Essay On Renaissance Art Example For Students

Paper On Renaissance Art Design of the Renaissance mirrors the previous works of the Roman, Byzantines, Moslems, and numerous different developments. The S. Pietro No. 1 was started in 1564 and was planned by Michelangelo Buonarroti, and Carlo Maderna. Numerous segments of this structure mirror their remote impacts. The huge, unpropitious arch alongside the two littler, less scary ones affirm the Byzantine style had entered the Renaissance. Fantastic, expound segments show Roman and Greek style of sanctuaries. An elaborate faãÆ'â §ade embellishes the passageway to the royal residence and speaks to increasingly Roman culture. All through the structure, high curves structure the entryways. In the side view, they are apparent on the littler arch, too. Once more, Roman culture has demonstrated to have penetrated the Renaissance style. Molded shells decorate the bigger vault, and a stone mullion made of two segments and a stone vertical bar isolates every window, two structures likewise found on the Pantheon. These components join to shape this brilliant portrayal of Renaissance engineering. A significant part of the Renaissance writing had its premise in Greek verses. Initially, the sonnets of the Renaissance were written in ProvenãÆ'â §al lingo, which is a blend of French and Italian. Numerous sonnets lauded ladies, discussed love, and alluded to God and different divinities. A few creators of this time were humanists. One said to be so was Francesco Petrarch. In his Sonnet 3, he tells the story of his affection having been taken from him by the plague. To start with, he alludes to God similar to the Maker. He proceeds to tell how he began to look all starry eyed at a lady without imagining that anything could go foul. At the point when she kicks the bucket of the plague, he starts to show his human sentiments of torment of having his solitary love torn from his grip. He makes a suggestion to cupid when he talks about the pole that slaughters, being cupids bolt. That line indicated his humanistic disappointment by alluding to experiencing passionate feelings for as b eing lethal. In spite of the fact that it is an appalling sonnet, Petrarchs work gives a phenomenal case of the writing qualities of the Renaissance.

Herman Melvilles Billy Budd - Captain Vere was Correct :: Herman Melville Billy Budd Essays

Commander Vere was Correct in Billy Budd        Captain Vere settles on the right choice by executing Billy Budd.  If CaptainVere lets Billy live the remainder of the team may get the feeling that they won't be considered responsible for their crimes.  If the group feels that they can pull off what ever they need then quite possibly they may structure an insubordination and have a mutiny.  A rebellion would pulverize the security and great name of the boat and the crew.  Captain Vere wouldn't like to see this happen.  There are three principle reasons Captain Vere settles on the correct choice by executing Billy Budd.  These reasons are that in the event that Billy lives, at that point a revolt may happen, in light of the fact that the law expresses that a wrongdoing as serious as Billy's is deserving of passing, and Captain Vere feels frustrated about Billy and doesn't need Billy to endure with blame until a military court could give a choice.         If Billy isn't executed then defilement may happen on the boat and cause a mutiny.  Captain Vere realizes that a revolt may happen and doesn't need it to occur. Commander Vere might be utilizing Billy's execution for his wrongdoing of  murdering Claggart for instance for the remainder of the crew.  It shows the team what will befall them on the off chance that they attempt to begin a mutiny.  After Billy's passing CaptainVere clearly feels lament for executing Billy.  Captain Vere's final words are Billy Budd, Billy Budd (p. 76) show a case of this.  Those final words may represent that Captain Vere slaughtered Billy for an inappropriate reasons. In the event that CaptainVere utilizes Billy's demise for a guide to the remainder of the team then it might not really be an inappropriate reason.  CaptainVere needs to choose one life and the lives of the whole crew.  No issue what Captain Vere's reasons are he makes the correct choice.         Another explanation CaptainVere may of executed Billy Budd is on the grounds that CaptainVere observes the law to the letter.  The law expresses that revolt is culpable to by death.  Some perusers probably won't consider this to be murder as revolt, however executing an unrivaled official in the British naval force is viewed as uprising.

