Research Assignment 3 Essay Example | Topics and Well Written Essays - 250 words

Research Assignment 3 - Essay Example e College in Massachusetts admits only women in their college while Marymount Manhattan College in New York and Wheaton College in Massachusetts accept both men and women in their college. Women-only colleges like Barnard College and Mount Holyoke College design a curriculum that would uplift the competence of women. Both of these colleges value preservation of the school as a women’s university. As Barnard College is affiliated with the Columbia University and Mount Holyoke College with the â€Å"Seven Sisters,† students were given the opportunity to take classes easily in either of the affiliated schools. I noticed that these colleges value the beauty of scenery, probably because women value the aesthetic nature. Barnard and Mount Holyoke colleges maintain their own faculty, endowment, governance, and curriculum with distinguished competitive performance among other co-educational schools. Meanwhile, co-educational schools such as Marymount Manhattan College and Wheaton College consider diversity in their curriculum. Women are viewed in equal parity and importance just like men. Liberal arts curriculums of both colleges tend to enhance the leadership skills of both men and women. Since curriculums are directed towards diversity, women’s interests are viewed equal to men’s interests. With these, I think that women’s only colleges advance the interests of women more than co-educational colleges. Bank (2011) stated that women-only colleges put women in the center of its mission, can make women achieve and hold high expectations, make women feel important, provide more opportunities for women to engage in leadership opportunities, and prioritize the women in the curriculum than those of co-educational colleges (p.

College Education Essay Example for Free

College Education Essay It’s important to get a college education not only to be successful in the future but also to think for yourself and gain freedom through education, we can accomplish this by being educated liberally. Like Cronon, I think â€Å"a liberal education is about gaining the power and wisdom, the generosity and the freedom to connect† (Cronon; paragraph 18) to the real world. Finding a purpose to attend college should go beyond college itself, you should be motivated to learn something you have a passion for and will actually use and apply it to the world. †Truly educated people love learning, but they love wisdom more† (Cronon para 15). When learning you are just recycling information that the educators teach you just like Freire’s â€Å"banking system† but wisdom is what you incorporate to the â€Å"real world† and it is what is most valued than just being educated and not apply what you learned with other things. In my opinion liberal thinkers or people who are liberally educated want to be able to progress in life and not just do what they are told to do. They want to be able to think for themselves and come up with their own ideas. Liberal educated people want to â€Å"leave the world a better place than they had found it† (Cronon para 17). It takes wisdom and education to leave the world a better place than how it was before because it’s not an easy thing to do in a life time. Liberalists want to progress no just to benefit them but to benefit everyone else as well and I think they can accomplish this by using their wisdom and their college education. The way I see the banking system is that the educators are selfish because they only teach to their own convenience and they don’t let the receivers think for themselves. The receivers then don’t make any progress in life due to the fact that they are so used to just following the rules that are given to them by the educators. Liberal education is not like that. â€Å"Liberally educated people understand they belong to a community-and help that community flourish by making the success of others possible† (Cronon para 18). Liberalists want to succeed and want to see others succeed as well. â€Å"Liberal education must be that the freedom of the individual is possible only in a free community† (Cronon para18). When having the freedom you can think for yourself and not have others think for you like in a banking system and I personally think as well as Cronon explains that the only possible way to be gain freedom is by being liberally educated that way you learn to think for yourself and be able to be part of a free community. What is the whole point of going to college and get an education and when you graduate you will have no idea how to apply it or connect it to the real world. â€Å"Being an educated person means being able to see connections that allow one to make sense of the world and act within it in creative ways† (Cronon para 19). What’s the whole point of paying so much money for a college education if at the end you won’t know how to apply what you learned in college in the real world? If you don’t know how to apply things learned in college to the real world then you won’t be successful in the future and you practically gained no power or wisdom throughout your whole college education. Being educated can help you succeed in life and in the future if you know how to apply everything you learned in college to the real world once you graduate and help you and others succeed in your community and the real world. By being liberal educated can help you not only succeed in life but it can also help you gain freedom.

