Supervisor Development Essay Example | Topics and Well Written Essays - 250 words

Supervisor Development - Essay Example also make my team members feel rewarded and research has it that an employee’s motivation depends on this expectation that his/her efforts will lead to a valued reward (Mathis, Jackson, & Valentine, 2013, p. 127). I aim to develop a hands-on leading style which would not be about supervision alone, but also turning difference of opinion into quality performance. As a conscientious supervisor, I also believe that developing a solid relationship with team members is exceedingly important. This is where human relations skills could offer real value. I will try to refine my skills in this area by using the tool of good communication. I will relate with my team members in a way that would make them feel like they are being positively influenced instead of being forced to comply with orders. Skills based on participative leadership and good relationship will enable me in supervising my team because they both promote supervision based on

Unknown Language Log Essay Example for Free

Unknown Language Log Essay Lesson 1 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) Lesson one consisted of an introduction to the new language, we were taught how to greet others and introduce ourselves, how to give personal information (though it was only regarding our nationality), the alphabet was introduced to us in order to explain further vocabulary, and along with it the pronunciation of the letters, and words which had two of the same vowels together and made a longer sound, so we realized that Finnish is a phonetic language, that is the opposite of English which is not. Moreover, we learned a few subject pronouns such as ’’he, she(which do not have separate pronouns, they are the same word), you and I’’, the present of the verb ’’to be (olen)’’, some well-rounded basic vocabulary in order to explain how a word can change its meaning by having two of the same letters together (’’mato’’ means worm, while ’’matto’’ means carpet), and possessive adjectives (only ’’My’’). There were many exponents used to teach us the functions previously said, introducing yourself/greeting (’’Mikà ¤ sinun nimesi on?/What’s your name?’’, ’’Minà ¤ olen Ricardo/My name is Ricardo’’, ’’Mità ¤ kuuluu?/How are you?’’, ’’Kiitos, hyvà ¤Ãƒ ¤!/Fine, thanks!’’), personal information (’’Mistà ¤ olet kotoisin ?/Where are you from?’’, ’’Minà ¤ olen uruguaylainen/I am Uruguayan’’). (2) Lesson structure (stages, presentation, practice, etc.) The main structure of the lesson consisted of an introduction to the language and the country, along with some cultural background, the teacher introduced herself and talked (always in Finnish) about Finland, and where she was born and lived. Then she taught us how to introduce ourselves and how to ask someone their name (a basic small talk including â€Å"How are you?†), and  introduced the subject pronoun ’’I’’, she acted as a model saying what her name was and then asking another student his name, then we did a chain drill where we all had to introduce ourselves to the classmate next to us, we repeated a few times (repetition drills) and then moved forward to the alphabet, consonants and vowels. She taught us basic vocabulary and the pronunciation when there are two of the same letters together in a word, which makes the sound longer or more plosive (depending if it is a vowel or a consonant), we did repetition drills after modeling of some words. Afterwards, we learned the possessive adjective ’’my’’, how to offer something to someone, and to give thanks, then again as practice we did chain and repetition drills offering a book to the classmate next to us and thanking for it. To end the first lesson we learned more subject pronouns such as ’’he, she and you’’ and how to say where we are from, and practised it with repetition drills. The structure itself was presentation and controlled practice consisting of drilling on each new language form. Although she checked if we understood the lesson by asking individually, the main goal was not achieved since most of the practice was repetition drills. We did no production since we were total beginners. (3) What kind of aids and handouts does the teacher use? When she gave the introduction to the country she used a map of Finland along with a flag, the whiteboard was her main aid to teach vocabulary, as she made drawings of the new vocabulary in order to not to translate. She used gestures all the time to give instructions or explain concepts, though when they were more abstract it was harder to understand. She pointed the person she was referring to, whether it was her or one of us, put her hands together when she wanted us to do an activity in groups (like introducing to each other). When she tried to convey by gestures the fact that Spanish and Finnish are more similar as languages alternately to English and Finnish, she separated her hands when referring to English, while putting them together when referring to Spanish (This was confusing, since I actually thought that English people did not get well with Finnish people, and  Spanish people did), when she taught us new vocabulary, for example animals, she did the gestures of some of them(like a cat, or a dog). (4) Personal response to lesson (progress, difficulties, ambiguities, interest, etc.) At first it was confusing as I did not know anything about Finland or Finnish, but through gestures and the aids such as the map or the drawings it became clear, although