Relating 7 C’s of Teamwork to Chak de India

Overview of the movie The film revolves around the central character of the film, Kabir Khan, the ex-star player of Indian Hockey, who had lost an opportunity to score a goal under penalty stroke and was accused of fixing match with the Opposite team (Pakistan). After seven years, he emerges from nowhere to coach the Indian Women hockey team from scratches. Even he dares to challenge selectors have a clash with the formidable Indian Men team to get selected for participation in World Cup. Team is rag bunch of girls with own agenda [pic] ? The film based on a real-life story makes a deeper impact on the students of management.They can visualize the concept of the story and apply it in job areas later on. ? It provides guidance for not only being an effective manager but also how to be best and a role model for others in whichever area they enter,† ? ‘CHAK DE’ helps us to understand concepts like human resource management, strategy, motivation, determination, leaders hip skills, ambition, teamwork and making the most out of the worst kind of situations. ? The film proves that â€Å"Where there is a will, there is a way† Importance of teamwork â€Å"None of us are as Strong as all of us†¦.. [pic] The Benefits of team work are as follows: ? Increased Productivity ? Improved customer service ? More flexible system ? Employee empowerment ? Competitive advantage ? More ideas 7 c’s of teamwork 1. Commitment ? It is the foundation for synergy in groups ? The time spent up front getting all team members on the same track will greatly reduce the number of derailments or emergency rerouting 2. Contribution ? The power of an effective team is in direct proportion to the skills member possess and the initiative members expend. Each one in a team should contribute because if a few team members shoulders most of the burden,the team runs the risk of member burnout, or worse – member turn-off. ? To enhance balanced participation on a work team, leaders should consider three factors that affect th elevel of individula contribution : inclusion, confidende and empowerment. 3. Communication ? For a work group to reach its full potential, members must be able to say what they think, ask for help, share new or unpopular idea. ? Communication should be friendly, open and positive. To enhance team communication, leadres can provide skill r=training in listening, responding and the use of languages as well as meeting managemnt, feedback and consensus building. 4. Cooperation ? F. A. C. T. S. model of effective team member behaviors (follow-through, accuracy, creativity, timeliness and spirit) may serve as a guide for helping teams identify behaviors that support synergy within the work team. 5. Conflict Management ? It is inevitable that teams of bright, diverse thinkers will experience conflict from time to time Leaders help work teams to manage conflict effectively, the team will be able to maintain trust and tap the c ollective power of the team. 6. Change Management ? Tom Peters, in Thriving on Chaos, writes â€Å"The surviving companies will, above all, be flexible responders that create market initiatives. This has to happen through people. † It is no longer a luxury to have work teams that can perform effectively within a turbulent environment. ? It is a necessity. Teams must not only respond to change, but actually initiate it. 7. Connections When a work team is connected to the organization, members discuss team performance in relationship to corporate priorities, customer feedback, and quality measures. ? When a work team has developed strong connections among its own members, peer support manifests itself in many ways. Relating 7 c’s to CHAK DE INDIA Team building process in the film is very significant. Sixteen players from different parts of the country with different backgrounds and diversity meet for the first time for a common cause. Relating each C of team work to â₠¬Å"CHAK DE INDIA† 1) Commitment The initial entry of the players of the team is interesting. The players introduce themselves as representative of their respective states in the introductory session, except Vidya Sharma, who says that she is from India, which subsequently makes her way to be captain of the team. † Mujhe Sirf ek mulk ka naam sunaai deta hai – I.. n.. dia â€Å" This shows that the leader wants the team to be aware of their goal and be committed to it. The coach is committed to achieve the goals and he wants every members commitment †¢ There was emergency derailment or rerouting, when they go abroad to play for the world cup. ) Contribution †¢ Team also need self-leadres who takes responsibility for getting thing done . This quality can be observed in Vidhya Sharma. †¢ Bindia naik is seniuor player, however work team need people who have strong technical and inrepersonal skills and willing to learn. She was not at all willing to lear n and lacked in interpersonal skills. †¢ At the end, When team was in need of Bindia Naik ,the coach empowered her and she was motivated to play well and the taem had won against Argentina. She aws only the player who could break back to back manning of the opponent. 3) Communication The goals are clearly communicated to the team by the their coach. †¢ The coach’s approach in training the team is not friendly. †¢ It has been oserved that the coach comminicates the team in a negative for eg . Women can not play hockey, however this motivates the team to play much better. †¢ Open communication can be oserved when the coach is training all the girl and pointing out their mistake. He was giving a fair feedback ,so that the team will improve. 4) Cooperation †¢ â€Å"We do it right the first time† this has been lacking in the movie cause they had lost very badly in their match with Australia. Preeti and Komal are the girls who play for them selves, n ot for the country. They hardly cooperate with each other. How ever, in the crucial final match, they come together and work together to ensure that India wins. †¢ Creativity Can be observe when all the team members forgive mistake , respect differences and cooperates with each other to achieve the goal †¢ Gunjan the senior player keeps her ego aside, and develop a generous spirit (You cant have your way all the time and –to add value develop a generous team spirit) 5) Conflict Management The Coach Changes the sleeping position of the girlto resolve confluict and encourage team spirit. He also passes a rule that no staying with your state girl. †¢ Komal Chautala (Chitrasi Nayak), the ace center forward of Haryana state gets punished for entering into an argument with Preeti and punished for a week with 5 similar offenders. †¢ In the same way Balbir Kaur, Aliya Bose, Bindia Nayak and the one more girl from Darjeeling gets punished for misbehaving. †¢ A t the end Komal & Preeti Resolve their conflict and the team had won the final match against Australia ) Change Management †¢ Bindia Nayak, the right half senior most player for her lifetime from Railways is dormant for her cool reaction in the field and become water –girl for the team during the world cup . She is neutralized several times in the film for her ego. Even if she is most professional player of the team, she is not allowed to play for her undisciplined behaviour. †¢ Her position was changed from forward to center †¢ When you need the best, by pass all your rules and call her. SRK goes and requests her to play when India has to confront Korea.She was the need of the time. Punch word-Compromise with the ego. †¢ 7) Connections †¢ Coach tries to develop a connection between the team to encourage team spirit. †¢ Some times crisis and conflicts help in team building. The show down with the street Romeos in the McDowell outlay was the found ation of team building and confidence building. Punch point-When there is a crisis, the team members come together. †¢ In the finals all team members develops a sort of connection including Preet & Komal. [pic]

In cold blood by Truman Capote Essay

â€Å"Oh, no! Oh please. No! No! No! No! Don’t! Oh, please don’t! Please! † (245). These were the last desperate words to be uttered by Nancy Clutter before she was savagely murdered. In Cold Blood, explicitly narrated by Truman Capote, is the true story of a brutally unexpected murder. Through this novel, Capote brings to life the harsh realities of a horrendous crime committed on the high wheat plains of western Kansas. A quiet all-American family was murdered during the bleak early hours of November 15th, 1959. As Capote recreates the murder, the investigation that led to the capture, the trial and the execution of the killers, he generates compelling suspense and empathy. The narrative embodies a twisted plot that grips you and forestalls you from putting it down. This book has more than one main character essentially because these two characters are the reason for the entire plot. Throughout the first half of the book, the reader basically chases after the murderers, Richard Eugene (Dick) Hickock and Perry Edward Smith. Perry and Dick were familiar with each other since they had celled together at Kansas State Penitentiary. Dick is your average guy, young (28 years old), arrogant, practical, and fastidious. Dick grew up with loving parents on a small farm near Olathe. He had a fond childhood and was married twice with two sons. Adversely, he was jailed for passing bad checks. Nonetheless, Dick’s character is not as ruthless and confident as he makes it seem in the first half of the novel. Perry, on the other hand, is someone people would look at curiously. He’s short with a very muscular torso and stubby legs. His legs were damaged due to a motorcycle accident in 1952. Perry’s only living relatives are his father, Tex John Smith and his sister, Barbara Johnson. Perry’s other two siblings, were victims of suicide. In contrast to Dick’s childhood, Perry’s was lonely and disorganized since his mother had abandoned him and he was left to grow up in a brutal Catholic orphanage. Perry’s goal in life was to dig up treasure in Mexico. He retained a wide collection of maps and souvenirs from different countries along with letters from his father and sister. Dick’s aspiration in life was to be a football player, but these were crushed by an atrocious car accident that left his long-jawed and narrow face tilted. Both Perry and Dick have similar surface traits, such as a high awareness of hygiene, especially with their fingernails. However, their inner personalities were miles apart. Except for the murder they committed that brought them together, they had nothing in common and, they disliked each other deeply. The main conflict or challenge that Perry has to face is Dick’s acceptance. Perry presented himself as a macho guy who is capable of murder and mayhem in order to stick with Dick. By presenting this image of himself, Perry believes he has acquired Dick’s trust and partnership. However, Dick does not think so. â€Å"Dick was sick of him – his harmonica, his aches and ills, his superstitions, the weepy, womanly eyes, the nagging, whispering voice. Suspicious, self-righteous, he was like a wife that must be got rid of. † (215). Dick’s opinion of Perry is quite apparent from this quote; he clearly intends on getting rid of Perry. By trying to be something he is not, Perry allows himself to be mistreated by Dick. He literally does everything Dick does and trails behind him ignorantly. Planning the murder was all Dick’s idea, and initially, he intended Perry to be his silent partner. Due to this conflict between Dick and Perry, Perry committed the murders, predominantly to impress Dick. The murders themselves become another conflict that Perry has to face. In the months after the slayings, he is haunted by the voices of the victims. Perry has to confine himself to a life of regret and unfulfilled dreams. Dick’s main conflict is facing up to his parents’ expectations. His parents raised him to be a fine law-abiding individual. However, Dick’s character betrays his parents’ hopes and trust. Through the work of four critically scrutinizing investigators, the cold heartless murder of the four members of the Clutter family is finally resolved and the culprits are caught. On December 30, 1959, Perry & Dick were arrested out in Las Vegas by two regular patrol officers. At the time, they were not told the exact reason why they were being arrested, only that they were on parole violation. In the midst of one-on-one interviews with the murderers, Detective Alvin Dewey (head investigator of the KBI) finally induced Perry and Dick to confess to the murder. They did so because they had no other choice; the evidence against them was unmistakable and Dick had turned against Perry. Dick confessed to the investigators that Perry was the one who shot all four members of the Clutter family, as Dick remained his silent partner. Between Dick and Perry, there’s an immense fissure surrounding trust. Once their crime is confessed, they turn against each other and blame one another for different parts of the crime. This shows how selfish human nature can be. By writing this book, Capote wanted readers to have a better understanding of human nature and the circumstances that induce us to behave the way we do. Overall, this book was a great read. It made me aware about something that actually happened long before I was born and it gave me a glimpse of what the world was like before our generation. Considering that this narrative is a true story, the style in which Capote wrote this book made it feel like a regular, yet captivating novel. The author fabricated some of the conversations to highlight the story’s novel-ish state. â€Å"‘Never mind,’ he [Mr.Clutter] said, responding to Nancy’s problem. ‘Skip the 4-H. I’ll take Kenyon instead. ‘†(19). Near the beginning of the novel, there are a lot of conversations that never took place in actual fact. Capote added these conversations to fill in the missing pieces of the story and to give the reader a sense of the victims’ lives before they were murdered. The book is divided up into four sections each linked through highly important events. Capote varies the length of the chapters to emphasize its level of importance. The chapters before the actual murder are short and shift back and forth between Perry, Dick and the Clutter household. This technique builds up the excitement and thrill of the events. The chapter in which Perry confesses is lengthy and is written in present tense thus emphasizing its importance. As I researched the background of this book, I found out that Capote started writing this novel because he got deeply attached to the story. At the time that the murder took place, Capote was a news reporter for Timelife and was given the job of writing a piece on how the killings had devastated a happy, tight-knit little community. He was in the town writing his piece when the suspects were actually caught, at which point the story takes off. During the chapter consisting of the trial, Capote writes as if he were watching from afar and does not entirely engage the reader in the scene, but rather, he presents it as if it were being seen thorough glass. This style of writing credits to Capote’s journalism skills. It allows the reader to be the audience and analyze the situation as they see it; the reader is basically the judge in the trial. This book really makes you think about the issue; murder is something that society constantly faces. This narrative basically allows you to understand and reflect on the different aspects of human nature.