An Analysis of Up in Michigan Essay -- Up in Michigan Essays

An Analysis of Up in Michigan My choosing this story for an analysis is based on what I think is the very American feeling there is to this short story. The title alone has this American ring to it: Up in Michigan. From the start settling the story deep into the soil of the country. The title seems like the beginning of an old tale, once upon a time up in Michigan†¦it ends there and propels the "unfinished", never settled way of the story along. And at the same time it signifies that this is just another story, told a hundred times before. The story is set in a very small town, which plays a great role in the way the characters interact with one another. The two main characters of the story get presented each in their little paragraph in the beginning of the story. Their way of meeting each other is, one gets the feeling, not by chance, but rather because the town is so small that they could never avoid meeting each other. A phrase like "One day she found that she liked it he way the hair was black †¦"(p.59) indicates that the girl Liz' falling in love with Jim the blacksmith is not the falling in love of a metropolitan person who is marked by the many choices of a bigger environment. Liz's love or interest in Jim comes from there being no other it seems and so with time she has developed an interest in him that is totally based on a picture she makes of him in her mind. What is significant here is the obvious difference in the way the two characters are described by Hemingway. Liz likes Jim very much; Jim just likes her face. She thinks about him all the time; he never thinks of her. There is a basic unbalan... ... the death of a young girls dreams, it is at the same time the initiation of a life. It is the simple act of growing up, moving into another world, where nothing is as you dream it will be. Where bitterness is an unescapeable part of your life. Where your hair can not always be neat and your clothes might get dirty sometimes. The fact that Jim lies unconscious on the dock as if he now has the role of the dead buck, just emphasizes Liz coming to consciousness about her own life. She rises from the battlefield like a heroine, at first she shakes Jim in the fainting hope that there might be a way to get back. ("†¦shook him once more just to make sure"), but then realizing her fate she stoically takes of her coat and as an imitation of the Pieta-figure puts her coat over her past life, that in the figure of the drunken Jim, has passed away.

Commander of the Faithful: The Life and Times of Emir Abd el-Kader Essa

The life of Amir Abd el-Kader was marked by a litany of difficult decisions— questions of whether to respond to violence and oppression strongly or weakly, to remain unyielding in retaliation or to surrender and, in doing so, stop unnecessary death. Upon closer analysis, the challenges and decisions which confronted the Amir are not so drastically different from more modern concerns of international intervention or political upheaval. In reading of the Amir’s life and prior to this, the Ghost Dance of the Lakota people and the development of the Khalsa in the Sikh religion, there has been a desire to identify and separate religious responses to suffering from other, equally legitimate but perhaps more seemingly political, economic, or militaristic responses. This categorization is useful for a society that has, since the enlightenment, become increasingly compartmentalized, ever seeking to separate actions and responses according to their perceived motivations. But, when looking to the life of Abd el-Kader, whose actions often seem to defy such categorization, it becomes difficult to see the divides separating religious responses from humanitarian, political, economic, militaristic, or personal ones as anything more substantial than convenient and occasionally, dangerous fictions. In order to discuss the ways in which Abd el-Kader’s actions complicate notions of religious response, this essay will focus on two of the Amir’s responses / actions: the 1847 surrender to French forces and the Amir’s intervention to rescue Christians living in Damascus in 1860. On the most fundamental levels, both actions contest traditional notions regarding the purpose of jihad and the edicts outlined in hadiths; both represent what seem to be personal transformations in the Amir’s reaction to non-Muslin oppressors; both demonstrate a desire to negotiate Muslim traditions and beliefs with a world which was quickly becoming more globalized. In both cases, the actions of the Amir reflect the concerns faced by almost all religious communities: All religious communities face this tension between religious inspiration and religious action †¦ The troubled waters that need to be navigated in this global age lie between two shores: Respecting the right and reality of religious conviction and motivation and recognizing the problem of religious action in the pluralistic... ...s of a deep, personal regret. Regardless of the motivation / category of response, the Amir’s words mark the conclusion of a long progression, from the 24-year-old who claimed that â€Å"paradise is found in the shadow of the sword.† The progression of Abd el-Kader’s method of response to the suffering of the Muslim people, presents challenges to the categorization of religious response and the extent to which divisions between religious, political, humanitarian, and personal responses to suffering, both for the individual and for the community, can be realistically determined. While it seems obvious that there are numerous complex and perhaps even contradictory motivations driving a single response, perhaps the more pertinent question to consider, at least in terms of religious studies, is the way such classifications limit or enable the justification of the response. Works Cited Heck, Paul L. "Jihad Revisited.