sometimes I could not understand the instructions and I had to watch what my classmates did in order to know what to do, since it was all drilling it was not so complicated. Regarding to interest, the teacher was very enthusiastic and had a nice attitude though doing drilling all the time was not really motivating. As she did not use L1 in the class, sometimes it was hard for me to follow the pace of the class and had to watch what my classmates were doing to continue. (5) Observed response of group – Please comment I realized that most of them had the same difficulties as me, the lesson was confusing at first, it got clearer after some time, and at certain points we could not follow the pace of the class. Although not all of them were like that, there were others who could keep the rhythm of it (Since we are not all the same when we talk about learning, we all have our ways and speed to learn). I did not find any of them motivated with the lesson, I believe there was too much drilling which does not encourage one to study or be interested. Lesson 2 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) Regarding lexis and pronunciation, we learned more basic vocabulary (the name of some of objects like hat, cat, orange, apple, dress, and the colours of them) and how to pronounce them, the functions where how to ask what object  is it and its colour(’’Mikà ¤ se on?/What is it?’’, ’’Mikà ¤ và ¤ri?/What colour is it?’’, ’’Omena on punainen/Apple is red’’). (We did not learn any specific type of vocabulary apart from the colours, there were mostly random objects and animals) (2) Listen carefully to the Teacher’s instructions. How does she give instructions? (Language used, gestures, visual support, concept-checking, etc.) She never spoke in L1, the instructions were always given in Finnish, but as learners, gestures were crucial, and she used them constantly. She also modelled what we had to do, so instructions were short and clear. She did concept-checking by drilling, she asked us to say what the image on a book she had was, along with its colour, and repeat. (3) If working in pairs or groups. Do you think the activity was successful? Explain why/why not. What did you learn from it? We did an activity which was based on vocabulary, we had to match the words with the images, I think the activity was successful for many reasons, since it was a kind of game, the activity was motivating and interesting, and the fact that it was a group activity made it even better, not only regarding motivation, but also helping each other, when one of us did not know a word, probably there was another who did, and therefore the activity was successful in my opinion. What I have learned is that making a group activity for the class is a good idea to make a change and not to do always the same (in this case drilling all the time as in the previous lesson), is motivating and therefore language acquisition is better. (4) Share your thoughts on the activities with your classmates and comment on theirs. We all agreed that there was too much drilling, the teacher could have done more practical things instead of making us repeat all the time which at some point became boring. The group activity we made was good to make a change  from all the drilling along with the activity we did in which we had to colour some drawings. But again, after colouring we did more drilling and repeated the colours several times. For me instructions were clear although not all of them believe the same, sometimes they found them confusing. (5) As a student, which activities in the lesson do you consider were the most valuable? Why were they valuable? As a student I believe that the most valuable activities were the one of colouring the circles and the group activity. The reason is because after doing so much drilling, I got really bored, and doing these 2 activities were a kind of ’’break’’ from it, but not only because they were motivating, I also think that both of them helped to lower the affective filter of the class, and by doing so, improving language acquisition. Lesson 3 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) The functions were how to ask and give information (asking what language do you speak, and where are you from), more subject pronouns were introduced (We, they, you [plural]), the numbers (and how to say them), we did concept checking of the previous class and corrected homework. The main structure was mostly a presentation or modeling of the task, and controlled practice with drilling. Exponents: ’’Mità ¤ sinà ¤ puhut?/What language do you speak?’’, ’’Minà ¤ puhun suomea/I speak Finnish’’, ’’Missa asut?/Where do you live?’’, ’’Minà ¤ asun Montevideossa/I live in montevideo’’. (2) How does the teacher respond to and manage error correction? (Self- correction, peer-correction, etc.) Whenever someone made a mistake during the drilling activities(for example repetition drills), the teacher would repeat again with the correct pronunciation, and in other exercises(writing down numbers in letters) when  it was not correct, she made a facial expression to indicate there was a problem and allowed self-correction. (3) Is there any revision of previous lessons? How is it done? Yes, when the class started we corrected homework which was to colour the drawings of some objects (the new vocabulary we learned the previous class), and write which colour it had. Then we checked the colours again on the book she had and did some drilling. As she connected previous topics with new ones it was useful