Constructivist Theory as the Framework for Student Strategies

This chapter provides a reappraisal of the literature used to inform the little research undertaking described in this study. To roll up literature for my thesis, I accessed the web sites for Zunia, ERIC, UNICEF, MoEYS, UNESCO, and the e-journal aggregation at James Cook University. There were troubles in deriving entree to some beginnings because many were password protected. Besides a challenge was turn uping articles written for the Kampuchean context, which has limited the range of the literature reappraisal for the local Cambodian context. Furthermore, many of the articles I searched were secondary informations beginnings, so it was sometimes hard to mention or cite because some secondary beginnings did non supply elaborate information. At times it was a description of a survey written by person other than the individual who conducted it. I besides had problem in finding which articles were related straight to my subject to be included ( Gay, Mills, & A ; Airasian, 2009 ) . Besi des utilizing assorted databases, I besides read books about the student-centered theory and old surveies conducted by UNICEF ( United Nation Children ‘s Fund ) every bit good the Cambodian-based undertaking rating written by VVOB. The cardinal words used to turn up literature were: student-centered, learner-centered, constructivism, societal constructivism, the zone of proximal development, scaffolding, student-centered instruction, and student-centered schoolroom. The mention subdivisions of relevant articles were besides used for placing other surveies that would be relevant to this reappraisal. The chapter has been structured following several subjects that emerged as literature was reviewed. It will depict the relevant literature focused on the issues environing the research aim. This chapter has been classified into several sub subdivisions based on the subjects that emerged during reading.2. 1 Constructivist Theory as the Framework for Student-Centered SchemesWithin the past two decennaries, the construct of â€Å" constructivism † A has been pulling attending from pedagogues ( Airasian & A ; Walsh, 1997 ) . Since constructivist theory is an epistemology and doctrine and non a theory of acquisition, constructivist teaching method has been developed by pedagogues influenced by the thoughts of cognition building found within constructivist theory ( Yilmaz, 2008 ) . â€Å" Constructivist teaching method is informed by the thoughts of John Dewey and William James ; the latter work of Jean Piaget ; and the sociohistorical work of Lew Vygotsky, Jerome Bruner, and Ernst von Glasersfeld † ( p. 165 ) . Harmonizing to Dewey, the relationship of the person to his or her environment and the edifice of experience through action are really of import. This importance has besides been recognized by constructivism, particularly societal constructivism ( Brush & A ; Saye, 2000 ) . Piaget ‘s work dealt with the phases of development which people go through and the importance of find in acquisition ( Alexander, 2006 ) . Vygotsky ‘s work focused on societal interaction as an agent of acquisition every bit good as the importance of a pupil ‘s bing experience and cognition ( Alexander, 2006 ; Yilmaz, 2008 ) . Among constructivism ‘s three foundational bookmans, Dewey, Piaget, and Vygotsky, Vygotsky ‘s work has had a clear influence on the construct of societal constructivism and played an of import function in modern constructivist idea because two of his four key rules are ; collaborative acquisition and student-centeredness ( Yilmaz, 2008 ) . His first cardinal co nstruct focuses on the societal nature of larning hence the term ‘social constructivism ‘ and the 2nd is that kids learn best the constructs that are within their zone of proximal development ( ZPD ) . The ZPD is a construct used to depict how a kid ‘s acquisition and kid ‘s cognitive development degrees develop together in societal state of affairss ( Vygotsky, 1978 ) . The ZPD is considered among the most utile both theoretically and practically ; of all the constructs that are created by Vygotsky ( Chenyne & A ; Tarulli, 1999 ) . The construct of ZPD, which focuses on the relation between human larning and development, is the 2nd foundation for scaffolding schoolroom direction ( Stuyf, 2002 ) . The ZPD is defined as â€Å" the distance between the existent developmental degree as determined by independent job resolution and the degree of possible development as determined through job work outing under grownup counsel or in coaction with more capable equals † ( Vygotsky, 1978, p. 86 ) . Alexander ( 2006 ) , Shear ( 2007 ) , and Stuyf ( 2002 ) depict the ZPD as the country between what a scholar can carry through mentally and make independently by themselves, an d what the scholar can carry through with the aid or the support of a more knowing other grownup or equal. The peer portions knowledge with the scholar to construct the spread between what is known and what is non known ( Shear, 2007 ) . The construct of ZPD is now widely applied in instruction and larning in many subject-matter countries ( Willis, 1996 ) . The thought of the ZPD informs teacher staging of larning to make effectual learning environments. It means effectual larning takes topographic point within the kid ‘s ZPD. Vygotsky stated that: A Learning awakens a assortment of internal developmental procedures that are able to run merely when the kid is interacting with people in his environment and in cooperation with his equals. When these procedures are internalized, they become portion of the kid ‘s independent developmental accomplishment. ( Vygotsky, 1978, p. 90 ) . Similarly, Wilhelm, Baker & A ; Dube ( 2001 ) argued that the ZPD is the cognitive country in which effectual direction and acquisition can go on. Teacher, equals, and instructional environment are the aid and support which pupils can larn with and this lies within the ZPD. â€Å" A kid ‘s new capacities can merely be developed in the ZPD through coaction in existent, concrete, located activities with an grownup or more capable equal † ( Wilhelm, Baker & A ; Dube, 2001, p. 3 ) For constructivist oriented instructors, the importance of planing an instructional activity is to place a job and supply pupils with resources to assist to work out the jobs thereby supplying chances for pupils to see jobs from a assortment of positions, leting pupils to join forces and negociate solutions to jobs and prove those solutions in a existent universe context ( Bednar et al, Duffy & A ; Jonassen, Brown, Collins & A ; Duguid as cited in Brush & A ; Saye, 2000 ) . Similarly harmonizing to UNESCO ( as cited in Mtika & A ; Gates, 2010 ) , student-centered instruction helps to fix pupils to run into society ‘s outlooks, to plan educational experiences to progress pupils ‘ acquisition, and supply chances for pupils to show their success in accomplishing social outlooks.2. 2 What is Constructivism?Constructivism is non a theory about instruction, but it is a theory about cognition and acquisition ( Haney & A ; McArthur, 2001 ) . Harmonizing to Airasian & A ; Walsh ( 1997 ) , constructivism is non an instructional attack ; it is a theory about how scholars come to cognize or how people learn. Brady ( 2006 ) & A ; Staver ( 1997 ) stated that constructivism comes from traditional epistemology, which offers a philosophical account about the nature of cognition. Constructivists believe that cognition is created from the interaction between bing experiences or cognition of people and new thoughts or state of affairss they encounter. In the constructivist schoolroom, scholars are encouraged to do connexions between their bing cognition and new experience ; this is the procedure of building cognition ( Airasian & A ; Walsh, 1997 ) . Furthermore, over the last decennary, constructivism has significantly influenced scientific discipline pedagogues because it links pupils ‘ bing thoughts to new experience and new information ( Haney & A ; McArthur, 2001 ; Staver, 1997 ; Yilmaz, 2008 ) . Similarly, Driver, Asoko, Leach, Mortimer, and Scott ( as cited in Hand et al. , 1997 ) stated that societal constructivist attacks in scientific discipline instruction are non new. The execution of constructivist larning theory has helped to develop the interaction between pupils and instructor and supply chances to build scientific discipline cognition in the schoolroom. Similarly, Mtika and Gates ( 2010 ) argued that this pedagogical theory helps to promote pupils ‘ interaction with the topic ‘s contents and with one another while the instructor facilitates the acquisition procedure. Constructivism has been divided by some theoreticians into three classs ( Alexander, 2006 ; Yilmaz, 2008 ) . They are Cognitive constructivism, Extremist constructivism, and Social constructivism. These three classs emphasize that cognition and significance are constructed by the human head ( Yilmaz, 2008 ) , nevertheless there are differentiations between them ( Hirumi, 2002 ) . Cognitive constructivism focuses on person ‘s interactions with the environment. Extremist constructivism emphasizes the person ‘s cognition building which is based on old cognition and experiences, and societal constructivism dressed ores on persons within groups and their sociocultural