† Journal of Religious Ethics. 32.1 (2004): 95-128. Kiser, John. Commander of the Faithful: The Life and Times of Emir Abd el-Kader. Rhinebeck, New York: Monkfish Book Publishing, 2008. McClatchy, J.D. "Jihad." Poetry. 180.6 (September 2002): 311-312. Commander of the Faithful: The Life and Times of Emir Abd el-Kader Essa The life of Amir Abd el-Kader was marked by a litany of difficult decisions— questions of whether to respond to violence and oppression strongly or weakly, to remain unyielding in retaliation or to surrender and, in doing so, stop unnecessary death. Upon closer analysis, the challenges and decisions which confronted the Amir are not so drastically different from more modern concerns of international intervention or political upheaval. In reading of the Amir’s life and prior to this, the Ghost Dance of the Lakota people and the development of the Khalsa in the Sikh religion, there has been a desire to identify and separate religious responses to suffering from other, equally legitimate but perhaps more seemingly political, economic, or militaristic responses. This categorization is useful for a society that has, since the enlightenment, become increasingly compartmentalized, ever seeking to separate actions and responses according to their perceived motivations. But, when looking to the life of Abd el-Kader, whose actions often seem to defy such categorization, it becomes difficult to see the divides separating religious responses from humanitarian, political, economic, militaristic, or personal ones as anything more substantial than convenient and occasionally, dangerous fictions. In order to discuss the ways in which Abd el-Kader’s actions complicate notions of religious response, this essay will focus on two of the Amir’s responses / actions: the 1847 surrender to French forces and the Amir’s intervention to rescue Christians living in Damascus in 1860. On the most fundamental levels, both actions contest traditional notions regarding the purpose of jihad and the edicts outlined in hadiths; both represent what seem to be personal transformations in the Amir’s reaction to non-Muslin oppressors; both demonstrate a desire to negotiate Muslim traditions and beliefs with a world which was quickly becoming more globalized. In both cases, the actions of the Amir reflect the concerns faced by almost all religious communities: All religious communities face this tension between religious inspiration and religious action †¦ The troubled waters that need to be navigated in this global age lie between two shores: Respecting the right and reality of religious conviction and motivation and recognizing the problem of religious action in the pluralistic... ...s of a deep, personal regret. Regardless of the motivation / category of response, the Amir’s words mark the conclusion of a long progression, from the 24-year-old who claimed that â€Å"paradise is found in the shadow of the sword.† The progression of Abd el-Kader’s method of response to the suffering of the Muslim people, presents challenges to the categorization of religious response and the extent to which divisions between religious, political, humanitarian, and personal responses to suffering, both for the individual and for the community, can be realistically determined. While it seems obvious that there are numerous complex and perhaps even contradictory motivations driving a single response, perhaps the more pertinent question to consider, at least in terms of religious studies, is the way such classifications limit or enable the justification of the response. Works Cited Heck, Paul L. "Jihad Revisited.† Journal of Religious Ethics. 32.1 (2004): 95-128. Kiser, John. Commander of the Faithful: The Life and Times of Emir Abd el-Kader. Rhinebeck, New York: Monkfish Book Publishing, 2008. McClatchy, J.D. "Jihad." Poetry. 180.6 (September 2002): 311-312.

Models for Learning and Development

our site – BUSINESS MANAGEMENT DISSERTATION TOPICS – CUSTOM ESSAY WRITING Abstract This essay critically appraises the validity of the 70, 20, 10 formula used for giving due recognition to different types of management learning. Using a wide variety of resources, the discussion assesses the current method, future potential and possible shortcomings. The research shows that the process of aiding employees to develop, any form of additional education on the job adds to the natural way people develop, aiding both the person and the company. Yet, in many cases the method is found to be outdated in the face of developing technology. This study will be of interest to those researching developing trends in relation to long standing practices 1 Introduction This essay critically appraises the validity of the 70: 20: 10 formula used for giving due recognition to different types of management learning. Burgess (2017) describes the 70:20:10 Model for Learning and Development as a learning model that seeks to improve overall performance through targeted efforts. Jennings et al., (2010) illustrates the formula in the following manner: Seventy per cent assignments Twenty per cent from relationships Ten per cent from training Watkins et al., (1992) argues that learning begins with motivation, leading to action.. Whilst this seems to be a simple form of beginning, this start could come in various forms that leave many things in question. For example, a mistake which is a very common beginning point, builds experience, leading to a learning experience. Yet, Pollock et al., (2015) describes the system as outdated . With many others critical of this approach including Blackman et al., (2016), the following discussion illustrates the pros and cons of the method. 