories: kinetic energy and potential energy. Here is a look at the forms of energy, with examples of each type. Kinetic Energy Kinetic energy is energy of motion. Atoms and their components are in motion, so all matter possesses kinetic energy. On a larger scale, any object in motion has kinetic energy. A common formula for kinetic energy is for a moving mass: KE 1/2 mv2 KE is kinetic energy, m is mass, and v is velocity. A typical unit for kinetic energy is the joule. Potential Energy Potential energy is energy that matter gains from its arrangement or position. The object has the potential to do work. Examples of potential energy include a sled at the top of a hill or a pendulum at the top of its swing. One of the most common equations for potential energy can be used to determine the energy of an object with respect to its height above a base: E mgh PE is potential energy, m is mass, g is acceleration due to gravity, and h is height. A common unit of potential energy is the joule (J). Because potential energy reflects the position of an object, it can have a negative sign. Whether it is positive or negative depends on whether work is done by the system or on the system. Other Types of Energy While classical mechanics classifies all energy as either kinetic or potential, there are other forms of energy. Other forms of energy include: gravitational energy - the energy resulting from the attraction of two masses to each other.electric energy - energy from a static or moving electrical charge.magnetic energy - energy from the attraction of opposite magnetic fields, repulsion of like fields, or from an associated electric field.nuclear energy - energy from the strong force that bonds protons and neutrons in an atomic nucleus.thermal energy - also called heat, this is energy that can be measured as temperature. It reflects the kinetic energy of atoms and molecules.chemical energy - energy contained in chemical bonds between atoms and molecule.mechanical energy - the sum of the kinetic and potential energy.radiant energy - energy from electromagnetic radiation, including visible light and x-rays (for example). Â  An object may possess both kinetic and potential energy. For example, a car driving down a mountain has kinetic energy from its movement and potential energy from its position relative to sea level. Energy can change from one form into others. For example, a lightning strike can convert electrical energy into light energy, thermal energy, and sound energy. Conservation of Energy While energy can change forms, it is conserved. In other words, the total energy of a system is a constant value. This is often written in terms of kinetic (KE) and potential energy (PE): KE PE Constant A swinging pendulum is an excellent example. As a pendulum swings, it has maximum potential energy at the top of the arc, yet zero kinetic energy. At the bottom of the arc, it has no potential energy, yet maximum kinetic energy.

The Differences Between The Vermont And U.s. Constitutions

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Communication in Your Career - 1924 Words

Communication in your Career Field Report Patrick R. Kennedy Baker College Table of Contents Executive Summary Introduction Findings Conclusion References p. 3 p. 4 p. 4 p. 8 p.10 Executive Summary Effective communication is paramount for success in the field of Supply Chain Management. Continual communication between employees, managers, buyers, and customers is necessary to ensure processes and procedures are being followed. Proper, effective communication is the foundation for a strong and successful supply chain which increases the company revenue. There are a number of methods for communicating which include, but are not limited to; email, telephone, text messaging, face-to-face meetings, and virtual meetings.†¦show more content†¦As a manager, the better you can communicate to your employees, the more efficient your workforce becomes. Findings In the field of supply chain management, email communication is vital because you are communicating with multiple departments throughout the business along with your vendors. Therefore, email is the most common form of communication in the workplace. During an interview with Keith Collins, Senior Vice President of Retail Operations at Boyne Resorts, he stated that â€Å"The first thing I do when I get into the office is check my email. I find myself emailing at least 80% of the day† (K. Collins, personal interview, October 15, 2015). When asked who he emails throughout the week and the purpose of the communication, he explained that he emails store managers, resort general operation managers, and accounts payable for a variety of reasons. As Senior Vice President of Retail Operations, he is assigned the task of keeping all retail stores on track so he is communicating via email with the twelve retail locations weekly. 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Road to Hell Free Essays

