Technology and How It Has Improved Housekeeping Operations Research Paper Example

Innovation and How It Has Improved Housekeeping Operations Research Paper Example Innovation and How It Has Improved Housekeeping Operations Paper Innovation and How It Has Improved Housekeeping Operations Paper Innovation and how it has improved Housekeeping Operations A Thesis Submitted By Lerone McDonald (ID#)- 10T10553 In Partial Fulfillment of the Requirements for the Degree of Bachelor of Science In Tourism, Hospitality, Entertainment Management Excelsior Community College Date: February 28, 2013 According to â€Å"dictionary. reference. com† innovation is the part of information that manages the creation and utilization of specialized methods and their interrelation with life, society, and nature, drawing upon such subjects as mechanical expressions, designing, applied science, and unadulterated science. Innovation can likewise be alluded to as the creation, alteration, utilization, and information on apparatuses, machines, procedures, specialties, frameworks, and techniques for association, so as to tackle an issue, improve a prior answer for an issue. Innovation additionally alludes to the assortment of such devices, including apparatus, alterations, courses of action and strategies. Advancements fundamentally influence HR just as different zones of the Hotel business, all the more so the Housekeeping Department/zone. Housekeeping is the demonstration of tidying up the rooms and goods of rooms. It is one of the numerous obligations remembered for the term Housekeeping. A few obligations remembered for the Housekeeping Operations are, however not restricted to: Disposing of refuse Changing washing bed cloths Cleaning grimy surfaces/territories Dusting and vacuuming Removing leaves from downpour drains Washing windows and clearing mats. The Housekeeping Operations Department is liable for the cleaning and he upkeep of the Hotel’s guests’ zones, to guarantee the zones look better, more secure and simpler for customers/visitor to be suited. The housekeeping office plays a significant and fundamental job in the lodging business, without such a division lime scale can develop on taps, form develops in wet territories, bacterial activity make the waste disposal and latrine smell and spider webs aggregate. A few things that are usually found in the Housekeeping division are: Vacuum Cleaners Brooms Mops and Sponges Detergents Disinfectants Bleach and so forth. There are a few innovations that have assisted with improving and make the housekeeping office increasingly productive. Data and interchanges innovation (ICT), is regularly utilized as an all-inclusive equivalent word for data innovation (IT), however is an increasingly explicit term that anxieties the job of brought together correspondences and the incorporation of media communications (phone lines and remote signs), PCs just as important venture programming, middleware, stockpiling, and various media frameworks, which empower clients to get to, store, transmit, and control data. This addresses the various kinds of gear/foundation that can be discovered inserted inside the inn business to make work in the Housekeeping Department/region increasingly viable and effective. A portion of these are, yet not constrained to: PA System Pagers/fax Intercom Inventory Management System Intranet/web/PCs and Biometric System Innovations in the correspondence framework, for example, the utilization of the radio framework which is a lot of like the Private Branch Exchange (PBX) makes it simpler for the front work area to contact the housekeeping division for any solicitation. Utilizing one line for numerous phones, you just need to dial a telephone number that just requires three-digits or four which is doled out to each branch of the lodging. The utilization of the work area is exceptionally regular in the current age of inn administrations. Rather than the past lodgings, they utilized manual penmanship, and that likewise involves a great deal of papers that could conceivable take up a ton of work space. With the utilization of the PC equipment framework, which incorporates, the console, the screen, the mouse, and certain pre-introduced application into the PC, administrative work and composing may a bit much. There is likewise programming known as the Navis Housekeeping Management framework which is utilized by the housekeeping office to appropriately screen room statuses and tidying up of rooms. When rooms have be cleaned, the data is gone into the Navis Housekeeping Management System which will permit simple access by housekeeping and the front work area office, by doing this the two offices can know the rooms that are accessible and furthermore their status. These sorts of equipment additionally help in the severe checking of visitors reservation which the housekeeping division approach with the goal that they will know about the measure of visitors that have reserved a spot. This data is fundamental as it permits the housekeeping division to set up the rooms in advance and furthermore to guarantee that enough rooms are accessible to satisfy the needs. This sort of innovation additionally helps with booking of housekeeping staff and furthermore to guarantee standard stock sums are modern. Green Technology addresses the ecological innovation (envirotech), clean innovation (cleantech) is the use of at least one of natural science, green science, natural observing and electronic gadgets to screen, model and monitor the common habitat and assets, and to check the negative effects of human association on the earth exhaustion. Green Technology is additionally used to portray supportable vitality age advances, for example, photovoltaic’s, wind turbines, bioreactors and heavenly bodies. Feasible improvement is the center of natural advancements. The term ecological innovation is likewise used to portray a class of electronic gadgets that can advance feasible administration of assets. Green innovation is being presented in all parts of creation and all the more so in organizations and the inn business is one such area. Green innovation benefits the inn as well as encourages the visitor to value the inn and its environs more. The following are a couple of direct statements from which were taken from ecomall. om about various green innovation that are being established at certain inns. 1. Each morning at our front work area you will hear our guest’s comment in wonder over how well they dozed the previous evening, senior supervisor Natalie Marquis says. I trust one explanation we get this solid positive criticism is on the grounds that we quit utilizing substance pesticides 20 years prior. Our rooms are environmentally new, which permits the human body to unwind, empowering our visitors to encounter a superior rest than in different inns that utilization pesticides and poisonous cleaning synthetics, or even in the visitors own homes. 2. Patricia Griffin, leader of the Green Hotel Association. She began the affiliation 15 years prior subsequent to visiting Europe and figuring out how lodging journeys react decidedly to demands for non-day by day sheet and towel cycling as an approach to spare vitality and water, and diminish the utilization of cleaning items. Today you will discover her affiliations work area cards in lodgings across America, proposing to visitors that they help the earth by not mentioning every day towel and bed-cloth cleaning. Different kinds of innovations are being executed to help a lodging to turn out to be more eco-accommodating, one such innovation which was created is the principal earth keen inn, yes! Keen Hotel! The Sheraton Rittenhouse is starting a trend, and is a piece of an industry that is enthused about cleaning for wellbeing, and for the earth. The lodging utilizes 100 percent natural cotton bed-sheets, concoction free clothing cycles, vitality effective lights, and palm trees in the entryway with a brilliant oxygenation rate. Additionally the lobby’s front counter is produced using reused soft drink bottles. A source from the Hotel’s housekeeping activities office likewise uncovered that all cleaning synthetic substances are all non-harmful, water-based, hypoallergenic and biodegradable. â€Å"Green-cleaning items likewise lead to bring down administrative expenses, since supervisors have less poisonous synthetic concoctions to follow and less substance related injuries† included our source. Worldwide Trends in housekeeping addresses different exercises and arranged usage. There are a wide range of patterns that are rising inside the lodging business as well as explicitly the housekeeping office. A couple of patterns inside the housekeeping division have been distinguished and are outlined underneath. 1. PureRooms another organization from the US acquainted the gathering with sensitivity neighborly rooms. PureRooms plan and treat visitor rooms; the procedure expels up to 99% of contaminations from the air, to let your visitors inhale simple. It likewise shields from aggravations, for example, form, infections, microbes, dust, and yeast to killing scents at the source and leaving the room smelling new. Rooms rewarded by PureRooms can be sold with an additional charge. The medicines incorporate; all cooling units cleaned and rewarded with the establishment of tea tree oil in the dribble skillet of the a/c unit, all surfaces in the room rewarded with PURE clean arrangement, high ozone stun treatment, PURE shield microbes boundary, establishment in each room of the electronic air purifier and hypersensitivity agreeable bed encasements. 2. Internal Scents-an Australian development of visitor items that have a fragrance based treatment segment to their assembling. Pressing board covers which drift with unobtrusive scents of herbs are a piece of this company’s line of items alongside different items, for example, pad embeds. 3. Optii Solutions-presented another Housekeeping programming framework Optii Keeper, which reforms the manner in which housekeeping works. This is the universes initially mechanized, insightful housekeeping answer for lodgings created by Hoteliers for Hoteliers and with Housekeepers for Hous