Reflection Management Style Essay

The achievement of an organization depends on the effective management of the administrative team. The information obtained throughout this course for the management styles, good and poor qualities, and the different scenarios which managers may encounter will be reconnoitered. The results of a management quiz taken at the beginning of this course along with the results from a current quiz will be compared and the differences clarified. The course has enlightened the roles of management in the health organization and the extent of the accomplishments the management teams involvement can contribute. The management methods and styles reflect on an individual’s interpersonal and intrapersonal assessments of him or herself. A manager needs to analyze his or her goals within an organization to implement the motivation of others within an organization. As a manager, a person must realize that there will be conflicts, victories, and obstacles that may hinder his or her ideas or goals for the company. A consistent analyzes of an organization will assist in making the changes needed for success. Realizing that all managers are human, and human error may occur is a quality that managers and others need to consider. The best quality a manager can have is to be open-minded to ideas from others, be humble, and compassionate. In the health care industry there is an abundance of burnout, therefore for managers to reduce this in his or her organization she or he must be aware of the signs and implement a course of action to assist in the reduction. The motivation versus engaged is one of the valuable areas to consider when overseeing an organization. Engaged employees are more productive, focused, loyal, and contribute to the organization as a whole (Buchbinder, 2012). When individuals are involved in company decisions this assists in less burnout and turnover in the employees. One of the poorest qualities in a management team is not getting the input from the employees prior to making a vast change within an organization. The manager must be aware of how the employees feel about the change and compute the information to understand if the change is beneficial for the organization. However, some changes need to occur even though the employees do not encourage the change. This is why the manager needs to know how to relay the information  diplomatically, the reasons, how the change will be implemented, and the benefits of the change. If the manager does not inform the staff of what, why, or how then the organization could have devastating results in any scenario. Managers realize there are many scenarios to different areas of the organization. There is not a one-size-fits-all solution for organizational challenges. The plan of implementation must be customized to the group affected. The culture of most organizations is substantially diverse. This is why managers need the skills to understand, the knowledge to analyze scenarios, and the will to implement change. However, the manager is only as good as his or her employees. Results from the first management quiz displayed the need for improvement in team management (Center T. M., 2014). The challenge of realizing that others goals may not be the same as yours is a challenge, but realizing the needs of others and listening can assist in overcoming this obstacle. The results from the current quiz did not veer much from the first (Center M. , 2014). The skills of team management are an area needing the most improvement, and over time this will occur with practice and doing follow through will developing skills. Learning and overcoming challenges are important is a manager’s duties. Managers are always developing his or her professional lives, as well as his or her personal life. Self-motivation will assist in overcoming obstacles in one’s life. Managers are a valuable part of any organization, but without the skills to organize, motivate, and implement changes his or her contribution may hinder success in the organization. A person needs to realize the diversity in his or her employees, the culture of an organization, and the different scenarios he or she may encounter. Development of good qualities can assist in managing others. Some of these qualities include being open-minded, compassionate, and being humble. Developing skills in team management and motivation of others is a valuable asset to any manager. If managers understand the culture of an organization and relay this information effectively to the employees, the organization benefits from all venues encountered. References Buchbinder, S. B. (2012). Chapter 3 Management and Motivation. Introduction to Health Care Management, 2e, 2, 444-448. Jones and Barlett Publishers. Center, M. (2014). Qiuz Results 8-9-14. The Management Center. ManagementCenter.org. Retrieved August 9, 2014, from http://managementcenter.org/quiz/results/3013 Center, T. M. (2014). Quiz results 07-11-2014. The Management Center. ManagementCenter.org. Retrieved July 11, 2014, from http://managementcenter.org/quiz/results/2628

Yahoo Inc Statistics Project Example | Topics and Well Written Essays - 2500 words

Yahoo Inc - Statistics Project Example It is important to observe trends in the time series data in order to assess which model to apply when undertaking a forecast of data. In this regard, graphical presentations are usually recommended. Thus in this study, graphs are used to show the trends in the data gathered as has been recommended by other scholars for observing time series data (Anderson, et al., 2010). One of the objectives of this paper was to assess the measures of central tendency and measures of dispersion (spread). In this study, we use mean scores and median values to assess central tendency and standard deviation, minimum and maximum values to assess spread in the time series data. Therefore, this has been done for sales, costs, and profits of Yahoo Inc. for the period under review. These results are presented in table formats in Part II of this paper. There are many methods that can be used to forecast time series data such as the one in this study (Table 1). In our assessment of the task at hand and the l imitation of resources, we conducted the forecast using regression analysis technique which we found to be appropriate for this study. There are a number of statistical software available for conducting forecasts of time series data (Evans, 2003). These include but are not limited to Excel, SPSS, Stata, Eviews, R, and Minitab. Again, due to resource limitations and our assessment of the task at hand, we use the Excel software to conduct the forecasting exercise in the present study.

Discussion Board 2-1 Essay Example | Topics and Well Written Essays - 250 words - 2

Discussion Board 2-1 - Essay Example Ethically, researches involving human beings as samples must obtain informed consent of the participants to be subject to tests and measures (Bordens & Abbott, 2014). Researchers must only proceed with studies after obtaining the consent. To deal with the dilemma relating to difficulty of obtaining informed consent, a researcher can contact and persuade close relatives such as parents or guardians of the subject to give and sign consent. Another ethical dilemma that researchers may face when working with clinical population is the aspect of deception. According to Bordens and Abbott (2014), deception refers to giving false information to the participants in a research. Deception may also entail withholding of critical information from the participants so that they may make competent decisions. Some clinical research may force researchers to withhold certain information to perform research in a manner that addresses predefined goals. To tackle the issues of deception, a researcher should eliminate questions or elements that are controversial and likely to necessitate withholding of information or lying to achieve the desired