contexts ( Alexander, 2006 ; Yilmaz, 2008 ) . Though constructivism has been categorized into three, harmonizing to Staver ( 1997 ) , the two most comprehensive and celebrated classs of constructivism are extremist and societal constructivism. The two trade names have much in common. First, cognition is created by the thought of a individual and a community. Second, societal interactions between and among scholars are cardinal to constructing cognition. Knowledge is built by persons within their communities, societies, and civilizations. Furthermore, the agencies of societal interaction is chiefly linguistic communication because linguistic communication is a manner that worlds communicate and understand each other. Third, the character of knowledge is functional and adaptative, that it is in an active procedure ( Staver, 1997 ; Yilmaz, 2008 ) . Finally, the intent of knowledge is to function the persons ‘ organisation of his or her experiential universe. However, the two trade names are chiefly different. Extremist constr uctivism focuses on knowledge and the person, whereas societal constructivism focuses on linguistic communication and the group.2. 3 Constructivism in the ClassroomAirasian & A ; Walsh ( 1997 ) argued that constructivism is accepted in many instruction systems because it helps to advance higher order believing accomplishments of pupils. Similarly, harmonizing to the survey of Hand et al. , ( 1997 ) , engagement of pupils ‘ thoughts or thought is the most of import factor that influences pupils ‘ acquisition. In the survey of a group of junior secondary college pupils in Australia, pupils reported that they enjoyed larning through little group work, category treatment, developing their ain thoughts, less note pickings, and they developed a greater apprehension of constructs. These are all larning schemes that reflect the usage of societal constructivism in the formal acquisition context. Among the classs of constructivism, societal constructivism attacks are utile for pup ils because pupils can be required to work in a group or separately and make non necessitate to wait for a instructor to direct their acquisition. â€Å" The vision of the constructivist pupil is one of activity, engagement, creativeness, and the edifice of personal cognition and apprehension † ( Airasian & A ; Walsh, 1997, p. 446 ) . Whether societal constructivists emphasize cognitive development or societal interactions, there are several specific things that instructors can make to assist scholars to build their apprehension, structural staging is one of these things ( Killen, 2003 ) . Literally, scaffolding is a structural support that is set up around a edifice under building. In instruction in a metaphorical sense, stagings are the support structures that are provided by others such as parents, equals, and instructors to pupils to enable them to finish a undertaking and experience accomplishment in their acquisition ( Yang & A ; Wilson, 2006 ) . Harmonizing to Hammond & A ; Gibbons ( as cited in Yang & A ; Wilson, 2006 ) , effectual staging is both high challenge and high support. â€Å" Vygotsky stressed that pupils need to prosecute in disputing undertakings that they can successfully finish with appropriate aid † ( Wilhelm, Baker, & A ; Dube, 2001, p. 4 ) . Scaffolding is a procedure whereby a instructor or peer gives assistance or support to the pupils in their ZPD as it is necessary and removes this assistance when unneeded ( Killen, 2003 ) . â€Å" Scaffolding must get down from what is close to the pupils ‘ experience and construct to what is farther from their experience † ( Wilhelm, Baker, & A ; Dube, 2001, p. 4 ) . Similarly, at the beginning of a new acquisition undertaking, the staging should be fix to be concrete, seeable, and external, so learning can get down from the concrete to the abstract. The construct of staging is closely related to the ZPD because staging was developed by other socio-cultural theoreticians using Vygotsky ‘s construct of ZPD to educational contexts ( Yang & A ; Wilson, 2006 ) . In other words, the thought of scaffolding originally came from Vygotsky ‘s socio-cultural theory ( Stuyf, 2002 ) . Mitchell and Myles ( as cited in Yang & A ; Wilson, 2006 ) stated that societal constructivism focuses on larning that occurs in socio-cultural environments and scholars become active builders of their ain acquisition environment. Vygotsky ‘s socio-cultural theory proposes that societal interaction plays a cardinal function in the development of knowledge. Learners are non hence stray persons ; they are active scholars because of societal interactions ( Stuyf, 2002 ; Yang & A ; Wilson, 2006 ) .