for us, for example the vocabulary and the colours, she mixed both in one task, the same with numbers, when we had to count how many apples there were, or how many cars. (4) What techniques and aids does the teacher use to present the new aims? She repeated and re-phrased old language in order to associate it with new one to acquire meaning. Visual aids were also used, which helped us convey meaning, she used a book with the colours and objects, used the whiteboard to draw, or gave us handouts with drawings on them. She talked slowly when giving instructions or explaining something, always keeping eye contact, this made it easier to understand. Gestures were also heavily used, which was necessary to convey necessary meaning since we were total beginners. The use of drills was also used most of the times, mostly repetition drills. (5) Is there a focus on form, meaning or both? Since we were beginners, the teacher focused mainly on meaning, rather than on the form. She did not explain the tenses or rules of the language, but instead made sure that we understood the meaning of what she was teaching. We had plenty of communicative activities and drilling, so meaning was emphasized, also we learned a lot of vocabulary. We were thought the new vocabulary with functions (describing an object, counting objects) such as, ’’This apple is red’’, ’’What colour is this dress?’’, ’’There are three cars’’, ’’How many cars are there?’’. Lesson 4 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) New vocabulary was introduced to us, related to the seasons. She made a connection between the seasons and colours (’’Kà «sa on vihrea ja keltainen/Summer is green and yellow’’), also with vocabulary we saw on previous classes. We learned family vocabulary and how to ask someone’s relatives names (’’Mika sinun isà ¤n nimi on?/What is your father’s name?’’, ’’ Minun isà ¤n nimi on martti/My fathers name is Martti’’). (2) Pace is crucial in keeping students alert, motivated, engaged and â€Å"on course†. What comment would you make on the pace of the lesson observed? What factors are relevant here? Doing drilling activities certainly distorted the pace of the class as it became demotivating; the teacher also connected seasons with colours, which I believe was rather confusing instead of helpful. As she introduced new concepts to the class, she skipped others and left the students wondering some concepts, for example when the concept of the sun was thaught, she could have taught the moon. Moreover, when we made groups to play a game which was a kind of lottery with the seasons, it was quite boring, as it was too childish and easy for us. At some point I got bored of the constant drilling, or confused because of the connection the teacher was trying to make between seasons and colours. The most relevant factor is motivation, the pace of the class has to change in order not to bore students, a monotonous lesson is not good for language acquisition, and as it became confusing sometimes it became hard for us to follow the pace of the class. (3) Observing group. What external signs did they give of keeping up with the pace? (Or not) We managed to follow the pace of the class but at some points, some of us could not do it, as she taught too much vocabulary, and made relations  between them that were rather confusing (Making relationships between the colours and the seasons, made the lesson confusing). This was evident since when one of us was asked to carry on a task, we would not do anything and say we did not understood what she was asking us to do, facial expressions from my classmates also showed me that they were having difficulties. When following the pace was possible, it would be shown with concept checking or following the tasks instructions successfully. (4) Study the teacher’s physical position and movement in the class. Do you think these are planned and have a special purpose? Please give examples supporting your views. She did not stand on one side of the class or sit behind the desk, she would move through the whole classroom, which has the purpose of lowering the affective filter, and to motivate, also provides the idea that the teacher is the one in control of the class. She also moved when doing concept checking, when we had to do a task on our own or in groups she came to correct us instead of doing it with the whole class. The purpose of moving through the class is because of conditioning the environment, if the teacher sits all the class, students will become demotivating, the class becomes monotonous, by moving she gets our attention and makes us to be interested. (5) Points of contrast between English and L2 Finnish is a phonetic language, while English is not, pronunciation problems could happen for Finnish native speakers trying to learn English as they may find trouble discriminating the short and long vowel sounds such as sit-seat and pip-peep. In Finnish the verbs show tense by the addition of suffixes while English uses auxiliary verbs (’’Puhun [I am talking about/Puhuin [I was talking about]). The subject pronouns have no gender like in English (he and she are the same word in Finnish). Although Finnish and English words share the same letters, there are no cognates since the languages are from distinct language families. Also, many words which are uncountable in English such as furniture or people, can be counted in Finnish. Lesson 5 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) Lesson 5 was mainly concept checking and cultural approach to Finland. We