Class of 2012 Profile Posted

Class of 2012 Profile Posted I know folks love to see the numbers, so weve updated the Freshman Class Profile page for this years incoming class, the MIT Class of 2012. Check it out! (If you were looking for the Admissions Statistics, just hold on for a little while longer) Incoming Freshman Class Profile For the MIT class of 2012 Gender Male 54% Female 46% Ethnicity Citizenship US Citizens Permanent Residents: 91% African American 10% Asian American 25% Caucasian 34% Mexican American 8% Native American 1% Puerto Rican 3% Other Hispanic groups 3% Other/No Response 7% International citizens 9% Geography New England 14% Mid-Atlantic 18% Southeast PR 16% Midwest Plains States 10% South/Southwest 11% West Coast 21% Abroad 11% States represented 49 Countries represented 63 Schooling Public school 66% Private school 15% Religious school 11% Foreign school 7% Home schooled 1% High Schools represented 791 Just for fun Most popular boy name: Michael Most popular girl name: Elizabeth Longest distance traveled: Melbourne, Australia Least distance traveled: Cambridge, MA The one US state not represented: Wyoming

Student Nonviolent Coordinating Committee ( Sncc )

In 1960 Ella Baker delivered a speech entitled â€Å"Bigger than a Hamburger† to what would come to be the Student Nonviolent Coordinating Committee (SNCC). In this speech she argued to students who had been involved in the sit-ins that what they were fighting for was bigger than a hamburger and desegregating a lunch counter, but struggling for equality in all its forms. In a similar way, so too has the fight for quality education been bigger than a classroom. Ella Baker also argued that, â€Å"through the process of education, black people would be accepted in the American culture and they would be accorded their rights in proportion to the degree to which they qualified as being persons of learning and culture.† This is a testament to the over 200 year tradition within the black community of viewing education as inseparable with the concepts of freedom and citizenship. During slavery anyone found to be assembling in an effort to teach slaves to read and write recei ved corporal punishment. Consequently, throughout Reconstruction education was pursued with a vengeance. Freedmen’s Bureau agents reported, â€Å"Colored men have paid their own money to prepare and furnish a room for a school.† The Rosenwald Fund, a charity organization headed by the president of the Sears Roebuck Company, donated funds to build black schools, but the funds had to be matched by those from the local school system. So black residents’ double taxed themselves in order to pay for these schools. Nearly everyShow MoreRelatedEssay On Martha Prescod Norman Noonan1515 Words   |  7 PagesMartha Prescod Norman Noonan Martha Prescod Norman Noonan is noteworthy for her work with the Student Nonviolent Coordinating Committee (SNCC) during the Civil Rights Movement. Noonan’s most notable achievements include raising money for SNCC, canvassing votes with the Albany Project, working on the Alabama Project, and contributing to Hands on the Freedom Plow: Personal Account by Women in SNCC. Biographical Information Martha Prescod Norman Noonan was born on February 25, 1945 in ProvidenceRead MoreEssay on Mississippis Freedom Summer1115 Words   |  5 PagesSpeech in class, and how Mandela fought for Independence from the white racist government. With extra research of the Freedom Summer project launched by the Student Nonviolent Coordinating Committee (SNCC), I learned enough to be able to write my written task. The text type that I chose was a blog written from a perspective of college student who went to Longdale, Mississippi as part of Freedom Summer and the impacts of racism on his visit. I chose a blog as my text type because I thought that thisRead MoreI Have A Dream Speech1508 Words   |  7 PagesNegro is still sadly crippled by the manacles of segregation and the chains of discrimination† (International Business Times). King also wrote a letter in nineteen-sixty-three titled, â€Å"Letter to Birmingham Jail,† where he explained why immediate nonviolent action was necessa ry in order to achieve segregation (science.jrank). Due to Rosa Parks refusal to give up her seat, however, that allowed all these actions to take place, and leading to African-Americans finally able to obtain their civil rightsRead MoreFreshwater Road By Denise Nicholas1453 Words   |  6 Pagesorganized by the Student Nonviolent Coordinating Committee. The story also follows her father, Shuck, as he tries to manage his business in Detroit all the while also containing his fears about his daughter’s activism in Mississippi. The Student Nonviolent Coordinating Committee or SNCC was one of the most important organizations of the American Civil Rights Movement in the 1960s. It emerged from a student meeting organized by Ella Baker held at Shaw University in April 1960. SNCC played a major roleRead MoreThe Freedom Riders1204 Words   |  5 Pagesmovement went on. The Freedom Riders went through a devastating downfall through their movement. In May of 1961, the Greyhound carried the Freedom Riders into South Carolina where, like Carson’s article â€Å"SNCC† describes, â€Å"†¦John Lewis was the first to be hit as he approached the white waiting room† (SNCC 1). This was a downfall because they were trapped and injured, not being able to move on in their movement. The â€Å"MLKJ Research and Education Institute† stated that, â€Å"[†¦] from the attack of Lewis and anotherRead MoreGoals and Strategies of the Civil Rights Movement Essay2437 Words   |  10 Pagesblack people. 