Ethics at Coca Cola Essay Example | Topics and Well Written Essays - 500 words

Morals at Coca Cola - Essay Example This perusing of the social setting permitted her to execute changes through the political stage by prudence of her authority of the European Beverages Association. Her administration of the affiliation in this manner took into consideration significant changes explicitly limiting promoting of coca cola and different softdrinks not exclusively to roll out moral improvements in how to work together inside her organization yet in addition industry-wide. Thus, moral changes made by Reiniche were savvy as for the vital preferred position they presented to Coke. Other drink organizations were moving in earth and morally determined heading, so Coke couldn't bear to be deserted and in this way, make the move rather a wellspring of upper hand. Cooperation and powerful correspondence with controllers, industry players and other non-legislative association as appeared by Reiniche is another feature of authoritative initiative. The change started regarding confining showcasing of softdrinks to youngsters required the endeavors of one organization as well as the cooperation of many concerned gatherings. Joint effort takes into account simpler office of the usage of the moral plan through help and the definitive utilization of impact and capacity to make transforms (it extraordinarily helped for example that Reiniche was President of the European Beverages Association that she welded capacity to come out on top to make changes). Moreover, joint effort just works with adequately conveying motivation to every single concerned gathering. Coke’s CEO by Neville Isdell has conveyed that moral changes in regards to tasks to address ecological concerns are what Coke have at the top of the priority list †with discourses as he accomplished for the Worldwide Fund for Nature’s yearly meeting. In real life, he has in truth driven his organization to team up with WWF to decrease and reuse the billion of liters of water it utilizes yearly. Inventiveness and

The differences between the submitted, complete emails to applicants COLUMBIA UNIVERSITY - SIPA Admissions Blog

The differences between the submitted, complete emails to applicants COLUMBIA UNIVERSITY - SIPA Admissions Blog The final Fall 2016 application period recently closed, and were in the middle of matching application materials and reviewing completed applications for admission. Depending on where you are in the review process, you may have noticed that you received two confirmation emails. One confirms that your application was submitted successfully and the other says your application was reviewed for errors and is complete. Some people are confused by the similar wording,  so I wanted to break  them down for everyone today. After you submit your application, you receive an email within 24 hours with the subject line Confirmation: Your Columbia SIPA application was received.  This is purely a confirmation email explaining your application form was submitted without any problems. It also reminds you that no changes may be made to your application once it has been submitted. From there, the Office of Admissions will review the materials youve submitted the essays, resumes, transcripts, etc. If there is an error with your application (i.e. the transcripts are illegible or we never received your TOEFL score report), we will contact you directly. If there are no issues with your application we will send you another email  within two to four weeks.* This email will have the subject line  Your Application is Complete. Once you receive this email, you can feel confident knowing that we have ALL of your materials; including the application fee you forgot to pay and that final recommendation letter from your traveling professor. This message also states that your application has been officially forwarded to the Admissions Committee for review. In this email we also encourage you to take a moment to update your Personal Information page (accessible through the Status Page) and update your  biographical and contact information. Why? Well, if you are admitted to SIPA the information listed in this part of the application will be used  to populate your official Columbia University record. So there you have it in a nutshell the differences between the submitted and completed email messages. In the few days Ill try to share some insider knowledge about the review process and the applicant pool. In the meantime, good luck to all of our applicants! *It has come to my attention that a handful of MPA-DP Fall 2016 applicants have not received the complete email. Please check your spam folders for this email, as  our messages  are sometimes delivered there. I am resending the complete email to this cohort for their records. However, if  there were any issues with any applicants materials, we would have emailed them directly detailing the problem.

Ethical Issues in Relations Between Business and Customers.

Essay Ethical issues in relations between business and customers. Suleimenova Nazira. Management 11.852 Ethical issues in relations between business and customers. Nowadays, people the most part of their life spend at the work. At work, person has a contact with other employees, meets the requirements of management or personally gave orders to his subordinates. But also, the organization (enterprise, firm) in which employees work, constantly interacts with other organizations, the state and the various institutions, the environment, and of course the common people. As long as, all these above interactions occur, participants have certain rules of behavior. The developed countries of the world are very concerned about the†¦show more content†¦Here are some company specific ethical issues. These should be dealt with pretty strictly as to serve an example to the rest. * Showing honesty, integrity and openness in consumer relationships. * Whether to accept moral responsibility of on-site mishaps, spills, and disasters and whether to make product recalls if certain harmful information about them comes to light, are ethical issues that all businesses must be prepared for. * Some stronger ethical issues are related to practices that are not easily detected, like releasing products that have built-in obsolescence (to generate further demand for future products) and indulging in accounting manipulations to generate secret reserves or to show higher or lower profits as per convenience. In addition employees and business owners must consider the ethical issues involved with their relationships between suppliers and customers. Business owners in particular must consider whether it is ethical to do business with suppliers who have unethical practices. When dealing with customers or clients, business people must ensure that they use their information correctly, do not falsely advertise a product or service, and do not intentionally do sub-standard work. All of the above suggests that ethics is a moralShow MoreRelatedCase Study : United Airlines : How Do We Get There From Here?1269 Words   |  6 Pagesmotion issues and collisions of any sort, but not issues about missing the turn off. Airline travel issues do not usually persist during travel, yet can sometimes happen before the take-off even begins. The issue with Airline travel is not travel hazards, but instead travel protocols often carried out by the airline companies. 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Business ethics, as defined by the Stanford Encyclopedia of Philosophy is the applied ethics discipline that addresses the moral features of commercial activity. The same source also gives a history of business ethics which states that the concept as an academic principle is relatively young-only about forty years old; but in general is as old as trade itself. In this paper, the following aspects of ethics will be discussed: Ethical issues faced in business; recent trends inRead MoreEthical Incident in Resume Fraud Introduction: Due to advancement of technology, population1300 Words   |  6 Pages Ethical Incident in Resume Fraud Introduction: Due to advancement of technology, population growth and unemployment rate, ethical concerns are rising in today’s 21th century. One of the ethical concern is a resume fraud which is common and known issue among most of the companies in today’s world. 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Analysis Enter Through The Narrow Gate - 1289 Words

David Gu Mr. Robert Brinlee 3rd Period Honors English III 21 November 2014 Against the Current It reads in Matthew 7:13-14, Enter through the narrow gate. For wide is the gate and broad is the road that leads to destruction, and many enter through it. But small is the gate and narrow the road that leads to life, and only a few find it. When pressed to make a decision, one is often inclined to walk the path that one’s peers are taking. More often times than not, we look for the easy way out. To merge with the popular outlook, much like the river current that flows downstream to its riverbed, all that is required of us is the immersion of ourselves within its undulation and be washed along. Choosing to be pushed by this current forces us to give up our ideas and substitute it for the common consensus. We realize that frequently our morals depart from the â€Å"common† value system, but we deny ourselves the urge to express such social commentary fearing judgement, exclusion, or even persecution by the masses. Few men choose to fight the upstream battle. Fewer men a re able to alter its course. No man however can reverse the tide. The moral issues involving slavery and the post Emancipation racial discrimination in 19th century America serves as a perfect example of such an upstream battle. 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Team Dynamics for Managers Free Essays