2 The 70: 20:10 Models Rentroia-Bonito et al., (2015) argue that the 70:20:10 model helps people to extend their focus beyond the norm in order to build more resilient workforces thereby serving to create cultures that feature continuous learning. Critical of this Blackman et al., (2016) says that the 70:20:10 isn’t a simple rule as it only outlines the process of learning as it naturally occurs, only then offering a process to support that learning process. Furthermore, as part of the daily workflow the method helps in the effort to improve working as well as the art of and sharing with colleagues, empowering the entire company or effort to move forward. This seems to generate considerable questions regarding the meaning of the numbers and how this has been defined throughout its term of operation. The 70:20:10 models, although considered a change agent by most, is described by Watkins et al., (1992) as a consistently useful reminder that learning can also be found in the workplace and not just in the a educational format. Yet, Pollock et al., (2015) are critical of assigning any single meaning to the model, showing that learning is continually dependent on the person, the environment and the motivation. This seems to indicate that learning is a very personal based experience that can be successful for nearly anyone once the correct combination of method and motivation is found. Furthermore, this is a real indication that the influx of numbers cannot be considered a mantra, more of a guideline leading to a potential change. Blackman et al., (2016) supports the contention that many of the past years have continued to illustrate the condition that workplace learning is on the increase with more and more people are using the possibility of learning in organisations. Yet, Jennings et al., (2010) continue to be critical of such an assumption, arguing that alongside each new learning development is an advance in the science of education, which in turn is associated with increasing the ability for organisations to effectively reach their target employees. This seems to be a strong argument for the condition of consistent learning in every situation aiding the person in the entirely. Furthermore, this framework aids the understanding of learning within organisations that is widely considered a step towards more effective know-how learning (Rentroia-Bonito et al., 2015). Yet, every writer continues to agree that the elements of the method of completely interdependent, with each one impacting the other. This is best scene in examples that illustrate that mentoring and courses seem to be better when they support on-the-job development, leading to a consistent motivation. Blackman et al., (2016) describe the 70:20:10 formulas as an argument that is made when an organisation tries to innovate and prosper based on the abilities held by the employees. Yet, choosing to add to that description, Jennings et al., (2010) illustrates the method as a model designed to support individual, as well as any form of organisational learning. This seems to be indicative of a desire by this process to integrate each of the three types of learning: experiential, social and formal. Critical of accepting the method on initial value Marsick et al., (2006) argues that organisations assume more responsibility for any organisation’s learning, as a means of improving the entire company whether that education come from formal or informal conditions. Pollock et al., (2015) chooses to believe that the process is of value as a general guideline only, leading to many areas of for improving the effectiveness of learning. Yet, Rentroia-Bonito et al., (2015) is critical of this assessment, being quick to point out that the model is used heavily by organisations around the world.2.1 Meaning of the NumbersEach of the percentages associated with the 70:20:10 methods are associated with specific elements of the learning process (Jennings et al., 2010). This is an indication that there are areas that deserve more attention to and broader funding, leading to the development of priorities. Watkins et al., (1992) argues that the 70 per cent becomes the most beneficial for employees due to the possibility of for these persons to discover and further develop their skills, which in turn leads to better decision making and better performance in the face of ongoing day to day challenges. Although Blackman et al., (2016) argues that the key element of this portion of the program is the fact that the individuals receive immediate feedback on their performance and are able to quickly use this information on the job. According to this method, persons learn 20 per cent fro m areas of social learning, collaborative learning and of interaction with co-workers. Pollock et al., (2015:124) uses the following illustration to demonstrate the range of interpretations: A multinational company 70% comes from constant on-the job Encouragement and stimulation such as delegation and job rotation. 20%from daily contact with colleagues and management. A professional services firm 70% on the job such as stretch, projects, problems solving, client interaction, and rotation assignments. 