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Although the Civil Rights Movement resulted in desegregation, which wouldn’t have been possible without the contribution of its leaders and organizations, there were still divisions within the movementRead MoreThe Civil Rights Movement from 1954 to 1968 Essay872 Words   |  4 Pageswould not support desegregation. In 1957, the Little Rock School Board decides to admit nine black students to its Central High School. The Governor calls out the National Guard to prevent integration of Central High; the soldiers surround the high school and admit white only. An angry mob appears at the school to harass the black students. The local NAACP goes to court to support the nine students. President Eisenhower, reluctant to act first, intercedes, saying that the mob violence will not overruleRead MoreEssay on Anne Moodys Involvement in the Civil Rights Movement1375 Words   |  6 Pageson getting support from the black community, sometimes to the point of exhaustion. Son after she joined the NAACP, she met a girl that was the secretary to the Student Nonviolent Coordinating Committee (SNCC). Anne started hanging out with other students who were also fighting for black rights, and soon she became an active member of the SNCC. Through these organizations, Anne had become actively involved in the civil r ights movement. She soon realized, though, that there were a lot of preconditionsRead MoreThe Student Non-Violent Coordinating Committee (SNCC)1699 Words   |  7 Pagesother activists and groups who helped move the Civil Rights movement forward, including the Student Non-Violent Coordinating Committee, an organization created by southern black youth. Though King’s actions were powerful tools in the push for racial equality, his efforts were only a part of the overall impetus driving the United States towards equality. The Student Non-Violent Coordinating Committee (â€Å"SNCC†) led activism in a community based, long-term protest fashion. At the same time the Southern

The Application Of Operant Learning - 909 Words

Jane Tien Thuy Nguyen Professor Shaun Vecera Section 18 Elementary Psychology 05 October 2014 The Application of Operant Learning Operant conditioning and classical conditioning are two completely different forms of learning. Classical conditioning, discovered by Ivan Pavlov, is associated with learning through the process in which one reacts to a neutral stimulus. This process involves matching a neutral stimulus to a stimulus (UCS) that produces an unconditioned response (UCR), or a reflex, for a long period of time. Over time, the UCS would be removed and the person being manipulated would start reacting to the previously neutral stimulus, thus becoming a conditioned, or learned, stimulus (CS) that elicits a conditioned response (CR). Operant conditioning, on the other hand, is a form of learning where one’s behavior is manipulated by the outcome. The consequences would take a toll on one’s behavior and would either increase-- through reinforcement--or decrease-- by punishment-- the likelihood of the behavior happening again. Both reinforcement and punishment are split into two types: positive and negative. Positive reinforcement and positive punishment involves controlling one’s behavior, whatever the case may be, by presenting a certain stimulus. Negative reinforcement and negative punishment eradicate a stimulus to increase or decrease behavior. The differences seen between operant conditioning and classical conditioning are apparent. In classical conditioning, theShow MoreRelatedThe Behavior Of Organisms, An Experimental Analysis Essay970 Words   |  4 Pagesdefines behaviour as follows, â€Å"Behaviour is what an organism is doing or more accurately what it is observed by another organism to be doing.† (Skinner, 1938). 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Educational Change Free Essays

Topic: Analyse a story about an educational reform happened in a secondary school and comment its effectiveness based on the organizational theories. ————————————————- 1. Introduction The Education Commission Report No. We will write a custom essay sample on Educational Change or any similar topic only for you Order Now 7 released in September of 1997 suggested to build a quality culture in schools(EDB, 1997) . Since that, schools and education institutions of all levels experienced changes and reforms in various scale and kinds. Schools are no longer stable and predictable places. Schools and school systems had gradually turned into a mode of modern organization: departmentalized and bureaucratized in last century. However, in last two decades, the reform in education has been launched in all over the world. It is clearly because of the needs of new millennium – we are moving or even already in the postmodern age now. The postmodern age world is fast, compressed, complex and uncertain(Hargreaves, 1994). Schools are places for preparing the generations of the future, therefore, changes are essential to all educational organizations. In this paper, the story about the culture reform happened in a one-through school will be told to provide a case-study of how an evolution occurred in an educational system. The dimensions, type and effectiveness of reform will be discussed. 2. Literature Review We know change is essential to postmodern education system. But change for change is not help and not what we want. An educational change, is assumed to help schools to achieve their goals more effectively, theoretically. It is important to bear in mind that change is a process, not an event(Fullan Stiegelbauer, 1991) Literature provides the category for the change. Superficial changes , like changes in content, structure or policy, which induces improvement on something currently doing, are classified as first order change. Those changes occur on those fundamental, for example, goals and roles, are classified as second order change. (Cuban, 1988) â€Å"Educational change depends on what teachers do and think-it’s as simple and complex as that†(Fullan, 1991, P. 117). While what the teachers do and think is a reflection of their basic assumption and belief or the change is just superficial. It is vital to understand the culture of the organization and how it affects the norms and behaviors. (Stoll Fink, 1996). There are fundamental relationship between culture and effectiveness(Rossman et al. , 1988). Though school culture is powerful, schools are more comfortable to first order change than second order change (Cuban, 1988; Fullan Stiegelbauer, 1991). But first order change would not be internalized without second order change(Leithwood, Aitken, Jantzi, 2001). 