The Obsession Neurosis

According to Paul Ricoeur’s point of view in the idea of theology and religion, there seems to be no exact definition on the context of universality.   The irony follows in the context of the variation of the extent of Naming God and believing in God.   It is evident that the world of today is liberal and is open in the idea of religion and in beliefs, hence, it connotes that for some, the existence of God is still not established—although several followers tend to call for his name.   The valuable conviction of Paul Ricoeur, one which is far admirably different from theology experts, offers a whole new dimension of deliberation and discussion on how individuals name God—philosopher to philosopher, and idea and perception for such delight.God, leader, saviour—all of which are used in â€Å"calling† God and uttering such name for whatsoever it may serve a person.   However, the shallow connotation stressed by the author is blatantly seen in t he arena of â€Å"conviction.† Ricoeur’s belief is mostly philosophical and thoroughly surfaces in the justification of External Reality.   Religion plays an important role in every man’s life. Its impact is manifested on every person daily affairs and his or her behavior. Hundreds of literatures that explicitly tackle religion have already been written. While the list may be inexhaustible, the Metamorphoses, Aeneid, Inferno and Odyssey serve as some of the popular literary works where a religious strand can be looked into.The fact that the Metamorphoses by Ovid composed of mythological stories printed in the form of poetry gives one the first impression that divine beings are already incorporated into the book and that, consequently, the â€Å"myth† in these literary piece may have something to do with religion. True enough, the various sections found within the book have a common subject— the power of a divine entity and how such power determin es the fate of men. Most of the transformations that happen in the stories are of people being â€Å"punished† for â€Å"the sins† they have committed (Ovid, p. 171).This punishment of sins can be taken to mean as one way of reflecting justice in the sense that the action of man is essentially incorporated with a corresponding responsibility and that God—or religion—has a corresponding role in the provision of these sanctions.   Moreover, the author does not only fall in the line of rhetoric canonization against his own conviction, rather on the spiritual and doxological context of the question.  What are you, then, my God? . . . most high, excellent, most powerful, omnipotent, supremely merciful and supremely just, most hidden yet intimately present, infinitely beautiful and infinitely strong.[1]In this certain line, however, there seems to be another standpoint in the idea of Naming God.  Ã‚   In essence, such strengthens the point raised on the e arlier part and undeniably gives further analysis and interpretation that there exists a difference in Naming God; although there has been no evidence of the â€Å"power† which individuals apparently call as God. The author often used a Freudian philosophy in substantiating his arguments.   He stresses that Freud believes that religion has played a great part in the making of society, of humankind. In his writings before, he regards religion as an illusion, which is clearly equivalent to atheism. He then realizes that the idea of God and the religious teachings are some of human being’s strangest thoughts.Freud’s argument about religion is that, it is and output of what he called the Oedipus complex, or the sexual desire of the son to the mother (Ricoeur, 1995). In his argument, he states that the child competes against the father, who also has strong libidinal desires towards the mother. Because of this interference by the father, the child is prohibited to e xpress his sexual interests in towards his mother. The father figure represents divergence and hindrance for the child.If we look at it in another angle, this hindrance creates a limit for the mothers’ happiness, thus creating the reality principle. This leads to reason thus, this reason is the one responsible for regulating desire. This became the basis of the father figure connection, in which the Western religions glorify the submission to the father, thus creating the image of a Father-God (Ricoeur, 1995). This has been a basis of civilization, wherein they are accepting the principle of reality and the acceptance of restraints and prohibitions by an â€Å"authority.† This is the main principle in how they were able to connect human desires with the law.Further, according to Freud, as stresses in the book, neurosis is an individual religion, and religion is a universal obsession neurosis. Freud implies that religion is the suppression, the renunciation of certain i nstinctual impulses, which are not limited components of the sexual desire or instinct; they seek for themselves and are really socially harmful instincts, regardless of the sexual component.   The subject of illusion is another critical part of Freud’s say of that of religion. But we must always consider that illusion is different from delusion. Illusion is much more of the religious beliefs type. Included in illusions is the concept of religion.Accordingly, it doesn’t mean that it is not true, or has no validity, where in fact these things maybe true. But, what Freud questions is the source of these beliefs. The undisciplined and uncritical human wishes. By focusing on the relationship between the individuals and God in the Metamorphoses, one can immediately draw the idea that religion is the binding force between the two, bridging the invisible—and perhaps inconceivable—distance that separates the mortal from the immortal.   Consequently, the manne r of Naming God depends alone on the beliefs equipped in the individual’s character and personality, per se.Reference:Ovid. (2004)   â€Å"The Creation.†Ã‚   Trans. David Raeburn. Metamorphoses. New York, N. Y.: Penguin Classics.â€Å"Perseus (I).†Ã‚   Trans. David Raeburn. Metamorphoses. New York, N. Y.: Penguin Classics, 2004. 171.â€Å"Scylla and Minos.†Ã‚   Trans. David Raeburn. Metamorphoses. New York, N. Y.: Penguin Classics, 2004. 293.Ricoeur, P. (1995). Figuring the Sacred: Religion, Narrative, and Imagination (D. Pellauer, Trans.). Minneapolis: Augsburg Fortress Publishers.