Road to Hell 1. The Summary. The case â€Å"Road to Hell† by Gareth Evans is a story of two characters with different backgrounds, personalities and points of view and how these two characters interact. We will write a custom essay sample on Road to Hell or any similar topic only for you Order Now John Baker is a successful western chief engineer of the Barracania’s branch of a multinational company who was promoted to production manager of Keso Mining Corporation near Winnipeg. That’s why he had to assign his successor. Baker has been working to prepare Matt Rennalls to be his successor in the chief engineer’s position. Rennalls, on the other hand, is a young engineer who represents the new generation of patriotic, well-educated Barracania’s professionals. The last meeting between two characters ended up badly. Instead of accepting the chief engineer position, Matt turns in his resignation, insulted by John’s interview. 2. The Problem. This case is the example of how people from different cultures do not take diversity into consideration. They evaluate and measure each other by their own scales and perceptions, which often lead to serious misunderstanding and conflicts. Misunderstanding causes worse work productivity. 3. The Cast of Characters. John Baker is a successful western chief engineer of the Barracania’s branch of a multinational company. In the case it is mentioned that  John  Baker is an English expatriate, so we assume that he is white, possibly born in Canada. Baker thinks he has an edge in working in a foreign country because he has experience in understanding a regional staff’s psychology and knowing exactly how to get along with locals. Matthew Rennalls is a young engineer who represents the new generation of patriotic, well-educated Barracania’s professionals. His four years as a student at London University made him especially sensitive to political, racial and equality issues involving relations between his culture and western influence. 4. The Chronology. Matthew Rennals writes an angry latter with proposal of his resignation. * John Baker and Matthew Rennals have the interview. * John Baker consider the appointment Matthew Rennals as his successor * John Baker is promoted to production manager of Keso Mining Corporation near Winnipeg * John Baker works as chief engineer of the Caribbean Bauxite Company of Barracam’a in the West Indies 5. The Issues. The main barrier to the problem solving is misunderstanding be tween people with different nationalities and cultures. Baker knew a lot about Matt’s  political views, racial issues sensitivity and intolerance to any discrimination of value of his country and people in the world arena. However, he still made a mistake building his interview from his own perspective. Baker  gave some historical and personal suggestions that were not meant to be offensive. However,  from Matt’s point of view, the suggestions were totally inappropriate. Through the interview, Baker emphasized several times the importance and leading position of European staff in the company. How to cite Road to Hell, Essay examples

Great (2054 words) Essay Example For Students

Great (2054 words) Essay GreatGatsby ThemesIn The Great Gatsby, by F. Scott Fitzgerald, many themes are enclosed; the mostsalient of these themes is related to the American Dream. The American Dream isbased on the idea that any person, no matter what they are, can becomesuccessful in life by his or her hard work. The dream also embodies the idea ofa self-sufficient person, an entrepreneur making it successful for themselves. The Great Gatsby is about what happened to the American Dream during the 1920s,an era when the dream had been corrupted by the relentless pursuit of wealth. Inthis novel, the pursuit of the American Dream and the pursuit of a romanticdream are the ultimate causes of the downfall of the books title character,Jay Gatsby. Throughout the story, Jay Gatsby avoids telling the truth of hishard, unglamorous childhood. He does this to keep his superficial image ofhimself and to save himself from the embarrassment of being in a state ofpoverty during his youth. His parents were lazy and unsuccessful people whoworked on the farm, and because of this Gatsby never really accepted them as hisparents. Jay Gatsbys real name is James Gatz and he is from the veryunexciting North Dakota. He changed his name to Jay Gatsby when he was seventeenyears old, which was the beginning of his version of the American Dream. In allrealities Gatsby arose from his Platonic view of himself, the idealisticself-view th at a seventeen year old boy has of himself (Fitzgerald 104). Thoughconcealed for most of the story, Gatsbys embarrassing childhood is a majorsource of determination in his attempt to achieve the American Dream. DuringGatsbys early adulthood, he joined the army. He first met Daisy when he wasat Camp Taylor and he and some other officers stopped by her house. He initiallyloved Daisy because of her extraordinary house and because many other men hadbeen with her already. One evening in October, during 1917, Gatsby fell in lovewith Daisy Fay, and in turn she fell in love with Gatsby. Daisy was the first?nice girl that he had ever known (Fitzgerald 155). Their love was anuneasy one at first for Gatsby to comprehend because he wasnt rich by anystandards and he felt that he wasnt worthy of Daisys affection, but hisuneasiness was uplifted when he and Daisy fell in love and when he found outthat Daisy knew a lot because he knew a variety of things that she didnt. Their month of love was physically ended when Gatsby had to go to war, but theiremotional love never ended. As Gatsby performed brilliantly throughout the war,they wrote each other frequently. Daisy couldnt understand why Gatsbycouldnt come home. She wanted her love to be their with her, she needed someassurance that she was doing the right thing. It didnt