corrected homework from the previous class and learned new vocabulary. We were taught how to say the plural of objects by adding a letter ’’A’’ at the end of it (’’Kissa/Cat’’, ’’Kissaa/Cats’’) (2) Was there a point in the lesson or a lesson in particular in which you felt that certain â€Å"cultural factors† affected either the teaching or your learning? Please explain and comment. The fact that she brought magazines, pictures, and other pieces of art related to Finland made the class more interesting and motivating, therefore it helped language acquisition, but since we were not learning any specific form or language rule it was not so successful (in the 5th lesson), as for the other lessons it made them more interesting as it had an influence on us, curiosity about the country motivated us and helped us on language acquisition and motivation. The video showed lots of aspects from Finland, being a video about something we did not know could be motivating, although we did not have a task and since it was all in Finnish it became rather ’’boring’’. (3) Is the teacher always providing information in the class? Have you noticed (s)he serves other roles? If you have, which are these? The teacher had many roles inside the class; she acted as a planner, as she planned the lessons and materials. The teacher had the role of a resourcer, providing students with information and tasks, as well as checking and clarifying language. She also acted as a language resource, by helping, modeling and answering language questions. She was also a facilitator, since she checked and clarified language, also a monitor, by checking and observing while we were doing the tasks provided. (4) Checking of learning. Can you identify if this took place? If you can, when did it happen and how did the teacher do it? When we corrected homework, which was an exercise based on numbers, she checked if we did right, but apart from that she started writing random numbers on the whiteboard so we would say which number it is, and therefore know if we learned the rule of how numbers are formed. No checking of learning was made furthermore, since we made no production because we were complete beginners. Conclusion as a learner: As a learner, I believe there was too much vocabulary, plenty of drilling activities that made the lesson demotivating, and really confusing at some points. I experienced a lack of motivation during the lessons, as they were monotonous, always doing drills and learning more vocabulary. Conclusion as a teacher: The classes could have been better prepared, so that they were not so monotonous, contexts were not used during any lesson which does not help students, and does not convey meaning, the activities were not purposeful (They did not show students the purpose of the language acquired). The aids used were adequate, gestures, realia, and pictures were helpful since they made the students more interested and helped them to follow the pace of the class. All in all, more variety of activities could have been used, as for the aids they were successful.

Five Hundred Days Of Summer Analysis Film Studies Essay

Five Hundred Days Of Summer Analysis Film Studies Essay (500) Days of Summer (2009) is a creative approach to the romantic comedy genre. An unidentified male narrator  warns us early on that This is a story of boy meets girl. This is not a love story. The film is a story about love while it may or may not end the way we expect, its a more real, complicated, and a believable love story then any number of romantic comedies that we been exposed to.   Most movies usually tell us that true love is possible with whomever we choose if only we want it enough. Hollywood likes to distort reality and put most romantic entanglements into a happy ending with a cute bow on it, this movie brings us back to the reality. The film deceives the viewers to believe that the narrative will be from both protagonists perspectives: Tom and Summer.   In fact, it is told through its main protagonist Toms (Joseph Gordon-Levitt) perspective. The boy, Tom Hansen of Margate, New Jersey grew up believing that hed never truly be happy until the day he met the one. His belief originated from early exposure to sad British pop music and a total misinterpretation of the movie The Graduate. The girl, Summer Finn (Zooey Deschanel) of Shinnecock, Michigan did not share this belief since the collapse of her parents marriage. In referring to the main title the five hundred days is about how long Toms life is spent with a girl named Summer. This movie doesnt play out chronologically, but instead  jumps back and forth through time using flash back (Giannetti Leach 2008, p.48). In depicting the relationships struggles faced by Tom , (500) Days of Summer addresses the main theme dealing with those small but significant moments between two people and taking a risk at love when uncertainty remains. Moments that can make someone wonder if the other person was feeling the same thing or if it was only an illusion. This is a different kind of love story but, not told in a conventional way about how our romantic preconceptions can cloud relationships and tryi ng to understand the truth and nature of love. This film is a work of fiction. It has a formalist narrative structure told out of chronological order and relies on flash backs plus flash forwards with creativity in nearly every scene.   The Director frequently plays around with ideas from the visual to the aural.   