How to Copy And Paste an Essay Without Getting Caught by Turnitin

How to Copy And Paste an Essay Without Getting Caught by Turnitin Youre working on an ugly essay assignment. Youve found an essay that is nearly perfect. It may be a friends or one that you wrote for another class. The only problem is that you dont want to take the time to rewrite it so that it becomes your own. Instead, You want to know how to not get caught by turnitin by copying and pasting things directly into your new essay. In other words, you want to know how to cheat on an essay without getting caught. First, this is a no judgment zone. We understand that hardworking students can find themselves in tough positions. Work, family, illness, even other academic demands can all come together to make finishing writing assignments difficult. If you are wondering how to plagiarise without getting caught, you arent alone. We will go over one method on how to copy and paste without getting caught. However, we dont recommend it. Instead, we hope that you will read to the end and consider some of our alternatives. How to Copy And Paste an Essay Without Getting Caught One method that students use to copy and paste material that is not original into a paper that will be scanned by turnitin or another plagiarism scanning software is to take a screenshot and save the text in an image file. Then insert the image file into your document. This way your instructor sees text, but the scanning software sees a picture. There are some problems with this method. First, it can screw up your word count. None of the words that are embedded in a picture will be counted. Second, its a pretty old method. You can be pretty sure that turnitin has found ways by now to detect it when students attempt to use this method. We do not recommend attempting this. It simply isnt worth your academic reputation or future to get caught up in an accusation of plagiarism. There are people today in their fifties and sixties who were caught cheating in college, and have never recovered from it. You can lose your scholarships and financial aid. You can be expelled, suspended, or placed on academic probation. You will fail the assignment and the course. Your academic record will be marred forever. Getting into a graduate program or being allowed to participate in research projects are all things that may just go down the tubes all because you wanted to learn how to copy and paste and not get caught. Quote Cite Paraphrase And Rewrite If you have time to research ways to cheat, you may have time to simply do things the right way. Learn to quote, to cite sources, to paraphrase, and to rewrite things so that they are your own. In almost every case it will be worthwhile for you to do so. Conclusion: Consider Getting Help From The Pros If you simply dont have the time or ability to write your own essay, dont cheat! Instead, let us recommend a quality writing company that will be glad to help you with your essay writing needs.