take long for Daisy toget over Jay because in the Spring of 1918 she fell in love with a rich, formerAll-American college football player named Tom Buchanon. This broke JayGatsbys heart. His love for Daisy was a strong one and he was determined toget her back. This first love with Daisy had a great impact on his idea of oneof the aspects of achieving the American Dream. Throughout the novel, the readeris mislead about how Gatsby became wealthy. Gatsby claims on several differentoccasions that he inherited his parents immense fortune. This is a story thatGatsby made up in order to keep his self-image up by not letting people knowabo ut his childhood. The truth is that Gatsby got rich by illegal measures. Hewas friends with the notorious Meyer Wolfsheim. Meyer Wolfsheim was theracketeer who supposedly fixed the World Series of 1919. He was Gatsbysconnection to organized crime, in which Gatsby became rich. Gatsbys truesources to richness were selling bootleg liquor in his chain of drug stores andcreating a giant business to get rid of and sell stolen Liberty bonds (Mizener188). Gatsbys methods of gaining wealth corrupt the morality of the AmericanDream although they help him to achieve it. It did not take long for Gatsby toattempt to win Daisy back after he returned from the army. Jay Gatsby had thisromantic view of Daisy and himself together and happy forever. He felt the bestway to achieve this idea would be for him to become at least as rich asDaisys husband Tom Buchanon. He knows that the best ways for him to pryDaisys affection away from Tom are gaining wealth and gaining materialpossessions. Daisy is a shal low woman who is easily overwhelmed by materialitems. Gatsbys main way to show off his wealth and material possessions wereto throw lavish parties. His parties featured the finest drinks and live jazzbands. The parties were so huge that Nick Carraway, Gatsbys best friend andthe narrator of the book, alluded to them as the Worlds Fair. Not only didthe parties fulfill Gatsbys reasons for having them, but they also showed hisgrand sense of pride that stemmed from his richness. Gatsby and Daisy arefinally reunited by Nick at Gatsbys request. This is Gatsbys second chancefor him to show off his wealth and to win Daisy back. Gatsby uses this meetingto show Daisy what he has become through his possessions (Way 103). Daisy isamazed when she experiences the extravagance of Gatsbys house. When Gatsbythrows his imported shirts all around the room, she begins to cry because sherealizes that she has missed out on so much of Gatsbys life. It is at thismoment, when the dream that he has strived fo r is right in front of him, that herealizes that Daisy isnt as perfect as he imagined her to be. This is clearlyevident to Nick who thinks that: There must have been moments even thatafternoon when Daisy fell short of his dream- nor through her own fault, butbecause of the colossal vitality of his illusion. It had gone beyond her, beyondeverything. (Fitzgerald Chapter 5) This is the first point in the novel whichshows that Gatsbys dream can never be fully achieved, yet it is also hisdream being achieved because he is finally back with Daisy again even though sheis still with Tom. The beginning of the downfall of Gatsbys dream occurs whenTom suspects that Daisy is cheating on him with Gatsby. His hypothesis is provencorrect when he, Gatsby, Daisy, Nick, and Jordan Baker, are at a hotel in NewYork holding a conversation which breaks out into an argument. It is during thisargument that Tom finds out that Jay Gatsby and Daisy have been in love for fiveyears and that they have never stop ped loving each other. As Tom and Gatsbyargue it becomes evident that Daisy does not know which man she wants to be withbecause she is in love with both of them because both of them are rich. AllGatsby wanted was for Daisy to tell Tom that she never loved him, but she couldnot do that. She knew that it would be a lie if she said that so she simply saidto Gatsby, I did love him once- but I loved you too. This statement opensthe well into which Gatsbys dream will eventually fall because it shows thatDaisy is not Gatsbys woman alone Tom begins the undermining of Gatsbysidealist concept of himself by making Gatsby realize that he isnt what he hasmade himself out to be. He makes Gatsby see that he does not appear to people inthe way that he thinks of himself. Tom describes Gatsby as a bootlegger,cheap swindler, and a crook. These few comments shattered Gatsbysself-identity because of its fragileness (Way 99). Tom washed all of theeffort and determination that Gatsby had put into becoming what he was andearning what he received, even though his methods were illegal, with a fewminutes worth of speaking. After the argument, Gatsby can feel a minor sense ofvictory because Daisy refuses to speak to Tom and when they are leaving, Daisyleaves with him. On the way back to the suburbs, Gatsby allows Daisy to drivehis car. While driving, Daisy hits and kills Myrtle Wilson, the lady Tom ishaving an affair with. Gatsby and Daisy keep on driving and they act likenothing ever happened. Later that evening, Nick learned from Gatsby that Daisyhad been driving when Myrtle was killed in the hit-and-run accident. Gatsbyslove for Daisy causes him to be willing to take the blame if the blame if thedeath was traced back to his car. If Daisys love for Gatsby was based on truelove, instead of wealth and material items, then