The movie at beginning uses a split screen look at the main characters childhood growth before they cross paths somewhere in time in the future at a greeting card company. The use of narration made you want to see the two main characters live happily ever after. The film starts on day (290) with urgency using non-diegetic (Giannetti Leach 2008, p.212) music through cinematic images and sequences of a girl riding on a bike through the dark streets of LA arriving at a gated apartment to a visually heartbroken, plate smashing Tom. Tom retells his sister (Rachel) and friends about what has gone awry with his relationship with Summer. The clichà ©s of the younger know it all smart sister, giving him vodka to loosen up in order to open up and retell his story about Summer works. He starts from his recollection of the beginning and what happened. A montage of happy moments between Summer and Tom laughing, kissing, holding hands, hugging and buying music together. Summer suggests they should stop seeing each other in a diner setting which is a clichà © moment and this scene visually reminded me of when Harry met Sally. The mise en scene of his apartment reflects an educated, middle class, cultured person who enjoys reading and music. Another clichà © moment is reference to Sid and Nancy Sid Vicious stabbed Nancy seven times with a kitchen knife. They have some disagreements but he hardly thinks he is Sid Vicious. She replies No. Im Sid. Summer says the words that is death to all guys Youre still my best friend! We visually see Tom moving in slow motion after Summer says the word friend It is like the bottom drops out emotionally for Tom. This movie is filled with more clichà ©s like theres plent y of other fish in the sea or a recurring theme in many romances I dont want to get over her. I want to get her back. The unseen narrator states There are only two kinds of people in the world. There are women and there are men. He is reminding us of the differences between the genders. There are black and white images of a scene of shots or descriptive play by play on Summer Finn. The director tells the story using his stylistic choices and including gimmicks from sketchbook-like transitions to an impromptu dance number and the Bergman inspired black and white film montage. A significant visual scene is shown, after Tom has sex for the first time with Summer. This scene represents his feelings of being in love, people smiling, life is wonderful, Tom checks out his reflection in a car window at the peak of his happiness and sees Hans Solo wink at him. The scene continues with the fountain exploding while the music is diegetic, the song by Hall Oates ballad You Make My Dreams Come True is heard and ending with a dance number reminiscent of Ferris Buellers day off. The music selections are inspiring, reflective and the slow motion bits add to the nostalgic mood. The pure range of ideas keeps audiences not only eagerly interested in what is to come next but for the most part benefits the plotline.   The creative vision gives the ordinary story a life of its own with very real feelings. Many viewers, who have experienced an important relationship, will be surprised in at least one unique way the film tackles its themes. (500) Days of Summer left a uplifting message about putting yourself out there and taking the risks and the hardships that go with them is the only way to find happiness. A defining moment scene in (500) Days of Summer occurs day (259) when Tom defends his relationship with Summer at a bar and hits the stranger. Tom and Summer (alternating close-up shots between two characters) come back to her apartment where they break-up, the scene ends with a high angle shot of Tom running down a spiraling staircase. His life seems to be spiraling out of control. Summer eventually comes back to him. We see homage to Annie Hall in an art gallery. There is a black and white neo-realist or film noir of suffering in the shot of Tom consoling himself at a movie theatre. Day (154) The officially in love with Summer scene in extreme close-ups of Summers body parts hearing shes like the wind by Patrick Swayze and the contrary scene I hate Summer, same shots as the love ones but dialogue is expresses the distaste for everything he liked about her teeth, smile, hair style, knees and her birth mark, not to mention he now hates the song shes like the wind by Patrick Swayze. The greatest use of imagery or editing is the split screen shot of expectations and reality a fantastic use of parallel editing (Giannetti Leach 2008, p.186) plus the non-diegetic sound he runs down the spiraling staircase from high angle to low angle shot into the streets with a sketch drawing of his world fading away and he is standing alone. Day (450) Toms sister says she is not the one, your just remembering the good stuff next time you look back at the relationship you should give it a better look. Tom is inspired to move forward after the end of his relationship with Summer and starts drawing again. We see close-up sketching of linear buildings drawn on a blackboard in his apartment, next a sketch pad and jarring movements in fast motion. There are a lot of fast pace, movement scenes of the world around him. Next, we switch to a parallel/split screen scene with Tom on a bus expressionless and the other parallel screen of Summer smiling in the process of getting married. Anothe r important scene is where Tom has closure with Summer at his favourite park bench scene, this is a medium two shot. Summer reveals she was never sure of love with Tom. Tom realizes love does not ever make