Knottyville Case Essays

Knottyville Case Essays Knottyville Case Essay Knottyville Case Essay After completing and discussing this case, you should be able to Evaluate misappropriation risk factors Evaluate internal controls Design new control Governance in non-profit sector Analyze materiality decisions Apply ASS 99, PEPCO ASS, and SAAB 99 Perform cost benefit analysis Knotty,ill Country Club: An Instructional Case on Asset Misappropriation There was a stunned silence in the courtroom as the Circuit Judge was about to announce the sentence. Mimi are sentenced to 15 years in prison for grand theft. Your abominable conduct ran long and deep, and it is now time to pay for it, said the Judge. The judge also suspended an additional 25 years in prison time for Fancy Rockbound. One of the members of the country club told Fancy that she was trusted as a family member by the patrons of the club and that trust was betrayed by Fancy. Overview of the Club: Inattentively Country Club (the Club) caters to the desires of its 1 ,800 dues-paying full members, 800 associate members and their guests. It also rents out its halls and ballrooms for weddings, reunions, and other gatherings. Built on the banks of the Missouri river, Inattentively Country Club offers a variety of exciting , fun-filled activities for its members. The Club was established in 1944 with a nine-hole golf course and an outdoor swimming pool. Since its opening, the Club has steadily continued to expand. It now (in 2007) has one of the most impressive 27-hole golf courses in the upper Midwest, six tennis courts, a spectacular clubhouse with lovely views, two swimming pools, an indoor basketball court, beautiful dining rooms with chandeliers, a restaurant, a bar and other opulent amenities. The Club facilities were in great emend and there was a six-month waiting time to book the halls for company picnics, banquets, family reunions, wedding receptions, and the like. There was also a waiting period to gain full membership. Inattentively Country Club is a member- owned, private country club. The seven member board of directors is elected every two years by the members. It includes four officersthe president, vice president, secretary and treasurer?and is responsible for the day-to-day management of the Club. The board has broad powers to borrow money and to enter into contracts necessary for the normal operation of the Club. The Club has five committees membership committee, the finance committee, the nominating committee, the construction and maintenance committee and the special events committee. The treasurer is an ex-officio member of the finance committee. The finance committee met Just twice a year. The Club was taking in approximately $8 million each year in membership fees alone. In addition, the restaurant, the bar, banquets, rentals and a variety of other programs brought in an additional $18 million each year. The president of the club was a friendly, Jovial fellow and treated everyone with great warmth. He had no accounting or finance background. He was very trusting of people, in general and considered all employees and members as belonging to one big happy family. Shenanigans of the general manager: Fancy Rockbound was employed by the Club in a variety of capacities for twenty-two years including the bookkeeping function. The last six years she served as the general manager and continued to serve as the bookkeeper for the Club. Fancy was also in charge of ordering all supplies. The Club policy required two signatures on each check. As the general manager, Fancy had check signing authority. The other signature had to come from another employee, Sarah or from Robert, who is on the road of directors and is the treasurer. Fancy often asked Sarah to sign blank checks in advance so that she can pay the bills on time and does not have to wait for the second signature. Unsuspecting Sarah would readily oblige and would sign several blank checks from time to time. As the bookkeeper, Fancy was in charge of maintaining the accounting records. She did the monthly bank reconciliation as well. Every three months Fancy would meet with the finance committee of the board and report about the financial situation. She would prepare simple profit and loss statements and a balance sheet. Working with the treasurer, she also presented the annual budget to the finance committee for its approval. Because Fancy was in charge of ordering supplies, she would often insist that they buy alcoholic beverages from a particular supplier who was her college classmate. Members of the Club were allowed to charge their meals and drinks and pay for them later when the monthly statements are mailed to them. Fancy would charge a few dollars extra to some members monthly restaurant/bar bills. If the members did not notice the extra charge, she would keep the money. If the members complained that they did not order that item or were not at the club on that day, she would apologize, blame it on clerical error and give credit to the complaining members. She would then accuse the server of punching in the wrong member number and take small amounts of money ($50, $36, $84 etc. Out of the paychecks of servers. Fannys argument was that the servers had to pay for the mistakes they made. The amounts taken from the servers were quite small when compared to the gigantic amount stolen. Fancy has been spotted by her co-workers at various video lottery parlors over the years. There is a rumor that she had a mild gambling addiction. She had acquired a couple of expensi ve sports cars in recent years and has taken several expensive vacations to exotic places including the French Riviera, Bangkok, and the Bahamas. It was revealed in court that Fancy had paid off large personal credit card debts of her family using the stolen money. The grand theft occurred evenly over a six-year period from 2001 to 2006. Ironically, it was a bank official who got suspicious about some transactions and alerted the president of the club. The bank official did some investigation when he found out that the business account of the Club was overdrawn. His investigation account to take care of the balance. Alarm bells rang. He blew the whistle by informing the Club president about his suspicions. The Club terminated Fannys employment in February, 2007 and ordered an internal investigation. A month later, the Club also filed a police complaint about the grand theft. When Fancy was sentenced to 15 years in prison, she had already paid back $400,000 of the $1. 2 million she had embezzled. She has sold her home and other assets to pay back this money. The Club is unlikely to get any more money from Fancy and the remaining $800,000 is gone. This whole episode has made many club members rather uneasy and 400 of them have already quit the club.