she would have stepped up andconfessed to her crime especially since she was riding in Gatsbys car and itcould easily be assumed that he was the killer. Daisy was not c oncerned with thewell- being of Gatsby and this is shown when she is back at home conversing withher husband, over cold chicken and ale, instead of worrying about what mighthappen to Gatsby. Gatsby, on the other hand, worries that whole night aboutDaisy. He worries that Tom might beat on Daisy when he gets home. These thingsnever happen but it is the fact that Gatsby was concerned about her well- beingand Daisy was not concerned with Gatsbys well- being that is important. Sheis just a shallow person who does not know the meaning of the word love. She iscaught up in the times and in living the moraless and careless lifestyle thatshe leads. She could care less about what happens to anyone except for herself. .u4f5ab5e023c196984c8b570c61544b1a , .u4f5ab5e023c196984c8b570c61544b1a .postImageUrl , .u4f5ab5e023c196984c8b570c61544b1a .centered-text-area { min-height: 80px; position: relative; } .u4f5ab5e023c196984c8b570c61544b1a , .u4f5ab5e023c196984c8b570c61544b1a:hover , .u4f5ab5e023c196984c8b570c61544b1a:visited , .u4f5ab5e023c196984c8b570c61544b1a:active { border:0!important; } .u4f5ab5e023c196984c8b570c61544b1a .clearfix:after { content: ""; display: table; clear: both; } .u4f5ab5e023c196984c8b570c61544b1a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4f5ab5e023c196984c8b570c61544b1a:active , .u4f5ab5e023c196984c8b570c61544b1a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4f5ab5e023c196984c8b570c61544b1a .centered-text-area { width: 100%; position: relative ; } .u4f5ab5e023c196984c8b570c61544b1a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4f5ab5e023c196984c8b570c61544b1a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4f5ab5e023c196984c8b570c61544b1a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4f5ab5e023c196984c8b570c61544b1a:hover .ctaButton { background-color: #34495E!important; } .u4f5ab5e023c196984c8b570c61544b1a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4f5ab5e023c196984c8b570c61544b1a .u4f5ab5e023c196984c8b570c61544b1a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4f5ab5e023c196984c8b570c61544b1a:after { content: ""; display: block; clear: both; } READ: Techtonics EssayThis whole situation proves that she is definitely not deserving of the highpedestal that Gatsby has placed her on (Internet 1). This is the greatest blowto his romantic dream of him and Daisy being together forever because shechooses Tom over Gatsby in a time of crisis. It shows that the man that shetruly wants to be with the most is the man she is living with now. Gatsbyrealizes this and his life begins to be pointless. This is his dream brought toreality. The dream is completely dissipated and will knows it will never beachieved. It did not take long for George Wilson, Myrtles husband, to tracethe yellow car which killed his wife back to Jay Gatsby. Beca use George Wilsonwants revenge for his wifes death, and he believes it is Gatsby who killedhis wife, he goes to Gatsbys estate and kills Gatsby and then himself. Thisis the tragic end of Gatsbys life. All of his heroism, his rapid rise to thetop, all brought to a calamitous end because Daisy did not love him as much ashe loved her. Although Gatsbys romantic dream was already dead, his versionof the American Dream was still alive and beaming. He still had everything goingfor him; his youth, money, and personality. Gatsby is morally superior to hisfellow East Eggers and Nick acknowledges this when he tells Gatsby, Youreworth the whole damn bunch put together. (Fitzgerald 162). To have it alltaken away for something he had not even done was the greatest misfortune of theentire novel. Gatsbys death is made even more saddening at his funeral. Nicktried to make Gatsbys funeral respectable but only he, Gatsbys father, andone of Gatsbys acquaintances attended the funeral. None of Gatsbysrac keteering friends came, nor did the love of his life, Daisy. Nick trulycared about Jay Gatsby although nobody else did. He exemplified what a truefriend is and did what only a friend would do for another friend. Daisy did notseem to feel a tiny bit of sadness over Gatsbys death. This is shown in hernot attending his funeral and instead going away with Tom on a vacation. Inthe end, the most that can be said is that The Great Gatsby is a dramaticaffirmation in fictional terms of the American spirit in the midst of anAmerican world that denies the soul (Bewley 46). Gatsbys strong desire forwealth and Daisy, the American and romantic dream respectively, prove to be thegreatest reasons for his grave downfall at the hands of a ruthlesssociety. BibliographyBewley, Marius. Scott Fitzgerald and the Collapse of the AmericanDream. Modern Critical Views: F. Scott Fitzgerald. Ed. Harold Bloom. NewYork: Chelsea House Publishers, 1985: 32-45. Mizener, Arthur. F. ScottFitzgerald: The Great Gatsby. The American Novel: From James Fenimore Cooperto William Faulkner. Ed. Wallace Stegner. New York: Basic Books, Inc.,Publishers, 1965: 180-191. Scott Fitzgerald, Frances. The Great Gatsby. NewYork: Macmillan Publishing Company, 1925. The Great Gatsby by F. ScottFitzgerald. Online: School Papers, Microsoft Network, November 19,1997. Way,Brian. The Great Gatsby. Modern Critical Interpretations. Ed. HaroldBloom. New York: Chelsea House Publishers, 1986: 87-105.