20% undertaken through others such as social networking, performance conversations; work shadowing, communities of practice and social activities. 10% formal or prescribed. 10% from formal methods such as e-learning, the classroom, external courses. A distribution organisation 70% from work experiences such as stretch assignments, projects and overseas exposure. 20% others such as mentoring and learning from seniors and peers. 10% formal and informal channels. An Australian government body 70% is experiential. 20% is relationship based. 10% is formal. A not-for-profit organisation 70% on the job. 20% coaching and mentoring. 10% formal courses. A large multinational organisation 70% from on-the-job training, projects. 20% from exposure to teachers and other educators. 10% from learning material including online resources, books and external resources. The Pollock et al., (2015) approach outlined here only seems content that ten per cent of any class of trainees working to be a professional will complete the course and development optimally. This condition will result from the combination of the formal instruction alongside the contribution of outside offerings.2.2 Is the 70:20:10 still relevant?Jennings et al., (2010) argues that the internet, alongside developing communications technology has altered the training industry’s views of the 70:20:10 models, making some elements more meaningful, whilst reducing others. Perhaps the fastest and loudest growing criticism of the model is the fact that the old model does not reflect the current market’s fast-growing emphasis any type of learning. This seems to indicate that as technology continues to develop, so too do the opportunities for people to learn anywhere, seemingly lending support for the argument that the model needs to be updated for the modern world. Another observation that is commonly touted to the negative in relation to this model is the fact that the ratios do not reflect the many opportunities emerging, instead seemingly limiting the effectiveness of the tool (Pollock et al., 2015). Yet, Watkins et al., (1992) argues that no matter what may come in the markets the model will continue to be as a valuable guideline. Blackman et al., (2015) argues that the relevance of the method remains in the ability for the model to assist the transition from the formal learning to on the job application. This is best achieved using specific methods such as step by step instructions or allowing a person to instruct themselves leading to potential opportunities during training. However, Watkins et al., (1992) insists that any attempt to use the model in today’s markets rests on the ability for the course content to remain short in order to tackle a wider variety of concepts. Furthermore, this seems to indicate that any attempt at using the model will increasingly use methods such as micro learning, leading to innovation and development. Yet, Blackman et al., (2015) shows that if a model is not carried out correctly, the learnings will begin to occupy more time than the 10%, leading to a skewed attempt. This element seems to support the contention that the model is highly dependent on management style an d ease of any programs use. Jennings et al., (2010) asserts that job aids aid to provide possible learners with much of the supplementary materials that is needed in to succeed, leading to better skills for the person in the long run. Yet, Blackman et al., (2015) again asserts that the most valuable element of the program is the introduction of the peer learning component that allow employees to find methods of success outside of the norm, again, leading to innovation and possible development in the work place. The relevance of the model has further increased with Jennings et al., (2010) that the addition of mobile content adds a tremendous extension of any learning efforts. This seems to indicate that there is a real potential in this model to extend formal learnings and help in the persons personal efforts to establish a proper educational path. Yet, in every case Blackman et al., (2015) asserts that the most important element, and remaining relevance of this model is the self-as sessment that helps each person to learn and apply their knowledge.2.3 PotentialPascale (2017) asserts that learning programs provide potential as they are addressing employees as well as providing experience and the benefit of increased confidence. This seems to indicate that Pascale (2017) sees the method as learning that can be attributed to any single person’s capacities which in turn assist the person’s entire workforce. Yet, Jennings et al., (2010) cautions against this form of over optimism, stating that these skills are the employees, and the person may choose to use these emerging skills elsewhere or in a different manner than the company may have anticipated. Jennings et al., (2010:20) says that the system has the potential to â€Å"forces us into a mind-set of extending learning solutions beyond classes and courses and out into the workflow. It creates great opportunities to leverage work for learning and to bring learning closer to work. As the workflow is where the majority of learning happens, re-focusing there is not only a sensible approach, but it’s an effective one as well.