string(554) " know or use regularly\? | | | | | | | | |How do your techniques influence group decisions\? | | | | | | | | | |What other problem solving techniques could you use when making group decisions\? | | | | | | | | | |What can you do to develop or improve your problem solving techniques\? | | | | | | | | | | | | | |Resources: Three Resources: \(1\) textbook, \(2\) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and \(3\) one other resource or another | | | | |article from UOPX’s Online Library\." |[pic] |Course Design Guide | | |College of Social Sciences | | |PSY/430 Version 5 | | |Team Dynamics for Managers | Copyright  © 2010, 2009, 2008, 2005, 2004, 2003, 2001 by University of Phoenix. All rights reserved. Course Description This course provides an exploration into how managers and employees work in groups for the completion of organizational objectives. We will write a custom essay sample on Team Dynamics for Managers or any similar topic only for you Order Now Emphasis is placed on the growing dependency on self-directed work teams in the workplace. This course equips student with the ability to manage work teams, work in teams successfully, and to obtain results via team dynamics. In addition, impacts upon customer satisfaction are explored. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Engleberg, I. N. Wynn, D. R. (2010). Working in groups. (5th ed. ). [University of Phoenix Custom Edition e-text] Boston, MA: Pearson/Allyn Bacon. Retrieved from University of Phoenix, PSY/430—Team Dynamics for Managers Course website.. All electronic materials are available on the student website. |Week One: Effective Communication in Diverse Groups | | |Details |Due |Points | |Objectives |Explain the relationship between group member diversity and communication style. | | | |Determine effective use of verbal and nonverbal interaction in groups. | | | | |Describe the importance of listening and effective listening techniques. | | | | |Determine appropriate methods of group facilitation. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read Ch. of Working in Groups. | | | |Readings |Read Ch. 3 of Working in Groups. | | | |Readings |Read Ch. 4 of Working in Groups. | | | |Readings |Read Ch. 7 of Working in Groups. | | | |Readings |Read Ch. 8 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | |Selection of Teammates |By Thursday, please let me know in your Individual forum if you could work with people |By Thursday of | | | |outside your time-zone. |Week One | | | | | | | | |On Friday, I will post a note in the Main forum with the names of the people in each team. | | |P articipation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |first week. | | |Article Review |Complete and Submit article review to thread in Main forum for it. |By Sunday of the |3 | | | |first week. | | |Search through the Electronic Resource Reading list consisting of articles from UOPX’s Online| | | | |Library. | | | | | | | | | |Share with your teammates which article you plan to review so that each member reviews a | | | | |different article. | | | | | | | | |Coordinate with teammates so that everyone in your team summarizes a different article. | | | | | | | | | |Submit two aragraphs and a quotation to the Main forum in reply to the post I will be | | | | |posting. | | | | |In the first paragraph, provide a short summary of the article. (100 to 150 words) Add an APA| | | | |citation. | | | |In the second paragraph, relate the information to your work, social, and/or home life. (100 | | | | |to 150 words) | | | | |For the quotation from the article, explain why you think it is an important quote. 50 to 75| | | | |words) Add an APA citation. | | | | |Provide an APA formatted reference. | | | |Individual |Review the Working in Groups videos located on your student website. Choose three of the four|By Monday, the |8 | |Group Communication Video |videos to watch. last day of the | | |Cases | |first week, | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Write a 200- to 300-word response to each video clip by answering the following questions. | | | | | | | | |Choose one video that you will use to discuss the relationship between group member diversity| | | | |and communication style. What diversity existed in the group? How did this affect the group | | | | |members’ communication styles? Was diversity a hindrance to communication? Determine two | | | | |communication methods that could have been used to better facilitate the group. | | | | | | | | | |Choose another video and describe the verbal and nonverbal interaction among the members of | | | | |the group. What were these interactions communicating? Were they helping or hindering the | | | | |group process? Come up with two communication methods that could have been used to better | | | | |facilitate the group. | | | | | | | | | |Watch the third video and determine the listening techniques used by members of the group. | | | |Describe the importance of listening in group communication and relate it to this scenario. | | | | |Were the listening techniques used in this situation effective? If not, which effective | | | | |techniques should have been used to better facilitate the group process? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. You read "Team Dynamics for Managers" in category "Essay examples" | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, levels with subheadings, citations, and references. | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week One Individual Participation (2) Discussion Questions (2) Article Review (3) Group Communication Video Cases (8) Individual Total: 15 |Week Two: Cohesion and Decision-Making | | |Details |Due |Points | |Objectives | | | | | |Evaluate individual strengths that apply to the group process. | | | |Apply conflict management techniques to group conflicts. | | | | |Identify problem-solving techniques that facilitate group decision-making. | | | |Readings |Read Ch. 9 of Working in Groups. | | | |Readings |Read Ch. 10 of Working in Groups. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |second week | | |Individual |See description in Week One. By Friday of the |3 | |Article Review | |second week | | |Individual |This two-part assignment enables you to reflect on your individual strengths and | | | |Roug h Draft |problem-solving skills as they apply to the group process and decision-making. |5 | | | | | | |Individual Strengths and |Review the grading form and use the sample paper provided for this assignment in the Course | | | |Problem-Solving Techniques |Materials forum. | | |paper | | | | | |Prepare a 1,050- to 1,750-word paper formatted according to APA guidelines. The paper must be| | | | |organized according to the following categories: | | | | | | | | | | | | | | |Part 1: Individual Strengths and the Group Process | | | | | | | | | |Describe a group setting or scenario in which you have worked or of which you are | | | | |currently a part. | | | | | | | | | |What are the strengths and skills that you have brought to this group setting? How have they | | | | |benefited the group? | | | | | | | | |Are there any drawbacks your strengths and skills have brought to the group? Describe how | | | | |they have affected the group. | | | | | | | | | |How have other group members’ strengths and skills affected the group process? | | | | | | | | |What are some skills you could improve to foster a more effective group environment? How can | | | | |you improve these skills? | | | | | | | | | |Part 2: Problem Solving Techniques and Group Decision Making | | | | | | | | | |What problem solving techniques do you know or use regularly? | | | | | | | | |How do your techniques influence group decisions? | | | | | | | | | |What other problem solving techniques could you use when making group decisions? | | | | | | | | | |What can you do to develop or improve your problem solving techniques? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |On the last day of the second week, submit a working draft of the Job Redesign and Workplace | | | | |Rewards Assessment to the three reviewing services in the Center for Writing Excellence (CWE)| | | | |for evaluation: (1) Write Point, (2) Tutor Review, and (3) Plagiarism Checker. | | | | | | | | |On the last day of the second week, provide proof of your submission by taking a Screen-Shot | | | | |of the My Papers page showing the submission to three reviewing services. | | | | | | | | | |Submit the Screen-Shot to your Individual forum. | | | | | | | | | |In the subject line, type the words, â€Å"Screen-Shot. | | | | | | | | | | | | | | |On the third day of the third week (Thursday), download all three reviews. | | | | | | | | | |Write Point and Plagiarism Checker take 15 minutes to an hour to complete. | | | | | | | | | |Tutor Review takes two to three days to complete. | | | | |By the last day of| | | |Write Point and Tutor Review are Word documents that are easily saved. |the second week | | | | | | | | |The Turnitin report is saved by clicking on the icon, which looks like a piece of paper with | | | | |a downward arrow. It is on the far right of the page. | | | | |By the last d ay of| | | |Submit them to your Individual forum. |the second week | | | | | | | | |In the subject line, type the words, â€Å"Copies of the Results of the Three Reviewing Services† |By the third day | | | | |of the third week. | |Learning Team |For the Charter, in the first section, complete with the necessary information from each of |By Saturday of the|5 | |Charter and Timeline |the members. In the remaining sections ((1) Team Ground Rules and Guidelines, (2) |second week | | | |Expectations for Time Management and Involvement, (3) Ensuring Fair and Even Contribution and| | | | |Collaboration, and (4) Special Considerations. ) complete each as a collaborative effort | | | | |rather than simply submissions from each member. | | | | | | | | |Do not say member A thinks one of the Ground Rules and Guidelines should be that everyone | | | | |posts every day in the learning team forum. Then, member B thinks everyone should post every | | | | |other day, while, member C thinks ev ery three days is fine. In other words, collaborate as a | | | | |team to make one list for each of the following sections: In this way, I will know that | | | | |everyone agrees with each other. Additionally, be sure to answer all  questions in relation to| | | | |each section. | | | | | | | | |For the timeline, use the one in the Course Materials forum. Be sure to  include what each | | | | |member is to do each week to satisfy the successful completion of the project and how the | | | | |team will know that it has been completed. Include dates as to when each step is to be | | | | |finished. | | | | | | | | |Collaboratively complete both the charter and timeline. | | | | |Submit to Assignment Section. | | | Week Two Individual Participation (2) Discussion Questions (2) Article Review (3) Rough Draft: Individual Strengths and Problem-Solving Techniques Paper (5) Learning Team Charter and Timeline (5) Individual Total: 12 Learning Team Total: 5 Week Three: Group Member Roles an d Responsibilities | | |Details |Due |Points | |Objectives | | | | | |Identify group member roles and responsibilities. | | | | | | | | | |Identify the qualities of an effective group leader. | | | | | | | | |Explain methods of managing difficult group members. | | | |Readings |Read Ch. 5 of Working in Groups. | | | |Readings |Read Ch. 12 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. By Friday of |2 | | | |the third week | | |Individual |See the details in the first week. |By Friday of |3 | |Article Review | |the third week | | |Individual |Use the results of the three reviewing services to correct any grammar, punctuation, and APA |By the last day|14 | |Final Draft |mechanical errors. |of the third | | | | |week | | |Individual Strengths and |Submit to the Assignments Section. | | |Problem-Solving Techniques | | | | |Paper | | | | |Learning Team |Each team member identifies a conflict that he or she has recently encountered while working |By the last day|10 | |Conflict Resolution |in a group. |of the third | | | | |week | | | |These groups could be work groups or school learning teams. | | | | | | | | |As a team, discuss the conflicts and choose one to focus for the team assignment. | | | | | | | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Prepare a 700- to 1,050-word paper in which the team describes the group conflict scenario | | | | |and propose a possible solution. | | | | | | | | | |The focus of the paper should not be on the conflict and possible solution, but on the | | | | |process, the group followed in coming to a solution. In the paper, be sure to address the | | | | |following questions: | | | | | | | | | |Describe the past situation of the conflict, the reasons for the conflict, and the proposed | | | | |solution. | | | | | | | | | |How did individuals in the group use their personal strengths to devise a solution to the | | | | |conflict? | | | | | | | | |What conflict management techniques were used to solve the problem? | | | | | | | | | |How did the group arrive at a decision? | | | | | | | | | |What other conflict management techniques could the group have applied to solve the problem? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and referenc es. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Three Individual Participation (2) Discussion Questions (2) Article Review (3) Final Draft: Individual Strengths and Problem-Solving Techniques Paper (14) Learning Team Conflict Resolution (10) Individual Total: 21 Learning Team Total: 10 Week Four: Implementing Group Motivation Strategies and Rewards | | |Details |Due |Points | |Objectives | | | | | |Determine appropriate group incentives for reaching goals. | | | | | | | | | |Design rewards based on effective group dynamics and desired results. | | |Readings |Read Ch. 6 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of |2 | | | |the fourth week| | |Individual |See the details in the first week. By Friday of |3 | |Article Review | |the fourth week| | |Individual |Complete the â€Å"Group Motivation Inventory† at the end of Ch. 6 of the textbook. Determine your|By the last day|10 | |Group Motivation Inventory |score and post it to your Individual forum and your Learning Team forum. |of the fourth | | |Paper | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | |Then write a 1,400- to 1,800-word paper, formatted consistent with APA guidelines, that | | | | |includes the following information: | | | | | | | | | | | | | | |Scoring and Interpretation of Group Motivation Inventory | | | | | | | | | |Were the group expectations unclear or unreasonable? What did you like about the | | | | |expectations, and what did you dislike? | | | | | | | | |Did some members make it difficult for others to participate? Why was working with them | | | | |difficult? | | | | | | | | | |Are some members doing most of the interesting work, while others do routine assignments? In | | | | |the future, what can you do to make sure the interesting work is shared? | | | | | | | | |Were some members ignored? What could you have done to help people not feel this way? | | | | | | | | | |Personal Interpretations | | | | | | | | | |Describe what you learned about yourself in this exercise. | | | | | | | | |How does this knowledge affect the way you interact in groups? | | | | | | | | | |What will you do differently in future groups as a result of this exercise? | | | | | | | | | |Based on your results, what may you do to be more motivated? | | | | | | | | |What incentives would help you be more motivated when working in a group? | | | | | | | | | |What considerations would you have to make for incentives when group members’ motivations are| | | | |different? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource. | | | | | | | | | |Format your paper according to APA standards. | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Four Individual Participation (2) Discussion Questions (2) Article Review (3) Group Motivation Inventory Paper (10) Individual Total: 17 Week Five: Group Presentation Tools | | |Details |Due |Points | |Objectives | | | | | |Identify advantages and disadvantages of using presentation aids in group presentations. | | | |Readings |Read Ch. 13 of Working in Groups. | | | |Readings |Read Ch. 14 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Article Review |See the details in the first week. |By Friday of |3 | | | the fifth week | | |Learning Team |Write a 2,150- to 2,500-word paper, formatted consistent with APA guidelines, that includes |By the last day|10 | |Group Incentives and |the following information: |of the fifth | | |Problem-Solving Techniques | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | |Incentives | | | | | | | | | |Each member is to compile his or her team results from the â€Å"Group Motivation Inventory† in a | | | | |brief, informal summary. | | | | | | | | |Each member is to discuss the team incentives each team member identified in his or her | | | | |individual assignment. | | | | | | | | | |As a team, explain how each member’s incentives will help this team achieve desired results. | | | | | | | | | |As a team, design two incentives created specifically for this team’s dynamics. | | | | | | | | | | | | | | Problem-Solving Techniques | | | | | | | | | |Name two problem-solving techniques this team used in the last five weeks? What were the | | | | |reasons for using them? | | | | | | | | |Which problem-solving techniques were helpful, and which ones were not beneficial? | | | | | | | | | |What other problem solving techniques could this team have used during the past five weeks | | | | |when making group decisions? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | |Submit to the Assignment Section. | | | |Learning Te am |Prepare a 10- to 12-slide Microsoft ® PowerPoint presentation with speaker notes, in which the|By the last day|5 | |Presentation Tools |team identifies advantages and disadvantages of using presentation aids in group |of the fifth | | | |presentations. Address the following in your presentation: |week | | | | | | | | |Describe four different presentation aids used in group presentations. | | | | | | | | | |Identify the advantages of your selected aids when used in group presentations. | | | | | | | | |Identify the disadvantages of your selected aids when used in group presentations. | | | | | | | | | |Resources: Two Resources: (1) textbook, and (2) one other resource. | | | | |Format the presentation according to APA standards. | | | | | | | | |Include title-sheet, citations, and references. | | | | |Include an introduction and a conclusion. | | | | |Include speaker’s notes. | | | | | | | | | |Submit to the Assignment Section. | | | Week Five Individual Participation (2) Article Review (3) Learning Team Group Incentives and Problem-Solving Techniques (10) Presentation Tools (5) Individual Total: 5 Learning Team Total: 15 Individual Grand Total: 70 Learning Team Grand Total: 30 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices. How to cite Team Dynamics for Managers, Essay examples