sense. The final scene in (500) Days of Summer is completed by answering the question fate does exist and there is the one or soul mate out there and you will never know when it happens. The final scene first shows a shot from a birds eye view (Giannetti Leach 2008, p.72) inside a building with the narrator remarking most days of the year are unremarkable they begin and they end. Tom sits on a chair in personal proxemic pattern (Giannetti Leach 2008, p.126) from a female interviewing for the same job. They both reply to each other I hope you dont get the job in a medium shot. They then share a laugh. Tom appears to have a revelation coincidence or fate his pessimistic view is transformed upon meeting Autumn. Tom looks into the camera in a way to acknowledging us as an audience that he might be wrong and still believe in fate or the one. In conclusion, the energetic art style and architectural look at the scenery of Los Angeles adds to overall ambience of the environments and characters in each scene. The story telling is in one way conventional, about a boy meets girl love story. Tom (Joseph Gordon-Levitt) meets Summer (Zooey Deschanel), they fall in love, break up, maybe get back together, and then ends abruptly. The film is also unconventional in an indie sort of way. The storytelling is not chronological; there are unexpected camera angles, clever editing, split screens, variety of eclectic songs and combination of references throughout the film like The Graduate. Its a film that embraces love among the ruins of a modern society. (500) Days of Summer is about how our romantic preconceptions can alter our understanding of relationships and trying to understand the true nature of love is not something we can truly define. This is not a love story. This is a story about love.

Brewing Change at Breckenridge Brewery Essay -- Case Study, Business M

Brewing Change at Breckenridge Brewery INTRODUCTION Breckenridge Brewery is a craft brewer which was established by Richard Squire. Richard turned his passion for brewing good home made beer into a lucrative business. In 1989, he started his first Breckenridge Brewery and Pub at Breckenridge which has a production capacity of 3,000 barrels per year. During his first two years in business, he sold out the brewery's annual maximum capacity. He opened a second brewery and brew pub in Denver in November 1992. By the end of 1994, even this brewery failed to satisfy the increased demand and plans were made for a new brewery which opened in May 1996 in Denver. This brewery had a maximum output of 60,000 barrels per year after expansion. In the mid 1990s, Breckenridge Brewery started expanding eastwards and their first brewpub outside Colorado opened in Buffalo, New York in December 1995. Five other brewpubs were subsequently opened in other states. However, from its opening till 1997, the brewpubs have not turned in a profit although the main brewery was making money. Richard believes that his vision for the company, a two-tiered concept with a top microbrewery producing fresh, quality beer and a chain of brewpubs, has potential. However, due to the more complex nature of running a restaurant, he believes that the company has yet to figure out how to run its restaurant business profitably. The company is now at the crossroads. Richard is in a dilemma as to whether to continue the brewpub business or to give it up and just concentrate just on brewing beer. He is also unsure about bringing in new leadership to help solve the company?s performance problems. THE EXTERNAL ENVIRONMENT A firm?s external environment is divided into three major areas : the general, industry and competitor environments. Below is an elaboration in further detail regarding the firm?s opportunities and threats in these three environments. Opportunities in the General Environment The United States of America has a population of 260 million people. This is a big market with substantial purchasing power. As of 1997, Breckenridge Brewery has only expanded eastwards and the west side of the country is relatively untouched. According to Exhibit 2 in the case study, there were only distributors in 32 states and that leaves a potential to sell to the other 19 states as w... ... a year. To cater to increased demand, the company can consider acquiring other breweries that are going out of business and that will see substantial savings on capital investments. It will be advantageous for the company if they can project themselves as responsible corporate citizen and an environment friendly company. Social enrichment schemes, recycling schemes and educational funds can be initiated to cater to this cause and long term goal. CONCLUSION Breckenridge Brewery has a strong business in brewing beer. Due to the lack of professional management expertise and venturing into the wrong business, the company has not been able to turn in a profit. It is important that the company try to resolve these problems as soon as possible. Only then, will the company get out of the red and hopefully, move on to a higher level. Works Cited: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Hitt, Ireland and Hoskisson (2005), Strategic Management : Competitiveness and Globalisation, 6th Edition, Thompson & South-Western. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Thompson and Strickland (2002), Strategic Management: Concepts and Cases, 13th Edition, Chicago Irwin Publications. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Yip, G.S (2003), Total Global Strategy, Prentice Hall.