Secondary Research Essay Example | Topics and Well Written Essays - 1000 words

Secondary Research - Essay Example Another justification is secondary data are more convenient to employ in the research because they are already compacted and organized. Furthermore, analysis and explanation are done more easily (Gill, 1993 and Israel, 1993). Using secondary data also leads to easy summarization of all the needed information, formulation of conclusion according to the null hypotheses and insightful recommendations focusing with subprime mortgages. One of the benefits of secondary data analysis is that researchers with research skills limit or technical skills limit can be taught to perform this type of analysis. The main issue in this process that the research chose is his skill to judge the quality of the collected data or information that has been collected (Novak, 1996 and Pritchard, 1996). Primary data are raw materials of the process of research, they represent the events in the subprime mortgages, while secondary data are based on primary data, they are already describe, analyzed and synthesize. The question is, if the source is secondary, does it accurately related to the information needed that can be answered by primary data Secondary data is basically called as outcome data. Because secondary data is usually characterize as the state or circumstance of phenomena or a group. On the other hand, these data do not tell the researcher why the state or condition exists. This is the limitation of using secondary data but can be solved by two ways, like analysis of more key data and indicators (Shell, 1997 and Trochim, 1997). This approach helped the researcher explained why the problem in his study exists. For example, the bankruptcy of Lehman Brothers and the downfall of AIG has been identified as a problem, there will be data on their finances, types of mortgages, different terms and payments of the borrowers, cost of bankruptcy and so on, this information can be paralleled to identifying ho this problem occurred and possible causes of the problems and solutions. Thus, cross-analyzing main indicators and utilizing information sources helped the researcher understands or make rationalization sound inferences about the immeasurable states or situations, this has allowed the researcher to have a better understanding of the events in answering the questions, what, where and why. Secondary data analysis can be taken out rather than rapidly when paralleled to structured primary data collection and analysis practices. The level of data desegregation, secondary analysis of data leads itself to pattern analysis as it provides a relatively easy way to observe change over time (Price, 2000 and Trochim, 2002). However, since secondary data is not basically collected by the researcher for the same objective as the original researcher, the purposes and goals of the original study can possibly brings out bias to the study. In this study, secondary data can be an important source of facts for acquiring knowledge and insight into a wide range of issues and situation. The review and analysis of secondary data can offer an efficient way of answering issues, practicing cross-national parallelization, understanding the events in the current state of the subprime mortgages, identifying the direction and extent of change. Finally, secondary data complements primary data

In what way might The Verb to Kill by Luisa Valenzuela be a political Essay

In what way might The Verb to Kill by Luisa Valenzuela be a political allegory - Essay Example It demonstrates how politicians get riches from the poor people, give empty promises and will always come back ‘with a different story for the poor to give them the votes. The verb to kill therefore demonstrates the capitalism of our politicians who are for selfish gains at the expenses of the lives of the electorates. â€Å"The verb to Kill† is a metaphor for the dehumanizing nature of the politicians. In this story, the poor girls who are also the narrators are eaten away or consumed by the daily lifestyle of the old man who is the protagonist. In this perspective, the writer of this article demonstrated how the individuals are â€Å"consumed† by the powerful politicians and leaders. The concept of consumption has been used in this story as a metaphor or allegory in the store to represent the high level of exploitation that these individuals are experiencing. When the writer of this article portrays the girls as being eaten by the daily life of the old man, the writer of this article outlines the kind of activities of the old man that are not beneficial to the young girls. This is unfortunate despite the fact that the young girls play an important role in the story and are very kind towards the man. The main narrator in â€Å"the verb to kill† asserts that their neighbor, the old man is a â€Å"degenerate murderer† and hence is fascinated by the kind of life style that they perceive this old man is leading. They also assert that the old man may not just be a rapist but also someone who eats â€Å"that last breath† (Valenzuela). In this perspective, the narrator claims here that the actions of the old man and his daily activities consume them. In this text, the idea of consumption has been used severally in the text from the beginning through to the end. The idea of consumption here therefore represents the nature of the old man and the notion of destruction and absorption of the girls by the old man neighbor. This is a llegory for the nature of some politicians who play politics just for their own benefits even if it means overlooking the morals and the norms of the society. It also represents the immoral nature of the politicians and the political game in general which demands for the politicians to leave different lives and compromise their morality at the expense of the society and those whom there are close to. The narrators have also demonstrated the fear for the idea of the old man rather than his reality. The idea of consumption and the presentation of the man as vampire are two causes of worry for the poor girls. This is a phenomenon that is common across the worlds’ politicians and their subjects. In politics people do not win because of what they are but because what the ideas they present to the people. The ideas that politicians often presents to the electorate as well as their past deed play an important role in their success. The electorates are often afraid of the idea and no t the person. This explains why the narrators fear this man’s idea and not his reality as their neighbor and an old man. The action of by the girls also demonstrates how they do not care about the old animals though they complain about the old man because of the nature of vampire. In this story, it is observable that there are three levels of individuals in the society. The top most individuals represented by the old man, the middle represented by the

THE NATURE OF MANGERIAL WORK Case Study Example | Topics and Well Written Essays - 500 words

THE NATURE OF MANGERIAL WORK - Case Study Example Beynon and Nicholas (1977) give an analysis of ideological tools employed by managers in resolving conflicts and contradictions within an organizational set up. Yukl, (2010), studied the contradictions of management between rationalization of organizational employment and planning to leave a job, individual performance ideology and cliques reality and concluded that circumstances that managers encounter in their managerial work are â€Å"schizoid† and hence, management is not a science, an art or skill. This is because, there is usually nothing to do at the base, a manager is hired to do what other firms do, what he thinks he can do, and what his superiors tell him to do. Prolonged highly political decision processes is likely when decisions involve important and complex problems for which no ready-made good solutions are available, when many affected parties have conflicting interest and when a diffusion of power exists among the parties. Such circumstances present the manage r in a contradicting situation between the demands of his role and the pressures of the situation that confront him as the organizational manager (Yukl, 2010), In this case, a good manager can get the best solution by understanding the demands of his role, what the organization and employees in the organization expects from him.

The Blogosphere Essay Example | Topics and Well Written Essays - 500 words

The Blogosphere - Essay Example To summarize, I will then describe my own views of the blogosphere and its importance to society in the areas of media and communication. While conducting research to find a solid definition of blogosphere, though not typically known for its reliability, Wikipedia actually offered the most compounded definition of what a blogosphere is, calling it an interconnected community made up of all blogs (Wikipedia.org). In simple terms, the blogosphere is basically an internal web all its own of blog sites found on the world wide web that connects various blog cites through a network community. When looking online for some of the most high quality blogs online, I found information in regards to tips of how to build high quality blogs. Website, Blogotion, is a collection of blogs that only allow â€Å"high quality† blogs on its website. When evaluating its most popular blogs, it had its own list of the top 20. When looking at them, they were all highly ranked by people who had read the blog and followed it. The very top blog had the topic of Peruvian Cuisine while others were about real life events such as a woman who was a Sports Authority from Australia while another was from the perspective of a homeless man. However, others were more generic such as Baby Topics, one by a popular business marketer and another that is all honest perspective articles about current events and culture. (Blogotion.com). The topics of popular blogs on this website varied but what one could determine was that they were all primarily interesting subjects, some that were up and coming or s ome that people could relate to. Many blogs are based on societal trends or current events so it seems. When conducting research to find the top blogs, I came across a website, eBizMBA.com, that consistently updates their top 15 most popular blogs on a regular basis to determine each sites popularity. According to the statistics ran by eBizMBA.com, the top blog as base on the

Shariah Law Essay Example | Topics and Well Written Essays - 750 words

Shariah Law - Essay Example It seemed to me that there were no reasons to allow that to happen and yet it seemed that not only was it being allowed by the one being beaten but by those that were watching the beating. I just didn't understand and to be honest it was beyond anything I could imagine. The real sadness it seemed to me came from the fact that tsunami had so devastated this country and now it seemed the new government would devastate what was left. Stopping violence towards women and children is a worldwide concentration right now. The WHO has put major emphasis on it. This new policy seems to make that violence worse and in a part of the world where the respect for women is already very minor. There is also the fact that this police force appears to have a poor view of women as well as the poor. Not only do they have a poor view of women but of the people in general. To parade women in front of men in that culture is degrading and allows men to take advantage of them as well. Being raised in the United States makes one see many things differently. Americans have no real experience with this kind of problem. We cannot imagine allowing someone to beat us, no less in public. Freedom of religion is one of our basic rights and we take full advantage of that. To have any kind of punishment inflicted in the name of a God would be more than we would ever understand. There is a lot of controversy right now about the possibility that there are some cases when culture is incompatible and this may be one of them. How a culture feels about its religion and whether there is a recognition as to the fact that not everyone believes the same thing can affect all other things in life.. That is not the case in Indonesia and it appears the little bit of freedom they might have had for awhile is now gone. Along with freedom of religion, of course, comes freedom of speech. It appears from the example of the women talking among themselves that this is surely not allowed. There also seems to be very little respect for women at all which though it is still being improved, is somewhat better in many countries. Are there any courts This is a question that has to be ask. Punishing someone instantly which appears to the case regularly allows that a court is not necessary. So, another thing that many of us are used to is "innocent until proved guilty." In the United States, we believe that "all men are created equal." We have not shown that through our history but we are getting there. We also believe that we have a government by the people and for the people so it is difficult to imagine that any government has the right to come along and change the religious rules for the country and begin to punish those that do not follow the rules. We can only guess what they are going through. As health professionals, we have caring beliefs. It causes us great discomfort to see the wounded person both physically or mentally. To see a case of purposeful wounding is really quite difficult. Many American surgeons and nurses went to Indonesia after the tsunami and performed great helping services. This is an issue that needs worldwide help. However, we must also remember that the healthcare

Social Media and Loneliness Essay Example | Topics and Well Written Essays - 1500 words

Social Media and Loneliness - Essay Example The irony of situation is that social media has isolated man from man. At one level it has brought strangers across the globe close together and at the same time the social media have dissociated people from their immediate environment. Young Internet users become so engrossed in their virtual social interactions that they are totally unaware of the people sitting around them. This behavior results in isolation and loneliness of the youth. The connection with social media disconnects them from their real life friends, family and other acquaintances. Many researchers, psychologists and educationist have showed concerned towards the heavy use of internet by teens and in this connection, they have, tried to find out the impact of this excessive use on the social life and education of adolescents. Subrahmanyam and SÃŒÅ'mahel cite a study conducted in Pittsburg which collected the data about teen internet users of 93 families and through questionnaires and interviews found out that â€Å" more heavy users of the internet showed a decline in social involvement ( communication within the family and size of people’s social networks) and increases in loneliness and depression† (131). Jordon while looking into educational implications of excessive use of social media by adolescents has also tried to connect it with loneliness and depression of the youth. He has suggested control of such activity by parents and teachers for the proper â€Å" health and development† of young persons (qtd. in Mcwhirter et al. 125). In March this year, the  NSPCC  published a detailed breakdown of calls made to ChildLine in the last five years. Though overall the number of calls from children and teenagers had risen by just 10%, calls about loneliness had nearly tripled, from 1,853 five years ago to 5,525 in 2009. Among boys, the number of calls about loneliness