Gerne Will Ich Mich Bequemen (Gladly Will I Am Comfortable) free essay sample

The context of the song Is based on biblical story and It is In German text. It is In Dad capo aria form where A section is repeated. The instrumentation for this aria are 2 violin which intermingle between the melody and a basso continuo. Bach give more variation to the melody by switching its mode from major to minor mode. This alter its emotional significance completely and is used to provide vivid contrast. The idea of a change of mode In a melody implies some harmonic considerations. He exploited harmonic variation to marvelous effect In this piece.This shown In the starting of the piece In G minor in the reiteration section and then it modulates to D minor at bar 25, and it is back to G minor at bar 65. The first section of the piece starts with a Reiteration and then come the aria. After the aria, there is the reiteration section again which use the first half of the Reiteration, this can be found in bar 24. We will write a custom essay sample on Gerne Will Ich Mich Bequemen (Gladly Will I Am Comfortable) or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Bach often writes pieces for human voices that can fit in instrumental idioms for example the Reiteration section at he beginning of the piece and where the bassist starts to sing, the melody Is similar.This Is how Bach Imply his knowledge Into his work. Symbolism, symmetry and mathematical relationships can be found in this piece : whenever there is this word Creek which mean cross, Bach will always have a sharp in it. The sharp (#) represent + (cross). This is one of the way he uses symbolism. Word painting can be found in this piece in bar 61 trine (drink) the melody is going up with chromatic melodies, Bach wanted to portrait the action of drinking.The piece only have 2 yeoman throughout the piece which are : Plano and forte There are lots of Diminished 7th chords In this piece which Is not common In Baroque period, during these time, Church plays a very important role in music, they believe that dissonance is not a good sound to praise the god. Bach uses these chords and sudden modulations to accompany Jesus apocalyptic prophecy. The recitative often set the mood for a particular passages by highlighting emotionally changed words such as Garner (gladly).There Is a bit of development In the B section but we doesnt include that section as a development section because only part of the melody and rhythm change, we still can see the same use of Fortuning in the B section. Fortuning (spinning forth it was conceived in 191 5, it is the development or spinning out of a short melodic motif to form a complete phrase, often using sequences or intervocalic change. It is much used in the Baroque period rather less in the Classical period. Len this piece, Bach tries touch upon many basic human problems such as love, hatred and betrayal. The story Itself Is given to the Evangelist. Found in bar 65.