Demonstrative Communication Essay

Provide examples showing how demonstrative communication can be effective and ineffective, positive and negative, for the sender and receiver.   Demonstrative Communication is the process of people’s thoughts and messages of communicating by actively listening in verbal and nonverbal communication. Depending on how a message is communicated, â€Å"can be effective and ineffective, either positive or negative† (Juancho24, 2012). Communication is used everywhere for instance all over the world. There are many forms of communication by applying communication process model for example; â€Å"sender/receiver, encoding, decoding, message, channel, and feedback† (Cheesbro, O’Connor, and Rios, 2010). Learning to develop communication skills can help individuals to carry appropriate conversations and to interpret the connection with one another. There are many ways to communicate verbal and nonverbal for example, a parent tells his child how proud he is to be his parent and then gives him a hug, the parent expresses verbal communication by using positive words and applies nonverbal communication with a hug, body language. Individuals express verbal communication through oral or written skills. Verbal communication is the tone of voice that indicates how engaged the topic is and the ability to realize the emotions perceived. A person’s tempo in a conversation can be understood with the ideas being communicated. When sending a message in verbal communication the words accustomed to, can convey differently then how the receiver defines the context. Nonverbal communication is unstoppable and significantly valuable as much as speaking with a loud tone of voice and communicating verbally. In nonverbal communication, â€Å"All types of communication do not involve the exchange of words,† is defined as nonverbal communication† (Rogers & Steinfatt, 1999, p. 67). A facial expression is the most common skill used in nonverbal communication for example; a smile or frown, eye contact, body language, and gestures. Overall, nonverbal communication can be effective positively and can be negatively ineffective in two different points of views. First example, husbands and wives communicate with each other by observing each other’s body language. This is a positive way of communication by effectively knowing each others thoughts. Second example, Children know as soon as their parents turn to look at them, the meaning is to stop misbehaving and could mean they are in trouble. The second example used is both effective and ineffective. Third example, a smile or frown can interpret a person to be happy or angry. The person could also be interpreted as approachable or would rather be left alone. This is positively effective and negatively ineffective. Fourth example, an individual waving or a hand shake in America, can be interrupted as a friendly sign or a strong individual but can also be interrupted as insulting and rude in other countries. This example is both effective and ineffective with positive and negative communication. However, verbal communication consequently has similar negatively ineffective as positively effective. First example, the lack of listening leads to misconception and when listening carefully the outcome becomes essential to the receiver. Both examples are ineffective and effective. Second example, is the choice of vocabulary and taking into consideration who will be receiving the information. This is used by effectively positive. Third example, the lack of verbal speech and failing to interpret the proper speech causes misunderstanding. In another way the proper use of speech can help the receiver to understand what is being interpreted. Example is used by ineffective with negative outcome but if used correctly can be effective with positive outcomes. Explain how demonstrative communication involves listening and responding. Listening and responding is used in demonstrative communication to engage the active communication skill from sender to receiver. This process is very important to both sender and receiver, by actively listening and ready to respond. One example is a sender and receiver must be willing to communicate properly. â€Å"Accurate listening efficiency promotes retention of important information, resulting in fewer misunderstandings and on-the-job errors† (Wilson, n.d., p. 1). Once a sender is ready to send out a message it is important for the receiver to receive the correct information by evaluating the message sent, this way the receiver can respond back with feedback and a solution. Applying the steps in the communication process model, mentioned in the first paragraph of this essay will go hand in hand with the practice of listening and responding which will help by demonstrating communication through the steps being practice. An example of listening and responding with children is, â€Å"monkey see monkey do† (Uebergang, 2006, Dec.20). Listening and responding is a process to be learned as individuals who continues to repeat the process with a good attitude. Conclusion Communicating can never be avoided no matter how hard we try and cannot solve every issue. Demonstrative communicate is an ongoing process of how we interact within one another every day, in different settings of environment such as professional, at home, work, and community. Verbal and nonverbal communication is deceiving if misunderstood. Therefore, communicating can be a lifelong advancement. References Cheesebro, T., O’Connor, L., & Rios, F. (2010). Communicating in the workplace. Upper Saddle River, NJ: Prentice Hall. Juancho24 (2012, 02). Demonstrative Communication. StudyMode.com. Retrieved 02, 2012, from http://www.studymode.com/essays/Demonstrative-Communication-914632.html Rogers, E. M., & Steinfatt, T. M. (1999). Intercultural communication. Prospect Heights, IL: Waveland Press. Uebergang, J. (2006, December 20). Teaching your child listening skills. Improving our â€Å"signals† and â€Å"beings.