College Move-In Day - Long Distance Dorm Move-In Tips

College Move-In Day - Long Distance Dorm Move-In Tips Moving your child into her new home  is tough enough when youre schlepping all of her worldly possessions in the family car. Add air travel or a cross-country road trip to the mix and it becomes even more challenging. Thankfully colleges and retailers get it: Nowadays its becoming increasingly more common for kids to attend schools that are hundreds of miles from home, so you can ship belongings directly to campus, order supplies online for local pickup, or just wait until you get there to shop. Follow these tips to avoid a few key mistakes. Rent a Car An hours-long drive across several states may be  daunting, but if a one-way road trip is not too ghastly a concept, consider renting a car. Drive to the college with all the gear, move in, drop off the car at the airport, and fly back. Youll pay a premium for a one-way rental, but it may be worth it to avoid the hassle and expense of shipping large items. And save money by following these tips from U.S. News World Report: Dont buy insurance. Your insurance company may cover rental cars, so check before you travel. If not, many credit cards offer insurance for free if you use their card to pay for the car. Dont rent at the airport. Yes, youll drop off the car at the airport, but that doesnt mean you need to rent at the airport. Youll be paying a drop-off fee anyway, so skip the high price of airport rentals.Shop around. Spending just a few minutes on the internet, you can book your car online- often at a discount.Dont pay extra for GPS. Use your smartphone for navigation.Take your time when inspecting the car. Any dings or dents you miss may be billed to you upon returning the car.Return the car on time. Many rental companies determine drop-off times according to the time of day you rented the car. So, check with the company before renting. Use Storage Bins If you are driving, its much easier to pack a car (even a rental) with regularly shaped objects- boxes or large plastic bins- as opposed to plastic trash bags or grocery sacks. Plus boxes are much easier to lug up multiple flights of crowded dorm stairs once you get to the school, especially if the bins have handholds. Many dorms  dont have elevators, and those that do will be crammed. Once hes moved in, your child can use the bins for extra storage or to transport laundry to the laundry room, which is likely to be some distance away from his room. Ship Items Ahead of Time   Double check the college mailroom schedule. Some schools accept packages over the summer, and a few even deliver to the dorms. Other mailrooms, like the one at UC San Diego, dont open until several days after move-in day, a situation that may leave your child sleeping on borrowed towels until he can retrieve his bedding from the mailroom. If you run into mailroom issues, make sure your childs luggage includes the absolute essentials shell need during the first few days, including sheets, towels, toiletries, a light jacket, two pairs of shoes, and a couple of sets of clothes. Your child can create decorations, such as picture mobiles, as well as a laundry basket and even a nightstand, with easily obtainable (and inexpensive) materials. Theres no need to buy and ship such items ahead of time. If you have a friend, colleague, or relative who lives in the same area where your child will be attending school, have his belongings shipped there. And while youre packing, remember that your child won’t need his heavy woolens in August, so ship winter items later, or have him pick them up at Thanksgiving if he is planning to fly home for the holiday, as many students do. Order Online Some retailers allow you to order gear online and pick it up in stores in another state. Just verify the location, print out a copy of your order paperwork, and allow extra time for pickup. Big box stores near college campuses are always clogged during move-in day, but since youve picked everything out ahead of time youll be able to get in and out without a hitch. Shop Once You Arrive Depending on how your childs move-in and orientation schedules are structured, you might be there for one day or a weekend.  If you have an extra day for dorm room shopping, take advantage of it. It takes an incredible amount of time, but trying to find the right stores and the right stuff in a college town on move-in day can be quite an arduous task. If move-in day is just that- a day- dont panic when you realize youve forgotten something because you  will  forget something.  Locate the nearest big box stores before move-in day to save yourself some stress. If youve rented a vehicle, consider keeping it for one extra day so you can drive your child to pick up those last-minute supplies. Many stores allow you to order online and then pick up items the same day. Youll only need a laptop, tablet computer, or smartphone to order, so consider packing one of those three electronic devices, regardless of what method you use to deliver the goods- and your child- as she begins her long-distance college career.