APush History Term Paper Essay Example for Free

APush History Term Paper Essay Robert La Follette, the son of a small farmer, was born in Dane County, Wisconsin, on 14th June, 1855. He worked as a farm labourer before entering the University of Wisconsin in 1875. In 1876 La Follette met Robert G. Ingersoll. He later recalled: Ingersoll had a tremendous influence upon me, as indeed he had upon many young men at the time. It was not that he changed my beliefs, but he liberated my mind. Freedom was what preached: he wanted the shackles off everywhere. He wanted men to think boldly about all things: he demanded intellectual and moral courage. After graduating in 1879 he set up as a lawyer and the following year became District Attorney of Dane County. Elected to Congress as a Republican, La Follette was extremely critical of the behaviour of some of the party bosses. In 1891, La Follette announced that the state Republican boss, Senator Philetus Sawyer, had offered him a bribe to fix a court case. Over the next six years La Follette built up a loyal following within the Republican Party in opposition to the power of the official leadership. Proposing a programme of tax reform, corporation regulation and an extension of political democracy, La Follette was elected governor of Wisconsin in 1900. Once in power La Follette employed the academic staff of the University of Wisconsin to draft bills and administer the laws that he introduced. He later recalled: I made it a policy, in order to bring all the reserves of knowledge and inspiration of the university more to the service of the people, to appoint experts from the university wherever possible upon the important boards of the state the civil service commission, the railroad commission and so on a relationship which the university has always encouraged and by which the state has greatly profited. La Follette was also successful in persuading the federal government to introduce much needed reforms. This included the regulation of the railway industry and equalized tax assessment. In 1906 La Follette was elected to the Senate and over the next few years argued that his main role was to protect the people from the selfish interests. He claimed that the nations economy was dominated by fewer than 100 industrialists. He went on to argue that these men then used this power to control the political process. La Follette supported the growth of trade unions as he saw them as a check on the power of large corporations. In 1909 La Follette and his wife, the feminist, Belle La Follette founded the La Follettes Weekly Magazine. The journal campaigned for womens suffrage, racial equality and other progressive causes. Lincoln Steffens argued: La Follette is the opposite of a demagogue. Capable of fierce invective, his oratory is impersonal; passionate and emotional himself, his speeches are temperate. Some of them are so loaded with facts and such closely knit arguments that they demand careful reading, and their effect is traced to his delivery, which is forceful, emphatic, and fascinating. Art Young, The Masses (1917) La Follette supported Woodrow Wilson in the 1912 presidential election and approved his social justice legislation. However, he complained that he was under the control of big business and was totally opposed to Wilsons decision to enter the First World War. Once war was declared La Follette opposed conscription and the passing of the Espionage Act. La Follette was accused of treason but was a popular hero with the anti-war movement. Lincoln Steffens was a great supporter of La Follette: Governor La Follette was a powerful man, who, short but solid, swift and willful in motion, in speech, in decision, gave the impression of a tall, a big man what I saw at my first sight of him was a sincere, ardent man who, whether standing, sitting, or in motion, but the grace of trained strength, both physical and mental Rather short in stature, but broad and strong, he had the gift of muscled, nervous power, he kept himself in training all his life. His sincerity, his integrity, his complete devotion to his ideal, were indubitable; no one who heard could suspect his singleness of purpose or his courage. La Follette became the candidate of the Progressive Party in the 1924 presidential election. Although he gained support from trade unions, individuals like Fiorello La Guardia and Vito Marcantonio, the Socialist Party and the Scripps-Howard newspaper chain, La Follette and his running partner, Burton K. Wheeler, only won one-sixth of the votes. Robert La Follette died on 18th June, 1925.