3. A Story about Changing the School School X was a band three secondary school in a very new developed district in Hong Kong. Included School X, there were two secondary schools in the district, which with population of around 60,000. In the fifth year of school X being set up, a vice-principal of another school (for convenience, we called him/her W) of the same sponsoring body was sent to this school. At this time, school X was obviously in adverse position compared with another school in the district. Almost all higher banding students chose another school, over 80% of students of School X is in band 3 while over half of these students were in territorial bottom 10%. Most of the middle managers were not functioned. Teachers with negative attitude were majority. Some teachers had passion and willing to pay effort for students, but because of the norm and culture, what their effect was confined. Students lacked of interest and motivation in their learning, not mentioned to have any confidence and expectation on their own academic performance. The impression of School X was terrible in the community. â€Å"Fortunately†, the number of classes and teaching group of school X were small and still expanding with he increase of population size of the district. W already knew she would be vice-principal of school X for only one year and then would be promoted to be principal in the next year. W took the year of being vice-principal of school X to familiarize with the setting, the norm, the culture and social relationships in this school. The story of change began in the next year, W became principal of School X†¦Ã¢â‚¬ ¦ 4. Analysis of the chang es Changes is a process, most researchers stated there are three broad phases involved: Initiation, Implementation and Continuation. Fullan (1991) added the idea of outcome to the process to give a come complete picture. Since the progress of educational reform occurred in School X involved numerous innovations each affected different domains of the school (Surely, this is common to all educational changes), the followed analysis will be written according to the framework shown in Figure 4. 1 . This framework is modified from the simplified overview of Fullan(1991), the titles of the points I will highlight for each phase are added to the box below each phase. Figure 4. 1 A simiplified overview for the process of change in School X No doubt, the new principal took a critical role in the initiation of change. But any educational change in school should involve all parties in school, therefore, the innovations are always not only from the principal but should be from all a stakeholders, especially from teachers and students. A group of teachers with similar belief with W were selected to act as a workforce to improve the performance and effectiveness of the school. Three teachers from this group became the new leaders for the academic, discipline and guidance department. The replacement was a quite severe step in school system. But it was also an effective way to remove the potential resistance to the change. The concept of workforce group was a successful startup. It involved teachers, the staff that would execute the change, as McGregor (1957) argued about the Theory Y of management, innovations and motivation are present in people, the manager only needed to make it possible for eople to recognize and develop. On the other hand, only small group of teachers were included in the workforce. Huberman and Miles (1984) argued that large-scale participation at the initiation phase is not productive and too much energy would be exhausted for pre-action discussion. The new department leaders, with W, leaded the group of workforce to review the rules and regulations, and drew up some new practice, then discussed these practice with the whole teaching team. Actually, the changes in rules and regulation were small, the focus was on the execution of these rules and regulations should be uniform and coherent. Though at this time the scale and degree of change on school was small, but it just like a pilot step for the consequence wave of reforming. Before these practices were introduced, W shared the bad news about the terrible intake of S1 in that year, over 70% of new comers are from the group of territory bottom 10%, with all teaching staff in the meeting. She also showed the data about the trend of population and development of the district in the meeting. What she pointed out was : more and more secondary schools were setting up in the district, all of them would be competitors of their school; the worst thing was, though the student population was going up that time, but it was not a long story, the population would decline after several year; they would finally face the crisis of shrink in number of classes, even being forced to close. W had capitalized on propitious moments for the change. The circumstances that call for change was dramatized to win the support and cooperation of teachers (Trice Beyer, 1993). The results of pilot trial were satisfied. Though everything still had great room for improvement, but all of them seemed to be in progress. W celebrated the success with all staff (both of teaching and non-teaching). In the next year, some changes induced ‘externally† happened: Regional/national level: The ECR no. 7 recommended the idea of using performance indicators to assess the quality of school. This aroused the concern about effectiveness and quality of schooling in society. Local level: * School X moved to a brand-new campus equipped with extra facilities. * School X was changed from a traditional secondary school to a one-through school. School X now had its first class of primary one. These â€Å"external factors† provided good ground to fertilize the consequence changes,. Among various of innovations, the setting up of first quality circle took a critical role in the reform of School X. The quality circle was formed by a group of ten young and passionate teachers. Teachers in the circle were assigned to be the class teachers of S2 classes (the form with terrible S1 intake). They were empowered to design and execute the setting and rules (academic and discipline aspects) work on the whole form. Recalled the organization Y described by McGregor (1957), this was another example about â€Å"using† the motivation and potential for development already in people to direct behavior toward the organizational goal. The outcome of implementation of quality circle was