† Retrieved January 9, 2008, from http://www.earthlingcommunication.com/blog/teachingyour-child-listening-skills.php Wilson, B. (n.d.). Practical benefits of better listening forleaders and teams. Retrieved April 6, 2007, from www.businesslistening.com/leadership_listening-skills.php

Analogy vs. Homology - Theory of Evolution

Analogy vs. Homology - Theory of Evolution There are many types of evidence that support the Theory of Evolution. These pieces of evidence range from the minute molecular level of DNA similarities all the way up through similarities within the anatomical structure of organisms. When Charles Darwin first proposed his idea of natural selection, he used mostly evidence based on anatomical features of organisms he studied. Two different ways these similarities in anatomical structures can be classified is as either analogous structures or homologous structures. While both of these categories have to do with how similar body parts of different organisms are used and structured, only one is actually an indication of a common ancestor somewhere in the past. Analogy Analogy, or analogous structures, is actually the one that does not indicate there is a recent common ancestor between two organisms. Even though the anatomical structures being studied look similar and maybe even perform the same functions, they are actually a product of convergent evolution. Just because they look and act alike does not mean they are related closely on the tree of life. Convergent evolution is when two unrelated species undergo several changes and adaptations to become more similar. Usually, these two species live in similar climates and environments in different parts of the world that favor the same adaptations. The analogous features then help that species survive in the environment. One example of analogous structures is the wings of bats, flying insects, and birds. All three organisms use their wings to fly, but bats are actually mammals and not related to birds or flying insects. In fact, birds are more closely related to dinosaurs than they are to bats or flying insects. Birds, flying insects, and bats all adapted to their niches in their environments by developing wings. However, their wings are not indicative of a close evolutionary relationship. Another example is the fins on a shark and a dolphin. Sharks are classified within the fish family while dolphins are mammals. However, both live in similar environments in the ocean where fins are favorable adaptations for animals that need to swim and move in the water. If they are traced back far enough on the tree of life, eventually there will be a common ancestor for the two, but it would not be considered a recent common ancestor and therefore the fins of a shark and a dolphin are considered to be analogous structures. Homology The other classification of similar anatomical structures is called homology. In homology, the homologous structures did, in fact, evolve from a recent common ancestor. Organisms with homologous structures are more closely related to each other on the tree of life than those with analogous structures. However, they are still closely related to a recent common ancestor and have most likely undergone divergent evolution. Divergent evolution is where closely related species become less similar in structure and function due to the adaptations they acquire during the natural selection process. Migration to new climates, competition for niches with other species, and even microevolutionary changes like DNA mutations can contribute to divergent evolution. An example of homology is the tailbone in humans with the tails of cats and dogs. While our coccyx or tailbone has become a vestigial structure, cats and dogs still have their tails intact. We may no longer have a visible tail, but the structure of the coccyx and the supporting bones are very similar to the tailbones of our household pets. Plants can also have homology. The prickly spines on a cactus and the leaves on an oak tree look very dissimilar, but they are actually homologous structures. They even have very different functions. While cactus spines are primarily for protection and to prevent water loss in its hot and dry environment, the oak tree does not have those adaptations. Both structures do contribute to photosynthesis of their respective plants, however, so not all of the most recent common ancestor’s functions have been lost. Oftentimes, organisms with homologous structures actually look very different from each other when compared to how close some species with analogous structures look to each other.