Multiple Intelligences Theory Mi Was Developed Education Essay

Multiple Intelligences Theory Mi Was Developed Education Essay Multiple Intelligences Theory was developed by Howard Gardner in 1983 which suggests that all humans understand and perceive the world in different ways (Learning-Theories.com 2007-2013). Howard described them as seven   intelligences which are Linguistic, Logical-Mathematical, Visual-Spatial, Body-Kinesthetic, Musical-Rhythmic, Interpersonal (insight, metacognition) and Intrapersonal (social skills). The theory of multiple intelligences applies to all ages. This theory defines human nature from a cognitive perspective i.e. all humans have personal styles and preferences to learn and develop and implies that people have preferred learning styles, behavioural and working styles. Therefore teaching strategies, learning resources and activities should appeal to different types of intelligence learners represent and should encourage learners to use their preferred intelligences in learning (instructionaldesign.org, Multiple Intelligences (H. Gardner) . This theory implies that we are all intelligent in different ways and any individual may possess one type of intelligence and a mixture of intelligences. From the teachers point of view, all learners have their own strengths and weaknesses, so teaching, designed and planned according to their strengths and preferences, will not only stimulate their development but also build their confidence. Teaching learners with a mixture of intelligence types can be hugely challenging. All learners have different levels of abilities and potential and it is vital to address the multiple intelligences of the learners in order to help them develop and fulfil their potential. Logical -Mathematical  learners like reasoning, calculating whereas visual-spatial learners think in terms of physical space and enjoy illustrations and pictures. They are very conscious of their environments. Bodily-kinesthetic  learners learn best through movement and like making things, touching and role play. Interpersonal  learners like interacting with others and learn best through cooperative activities whereas Intrapersonal  learners are independent and understand ones own interests and goals. They understand their inner feelings; intuition and motivation, confidence and opinions. According to Gardner, verbal-linguistic learners enjoy expressing themselves orally and in writing. They often think in words and like reading, playing word games, making up stories etc. It can be very challenging to teach and satisfy different types of learning styles. The important thing is for teachers to understand that all learners have different ways of learning and doing things and therefore need classroom activities and techniques which appeal to their intelligence type. I strongly feel that a careful selection and use of classroom activities that cater for different types of intelligence profiles of the learners can encourage learning and at the same time provide meaningful and enjoyable learning environment. teaching strategies Gardners theory of multiple intelligences claims that there are numerous ways in which people learn to gain knowledge and understand the universe. Reber (1995) defines a cognitive style as the characteristic style or manner in which cognitive tasks are approached or handled. Thus an individuals cognitive style reflects his or her preferred manner of perceiving, remembering and thinking (TPPEL Reading 3.1 Individual differences and Learning). This theory identifies seven different ways in which a student might learn and provides some ideas on how to apply multiple intelligences to ESOL learners so that teaching methods appeal to their intelligence type and they all have the same opportunity to learn and develop. This theory can be applied to teaching ESL students because they all have their own preferred way of learning that is determined by their cultural and educational background and their personalities.  In order to apply this theory to ESL students, you need to observe and communicate effectively with your students to determine their types of intelligences because each intelligence also identifies a specific learning style which can help you choose appropriate teaching methods and plan effectively to reflect different intelligences in your classroom. Teaching strategies to meet multiple intelligences should include a variety of teaching strategies. Independent and group work provides opportunities to respond to different intelligence types and enhance learning because some students might be strong in interpersonal intelligence whereas others in intrapersonal intelligence. Group work providing body movement activities also helps bodily-kinaesthetic students. Effective planning should incorporate multiple intelligences teaching methods as some students might learn through more than one. For example, a student who is strongly verbal-linguistic might also have strong visual-spatial and interpersonal intelligences. Effective way to implement teaching methods (e.g. a lesson on job interview) to cater for these multiple intelligences can include some vocabulary (linguistic learner) or a video clip (visual-spatial) and a job interview role-play (interpersonal). Bodily-Kinaesthetic Intelligence learners like working with their hands and cant sit still for long time. Teaching method should combine body movement activities with linguistic activities. Total Physical Response is a good method for them. They remember material best if they act it out. Verbal-Linguistic Intelligence learners learn through using language effectively both in speaking and writing. They enjoy expressing themselves orally and in writing and doing different kinds of word games. Teaching method should focus on using language which should include reading a text or a book aloud or tell a story, debate a current issue. The Language Experience Approach (LEA) will be good for teaching reading skills. These students will also benefit from whole language approaches to reading. The Interpersonal Intelligence learners like group activities. They like talking to other people or like teaching people what they know. Teaching method should focus on cooperative learning strategies allowing students to work with others to carry out the tasks and complete activities. The Intrapersonal Intelligence learners prefer to work individually, therefore teaching method should focus on providing independent tasks and activities. Visual-Spatial Intelligence learners like drawing, r eading books that have lots of illustrations, doing puzzles and mazes. visual clues can help them to remember language. There are a variety of teaching strategies that can be used to improve learning.   Creating intelligence-based lessons can help all students to understand and develop their abilities and strengths as well as work on their weaknesses. This will build their confidence and boost their achievement. It is very important for teachers to adapt lessons to meet and develop different intelligences in the classroom to enhance learning and facilitate second language learning. resources, The theory of multiple intelligences claims that we are all different in the ways we understand and perceive the world. Although it will be difficult to incorporate all intelligences into one lesson, I would try to integrate resources and materials which will allow students to work according to their multiple intelligences as much as possible. Careful selection and design of suitable resources is important for making sure that each intelligence learning style is addressed at some point. Below are some suggestions for working with different intelligence types in adult ESL classroom which are organized by multiple intelligences (Alan Chapman 2003-2012). Language exercises respond to linguistic, intrapersonal and also interpersonal learners. Verbal-Linguistic learners learn best through   reading and writing and enjoy telling stories and thinking in words. Basically they learn effectively through using words i.e. hearing and seeing words and also enjoy talking, so learning activities could include debates, discussions, role play, reading and writing tasks, word games and crosswords. Other suitable activities could be oral presentations, writing letters, stories or instructions. Visual-Spatial learners enjoy learning by looking at pictures, flashcards. They learn best through   working with pictures, colours and visualizing. Use of videos, visualization (posters, leaflets), colours, jigsaw puzzles and text with illustrations would be effective. Bodily-Kinaesthetic learners like to move around and act things out. They are tactile i.e. they learn by touching and manipulating objects. Learning activities could include role play, hands-on experience, construct human sentences to practice punctuation or word order, playing board games and following instructions to make something. Interpersonal learners are intuitive and are strong in understanding people, leading and organizing groups, communicating and persuading. They learns best by   working with others, socialising, sharing, comparing, and interviewing. Activities and resources such as co-operative tasks, group projects, interviewing, role play will build interactions amongst learners and therefore promote a sense of sharing and interaction. Peer coaching and discussions or debates will also work well with these learners. Intrapersonal learners are logical and strong in understanding self, recognizing strengths and weaknesses, setting goals. Intrapersonal learners enjoy working alone and like to pursue their own interests independently, therefore effective learning resources and activities would be making a diary, listening to audio tapes, independent reading or research. For example, a lesson on healthy eating including resources such as whiteboard, smartboard, picture and word cards, word search or cross, online self-assessment questionnaires, PowerPoint presentation, Internet for search and word processor for typing, leaflets or posters etc can respond to multiple intelligences in your classroom. Activities in this lesson can be surveys, interviewing, matching, Find Someone Who, making a poster, reading a leaflet or a text in silence or aloud, making a list in groups or individually, write about own eating habits, express likes and dislikes etc. and they can develop different types of intelligences of your learners: verbal-linguistic, naturalistic, visual-spatial, musical, interpersonal and intrapersonal. As a teacher, I think of my learners as individuals who represent many different ways of understanding, learning and developing skills and therefore need different types of classroom activities and approaches. Awareness of their abilities, strengths and weaknesses, styles and preferences will help you determine different intelligences you have in your classroom and plan teaching and learning resources based on the preferred multiple intelligence learning styles. Accommodating multiple intelligences of your ESL students in the selection and design of resources will significantly affect students learning and success. Choice of assessment methods Gardners theory (1985) proposes that all humans possess many different ways of knowing, understanding, and learning about our world. As a teacher, it is important for me to be aware of how my learners learn and develop skills according to their intelligence. My students demonstrates so many different individual strengths and weaknesses. MI theory offers teachers many suggestions to examine their assessment techniques in the light of intelligence differences. The teacher needs to develop different assessment techniques to address different intelligences   and focus on the type of intelligences being developed in the lesson. Pen-and-paper assessment methods work well the linguistic intelligence whereas survey or interview responds to the bodily-kinaesthetic intelligence as well as the interpersonal intelligence.  Mostly assessment tasks include quizzes, reading comprehensions, and writing tasks, which work best with verbal-linguistic learners. I use open questions frequently to check learners understanding which, I feel, is a very effective method of assessment. When my students are working in small groups, I ask each member of the group a different question or ask them to comment or explain the answers given by others. To address different learning styles, its important to ask different  types  of questions. A  comprehension question  can be used to assess Intrapersonal or verbal-linguistic learners to write a short text about a familiar topic or do a reading comprehension. To assess bodily-kinaesthetic learners, I might ask the student to stand up and interview other learners, describe a picture either verbally or in writing (visual-spatial), How can you ..? (Intrapersonal learners). Asking different kinds of questions allows students to express themselves and demonstrate their learning in their preferred way. Varying questioning techniques helps me to cater for various types of intelligences, because each student has individual way of learning and developing skills. I ensure that all the students have the opportunity to answer a different type  of question. In order to support multiple intelligences and different learning styles in the classroom, its important to incorporate written assessment like tests and homework and it contributes towards making your classroom friendly for all types of learners. How can you tell if your students really understand? (Maggie Meyer and Jenna Glock, 2004) Howard Gardners MI theory offers some useful suggestions in designing our lessons and assessments based on the multiple intelligences so that all students have the opportunity to learn, succeed and demonstrate achievement. When students have choices in ways to demonstrate their understanding, the evidence is more accurate. Students can choose from a variety of ways, designed by implementing the multiple intelligences, to demonstrate their understanding of learning outcomes. Many teachers use true/ false, multiple choice, and short answer tests to assess students knowledge and skills but they do not really give an accurate evidence of what students have learnt and whether they can reflect their learning and knowledge in practical ways. Gardners Theory of Multiple Intelligences proposes that each student has his or her own intellectual, strengths and weaknesses. Therefore, many different types of intelligences and learning styles can be found within a classroom and in order to get an accurate picture of the students strengths and weaknesses, appropriate assessment methods should be used. Therefore, it is important to have an intelligence profile for each student which will enable the teacher to employ appropriate methods of assessment. Traditional tests (e.g., multiple choice, comprehension text or writing tasks) do not allow students to show their knowledge in their own ways. Students should be given opportunities