inspiring. The success of the quality circle was originated from it decentralized the power to and enlarged the job of some staff in relative low position of the school hierarchy (by experience, status and responsibility), and caused a sense of satisfaction in their social and egoistic needs. The success of quality circle created a dramatic change in the belief of teachers. After that, quality circles were set up for each form. It was institutionalized as a school policy and long term practice. After years of implementation, the behavior and academic performance of students had obvious improvement. The job satisfaction of teachers was greatly improved. Most items in the APASO and KPM, especially those related with the teacher and students relationship, have index better than the territory norm. Now, School X is categorized in band 2. Fullan(1991) listed 9 critical factors organized into 3 main categories affecting implementation. Figure 4. shows the interactive relationship of them: In the case of School X, for the characteristic of change: the need of change was obvious, the goal of change was clearly explained to all staff, the individual complexity on most staff was not too high to create resistance. In addition, as most rules and regulations remained the same, the practicality was acceptable. For the local characteristics, though the district and co mmunity factors could not be examined, but the principal and teachers showed positive attitude to the implementation, especially after the success of trial done in the first year. By cultural perspective, Rossman et al. (1988) identified the culture change processes to three types: Evolutionary, Additive and Transformative, depended on the degree of explicit, conscious focus on cultural change. The change in School X involved explicitly implementation of policies and practices, it should belonged to additive or transformative. While as the cultural norm was changed in a quite big scale with some severe means (replaced the heads, restructured the school system, etc. ), the reform of School X was classified as transformative. The developmental age of School X affected the cultural change in it as well. Stoll and Fink (1996) described the mechanisms likely to bring about change in three developmental age of school: Birth and early growth, Midlife, Maturity and /or stagnation and decline. School X should belong to Midlife stage, and the description about change through explosion of myths, quality circle was an exact example of this. The idea about creating new myth also echoed by(Trice Beyer, 1993), the effectiveness of myth to change cultures was affirmed in his article. 5. Comment on its effectiveness 5. Classical theory vs. Human resources theory The definitions of effectiveness of the change/reform were varied. The implementation of change in School X relied on application of human resources theory mostly. Compared with the classical theory, human resources theory took much more time and sometimes the outcome may be misled to be deflected from the organizational goal as it emphasized on the managing by objective instead of control with assumption about people had motivation already inside(McGregor, 1957). However, for the setting of school, human resources theory is much more appropriate. Though in earlier of this paper, the characteristic of schools in postmodern age was subjected to change; on the other hand, schools should be stable enough to let the teachers and students feel safe and secure. The scientific management emphasizes on selecting themost qualified employees to perform the job, this may not fit for the situation of school. Furthermore, the classical theory also included sense of bureaucracy. Bureaucracy was a common practiced in modern school for many years. However, this perspective may not suitable for the postmodern age school nowadays. Bureaucratic schools are close-ended, static and balkanized, in contrast, what we need now are open-ended, evolving and collaborative learning organizations. 5. 2 Cultural perspective Rossman(1988) argued culture defines effectiveness. In this part, I will comment on the effectiveness of the change in School X by cultural perspective. 5. 2. 1The classification of change by levels of culture The culture can be distinguished to three levels , on the base of basic assumptions, values and behaviours are observable manifestations (Schein, 1985). In Table 5. 1, the change of School X in each level of culture was described. Table 5. 1. Description on the change of School X by levels of culture. Level| Description| Artifacts and creations| The appearance of students was improved. The behavior of students inside and outside the classroom was improved. The academic performance of students improved. The intake of the school improved. | Values| The senses of belonging of students increase. The self-esteem and confidence of students improved. The satisfaction of teachers about the job improved. | Basic assumptions| The impression of community on School X changed to be more positive. The mission and goal of the school became clear and evolving. Senses of collaboration and cooperation were developed among teachers and students. Teachers’ belief migrated from â€Å"students cannot be changed† to â€Å"students can be changed through education, it just needs time and effort†. | 5. 2. 2Assessing Amounts of Change To understand the amount of change, the process can be described along four dimensions: Pervasiveness, Magnitude, Innovativeness, and Duration (Trice Beyer, 1993). The pervasiveness in change of culture was high. All the main business within the school was affected. The behavior of majority of teachers and students were changed. Surely, some of them tried to ignore the change, but the proportion was small. The magnitude of the change was high. The old negative values and belief evolved to much more positive ones. The innovativeness was not very varied in this case. Actually, the change in rules, rites and regulation were limited. The practices implemented were also common in other schools. But the idea of decentralization of power with quality circle was innovative among Hong Kong schools. Finally, the duration, it was high and actually, School X is still evolving even now, as a culture of evolving was developed. 