Money as a motivator Essay Example | Topics and Well Written Essays - 1000 words

Money as a motivator - Essay Example That is why the successful organizations specializing in sales especially in direct sales apply maximum efforts to express recognition to the employees for any achievement, big or small. They know that in our overpopulated world the majority of people feel that nobody cares of them, that they are not important. And the recognition is some kind of a confirmation of their importance. Really, those who understand people usually say: "You are an especial person. You are quite another matter". I am sure, that if more companies will pay more attention to expression of gratitude to the employees, and not only to those who are engaged in sales, but also to secretaries and attendants, that will lead to improbable rise of productivity. 2. Feeling of victory. This is one of the best motivators. If you should fell an inclination to something, let will be inclination to victory, to winning. There are millionaires who work for ten - twelve hours a day, making more millions. And this is not because money is necessary for them. They do that for the feeling of pleasure that "victories" brings. Money is not a big stimulus for them: they already have a lot of money. They need that heady feeling which is got with a victory. Jim Rohn writes: "Usually right after my seminar, somebody comes up to me and says: Mr. Rohn, if had one million dollars I would not work even a day in the rest life. That is why God makes so that people, who say such things, never will grow rich. They will pay for that." (Rohn 1996) 3. Family. Some people will make more for their dearest than for themselves. One man set a goal to earn one quarter of a million a year in order to organise a world tour for his family. The people with so deep feeling of love are very happy. 4. Charity. This is the fourth great motivator.When a great steel magnate Andrew Carnegie died the yellow piece of paper was found in his desk On this narrow piece of the paper, of the time of Carnegies' twenties, there was the main goal of his life written by him: " I am going to spend a first half of my life for saving up money. I want to devote the second half of my life to give out all this money". Carnegie was so inspired with this goal that saved up a private means of 450 million dollars (that is equivalent to 4,5 billion dollars now!) and really, in last period of the life he felt pleasure giving out all this money. (Rohn 1996) Speaking about one of the most important elements of working process, employees admit that compensation itself is not a motivator. The quality of work is a motivator that enkindles enthusiasm. In order to obtain the employee's opinion different interrogations are held in different countries of the world. As the results of new interrogation show, the good wages and safety of work is what people pay attention choosing the employer, but if you want to keep the motivation of employees in your case the work will be the key factor holding them in your company. Last interrogation of the international scale carried out by Investors in People (IiP)/NOP in which 1911 respondent from the Great Britain participated, shown that

Three Pillars Essay Example | Topics and Well Written Essays - 750 words

Three Pillars - Essay Example Servant leadership entails leading others into achieving organizational objectives whilst incorporating everyone on board. This type of leadership seeks to empower all the involved parties and making them ‘semi-leaders.’ A good servant leader understands the need to serve as a key element to successful management. As a servant leader, the leader carries the corporate vision and then nurtures everybody to realize the vision through tapping of each individual talent. In simple terms, servant leadership aims at walking the walk together with the rest. Successful servant leadership is defined by ethical behavior, charisma, and the desire to inspire and empower others (Boone & Makhani, 2013). It is worth noting that successful servant leaders spend more time listening, understanding and critically analyzing ideas from subordinates. Servant leaders are defined by the ability to scavenge for individual talents and articulating those individual talents towards organizational goa l. As a financial analyst for a health insurance company, I have unlimited opportunity to exercise servant leadership. First, I demonstrate submissiveness to higher leadership and help them tap into my skills and talents. Instead of competing with fellow workmates, I aim at creating a team work where everybody feels appreciated and respected. Whenever I find faults during my financial analysis, I help the affected personnel to identify the problem and then show them how to do it better next time. I have seen this work more often than just scolding and rebuking a person for their mistakes. By serving as an example, others are able to follow willingly. With globalization bringing new array of challenges especially in managing organizations, entrepreneurial skills needed to sustain organizations in 21st century have gone high. Entrepreneurial skills require understanding of complex array of tenets of management. Therefore, entrepreneurship needs to understand the relationship between