based on Multiple Intelligences to demonstrate their understanding and knowledge in their own preferred ways. Assessment methods might include presentations, independent work, group discussions / projects, peer assessment, sequencing, matching and tasks involving use of ICT. Gardners Theory of Multiple Intelligences implies that students may be weak in one area but they may be strong in other areas. Teachers should be aware of the great diversity in the intelligence types and learning styles of the students which could be influenced by their social, economic, cultural and educational background and can have a significant effect on students learning process. I feel that assessing learning, taking into consideration different intelligences, helps students to successfully participate in classroom learning. inclusive learning Howard Gardners multiple intelligences theory assesses seven different types of intelligence which indicate that people have their own individual way of understanding, learning, performing and developing skills. These intelligences are verbal/Linguistic, logical/mathematical, visual/spatial, music/rhythmic, body/kinaesthetic, interpersonal and intrapersonal. Gardner suggests that all of the intelligences must be addressed in teaching in order for learning to be effective but it can be difficult to apply this in every lesson. Nevertheless, the teachers should try to address these intelligences as much as possible. The teacher should be aware of the fact that all students are unique and have their own individual abilities, interests, characteristics and strengths. Understanding students will enhance their progress considerably. Gardners theory of multiple intelligences offers useful ideas to address a range of intelligences and styles. Teachers need to take into account a wide range of learners in their planning to ensure inclusive learning environment. Therefore, teaching strategies and learning materials need to be matched with individual students intelligence type. First of all, as a teacher, you identify your students strengths and weaknesses and their personal way of learning i.e. learners with leadership qualities, logical thinking and intuitive, sociable, inquisitive learners etc. Questionnaires can provide useful information about multiple intelligences in your classroom. Structured planning should include a variety of ways to present materials (visual, multimedia), incorporate peer and group work, real-life situations activities, access to technology providing a range of opportunities for students to demonstrate learning. Including a variety of approaches to teaching and learning can make a significant difference to learning environment enabling different types of learners to successfully engage in their learning and the process of learning becomes more inclusive which supports widening participation and increases achievement. Individual differences and needs of students should reflect in teaching instruction and learning activities and must be relevant, challenging, meaningful and engaging. The following suggestions include presenting material in different format and styles. For example, for a spelling activity in an ESOL Entry 1 class, students may choose to write the missing letters, label the pictures, write the words, use letters to make the words, spell words in a team or individually. Such activities take into consideration multiple intelligences and learning styles. This allows students to use their own strengths. Another example include a reading activity, for which students can read on their own/aloud, re-tell the story, answer the questions individually or in a team, sort out the story in the correct order or match text with the illustrations. A learner-centred approach responds well to cater for diversity in the students as all students do not learn in the same way i.e. bodily-kinaesthetic learner prefers learning through touch/movement and hands-on learning is important for them. A visual learner, on the other hand, would prefer to see information in images or pictures. Interpersonal learners enjoy interacting with others, therefore, they work best in groups and through discussion with others. These learners can work equally well in groups or on their own whereas intrapersonal learners prefer to solve problems independently. It is crucial to provide materials and activities that address the multiple learning styles and enable students to make choices because students come from a variety of ethnic, cultural, social and educational backgrounds. Teachers can improve the learning environment for their students by planning tasks so that different intelligences are catered for. The possible impact on the progress and achievement of learners. (Workshop: Tapping into Multiple Intelligences) Applying Gardners MI theory helps students learn better because they realise and understand how they are intelligent. In Gardners view, learning is both a social and psychological process. When students understand the balance of their own multiple intelligences they begin to manage their own learning and to value their individual strengths. Teachers understand how students are intelligent as well as how intelligent they are. Awareness of students strengths in particular intelligence will help the teacher to plan opportunities for the students to have choices to work in their preferred way. Howard Gardners Theory of multiple intelligences proposes people develop different intelligences which influence their way of thinking and learning. It is important for the teacher to identify individual differences (strengths, preferences, and abilities) through careful observation and plan instruction, focused on multiple intelligences, to provide opportunities for students to experience and work with different kinds of material in different ways. Fostering different types of intelligences will make learning environment interesting, meaningful and engaging for all students. Using multiple intelligence teaching techniques increases student motivation, enhances learning and therefore, raises students achievement. The activities which allow students to learn in their preferred ways increases their self esteem as well as achievement. For example, verbal/linguistic students can be given activities including discussion, presentation , communication, proofreading, listening, creative writing and reading aloud whereas students who are body/kinaesthetic, can be given hands on experiments activities, role-plays and interview activities involving room arrangement and cooperative groups activities. Cooperative and leading a group discussion learning activities work well with interpersonal students whereas independent work which involves focus and concentration skills responds well to intrapersonal students. The aim of multiple intelligences based activities is to enable students to realise their learning potential and build on their strengths, so that students stay motivated and feel successful in their learning. (2000 words) Task 2 The class I observed was ESOL Entry 1 which had a very mixed group of students. The class consisted of 15 students between the ages of 25 and 65. 60% percent of students were Muslim from different nationalities- India, Iraq Kurds, Afghanistan and Somalia including 3 Gujarati learners and 1 Sikh learner. There was a great diversity in their educational and employment backgrounds. Most of them were unemployed but looking for work. There was a mix of men (6) and women (9). Some had spent 20 or more years in the UK and some came recently. Some have had no education in their countries of origin, some have never worked and some have had work experience in their native countries and also in the UK. One thing they all have in common is the need and desire to be able to communicate effectively in day to day life situations. However, they have very diverse levels of English language abilities and therefore have diverse learning goals. Before the observation, I talked with the teacher about her students and the things I would focus on. The topic of the lesson was job interviews to prepare students for the forthcoming speaking and listening exam as well as provide experience for real life situations. During my observation, my focus was on communication in the classroom. It was very interesting to see a very high level of interaction amongst the students and how everyone seemed so motivated and actively engaged in learning. When I entered the classroom, the teacher introduced me and then teacher began the lesson with showing some pictures and PowerPoint slides of job interview. To introduce the topic, the teacher asked learners some questions which they discussed with each other and in groups. The teacher asked the students to predict what they were going to learn which promoted student engagement as well as thought. While the teacher was introducing new vocabulary, all students were listening attentively. Some students had very limited knowledge of English, nevertheless it was amazing to see them enjoying their learning experience. Stimulating real life situations were created by making interview panels and swapping their roles as an interviewee and an interviewer. Learners had choices to pick their roles and were left free to experience the target language. The teacher used communicative language approach, pair-work and group work appropriately. Job interview role-play activity helped the less motivated learners to participate. I noticed that there were two students who were not very talkative, but they still participated and expressed themselves really well. All students in class were very motivated to learn English. The students very respectfully listened to the teacher and peers. All the students seemed to get along very well. Seating arrangement was adjusted according to the activities and the flexibility of the room space and it was apparently very relaxing, pleasant and safe Tables were organized in U shape for students to see the video of the job interview and listen to the teachers instructions. Tables were also moved and arranged for group work which encouraged students to participate in discussion. I was impressed with the teachers non-verbal communication techniques. He used gestures and facial expressions for his instructions and explanations. The teachers moved around the classroom to monitor and observe the groups during the activities. The teacher demonstrated interview skills rather than explaining and repeated if needed. His voice and tone was audible. He maintained eye contact while explaining and listening to students. He used gestures, eye contact and facial expressions such as smiling face to communicate with the learners and convey the messages. Different questioning techniques were used to check understanding and learning. Open-ended questions were used allowing students to discuss in groups, compare their answers and comment on the answers given by other learners or groups. The teacher aimed questions at each student. Some of the questions were what do you tell about you in the interview?, What things should you do or avoid during the interview? What do they ask y ou in the interview? What are strengths? etc. It was clear that the students felt very comfortable with each other and the teacher. The teacher used humorous strategies, a variety of visuals and activities to make the class lively and fun. All 4 skills were integrated i.e., reading, writing, speaking and listening. The teacher was very careful not to dominate the discussions or speaking, but rather gave the students opportunities to speak and practice their communication skills. Visual aids included question cards/answer cards, video, smart board, whiteboard. These visual aids were used effectively to present the topic and as part of language practice. Matching (Q/A) cards were used to reinforce learning and allow students to physically interact with each other. Video of job interview helped student to learn some important skills including body language and gestures. Listening to each other, to the teacher and watching the video improved their listening ability. Worksheets and the handouts were prepared taking into consideration the diverse range of learners, the individual needs of the learner (large print, colo urs, pictures and laminated). The teacher was careful about grouping the students as he did not want to have students working with students who spoke the same language or at the same ability. He had to stop two of the Kurdish students interact with one another in their own language. It was very interesting to watch the students work together and help each other. It showed that the students were very respectful and supportive of each other. On the whole the content and the function of talk were benefitting them. Task 3 As a teacher, I ensure that my teaching methods and learning resources match students preferred learning styles and intelligences. I strongly feel that choice and variety increases self esteem and motivation which has a very positive effect on learning. I believe that if learning is interesting, meaningful and successful, it establishes good relationship between the teacher and the student. From my experience and careful observation, I have identified many different types of intelligences and preferred learning styles of my students and in order to maintain students motivation to learn and achieve, I implement different approaches to teaching and a variety of activities and resources in my planning. (Gà ¶khan Bas, May 2008) As Gardner (1993) suggests, there are several kinds of intelligence in which people understand, learn and develop skills. The theory of Multiple Intelligences offers eight ways of teaching and learning styles. In this regard, teachers can ensure they provide enou gh variety in the activities they use so that as much of their pupils learning potential can be tapped as possible (Berman, 1998). Most of the students strive to improve their oral communication skills to enable them to improve their employment prospects and to cope with day to day life situations. One of the teaching methods, I use to provide students with the opportunities to improve their communication competence, is Communicative Language approach. As a teacher, I am very aware of my own body language as well as students and I often use eye contact, smile, move around to communicate and convey messages to students. Although I use a variety of questioning techniques and also let students to practice questioning skills, I feel that I need to explore more ways of assessing learning using levelled questions such as knowledge, comprehension and application questions as suggested by Reece and Walker (2003). Id also like to develop and explore more ways of getting student feedback. In order to develop my own practice, I would like to do more reading and attend staff development sessions such as teaching and learnin g master class sessions. I intend to read a book by Susan Wallace, Teaching and Supporting Learning in Further Education 2001.