5. 2. 3Definitions of effectiveness According to the research work of Rossman et al. (1988), from the cultural perspective, the definitions of effectiveness changes refer to the norms, beliefs and values of organizations. Took Rossman ‘s suggestion, I tried to analysed the effectiveness of reform in School X by five criteria. Firstly, the definition should be multisided; Both of the academic and the non-academic achievement should be considered. The academic performance of School X was improved and the band of it was promoted. On the other hand , the sports teams and volunteer team had outstanding performance in region. Second,  the  concern  for  order  is  essential to  all  schools. Ordered environment facilitate learning and teaching, it also brought about the sense of respect. The behavior of students was improved. The lesson time spent on dealing with the problem of classroom management was greatly reduced. It brings about the achievement of the third criterion – the quality of teaching; as teachers had more time for preparing teaching activities with higher quality. The focuses of professional training activities included the new teachers training programs and school-based training activities were migrated from classroom management to some more academic purpose. The fourth one is to establish appropriate expectations for intellectual outcomes. Except the first two years of implementation, the main concerns of School X in the followed six years all about enhancing the learning and teaching effectiveness. The performances of students in public examination also have been evaluated and discussed both in the meeting at subject levels and school level. Finally, value the diversity. School X developed teams for students with different education needs, for example, special education needs, non-native Chinese speakers, gifted, etc. 6. 2. Three perspective of culture The culture strength can be described by three perspectives: Integration, Differentiation and Fragmentation(Martin, 1992). Before the implementation of change, School X should be described as differentiation, teachers , those willing to pay effort and those not, worked on their own style, belief and goal. Conflicts between colleagues happened frequently. The reform caused the culture of S chool X evolved much more coherent, but the characteristics of sub-groups were still kept, so it is much more likely to be fragmentation rather than integration. . 2. 5Limitations of the cultural perspective on evaluating the effectiveness of change Culture is powerful, it affects the whole setting and every members of the organization. But the cultural perspective is only a way to give better insight of the organizational culture and also about the change. It never gives any fast and promising way for change. One can have a better planning and more precise expectation on the response of the members of organization to the implementation of change. 6. End of story? Never ended†¦. As we said in the start of this paper, schools nowadays are providing training to people who will deal with the fast, complex and mercurial life in the postmodern age. Schools that keep static and satisfy with their past achievement are no longer good schools. The senses of changes should be rooted within every stakeholder of the schools and education system. The cycle of planning, implementation and evaluation now was very familiarized by each educators in every levels of institutions, it is not just for documentary purpose and dealing with school external review, it is also a key for the keeping the schools change to right way. References Cuban, L. (1988). A Fundamental Puzzle of School-Reform. Phi Delta Kappan, 69(5), 341-344. EDB. (1997). Education Commission Report No. 7. Fullan, Michael, Stiegelbauer, Suzanne M. (1991). The new meaning of educational change (2nd ed. ). Toronto? New York, NY: Ontario Institute for Studies in Education : Teachers College Press, Teachers College, Columbia University. Hargreaves, Andy. (1994). Changing teachers, changing times : teachers’ work and culture in the postmodern age. London: Cassell. Huberman, A. M. , Miles, Matthew B. 1984). Innovation up close : how school improvement works. New York: Plenum Press. Leithwood, Kenneth A. , Aitken, Robert, Jantzi, Doris. (2001). Making schools smarter : a system for monitoring school and district progress (2nd ed. ). Thousand Oaks, Calif. : Corwin Press. Martin, Joanne. (1992). Cultures in organizations : three perspectives. New York: Oxford University Press. McGregor, Douglas Murray. (1957). The Human Side of Enterpris e (4th ed. ). Fort Worth: Harcourt Brace College Publishers. Rossman, Gretchen B. , Corbett, H. Dickson, Firestone, William A. (1988). Change and effectiveness in schools : a cultural perspective. Albany: State University of New York Press. Schein, Edgar H. (1985). Defining Organizational Culture (4th ed. ). Belmont: Wadsworth Pub. Co. Stoll, Louise, Fink, Dean. (1996). Changing our schools : linking school effectiveness and school improvement. Buckingham England ; Philadelphia: Open University Press. Trice, Harrison m. , Beyer, Janice M. (1993). Changing Organizational Culture (4th ed. ). Fort Worth: Harcourt Brace College Publishers. How to cite Educational Change, Papers

Impact Of Emotion In Decision Making Samples †MyAssignmenthelp.com