The Grapes of Wrath by John St... free essay sample

The Grapes of Wrath by John Steinbeck has many themes that most readers can relate to. The importance of the fambly or family, the group, is always stressed throughout the book. Staying together and suffering together in these rough times is certainly better than suffering alone. The Joad family used to have a farm in Oklahoma, but because of the dust bowl they fled to California in hopes that they could start over again. They didnt have much money or supplies, just themselves what they could fit in the truck with them. They all had dreams of eating peaches and grapes right off the vine. Grandpa Joad never got to feel the sweet juice drip down his chin, because died from a stroke on the side of the road. Two people also moving west, the Wilsons, lent the Joad family their tent to the family to tend to the dying man. We will write a custom essay sample on The Grapes of Wrath by John St or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They said, Were proud to help. I aint felt sosafe in a long time. People needsto help (Steinbeck 141) They would ask the Joads to help with their car. Al joad figured out that they would need another connecting rod. Mr. Joad suggests that the group should split up while the car gets fixed. Mrs. Joad, the mother of the protagonist, threatened him with a jack handle saying the group cant split up. Mrs. Joad is the cornerstone of the family. Mas strength is what allows the family to hold up as long as they do. (Monika 1) Both of these actions, one of kindness and one of desperation, show the bonds between these people. The Wilsons were strangers on the side of the road. They didnt have to help each other, treating to a dying man or fixing a car, but they did because were all people. They realized that they had more in common than they thought and stuck together for a while. Much later in the book after a shopkeeper gives Mrs Joad a little more than she can afford, she says,Learnin it all a time, ever day. If youre in trouble or hurt or needgo to poor people. Theyre the only ones thatll helpthe only ones. (Steinbeck 376) We can only assume that she is referring back to the Wilsons and all the other people in other communities taking care of each other because the government wouldnt. Family is all the Joad family thought they had, but not their sense of community. They continue to work themselves into new groups of their fellow workers to continue to take care of each other as they always had.This theme continues in the book when Tom Joad was reunited with Jim Casey, the preacher from his childhood. Casey told Tom that he was leading a strike because workers wage rates dropped too low to feed a family. Casey was killed by people who wanted to break the strike, prevent these workers from living good lives.Mas worst fears came true when Tom kills a man and has to go into hiding†¦ (Brooks 1) Tom had to run away for the safety of his family. He tells his mom about what Casey had told him. But now I been thinkin what he said, an I can remember—all of it. Says†¦ But I know now a fella aint no good alone. (Steinbeck 418) He understands that everyone is struggling to be getting these jobs that the Joads have luckily been able to get. At first, Tom is intensely individualistic, interested mainly in making his own way. (Mazzeno 1) When Mrs. Joad tells her son that shell miss him, he tells her he will be with her in all of the struggling people. He leaves to continue the work Casey started uniting all the reds or strikers to fight injustice

Free Essays on Special Relativity

Frames of Reference Einstein's special theory of relativity is based on the idea of reference frames. A reference frame is simply "where a person (or other observer) happens to be standing". You sitting at your desk is your current reference frame. You feel like you are stationary, even though you know the earth is revolving on its axis and orbiting around the sun. Here is an important fact about reference frames: There is no such thing as an absolute frame of reference in our universe. By saying absolute, what is actually meant is that there is no place in the universe that is completely stationary. This statement says that since everything is moving, all motion is relative. Think about it - the earth itself is moving, so even though you are standing still, you are in motion. You are moving through both space and time at all times. Because there is no place or object in the universe that is stationary, there is no single place or object on which to base all other motion. Therefore, if John runs toward Hunter, it could be correctly viewed two ways. From Hunter's perspective, John is moving towards Hunter. From John's perspective, Hunter is moving towards John. Both John and Hunter have the right to observe the action from their respective frames of reference. All motion is relative to your frame of reference. Another example: If you throw a ball, the ball has the right to view itself as being at rest relative to you. The ball can view you as moving away from ! it, even though you view the ball as moving away from you. Keep in mind that even though you are not moving with respect to the earth's surface, you are moving with the earth. The First Postulate of the Special Theory of Relativity The laws of physics hold true for all frames of reference. Consider ruler and a cement block. If you measure the length on the block, you will get the same result regardless of whether you are standing on the ground or riding a bus. Next, mea... Free Essays on Special Relativity Free Essays on Special Relativity Frames of Reference Einstein's special theory of relativity is based on the idea of reference frames. A reference frame is simply "where a person (or other observer) happens to be standing". You sitting at your desk is your current reference frame. You feel like you are stationary, even though you know the earth is revolving on its axis and orbiting around the sun. Here is an important fact about reference frames: There is no such thing as an absolute frame of reference in our universe. By saying absolute, what is actually meant is that there is no place in the universe that is completely stationary. This statement says that since everything is moving, all motion is relative. Think about it - the earth itself is moving, so even though you are standing still, you are in motion. You are moving through both space and time at all times. Because there is no place or object in the universe that is stationary, there is no single place or object on which to base all other motion. Therefore, if John runs toward Hunter, it could be correctly viewed two ways. From Hunter's perspective, John is moving towards Hunter. From John's perspective, Hunter is moving towards John. Both John and Hunter have the right to observe the action from their respective frames of reference. All motion is relative to your frame of reference. Another example: If you throw a ball, the ball has the right to view itself as being at rest relative to you. The ball can view you as moving away from ! it, even though you view the ball as moving away from you. Keep in mind that even though you are not moving with respect to the earth's surface, you are moving with the earth. The First Postulate of the Special Theory of Relativity The laws of physics hold true for all frames of reference. Consider ruler and a cement block. If you measure the length on the block, you will get the same result regardless of whether you are standing on the ground or riding a bus. Next, mea...

ACC 5 Essay Example | Topics and Well Written Essays - 1000 words

ACC 5 - Essay Example Management accounting is as important as production in the modern agricultural environment. The solution offered here is a responsibility center approach that sets up cost and profit centers. The system enables comparisons based on crops and land. It also lets the farm track performance on a year to year basis. The solution is long term and will ensure that the farm will run well even after the management is taken over by the next generation. The cost centers are for support, and stages of production. We have production cost centers for land owners. One cost center is for management. The cost centers are grouped under the profit centers associated with each commodity. The accounting techniques presented here will be applicable to any farm. The farms can have any combination of land ownership, equipment and crop. The responsibility for accounting is with the top management. The automated system lets the owner perform detailed analysis that would not be possible without a software solu tion. The solution uses responsibility accounting. This approach is aligned with the organizational structure. It also lets us control finances better. There is an individual cost center for each activity. Costs can be allocated according to the land ownership. We also have cost centers based on crop. Each crop has its own marketing cost center. All the cost centers are grouped by crop and function as profit centers. This solution is beneficial because management control can be exercised from the farm field to the profits. Costs are allocated fairly amongst the crops so that we know accurately how much money has been spent to produce a particular crop. The allocation base is selected based on the right measure of the costs. The costs can be subdivided between the cost centers according to the allocation base. The individual costs associated with the use of equipment are considered. The software used generates the financial statements required. These include cost allocations,

Canadian law and politics Essay Example | Topics and Well Written Essays - 2000 words