† This seems plausible with a real opportunity for persons to learn through practice and establishing as well as learning through the day to day employee conversations. Yet, Watkins (1992) assert that the best possible element of the program rests in the element of reflective practice that both enhances the organisational learning as well as adding to any form of personal educational experience. This seems to indicate that there is support for a system that helps a person becomes the best form of themselves that they can be, which in turn seems to require a little more flexibility than a rigid model. Burgess (2017) describes this art of reflection as a link across any activities that assist to assess a person’s success or failure, which in turn adds to the likelihood of success in a new challenge. Furthermore, extending this principle sho ws that reflecting on improvement, alongside practice and is a natural and practical way for a person to improve their potential for growth. With intuitive elements already a large part of every person’s life in the form of teachers, coaches and mentors with endless sessions of practice in any number of educational efforts, the method provides a framework that adds to the potential for anyone to succeed (Watkins et al., 1992). However, this is not the same attitude evinced by the later studies such as Burgess (2017) citing the need for more flexibility in order to provide the proper potential for growth and innovation.2.4 ChallengesJennings et al., (2017) argue that the biggest challenge of using the 70:20:10 frameworks is how to do it correctly in any environment. Yet, Pascale (2017) cites the largest challenge as matching the various levels of understanding among the persons being educated. Whilst Pollock et al., (2015) argues that the largest challenge going forward is going to be the nature of the process and the inability of method to effectively integrate technology. Although, this contention is debated among many professionals with Jennings et al., (2017) making arguments clearly in favour of using innovative technology to aid in both reaching employees and the manner in which they would understand their material. This all seems to sustain the contention that although there seems to be a solid structure to the system overall, the lack of a solid step by step system that can be applied in nearly any circumstance is a drawback. Furthermore, it would seem as if the area of technology remains a key weakness that needs to be developed. Pascale (2017) cites the fact that leaders are actively seeking out new ways to train employees, that there is a need for more innovation and development. With nearly seventy per cent of hands on training, considered to take too long, the mistakes made by employees only serve to reduce effectiveness and potential revenue. Furthermore, Watkins et al., (1992) notes this same condition, with the companies that using temporary workers hit hardest. This seems to support the arguments that technology has brought on training that provides a focused way for people to speed up learning whilst keeping overall cost low. 3 Conclusion This essay critically appraised the validity of the 70: 20: 10 formula used for giving due recognition to different types of management learning, with the understanding that the learning model seeks to improve overall performance through targeted efforts. With considerable debate on the subject, the central area of challenges to the system was the assertion that it was becoming outdated and that the seventy per cent assignments, twenty per cent from relationships and ten per cent from training were not effective in the modern market, making the entire method questionable. Yet, support for the method centred largely on the ability for the educational material to provide a source of growth and reflection for the employee that would in turn aid them in learning in a natural manner that would easily integrate into their professional lives. This seems to support the Watkins et al., (1992) argument that learning begins with motivation, leading to action. This motivation is built upon the desire to better them through education, and the method does seem to provide a valid and practical process for attaining that goal. However, the critics of this process are a quick to point out that any mistake will build a faulty knowledge base that should be better controlled to ensure quality. However, with time being a key element of any business community, it does not seem practical for employees to expect to receive any long term education that many received in the past in formal educational settings. The material in this study seems to support the contention that when seeking to determine how long someone needs to train, it remains vital to look at the method and manner of training. There are many choices for each unique person, making some critics of the system point out that the need for flexibility is a real and lasting component of any system.. This works to build confidence in the assessment that a person’s learning program will help to build better overall working practices that will in turn benefit the company or organisation that the persons is associated with. Furthermore, the material clearly shows that there is more to learn than how to make the connection in the classroom, that there must be deeper elements that serve to encourage and develop the innovative nature of the person, whilst not relying on a single model for universal education. The research shows that the process of aiding employees to develop, any form of additional education on the job adds to the natural way people develop, aiding both the person and the company. Yet, in many cases the method is found to be outdated in the face of developing technology. This study will be of interest to those researching developing trends in relation to long standing practices. This study