Civil Constitution of the Clergy

Civil Constitution of the Clergy The Impact on the Civil Constitution of the Clergy, 1790 The French government completed its subordination of the Roman Catholic Church in France on July 12, 1790. The National Assembly passed the Civil Constitution of the Clergy. This was a culmination of events of the Catholic Church meeting opposition from the French government. The Catholic Church already faced the abolishment of tithes as well as nationalization of all property they used for revenue in 1789. Leading up to the actual Civil Constitution, monastic vows were forbidden. Only ecclesiastical orders that dealt with children and nursing the sick were kept intact, all others were dissolved. Motivations for these changes to the French Catholic Church are questionable. They could have been sparked by the French governments impending bankruptcy, or the tithes systems abuse. The Civil Constitution of the Clergy was a dramatic reorganization of the clergy. The number of bishops was drastically decreased from one hundred and thirty five to eighty three. Each of the new bishops and priests were required to be elected locally by their constituents, removing the popes authority over the clergys appointment. Under the Civil Constitution, the bishops and priests had to swear an oath of loyalty to the new order and the Constitution. Title II, Article XXII of the Civil Constitution states, â€Å"The bishop elect shall take a solemn oath in the presence of the municipal officers, of the people, and of the clergy to guard with care the faithful of his diocese who are confided to him, to be loyal to the nation, the law, and the king, and to support with all his power the constitution decreed by the National Assembly and accepted by the King†[1]. This swearing of the oath caused great debate. Pope Pius VI refused to accept any provisions of the Civil Constitution. Louis XVI sent numerous letters to the pope complaining that he had to publicly accept the Civil Constitution. He suggested that the Pope Pius VI appease the National Assembly and accept a few articles. On December 26, 1790, Louis XVI granted his public assent despite the Popes acceptance because of pressure from the National Assembly. The next month, administrations of the oath began, drastically diminishing the numbers of the clergy. Half of the clergy and only seven of the preexisting bishops swore an oath of loyalty. A schism was created within the Catholic Church as Pope Pius VI denounced the Civil Constitution. One side of the split took the oath and was known as the constitutional clergy. Those that agreed with the Popes denouncement became non jurors or refractory priests; they faced dismissal, deportation, and death for their actions. To understand more upon the impact of the Civil Constitution of the Clergy on the French Catholic Church one examined a few books on the subject. The first was published in 1986 by the Princeton University Press. Timothy Tackett wrote Religion, Revolution, and Regional Culture in Eighteenth-Century France: The Ecclesiastical Oath of 1791, a four hundred and twenty five page book. Tackett is an American historian specializing in the French Revolution; he has published a few books on different aspects of religion in the French Revolution. This particular book focuses on explaining the geography of oath taking in France, which regions were most likely to take the oath and why. In Timothy Tacketts Religion, and Regional Culture in Eighteenth-Century France: The Ecclesiastical Oath of 1791, he makes convincing arguments that many have come to respect and others that have yet to be confirmed. Tackett is able to accomplish this through his use of vast archival and printed sources. In arguing his thesis, geography of oath taking, he argues that the clergys ideology, their beliefs, denominational influences, and constituency influences, is the most important deciding factor. Tackett finds that reactions to the oath usually varied depending on the region. In an area where protestant enclaves were present, it was more than likely that the local clergy would be opposed to the oath. On the other hand, in areas where there was a presence of local Jansenism or the Cures opposed Episcopal power, he found that the local clergy tended to take the oath. Tackett understands that no argument is a strong argument without acknowledgement of the opposition. With that said, it was only right for him to mention other possible influences on the reactions to the oath. Other minor influences on the regional reactions to the oath could have also been attitudes towards the Revolution, age and social origin of the bishops. According to Tackett social origin is defined as cultural and political distance from the center of France. When discussing the importance of the Oath, Tackett says, â€Å"[it is] one of those very particular kinds of historically happenings, with the potential for sharply jolting the whole historical landscape†[2]. He did not believe that the Oath of 1791 was the only shaping factor of Frances rich history. In addition to the oath, he also credits the Churchs role in society as well as the relationship between Church and State to be the reason for the laicite seen in modern day France. Tackett comes to this conclusion by the uncanny coincidence between the regions reactions to the oath and religious practices divided by areas. Timothy Tacketts book was a helpful source in the area of clear analysis of the factors that played a role in the reactions to the Oath of 1791. Through this analytical work, the reader is able to understand the impact of the oath and ultimately how it shaped France. While helpful in some areas, Tacketts book is lacking in synthesizing his analysis with a clear conclusion. This leaves issues of the development of Frances religious history unanswered. Some of the conclusions drawn were not fully developed and some times unclear, which gives the reader the idea that he may not have fully understood the entire concept or maybe his sources were lacking in these very areas. Tackett builds up his arguments to support his thesis on the geography of oath taking, but loses momentum. The next book studied was published in 1996 by Yale University Press. The Religious Origins of the French Revolution: From Calvin to the Civil Constitution, 1560-1791 is a three hundred and ninety page book written by Dale Van Kley. Van Kley is an American historian who is best known for this prize-wining book. His work has focused on the contributions that Augustinian theology made to the Enlightenment and the French Revolution. He is a professor of History at Ohio State University. In the Religious Origins, Van Kley explores the diverse religious strands of Jansenism that influence political events up to the revolution, claiming that the efforts to dechristianize the French state and citizens had long-term religious origins. Van Kley shows that French royal absolutism was a product and then a casualty of religious conflict using a wealth of primary sources. He studies a great number of individual bishops and clergy, their views, and sympathies. The relevant religious conflict that he discusses is the Jansenism- related conflicts in the eighteenth century that helped to â€Å"desacralize† the monarchy along with the French Catholic clergy. This conflict was a direct contribution to the revolution because it led to parties that were of a political and religious nature. The Patriot party was a successor to the Jansenist party. The rhetoric of such parties affected the content of the revolutionary political culture. The Civil Constitution â€Å"eliminat[ed] the clergy itself as a visibly independent corps, this ideological combination hastened the interiorization of religion and the states monopolization of public functions, a tendency long evident in judicial Jansenism itself†[3]. Before the c lergy had a role in public functions, but Jansenism supported this separation of religion into the private sphere and government control of the public sphere that was made by the Civil Constitution. Van Kley, indebts the revolutionary political culture to the varieties of French Catholicism. It was strongly influenced by the struggle between rival notions of the good society. The ultra-montanist Catholicism of the Jesuits supported the sacral monarchy. However, the Jansenists favored a contractual political order. â€Å"Jansenists could have congratulated themselves that the Civil Constitution enforced Episcopal residence, instituted clerical elections, nearly nullified papal influence†¦ banished arbitrary government†[4]. The Jansenists defense of a contractual political order over a sacral monarchy seems to have led to these provisions of the Civil Constitution. This source was less helpful in exploring the topic, because it was narrowly focused. Van Kleys attitude was obviously prejudiced against the Jesuits, as he portrayed them as the leaders of sacral monarchy and the Jansenist oppression. He describes Jansenist opposition and criticism of Catholicism. His interpretation of religions influence on the French revolution was extremely limited; however, he should be praised for shedding light on the importance of religion in the French revolution. He adds a major strand to the debate on the origins of the French Revolution. Despite, its innovative addition, Van Kley limits his focus to the Jansenists role as the chief force behind opposition the French monarchy. He states, â€Å"Some if not all of the content of the Civil Constitution was the culmination of a century of Jansenist efforts at ecclesiastical reform†[5]. Jansenist position seems to be of exaggerated importance. He also seems to leave out the Catholic features of Jansenism , and more likens them to Calvinists. He demonstrates how Jansenism inspired a radical Calvinist break with Catholic discourse and worship. This book was a tough reading, with much material through primary sources. However, its focus on Jansenism serves more as giving another side to the traditional story rather than convincing many of religions influence in the French Revolution. Nigel Aston wrote four hundred and thirty five pages on the Religion and Revolution in France, 1780 1804. Aston is Reader in History at the University of Leicester. This book is a comprehensive survey of the religious history of France from the eve of the Revolution through the early years of the nineteenth century. Using a vast array of secondary materials and printed sources, Aston creates a comprehensive survey of the religious history of France. He begins his text with discussing the special privileges of the Catholic clergy as well as the principles of Gallicanism, Jansenism, and Richerism, the strains of Catholicism that would fuel the revolt of the lower clergy against the bishops of the Estates General. There were deep social and economic divisions within the clergy. Aston also notes the religious diversity in France. He writes, Geography is crucial[6] when discussing the variations in clerical density, religious fervor, and ecclesiastical revenues from province to province. Aston also includes information on the treatment alongside male clergy of women in religious orders. His second chapter analyzes the diverse beliefs and practices of the clergy and laity. He felt the French laity remained overwhelmingly attached to the Catholic faith and practice†[7]. He is rejecting the idea t hat the French populace showed signs of secularization and questions the thesis of a â€Å"desacralization† of the monarchy. Aston also includes a chapter on other denominations in the late Old Regime. The second part of his book focuses on the relationship between religion and Revolution, exclusively on Catholicism and builds on his earlier work. He blames the leaders of the Constituent Assembly for the terrible religious divisions which marked the Revolutionary period. Events would have taken a more moderate course and scores of thousands of lives would have been saved[8]if the oath was not required. Also, if the leaders would have permitted the convocation of a National Council of the French clergy to ratify the revolutionary reorganization a less radical course would have been taken. Instead the Civil Constitution of the Clergy led to a break in the church by forcing clergy to choose between the church and the state. Faced with what was crudely reduced to a stark choice between religion and revolution, half the adult population rejected revolution[9]. The last relevant section of the book focuses on the aftermath of the Civil Constitution and the official policy of dechristianization. Most native French had no choice but to put up with the changes imposed by urban-based politicians; the non compliant risked death by their determination not to abandon their Christian faith[10]. Other chapters in this section focused on how anticlericalism triggered European opposition to the Revolution more than the decision to kill Louis XVI. He also explored the Constitutional Church and Catholic opponents of the Revolution. Aston was a helpful source as it seemed to cover all aspects of religion and the French Revolution. Its broad coverage treated Protestants and Jews alongside the Catholics. This is unique as the term religion when regarding the revolution is conflated with Catholicism in most studies. This book was very readable striking a balance between synthesis and detail. However, some of Astons conclusions lack strength because opposing stances were omitted. For instance, his sole blame on the leaders of the Assembly for the schism created by the Civil Constitution underestimates the impact of Pope Pius VI. The pope was uncompromising and rejected the Civil Constitution as well as the ideals of the revolution. When researching this topic, I would have to first seek Astons source to inform me. The comprehensive study was so helpful in getting a whole understanding of the subject. Although, he did underestimate Pope Pius VIs influence in the break between the French Catholic Church, he did bring up elements not previously discussed. However he did have the benefit, of having publications such as Tacketts to elaborate upon, as well as John McManners short synthesis of 1968. From a non expert point of view this book was very readable, and had much detail and evidence to back conclusions. It explained the atmosphere before, during, and after the Civil Constitution which is useful in figuring out the implications of the Civil Constitution. However, I wouldnt use Van Kleys book again. It was least helpful in giving a whole explanation on the impact of the Civil Constitution on the French revolution. It was very one-sided, and the information was hard to understand. Only experts, with a firm knowledge on the religious influences of the Revolution would benefit from reading this source, as they would be able to understand his point of view. However, Van Kley must receive credit for being a pioneer in his subject. His work influenced many works that came after that had information on Jansenism. I just did not receive the full picture of the Civil Constitutions impact and how other denominations were concerned. More synthesis needs to be done on this topic to really get the full gist of the importance of the Civil Constitution of the Clergy. Van Kleys view should be incorporated with the main historical narrative of the impact of the Civil Constitution and not disregarded as Jansenism focused and therefore irrelevant. Also Pope Pius VIs influence needs to be studied. Instead of trying to argue the importance of one side of the debate, each aspect that had an impact needs to be dissected and expanded upon. More analysis of primary sources and empirical data will only be helpful to the subject. Reading these three books by Tackett, Van Kley, and Aston is a great start in understanding the impact of the Civil Constitution of the Clergy. Bibliography Aston, Nigel. Religion and Revolution in France, 1780-1804. Washington, DC: Catholic University of America Press, 2000. Perry, Jonathan. â€Å"The Civil Constitution of the Clergy.† Hanover Historical Texts Project. 2001. Nov 16 2009. . Tackett, Timothy. Religion, Revolution, and Regional Culture in Eighteenth-Century France: The Ecclesiastical Oath of 1791. Princeton: Princeton University Press, 1986. Van Kley, Dale. The Religious Origins of the French Revolution: From Calvin to the Civil Constitution, 1560-1791. New Haven: Yale University Press, 1996. [1] Perry, Jonathan. â€Å"The Civil Constitution of the Clergy.† Hanover Historical Texts Project. 2001. Nov 16 2009. . [2] Tackett, Timothy. Religion, Revolution, and Regional Culture in Eighteenth-Century France: The Ecclesiastical Oath of 1791. Princeton: Princeton University Press, 1986. pg. vx. [3] Van Kley, Dale. The Religious Origins of the French Revolution: From Calvin to the Civil Constitution, 1560-1791. New Haven: Yale University Press, 1996. pg. 362 [4] IBID. pg. 353 [5] Van Kley, Dale. The Religious Origins of the French Revolution: From Calvin to the Civil Constitution, 1560-1791. New Haven: Yale University Press, 1996. pg. 336. [6] Aston, Nigel. Religion and Revolution in France, 1780-1804. Washington, DC: Catholic University of America Press, 2000. pg. 48. [7] IBID. pg. 56. [8] IBID. pg. 161. [9] Aston, Nigel. Religion and Revolution in France, 1780-1804. Washington, DC: Catholic University of America Press, 2000. pg. 162. [10] IBID. pg. 194.