Canadian law and politics - Essay Example The position of criminal law authority reversed the earlier decision in the case of Industrial Acceptance Corp. v. The Queen [1953] 2 S.C.R. 273, in which the court had agreed that the Narcotic Control Act was constitutional under criminal power. The proceeding of the case in R. V. Hauser focused on challenging the restrictions to the jurisdiction of federal criminal law. This commentary examines the federal parliamentary legislation and provincial power on criminal laws in Canada and the validity of Narcotic Control Act as discussed in the case of R. V. Hauser. The federal criminal code 1959 empowered the provincial attorneys through provincial court to powers to petition the attorney general or his agent to institute prosecution against the offenders (Roman, 2007). However, the amendment delegated the federal state powers to prosecute offenses under Narcotic Control Act thus causing conflicts concerning the federal and provincial attorneys’ power to prosecute offenders. S.91 (27) defines the federal powers in administration of criminal matters and enforcing criminal law. The constitution does not impose any prohibitions on â€Å"federal for a provincial prosecutor in narcotic offenses† (Laskin, 1980, p 564). In R. V. Hauser, the respondent was accused of being in possession of cannabis resin and cannabis (marijuana) for the purpose of trading contrary to the Narcotic Control Act s. 4(2). The summons signed by the agent of Attorney General of Canada. The respondent moved the prohibitions by challenging the legitimacy of the c onstitution in the definition Attorney General† as stipulated in the in s.2 of the Criminal Code (Roach et al., 2004). The case was terminated in the first hearing, but it gained support under majority decision in the court of appeal in Supreme Court of Alberta. In the appeal issue raised was to challenge the legitimacy of parliament of Canada to make legislations that empower Attorney