shows that formal training and development serve only a portion of a person, or employees learning and educational development, with valuable sources of education and knowledge coming from practice, reflection and the proximity and mentorship of experienced professionals in the field. The research illustrates that by aiding people, employees and leaders to work and develop educational process whilst on the job, the ability to naturally integrate this knowledge into their professional lives grows. This growth not only seems to aid the person on many levels, but aids the efforts of the companies associated with the person, supporting the contention that the 70:20:10 model is not only relevant but needed in the modern community. This continues to show that people develop on the job and in order to companies to remain or become successful education must be a cornerstone of that process. References Blackman, D. and Johnson, S. (2016). The 70:20:10 model for learning and development: an effective model for capability development?. International Journal of Engineering and Technology, 2(1), pp.112-116. Burgess, J. (2017). Is a Blended Learning Approach Suitable for Mature, Part-Time Finance Students?.. [online] Eric.ed.gov. Available at: https://eric.ed.gov/?id=EJ1098715 [Accessed 24 Mar. 2017]. Cotton, J. and Rechtschaffen, A. (1958). Replication report: Two- and three-choice verbal-conditioning phenomena. Journal of Experimental Psychology, 56(1), pp.96-96. Gardner, R. (1957). Probability-Learning with Two and Three Choices. The American Journal of Psychology, 70(2), p.174. Jennings, C. and Wargnier, J. (2010). Experiential learning – a way to develop agile minds in the knowledge economy?. Development and Learning in Organizations: An International Journal, 24(3), pp.14-16. Jennings, C., Jennings, C. and profile, V. (2017). 70:20:10 Primer. [online] Charles-jennings.blogspot.com. Available at: http://charles-jennings.blogspot.com/2015/08/702010-primer.html [Accessed 24 Mar. 2017]. KMI Learning. (2017). 70-20-10 Training – A New Approach | KMI Learning. [online] Available at: https://www.kmilearning.com/70-20-10-training/ [Accessed 24 Mar. 2017]. Pascale, C. (2017). 70:20:10 Guide: Provide Structure to the 70%. [online] Docebo. Available at: https://www.docebo.com/2015/04/16/informal-training-70-20-10/ [Accessed 24 Mar. 2017]. Pollock, R., Jefferson, A., Wick, C. and Wick, C. (2015). The six disciplines of breakthrough learning. 1st ed. Rentroia-Bonito, M., Goncalves, D. and Jorge, J. (2015). Clustering Students Based on Motivation to Learn:. International Journal of Mobile and Blended Learning, 7(3), pp.18-39. Td.org. (2017). 70:20:10: Where Is the Evidence?. [online] Available at: https://www.td.org/Publications/Blogs/Science-of-Learning-Blog/2014/07/70-20-10-Where-Is-the-Evidence [Accessed 17 Mar. 2017]. Td.org. (2017). 70:20:10: Where Is the Evidence?. [online] Available at: https://www.td.org/Publications/Blogs/Science-of-Learning-Blog/2014/07/70-20-10-Where-Is-the-Evidence [Accessed 24 Mar. 2017]. Training Magazine. (2017). Fear Not the 70-20-10. [online] Available at: https://trainingmag.com/content/fear-not-70-20-10 [Accessed 24 Mar. 2017]. Trainingindustry.com. (2017). The 70:20:10 Model for Learning and Development | Training Industry. [online] Available at: https://www.trainingindustry.com/wiki/entries/the-702010-model-for-learning-and-development.aspx [Accessed 24 Mar. 2017]. Watkins, K. and Marsick, V. (1992). Towards a theory of informal and incidental learning in organizations?. International Journal of Lifelong Education, 11(4), pp.287-300.

Moscow vs Washington essays

Moscow vs Washington essays THE MAYOR OF MOSCOW AND THE MAYOR OF WASHINGTON, D.C. Moscow is a city like no other. This ancient city of has seen the rise and fall of empires. It has been the home of rulers and despots, a token of war and an envisioned destiny for many. Yet never has it seen the likes of the last decade. The center of power for the world's largest country, Moscow is something of a powerful symbol, a center of power, and in its most simple form, a municipal city. Yet this is the great intangible mystique of Moscow. The physical city, and its leaders, are more than just leaders and she is more than just a city. At the center of the daily management of Russia's most important city is the Mayor of Moscow. Unlike what the West considers a mayor's job, Moscow's mayor goes far beyond just managing the city. He is not simply an elected municipal leader. He reports directly to the President of Russia. He is inherently virtually a Muscovite dictator and national political bear. And though Russia shrugged off Communism, it certainly hasn't installed an established and lasting system, especially at the municipal level. This has left the Mayor of Moscow with unprecedented power to do as he sees fit, especially as long as Moscow continues to experience prosperity untouched by the rest of the nation. Following the collapse of the Soviet Union, no Russian icon has changed more than the city of Moscow. Though there is only one real dynamic figure to take this office, Yuri Luzhkov has truly been the spearhead in this change. In order to better understand its unique politics, one must first understand Moscow's basic setting. It is not only the capital of the nation of Russia, but also of the Moscow oblast (region). The oblast has a gubernatorial executive. In other oblasts, the regional governor is the power point. In Moscow, oblast and city, it is the mayor who maintains the greatest power. The politics of this are far reaching, for e...