Question: Discuss about the Impact Of Emotion In Decision Making. Answer: Introduction In the era of increasing number of health care consumers, understanding the role of behavioral science is very crucial. The decisions taken by the health care professionals and the families can affect the trajectory, quality and the length of a person's life (Lobach et al.2012). Logical and rational thinking in decision making does not leave much room for emotions. Decision making in terms of health care can involve emotions and increase complications. Making decisions about health care is quite complex, as issues sometimes involve problems that one is not used to thinking about in their day- to-day lives. The intensity of the decision making is normally magnified when life threatening illness is involved (Dovidio and Fiske 2012). This part of the paper will provide with a research philosophy, suitable collection methods and the analysis of the collected data that will help to explore the roles of emotions in the decision making process. Research philosophy A research philosophy is a belief about the means by which the information about a research question is gathered, analyzed and interpreted (Barry and Edgman-Levitan 2012). In general research philosophy in a research proposal should include pragmatism, positivism, realism and interpretivism. Research philosophy normally consists of source, nature and development of the knowledge (Maxwell 2012). Each step of the research process is on the basis of the assumption of the author which serves as the base of the search strategy. A research philosophy enables the author to decide which method of the data collection has to be conducted suitable for the research (Miles et al. 2013). The research paradigm that has been selected for this research proposal can be interpretivism paradigm (Grbich 2012). Interpretive approaches depend heavily on the naturalistic methods of data collection like interviewing, findings, analyzing and interpretation. In a word mainly qualitative methods are used in thi s process. The methods ensure that there is an adequate dialogue between the researches and the participants for the construction of a meaningful reality (Fusch and Ness 2015). Interpretivism is generally based on a theory. Research philosophy enables the researcher to decide which method of the data collection has to be conducted suitable for the research. The research paradigm that has been selected for this research proposal can be interpretivism paradigm, Theoretical belief that reality is socially constructed and is fluid. Hence from this the validity of the data cannot be grounded in an objective reality (Maxwell 2012). An interpretivist perspective generally evaluates researches on the basis of following grounds. It considers careful articulation of the research proposal (Miles et al. 2013). It considers that the research is considered in a careful manner. The interpretivism follows the following beliefs regarding the nature o the knowing and the reality (Maxwell 2012). Relativist ontology refers to the fact that reality is constructed inter-subjectively with the help of the understandings that has been developed socially or experientially. Whereas the transactional epistemology refers to the fact that one cannot separate himself from what the world knows (Fusch and Ness 2015). Hence, the chosen research paradigm for this research proposal ought to be intepretivism as the research question is based on the impact of emotions of making decisions in health care, which requires sample interviews, and the qualitative analysis of the findings and finally interpretation (Grbich 2012). Data collection methods This research will use the two most common process of data collection - the interviews and the focus groups. Interviews help to explore the experiences, views and the beliefs of the participants (Cleary et al. 2014). Focus group generally uses group dynamics for generating the qualitative data. Interviews help to provide a deeper insight of the thoughts of individuals on a topic, where little is already known about the topic (Millers et al. 2012). Interviews are also helpful in exploring the sensitive topics where individuals may not want to discuss them in a group (Dilshad and Latif, 2013). In this research the interviews will be constructed in a semi structured way to investigate about the topic. It should be a flexible kind of interview where the participants are sometimes subjected with open ended questions amidst the important questions, such that the respondents get enough chance to express their beliefs and experiences (Maxwell 2012). For this research proposal, 10-15 nurses from a health care setting in Korea will be taken as the participants for the study. Predetermined questionnaire will be prepared for the participants who were asked in a one - in one interview with the patients and the nurses (Dilshad and Latif 2013). The key feature of the focus group involves the active participation among the participants for exploring their views and the beliefs (Boateng 2012). A focus group research is open ended and cannot be predetermined. A focus group discussion is an excellent way to gather people from related backgrounds to discuss about a specific subject (Grbich 2012). One of the important features of the focus group is that the data is not based upon only one opinion and generally consists of data resulting from the fruitful discussions between the group members (Grbich 2012). One of the main advantages of the focus group is that a large number of interactions on a specific topic can be observed in a very limited period of time. As argued by Miles et al. (2013) focus groups are largely related to verbal interactions created or managed by the researcher. Most of the data are self reported (Dilshad and Latif 2013). It has to be kept in mind that if the focus groups are managed by the researcher, one can never get an idea about the natural interactions. One of the significant advantages of using focus group is that, one can understand the similarities and the differences of opinions among the participants. In this research paper we will be using a focus group of 12 consisting of registered nurses, patient representative and doctors with the view of understanding their opinion regarding the impact of emotion in the decision making (Desteno et al. 2013). The group discussion will surely bring up several issues that are faced by the health care professionals during decision making (Grbich 2012). It can be guessed that, they should also up with their personal experiences, which would help us to interpret and draw conclusions. Data analysis techniques There are normally two steps involved in the analysis of the qualitative data- coding and the preliminary data analysis in the pattern of summary notes (Maxwell 2012). The clarity and the applicability of the findings depend upon the analytic ability of the researcher. In this research it is necessary to code what people are doing, the things that they are trying to accomplish (Duque et al. 2013). According to (Dovidio and Fiske 2012) data coding of the preliminary data analysis will focus exclusively on the themes