Different viewpoints and opinions on education

Different viewpoints and opinions on education Indoctrinational vs. democratic/participatory teaching methods and techniques John Dewey argued that education should use a critical democratic approach to raise student consciousness about values, attitudes and worker responsibilities. He stated that the primary purpose of education in United States was to foster the growth of democratically minded citizens, and Dewey made no distinction in the education of those who would manage the companies and those who would work on the shop floors. Dewey strongly advocated vocational exploration as a means to acquire practical knowledge, apply academic content and examine occupational and societal values. However, he adamantly opposed the use of vocational education as merely trade education as it would overemphasize technical efficiency. If this occurred, and some would argue it has, education would then become an instrument of perpetuating unchanged the existing industrial order of the society, instead of operating as a means of its transformation (Dewey, 1916). Dewey believed that it was educations role to combat soc ial predestination, not contribute to it. In contrast, Charles Prosser and David Snedden advocated an indoctrinational approach for teaching work value and attitudes; students should learn, without question, the ethical standards of dominant society and the professional ethics of the desired professional area (Prosser, 1939). Supporters of this approach believed the primary purpose of public education was the development of human capital for the success of industrial economy. To accomplish this, they argued that scientific management principles, drawn from the industrial sector, were employed in the public school setting, creating a hierarchically structured and production oriented educational system (Spring, 1990). Prossers sixteen theorems of vocational education support this vision of schooling. According to him, vocational educational should replicate the occupational environment (i.e. processes, machinery, tools), emphasize efficiency (e.g. outputs, costs) and teach functioning facts rather than in the mere acquiring of abstract and socially useless knowledge (Prosser Quigley, Vocational education in a democracy, 1949). In the past thirty five years the argument initiated by Dewey, Prosser and Snedden has resurfaced between educational theorists, outside the realm of vocational education, and business leaders concerned about the decline of industrial productivity in industrialized nations. Expanding upon Deweys perspective, these educational theorists have used a socio-political-economic framework to guide their critique. Specifically reproduction theorists have criticized vocational education for transmitting work values and attitudes necessary for a compliant workforce as well as primarily employing indoctrinational pedagogies for work values and attitudes instruction (Bowles Gintis, 1976). Reproduction and critical theorists have argued that the indoctrinational approach is exploitative because it produces attitudes in students that correspond to the type of work in which students will most likely participate upon completion of their formal education (Anyon, 1980); (Giroux, 1983); (Macleod, 1987 ). Another facet of this debate was represented in the report Americas choice: high skills or low wages! which focused on corporate organizational structure and its relationship to worker behaviors (National Center on Education and the Economys Commission on the Skills of the American Workforce, 1990). It stated that about 80% of United States companies utilize a pyramidal mass manufacture model that values reliable and compliant workers who perform their tasks almost robot like. This is in contrast to democratically structured organizations that need workers who are adaptable, resourceful, critical and capable of making decisions. While Dewey and critical theorists are concerned primarily with implementing democracy in the schools and the workplace to create a more just and equitable society, the industrial sociological literature has provided evidence that work organizations that employ democratic processes or participatory management also increase worker productivity (Hall, 1987); (J ain, 1980); (Zuboff, 1983). The Commission suggested that, while there is a trend towards companies implementing more participatory management, vocational education needs to teach democratic skills and utilize primarily democratic strategies so that future workers will be prepared to participate in, and assist in transforming companies into high performance organizations. Ineffective learning The nature of work has changed and our understanding of how people learn has also changed. Both developments call into question the organization, goals and pedagogy of our educational system. What makes these developments so powerful is that our new understanding of both work and learning suggest very similar directions for reform. Strengthening the educational system so that it conforms more to the ways people learn will also directly enhance the ability of that system to prepare students for the type of workplaces that are emerging in factories and offices throughout the industrialized world. The following discussion of effective learning emerges from a powerful knowledge base known as cognitive science. From the perspective of cognitive science this discussion purports to underscore two basic points about learning and teaching. First, school routinely and profoundly violates what we know about how people learn effectively and the conditions under which they apply their knowledge appropriately to new situations. Second, these practices seem to permeate all levels and sectors of education and training in developed countries right from elementary grades to corporate training. Mistaken assumption # 1: The educational enterprise assumes that people predictably transfer learning to new situations As a society, we presume that the ultimate point of schooling is to prepare students for effective and responsible functioning outside of school. Accepting this assumption means that we have to confront what is known as the knowledge transfer problem. Knowledge transfer simply means the appropriate use in a new situation of concepts, skills, knowledge and strategies acquired in another. Historically, lower-skilled workers had a very limited need for transfer. Transfer becomes important when you encounter the unfamiliar and non-routine, and lower skilled workers encountered little that was not familiar and did not have the responsibility for handling the non-routine that they did encounter. Goods and services were limited in number, allowing long production runs of the same thing or service and reducing the number of events that have not been previously encountered. Within this limited product or service range, companies organized the work as specialist work workers had responsibility for a narrow range of activity. Supervisors and managers were expected to handle the non-routine events that did occur within this narrow, repetitive world. That is, responsibility for events that required problem solving, judgment, heuristics, analogues, or other mental activities enhanced by the access to knowledge and skills acquired in other situations was detached from lower-skill jobs and vested in middle-skill managerial jobs. However, technological innovations and changed market conditions ushered by globalization and in its wake increased competition means an increased number of non-routine events. Companies in developed countries are gradually shifting from highly specialized and repetitive jobs at lower skill levels toward teams expected to handle a broader range of activities, and they are also increasingly vesting problem-solving, supervisory responsibilities in these teams. Thus, a broader range of workers is being asked to exercise the mental activities enhanced by access to knowledge and skills acquired in other situations. Extensive research, spanning decades, shows that individuals do not predictably transfer knowledge in any of the three situations where transfer should occur. They do not predictably transfer school knowledge to everyday practice (Pea, 1989); (Lave, 1988). They do not predictably transfer sound everyday practice to school endeavors, even when the former seems clearly relevant to the latter. They do not predictably transfer their learning across school subjects. We focus on the first two transfer problems: from school to nonschool and from nonschool to school. Transferring from school to outside of school: This transfer situation is at the heart of schooling. Usually, the major claim for school-type instruction is its generality and power of transfer to situations beyond classroom (Resnick, 1987). The fundamental question is whether knowledge, skills and strategies acquired in formal education in fact get used appropriately in everyday practice. Students in college physics courses designed for physics majors can solve book problems in Newtonian mechanics by rote application of formulae. However, even after instruction, they revert to naÃÆ' ¯ve pre-Newtonian explanations of common physical situations to which their school learning is relevant (diSessa, 1983). Studies of expert radiologists, electronic troubleshooters and lawyers all reveal a syrprising lack of transfer of theoretical principles, processes or skills learned in school to professional practice (Resnick, 1987). For example, Morris and Rouse found that extensive training in electronics and troubleshooting theories provided little knowledge and fewer skills directly applicable to performing electronic troubleshooting (Morris Rouse, 1985) Transferring from outside of school to school: People learn outside of school all the time. The question then is what people do with what they learn outside of school when they move into school. Does sound, everyday practice get transferred to get used in school learning? How does incorrect learning outside school affect correct learning inside school? Dairy workers, although almost errorless in their use of practical arithmetic at work, performed badly in on arithmetic tests with problems like those encountered in their jobs (Scribner Fahrmeir, 1982). Brazilian street vendor children successfully solved 98% of their marketplace transactions, such as calculating total costs and change. When presented with the same transactions in formal arithmetic word problems that provided some descriptive context, the children correctly solved 74% of the problems. Their success rate dropped to 37% when asked to solve the same types of problems when these were presented as mathematical operations without descriptive context (Carraher, Carraher, Schliemann, 1985). Other studies show that training on one version of a logical problem has little, if any, effect on solving an isomorphic version that is represented differently (Hayes Simon, 1977). Teaching children to use general context-independent cognitive strategies has no clear benefits outside the specific domains in which they are taught (Pressley, Snyder, Cariglia-Bull, 1987) Cognitive experts agree that the conditions for transfer are not fully understood. Even though studies cited in previous paragraphs continue to find no evidence of transfer, others identify conditions under which transfer seems to occur (Holyoak, 1985); (Nisbett, Fong, Lehman, Cheng, 1987); (Lehman, Lempert, Nisbett, 1988); (Singley Anderson, 1989). We know that people routinely apply skills such as reading, writing and arithmetic to new situations with some success. These skills are used most effectively in well understood content domains. For example, readers get more out of their reading when they know something about the domain in which they are reading than when they do not. Nonetheless, skills such as reading do let us enter unfamiliar content areas we do use these skills in new situations, and they do help us. At the same time, we also keep finding lack of transfer. We now know that certain practices in school impede learning. More effective learning may not be sufficient for transfer, but poor initial learning will certainly impede it. Mistaken assumption # 2: Learners are best seen as passive vessels into which knowledge is poured In a typical schoolroom or a corporate training session, the teacher or expert faces the learners in the role of knowledge source. The learner is the passive receiver of wisdom a glass into which water is poured. This instructional arrangement comes out of an implicit assumption about the basic purpose of education: the transmission of societys culture from one generation to the next. The concept of transmission implies a one-way flow from the adult members of the society to the societys young, or, from the expert to the novice (Lave, The culture of acquisition and the practice of understanding: Report No. IRL88-0007, 1988). In fact, schooling is often talked about as transmission of canonical knowledge in other words, of an authoritative, structured body of principles, rules and knowledge. Education as canonical transmission thus becomes the conveying of what experts know to be true, rather than a process of inquiry, discovery and wonder. This view of education leads naturally to the student as the receiver of the word, to a lecture mode of teaching, and to the teacher as the controller of the process. This organization of learning, with the teacher as order-giver and the student as order-taker, fits the traditional organization of work for lower-skilled workers in both civilian workplaces and the military. The workers à ¢Ã¢â€š ¬Ã‚ ¦ responsibility was à ¢Ã¢â€š ¬Ã‚ ¦ to do what he was told [to do by the management] (Callahan, 1962). Ben Hamper, an auto assembly line worker, uses more colorful language: Working the line at G. M. was like being paid to flunk high school for the rest of your life (Marchese, 1991). The assumption that the teacher is the pourer and the student the receptacle has several unfortunate consequences. Passive learning reduces or removes chances for exploration, discovery and invention: Passive learning means that learners do not interact with problems and content and thus do not get the experiential feedback that is key to learning. Students need chances to engage in choice, judgment, control processes and problem formulation; they need chances to commit mistakes. The saying, experience is the best teacher, is borne out by the research you learn what you do. While not sufficient for effective learning, doing is nonetheless necessary. However, schools usually present what is to be learned as a delineated body of knowledge, with the result that students come to regard the subject being studied mathematics, for example as something received, not discovered and as entity to be ingested, rather than a form of activity, argumentation and social discourse. This organization of learning mirrors the traditional organization of work, especially for lower skilled workers. Under the system of industrial management known as scientific management or the Taylor System, each mans task was worked out by the planning department. Each worker received an instruction card which described in minute detail not only what is to be done, but how it is to be done and the exact time allowed for doing it' (Callahan, 1962). This system was highly prescriptive; it left no room for deviation or innovation. Passive learning places control over learning in the teachers, not the learners, hands: Passive learning creates learners dependent on teachers for guidance and feedback, thus undercutting the development of confidence in their own sense making abilities, their initiative and their cognitive executive skills. The