Compensation System of State Farm Insurance

Compensation System of State Farm Insurance Every business organization has its own philosophy, which drives it towards big success. The same is true for insurance companies that offer different types of insurance covers. Usually, the founders of any organization architect the philosophy under which it will operate.Advertising We will write a custom research paper sample on Compensation System of State Farm Insurance specifically for you for only $16.05 $11/page Learn More The inception of State Farm Insurance Company dates back to 1922 when one farmer, George Mercherle opted to work as an insurance agent because his health conditions could not allow him to continue farming. He turned out to be one of the best sales representatives for an insurance company he was working with. However, at one point, Mercherle was not happy with the company’s insurance policy to farmers. According to him, the company oppresses farmers through low insurance rates and poor business practices. Farmers paid high pre miums despite the fact that they incurred less compensation incidents and drove less kilometers that those staying in urban areas. Over time, Mercherle recommended new policies that detailed new modalities of selling insurance to farmers and city folks. Nonetheless, the employers turned down the offer and instead, told him to go and start his own insurance company. Driven by desire to offer better insurance, Mercherle and other people with same views started State Farm Insurance Company. The policyholders became the owners of this automobile insurance company and in 1928, the company started to decentralize starting from an area office in Berkeley, California. By the year 2000, State Farm had grown into a great insurance empire with over 27 regional offices and 1000 service centers all over United States and Canada. (Rhonda, 2010, p.1). The philosophy of State Farm Insurance lies in offering insurance coverage at an affordable price in tandem with flaxen claim resolution. This philo sophy has been the driving gear of State Farm Insurance Company and today, with 76,500 workers and over 16,000 insuring agents, the company posses with 67 million policies and an asset base of US$ 25 billion-making it the biggest fiscal institution in United States. The current philosophy of â€Å"Good Neighbor† is a reckoning force behind State Farm success. This philosophy has remained vital in establishing different insurance covers at affordable price to consumers. For example, under home insurance cover, State Farm insurers all types of houses ranging from single homes to condominium leasing houses. Perhaps what State Farm ought to do is to insure letting houses against burglary, defacement or conflagration in line with the philosophy.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Where fire has destroyed houses, State Farm through their Good Neighbor philos ophy, should provide alternate accommodation while awaiting repair of destroyed property. However, through this philosophy, State Farm covers all expenses arising from such disasters. (State Farm Corporate Website, 2010, p.1). Most insurance companies offer general life insurance, which does not include health. However, State Farm offers general health insurance in addition to disability and long term care insurance coverage. The philosophy of Good Neighbor that is, offering affordable insurance to consumers has seen many American homeowners receive health care insurance at a time when they need medical services most. The introduction of long term care is so far one of the best insurance coverage targeting the old, persons with disabilities, and the injured. In the current global economic downturn, underprivileged people can access health care services or health care insurance premiums at a cheaper price thanks to â€Å"Good Neighbor† philosophy from State Farm. (Case Study: State Farm, 2010, pp. 1-5). As a mode of enhancing this philosophy, State Farm should target Young Adults aged between 18 and 25. This is because there are over 33 million uninsured persons in America falling in this age gap. With the philosophy, State Farm should provide insurance brands to students and young adults falling in this age gap in order to detach them from other insurance and make them independent. Additionally, since State Farm prefers business model (use of agents) rather than insurer model (use of call centers and internet), there is high probability that in the current information technology age, many persons falling in this age do not have an elusive insurance coverage. Business model has its advantages that include job creation among other things. However, the Good Neighbor philosophy of State Farm can reach young adults easily now that many of them are prone to internet than attending call centers. Many young adults perceive State Farm as conservative and one tha t clings to traditional ways of doing business. However, with the Good Neighbor philosophy, which targets all people the adoption of insurer model through call centers and internet, will see young adults seek insurance brands from State Farm. (State Farm Plans Book Ucla 2010, 2010. p.1). State Farm is a mutual insurance company belonging to many policyholders. The first capital of starting State Farm came from policy holders who until now remain owners. Although currently comprising of shareholders, the company does not pay form of dividends to shareholders. Instead, all dividends including profits and status belong to policyholders.Advertising We will write a custom research paper sample on Compensation System of State Farm Insurance specifically for you for only $16.05 $11/page Learn More This is the reason why State Farm continues to expand as policyholders choose to use their financial earnings to expand the company. Additionally, the structure protects the company’s finances in that, even if share prices drop or shareholders stage demonstrations, the company will still move on smoothly as this appears no issue. Current statistics indicate that State Farm is the most successful insurance company in United States especially as car and home insurer. This is because of its Good Neighbor philosophy that includes affordability and ability to handle claims fairly and squarely. The mission statement of State Farm is to assist people to deal with arising risks, recuperate from misfortunes and attain their objectives. In order to exhibit good neighbor philosophy, State Farm embarks in market partnership with insurance consumers build on shared values such as financial empowerment, honesty, mutual trust and eminent insurance services. (Case Study: State Farm, 2010, pp. 8-10). Reference List Case Study: State Farm. (2010). Retrieved from http://webcache.googleusercontent.com/search?q=cache:P_Z_aLyoxjkJ:jomc279.files.wordpress.com/2009 /08/casestudy_abbr.pdf+outline+the+current+compensation+philosophy+for+your+organization+StateFarm+Insurance+Companyhl=engl=ke Rhonda, C. (2010). State Farm Mutual Insurance Company. Retrieved from http://insurance.suite101.com/article.cfm/state-farm-mutual-insurance-company State Farm Corporate Website. State Farm Insurance Company. (2010). Retrieved from statefarm.com State Farm Plans Book Ucla 2010. (2010). Retrieved from slideshare.net/karlaliu/state-farm-plans-book-ucla-2010