and the sub themes that guides the qualitative research (Maxwell 2012). There should be coding keywords in the document to code the transcribed focus groups that will help the researcher to find information in the document that needs to be coded. A summary document is required in case of ethnographic interviews and focus groups. It will contain the quotes as well as the explanation for the selection of the quote (Maxwell 2012). This type of method provides flexibility in the analysis of the research (Fusch and Ness 2015). However there is a disadvantage to use this process for quantitative data analysis, as selecting codes from the data can turn out to be complicated, depending upon the nature of the topic. The answers taken from the interview will be analyzed, coded and a summary will be made based on the findings (Fusch and Ness 2015). The data analysis method will actually help one to know the position of emotions in decision making process among the nurses and the midwives. It can be estimated that this approach will promise to be valuable and will give a better predictive model for the customization and the construction of decision support tools for the health care professionals and the clients. Ethical issues The important ethical issues that are to be kept in mind while taking up a qualitative research are confidentiality, anonymity and informed consent (Ford and Richardson 2013). The health care researchers who carry out qualitative research are entrusted with immense responsibilities (Miller et al. 2012). Since there will not be statistical analysis of the data, the researcher will have to assess and evaluate the data and the findings. Researchers are faced with ethical issues in all the stages of the research (Duque et al. 2013). This research paper will involve interviews with a specific focus group. Hence, the respondents should be well acquainted with the purpose of the research and should give consent for the interviews. As the research is about Korean health care, there are few things that the participants might not want to raise (Ford and Richardson 2013). Hence it is necessary to maintain the confidentiality. The ethical concern related to this research shall be approved by an authenticated organization. It is necessary to inform the risks and the benefits of the experiment to the participants (Miller et al. 2012). Delivering wrong information is equivalent to deception and hence should be avoided (Elwyn et al. 2012). The participants should have the full rights to withdraw their participation as per their wishes. Another ethical factor that has to be kept in mind is avoidance of harm (Ford and Richardson 2013). While collecting data or conducting interviews, the participant's background has to be changed and sensitive issues or questions that can harm their integrity should be avoided. References Barry, M.J. and Edgman-Levitan, S., 2012. Shared decision makingthe pinnacle of patient-centered care.New England Journal of Medicine,366(9), pp.780-781. Boateng, W., 2012. Evaluating the efficacy of focus group discussion (FGD) in qualitative social research.International Journal of Business and Social Science,3(7). Cleary, M., Horsfall, J. and Hayter, M., 2014. Data collection and sampling in qualitative research: does size matter?.Journal of advanced nursing,70(3), pp.473-475. DeSteno, D., Gross, J.J. and Kubzansky, L., 2013. Affective science and health: the importance of emotion and emotion regulation.Health Psychology,32(5), p.474. Dilshad, R.M. and Latif, M.I., 2013. Focus Group Interview as a Tool for Qualitative Research: An Analysis.Pakistan Journal of Social Sciences (PJSS),33(1). Dovidio, J.F. and Fiske, S.T., 2012. Under the radar: how unexamined biases in decision-making processes in clinical interactions can contribute to health care disparities.American journal of public health,102(5), pp.945-952. Duque, M.J., Turla, C. and Evangelista, L., 2013. Effects of emotional state on decision making time.Procedia-Social and Behavioral Sciences,97, pp.137-146. Dy, S.M. and Purnell, T.S., 2012. Key concepts relevant to quality of complex and shared decision-making in health care: a literature review.Social science medicine,74(4), pp.582-587. Elwyn, G., Frosch, D., Thomson, R., Joseph-Williams, N., Lloyd, A., Kinnersley, P., Cording, E., Tomson, D., Dodd, C., Rollnick, S. and Edwards, A., 2012. Shared decision making: a model for clinical practice.Journal of general internal medicine,27(10), pp.1361 Fusch, P.I. and Ness, L.R., 2015. Are we there yet? Data saturation in qualitative research.The Qualitative Report,20(9), p.1408.1367. Ford, R.C. and Richardson, W.D., 2013. Ethical decision making: A review of the empirical literature. InCitation classics from the Journal of Business Ethics(pp. 19-44). Springer Netherlands. Grbich, C., 2012.Qualitative data analysis: An introduction. Sage. Lerner, J.S., Li, Y., Valdesolo, P. and Kassam, K.S., 2015. Emotion and decision making.Annual Review of Psychology,66. Lipstein, E.A., Brinkman, W.B. and Britto, M.T., 2012. What is known about parents treatment decisions? A narrative review of pediatric decision making.Medical Decision Making,32(2), pp.246-258. Lobach, D., Sanders, G.D., Bright, T.J., Wong, A., Dhurjati, R., Bristow, E., Bastian, L., Coeytaux, R., Samsa, G., Hasselblad, V. and Williams, J.W., 2012. Enabling health care decisionmaking through clinical decision support and knowledge management.Evid Rep Technol Assess (Full Rep),203(203), p.1Y784. Madrigal, V.N., Carroll, K.W., Hexem, K.R., Faerber, J.A., Morrison, W.E. and Feudtner, C., 2012. Parental decision-making preferences in the pediatric intensive care unit.Critical care medicine,40(10), pp.2876-2882. Maxwell, J.A., 2012.Qualitative research design: An interactive approach(Vol. 41). Sage publications. Miles, M.B., Huberman, A.M. and Saldana, J., 2013.Qualitative data analysis. Sage. Mauthner, M.E.L.A.N.I.E., Birch, M.A.X.I.N.E., Miller, T.I.N.A. and Jessop, J.U.L.I.E., 2012. Conclusion: navigating ethical dilemmas and new digital horizons.Teoksessa Miller, T., Birch, M., Mauthner, M. Jessop, J.(toim.) Ethics in Qualitative Research, London: SAGE Publications Ltd, pp.176-187. Rolls, E.T., 2013.Emotion and decision making explained. Oxford University Press.