Outcome Based Education Essay -- Conventional Education

Outcome-Based Education is a basic distinct from conventional education and involved the full support of all components of the school society, include educators, stakeholders who do not distribute a general understanding of its meaning. It is truly the result of linkages together and refining many of the educational models that had come before. With OBE, students focus on what is to be learned, by knowing in advance the outcomes. They are encouraged to develop conceptual understanding, to develop skill wise and to develop values and positive attitudes contrary to the previous curriculum that emphasized factual recall that resulted into rote learning of unconnected â€Å"facts†. Therefore, in this paper, I would have to express the following important points: Definition, form of OBE, OBE in several countries, and its’ Model. There are many explanations that have been explained by the experts about the definition of Outcomes-Based Education. They have a different point of view about it, even the objectives were similar. The expression below, explained the definition of it: 1. O’Neil (1993) said that Outcome-Based Education calls for determining the skills, knowledge, and habits of mind that students should be able to demonstrate in order to prepare for life after graduation. Moreover, O’Neil (1994) divide OBE in to two levels, namely in the one level, OBE states that decisions about curriculum and instruction should be driven by the outcome children should display at the end of their educational experience. And the next level, policy makers increasingly talk about creating an outcome-driven education system that would redefine traditional approaches to accountability. 2. Zlato (1993) defines OBE as a philosophy that all children... ...lls or competence are very important for the student’s be made. 3. Transformational, in this term the outcome of education will be drive from the academic real to the authentic life and students shall get an experience when they graduate. Spady and Marshall (1992) explained in contrast to the current educational system and traditional OBE by incorporates all four principle into its design, namely: (1) Clear focus on significant outcomes, all facets of the program are aligned to achieve the exit outcome; (2) Design-down Process from Outcomes, ensure that the goals are the primary focus; (3) Emphasis is success for All, which mean that all student are to accomplish high performance levels over time and are given credit for them; and (4) Extended time and support, all students are assured additional time and help so they can be successful in demonstrating outcomes. Outcome Based Education Essay -- Conventional Education Outcome-Based Education is a basic distinct from conventional education and involved the full support of all components of the school society, include educators, stakeholders who do not distribute a general understanding of its meaning. It is truly the result of linkages together and refining many of the educational models that had come before. With OBE, students focus on what is to be learned, by knowing in advance the outcomes. They are encouraged to develop conceptual understanding, to develop skill wise and to develop values and positive attitudes contrary to the previous curriculum that emphasized factual recall that resulted into rote learning of unconnected â€Å"facts†. Therefore, in this paper, I would have to express the following important points: Definition, form of OBE, OBE in several countries, and its’ Model. There are many explanations that have been explained by the experts about the definition of Outcomes-Based Education. They have a different point of view about it, even the objectives were similar. The expression below, explained the definition of it: 1. O’Neil (1993) said that Outcome-Based Education calls for determining the skills, knowledge, and habits of mind that students should be able to demonstrate in order to prepare for life after graduation. Moreover, O’Neil (1994) divide OBE in to two levels, namely in the one level, OBE states that decisions about curriculum and instruction should be driven by the outcome children should display at the end of their educational experience. And the next level, policy makers increasingly talk about creating an outcome-driven education system that would redefine traditional approaches to accountability. 2. Zlato (1993) defines OBE as a philosophy that all children... ...lls or competence are very important for the student’s be made. 3. Transformational, in this term the outcome of education will be drive from the academic real to the authentic life and students shall get an experience when they graduate. Spady and Marshall (1992) explained in contrast to the current educational system and traditional OBE by incorporates all four principle into its design, namely: (1) Clear focus on significant outcomes, all facets of the program are aligned to achieve the exit outcome; (2) Design-down Process from Outcomes, ensure that the goals are the primary focus; (3) Emphasis is success for All, which mean that all student are to accomplish high performance levels over time and are given credit for them; and (4) Extended time and support, all students are assured additional time and help so they can be successful in demonstrating outcomes.

The Three Gorges Dam Essay -- China Chinese Infrastructure

Flood control and drought relief The most significant function of the dam is to control flooding, which is a major problem of a seasonal river like the Yangtze. Millions of people live downstream of the dam, and many large and important cities like Wuhan, Nanjing and Shanghai lie next to the river. Plenty of farm land and the most important industrial area of China are built beside the river. In 1954, the river flooded 47.75 million acres (193,000 kmÂÂ ²) of land, killing 33,169 people and forcing 18,884,000 people to move. The flood covered Wuhan, a city with 8 million people, for over three months, and the Jingguang Railway was out of order for more than 100 days. In 1998, a flood in the same area caused damage to the value of billions of dollars. The Chinese government asked for support from its military to fight the flooding. Two thousand and thirty-nine square kilometers of farm land was flooded. The flood affected more than 2.3 million people, and 1,526 were killed. The reservoir's flood storage capacity is 22 cubic kilometers (18 million acre feet). This capacity will reduce the frequency of major downstream flooding from once every 10 years to once every 100 years. With the dam, it is expected that major floods can be controlled. If a "super" flood comes, the dam is expected to minimize its effect. Power distribution The electricity generated by the Three Gorges Dam project is sold to the State Grid Corporation and China South Power Grid Corporation at a rate of ÂÂ ¥250 per MWh ($32.5 US). Nine provinces and two cities consume the power from it, including Shanghai. The power distribution and transmission of the Three Gorges Dam project cost about 34.387 billion Yuan. It was completed in December 2007, one year ah... ...t into the reservoir on average per year, in time, this silt could accumulate behind the walls of the dam, clogging the turbines' entranceway. Further, the absence of silt down stream would have two dramatic effects: ? Some hydrologists think that this could make downstream riverbanks more vulnerable to flooding.[45] ? The city of Shanghai, more than one thousand miles (1600 km) away from the dam, rests on a massive plain of sediment. The "arriving silt -- so long as it does arrive -- strengthens the bed on which Shanghai is built... the less the tonnage of arriving sediment the more vulnerable is this biggest of Chinese cities to inundation..." Also, the weight of the dam and reservoir can cause induced seismicity, which occurred with the Katse Dam in Lesotho. The Benthic sediment build up is a cause of biological damage and reduction in aquatic biodiversity. The Three Gorges Dam Essay -- China Chinese Infrastructure Flood control and drought relief The most significant function of the dam is to control flooding, which is a major problem of a seasonal river like the Yangtze. Millions of people live downstream of the dam, and many large and important cities like Wuhan, Nanjing and Shanghai lie next to the river. Plenty of farm land and the most important industrial area of China are built beside the river. In 1954, the river flooded 47.75 million acres (193,000 kmÂÂ ²) of land, killing 33,169 people and forcing 18,884,000 people to move. The flood covered Wuhan, a city with 8 million people, for over three months, and the Jingguang Railway was out of order for more than 100 days. In 1998, a flood in the same area caused damage to the value of billions of dollars. The Chinese government asked for support from its military to fight the flooding. Two thousand and thirty-nine square kilometers of farm land was flooded. The flood affected more than 2.3 million people, and 1,526 were killed. The reservoir's flood storage capacity is 22 cubic kilometers (18 million acre feet). This capacity will reduce the frequency of major downstream flooding from once every 10 years to once every 100 years. With the dam, it is expected that major floods can be controlled. If a "super" flood comes, the dam is expected to minimize its effect. Power distribution The electricity generated by the Three Gorges Dam project is sold to the State Grid Corporation and China South Power Grid Corporation at a rate of ÂÂ ¥250 per MWh ($32.5 US). Nine provinces and two cities consume the power from it, including Shanghai. The power distribution and transmission of the Three Gorges Dam project cost about 34.387 billion Yuan. It was completed in December 2007, one year ah... ...t into the reservoir on average per year, in time, this silt could accumulate behind the walls of the dam, clogging the turbines' entranceway. Further, the absence of silt down stream would have two dramatic effects: ? Some hydrologists think that this could make downstream riverbanks more vulnerable to flooding.[45] ? The city of Shanghai, more than one thousand miles (1600 km) away from the dam, rests on a massive plain of sediment. The "arriving silt -- so long as it does arrive -- strengthens the bed on which Shanghai is built... the less the tonnage of arriving sediment the more vulnerable is this biggest of Chinese cities to inundation..." Also, the weight of the dam and reservoir can cause induced seismicity, which occurred with the Katse Dam in Lesotho. The Benthic sediment build up is a cause of biological damage and reduction in aquatic biodiversity.