example of Brazilian street vendor children may be recalled at this juncture. The researchers found that when the children tried to work school math problems, they did not check the sensibleness of their answers by relating them back to the initial problem. Although virtually errorless in their street math activities, they came with preposterous results for school math problems (Carraher, Carraher, Schliemann, 1985). In a study of supermarket shoppers use of arithmetic, the researchers assessed the shoppers command of structurally similar school math problems. The shoppers spoke with self-deprecation about not having studied math for a long time. Lave clarifies what is happening here. Individuals experience themselves as both subjects and objects in the world. In the supermarket, for example, they see themselves as controlling their activities, interacting with the setting, generating problems in relation [to] the setting, and controlling problem solving processes. In contrast, school à ¢Ã¢â€š ¬Ã‚ ¦ create[s] contexts in which children à ¢Ã¢â€š ¬Ã‚ ¦ experience themselves as objects, with no control over problems or choice about problem-solving processes (Lave, Cognition in Practice, 1988) in sum, control in the teachers, not the students hands undercuts students trust in their own sense making abilities. As companies have started shifting decision-making power to the shop floor, managers find that workers conditioned to depending on their supervisors telling them what to do are frightened and lack confidence in their ability to solve problems and make decisions. In addition to its effects on confidence, passive learning also undercuts the development of a particular set of higher order cognitive skills called the cognitive self-management, or executive thinking, skills. These are simply the skills that we use to govern our problem-solving attempts. They include goal setting, strategic planning, checking for accurate plan execution, monitoring our progress and evaluating and revising our plans. We now know that those who function as independent and effective learners are people with these skills. However, as Pea has observed, passive learning is disastrous for developing them. Classroom studies of reading, writing, and math and science instruction show that the executive processes for controlling thinking and learning processes are under the teachers control, not the students. These processes seem to get developed when the learning situation is structured to shift control from the teacher to the student, the teacher gradually removing the support that students need initially as they begin to show the ability to work autonomously (Pea, 1989). Passive learning creates motivational and crowd control problems: Jordan describes a Mexican public health training program designed to improve the practice of Mayan midwives. Her analysis spotlights behaviors that American teachers constantly complain about their students (Jordan, 1987). The teaching is organized in a straight didactic material in a mini-lecture format. When these lectures begin, the midwives shift into what Jordan calls their waiting-it-out behavior: they sit impassively, gaze far away, feet dangling, obviously tuned out. This is behavior that one might also observe in other waiting situations, such as when a bus is late or during sermons in church, (p. 3). We see the same behaviors in American third graders. Hass found that students were deeply engaged in team problem-solving during their drill and practice time, but invested little attention or involvement in the teachers instructional sessions. During three weeks of observation, the children did not adopt any of the specific strategies demonstrated by the teacher during general instruction time (Hass, 1988). As teachers know it so well, motivational problems often end up as crowd control problems, as illustrated by the behaviors of different groups of children at a Metropolitan Museum display of Ice Age art and artifacts. Most of the school groups were moved from one exhibit to the next, pausing before each to hear a guides or teachers lecture. Since the children were bunched in front of an exhibit, they could not all hear the lecture, and even when they could, they lacked understanding of the time frames involved or the archaeological significance of bits of bone. Teachers had not set up the museum visit so that students became involved in what they were going to see. Groups were therefore restless and crowd control became the teachers primary concern. One junior high school class behaved very differently, exhibiting a quiet intensity as they moved through the exhibit gallery. They had packets of worksheets with questions about issues and problems that they were expected to solve at the exhibit. Some questions were factual, but most required inference and thought. The students had to figure out for themselves where and what the evidence would be concerning particular questions (Farnham-Diggory, 1990). Motivational and crowd control problems with students have shown up for decades with lower-skilled workers in the forms of high turnover, absenteeism and, in extreme cases, sabotage. Mistaken assumption # 3: Learning is the strengthening of bonds between stimuli and correct responses Based on his animal experiments, the brilliant psychologist Edward Thorndike developed a new theory of learning. As Cremin observed, the theory presumed that learning was the wedding of a specific response to a specific stimulus through a psychological bond in the neural system. The stimulus [S] then regularly called forth the response [R]. the bond between S and R was stamped in by being continually rewarded; an undesired bond was extinguished through punishment or failure (Cremin, 1961). For the purpose of this research, this psychological theory had three major effects. It led to the breakdown of complex ideas and tasks into components, subtasks and items (stimuli) that could be separately trained. It encouraged repetitive training (stamping in). And it led to a focus on the right answer (successful response) and to the counting of correct responses to items and subtasks, a perspective that ended up in psychometrically elegant tests that were considered the scientific way to measure achievement. The result was fractionation: having to learn disconnected subroutines, items and subskills without an understanding of the larger context into which they fit and which gives them meaning. As Farnham-Diggory notes, fractionated instruction maximizes forgetting, inattention and passivity (Farnham-Diggory, 1990). Since children and adults seem to acquire knowledge from active participation in complex and meaningful environments, school programs could hardly have been better designed to prevent a childs natural learning system from operating (p. 146). The phrase a childs natural learning system goes to the heart of why the usual school programs do not meet their own learning objectives well. Human beings even the small child are quintessentially sense-making, problem-solving animals. The word Why is a hallmark of young childrens talk. As a species, we wonder, we are curious and we want to understand. Pechman talks about the child as the meaning maker. Fractionated and decontextualized instruction fails to mobilize this powerful property of human beings in the service of learning (Pechman, 1990). Mistaken assumption # 4: What matters is getting the right answer Bothe the transmission and the behaviorist views of learning place a premium on getting the right answer. A transmission view stresses the ability of the learner to reproduce the Word; a behaviorist view, the ability of the learner to generate the correct response. The end result is the same: students and teachers focus on the right answer, jeopardizing the development of real understanding. The focus plays out in several ways. An instructional focus on the right answer discourages instruction in problem solving: A right answer focus encourages an emphasis on facts. Facts are important, but by themselves constitute an impoverished understanding of a domain; a fact-focus does not help students abilities to think about the domain in different ways. Cognitive analyses of a range of jobs show that being able to generate different solutions to problems that are formally the same is a hallmark of expert performance (Scribner, Head and hand: An action approach to thinking, 1988).Employers and college educators both complain that American high school graduates are limited in their thinking and problem-solving abilities, deficiencies that stem partly from an educational emphasis on facts and right answers. Students resort to veneers of accomplishment: Students respond to a focus on right answers by learning to test right within the school system. They figure out what answers the teacher or the test seems to want, but often at the cost of real learning. These surface achievements have been called the veneer of accomplishment (Lave, Smith, Butler, Problem solving as an everyday practice, 1988). Also, Jordans analysis of a Mayan midwives training program illuminates basic truths about the learning and testing of American students (Jordan, 1987). She found that midwives who had been through the training course saw official health care system as powerful, in that it commanded resources and authority. They came to distinguish good from not good things to say. Specifically, they learned new ways of legitimizing themselves, new ways of presenting themselves as being in league with this powerful system, but with little impact on their daily practice. Although they could converse appropriately with supervisory medical personnel, their new knowledge was not incorporated into their behavioral repertoire. It was verbally, but not behaviorally fixed. Jordan notes that the trainers evaluated their program by asking the midwives to reproduce definitions, lists and abstract concepts. She observes that if these tests measure anything at all, they measure changes in linguistic repertoire and changes in discourse skills [not changes in behavior] (pp. 10-12) The same behaviors show up with Hasss American third graders. He noticed that in mathematics lessons the students got much practice in problem-solving methods that they had brought into the classroom with them methods that were not being taught and were not supposed to be used. The children used these methods to produce right answers, which the teacher took as evidence of their having grasped the formal procedures that she was teaching them. In fact, all that had happened was the appearance of learning. Teachers do not get behind the answers: We end up with appearances of learning because, in their search for right answers, teachers often fail to check behind the answers to insure that students really grasp the principles that they want the students to master. In typical American classrooms the time devoted to a lesson on a particular topic makes it hard to bring to the surface, let along change, the ideas and assumptions that individuals bring to the lesson. Traditional curriculum design is usually based on a conceptual analysis of the subject matter that ignores what is already in the learners head, with the result that students make mistakes that arise from undetected ideas that they brought to the lesson. Or they can play back memorized canonical knowledge and conceptions but return to their own ideas when confronted with unfamiliar questions or non-routine problems. As noted earlier,, students in college physics courses designed for physics majors can solve book problems in Newtonian mechanics by rote application of formulas, but even after instruction revert to naÃÆ' ¯ve pre-Newtonian explanations of common physical situations (Raizen, 1989). Teachers do not focus on how to use student mistakes to help them learn: In their search for right answers, teachers tend to regard student errors as failures rather than as opportunities to strengthen students understanding. American teachers placed little emphasis on the constructive use of errors as a teaching technique, a practice that the researchers attribute to the strong influence of behaviorism in American education. Behaviorism requires teaching conditions that help learners make only correct responses that can be reinforced through praise. Mistaken assumption # 5: To insure their transfer to new situations, skills and knowledge should be acquired independently of their contexts of use This idea is often talked about as decontextualized learning, which simply means learning out of context or meaning. The rationale for decontextualised learning goes back to the presumed conditions for the transfer of learning. As Lave observes, extracting knowledge from the particulars of experience was thought to make that knowledge available for general application in all situations (Lave, Cognition in Practice, 1988). Almost seventy five years ago, John and Evelyn Dewey wrote about the learning costs of decontextualized education. A statement, even of facts, does not reveal the value of the fact, or the sense of its truth of the fact that it is a fact. Where children are fed only on the book knowledge, one fact is as good as another; they have no standards of judgment or belief. Take the child studying weights and measures; he reads in his textbook that eight quarts make a peck, but when he does examples he is apt, as every schoolteacher knows, to substitute four for eight. Evidently the statement as he read it in the book did not stand for anything that goes on outside the book, so it is a matter of accident what figure lodges in his brain, or whether any does. But the grocers boy who has measured out pecks with a quart measure knows. He has made pecks; he would laugh at anybody who suggested that four quarts made a peck. What is the difference in these two cases? The schoolboy has a result without the activity of which it is the result. To the grocers boy the statement has value and truth, for it is the obv ious result of an experience it is a fact. Thus we see that it is a mistake to suppose that practical activities have only or even mainly a utilitarian value in the schoolroom. They are necessary if the pupil is to understand the facts which the teacher wishes him to learn; if his knowledge is to be real, not verbal; if his education is to furnish standards of judgment and comparison. (Dewey Dewey, Schools of tomorrow, 1915) Get over the traditional distinctions between head and hand The indictment of traditionally organized learning was coming out of a powerful research base, cognitive science. At the heart of this research was the presumption that intelligence and expertise are built out of interaction with the environment, not in isolation from it. It thus challenged the traditionally held distinctions between: Head and hand Academic and vocational education Knowing and doing Abstract and applied Education and training School-based and work-based learning Recent EU policy indicates a reassessment both of the relationship between work and education and the role of work experience in academic and vocational programs, on the basis that globalization is generating the need for new learning relationships between education and work which will support lifelong learning (European Commission, 1995). Thus, in the case of work experience in both general and vocational education, it is now envisaged that it could fulfill an important new role, providing an opportunity for those young people in full-time education and training to develop their understanding about changes in the world of work, to enhance their key skills and to make closer links between their formal programs of study and the world of work (Green, Leney, Wolf, 1999). However, although there has been