Race And Race The Social Construction Of Race - 858 Words

The race is an indefinite term, which has not been created from science or research, but more so the idea of what it is. Essentially, race is all about perception. One person may separate races based on a certain category of traits while another person uses totally different guidelines to define what races there are. Race has ultimately been created socially, therefor has no biological components until people connect the two terms. This paper examines the connection between society and race while taking you through America s history, and explains the social construction of race. To begin, the social construction of race began to develop very early in America’s history. Throughout history, with the help of science, government, and cultures, the idea of race has formed into what it is today. Beginning in the 1500 s, European colonists arrived in North America, where Native Americans had already settled (â€Å"RACE,† n.d.). The native people and European colonists had many disputes until, by the 1600 s, Africans and Europeans were indentured servants for the Europeans. Once the 1670 s came round, African Americans became viewed as inferior and slowly became permanent slaves in the colonies without opportunity for freedom. This trend continued for hundreds of year, and discrimination along with prejudice were prevalent, but the term race had not yet developed. Eventually, more scientific advances were made, that led to race. Initially, a classification system was created byShow MoreRelatedRace As A Social Construction1679 Words   |  7 PagesAlisha Sparks Dr. Stanley POLS 24 November 2015 Race as a Social Construction When we talk about race, what are we really talking about? The issue of race is a complex issue, with socially ambiguous undertones that have plagued our society for decades. Race has been a marker and maker of stereotypes. Race has been used as a justification for injustice. Whether slavery, Japanese internment, or social and economic exclusion, race has given an avenue for those in power to exclude ones deemed ‘other’Read MoreThe Social Construction Of Race1242 Words   |  5 Pagesfoundation for what appears to be the social construction of race. Somewhere along the lines, eugenics became more about isolating certain human characteristics, like skin color, and relegating them to a hierarchy of societal importance (Norrgard, 2008). Race is simply defined as a pattern-based concept that allows for the general public to draw conclusions based on an individual’s geographical location and thereby predetermining their inclusion into a particular social group (Yudel l, et al., 2016) TheRead MoreThe Social Construction Of Race1743 Words   |  7 PagesIn The Social Construction of Race, Ian F. Haney Lopez defines race as a social construct that is constantly changing its meaning due to the fickle nature of society. Lopez believes that this fickleness stems from a social climate formed by a variety of factors such as human economic interest, current events, and ideology. There are certain racial definitions however, that have remained mostly the same despite efforts to bring attention to the offensiveness and immorality of such discriminatory thinkingRead MoreRace As A Social Construction822 Words   |  4 Pageswhat is race? The term race is difficult to define as a result of the belief that it is â€Å"racist† to talk about race. Although how do we know what race is if we do not discuss it within society. After much thought I defined race as an individual’s background that may be used to describe their ancestor’s demograp hics as well as their religion. However, today people tend to put more emphasis on race being the color of an individual’s skin. As discussed in class society does not understand what race is,Read MoreThe Social Construction Of Race2146 Words   |  9 PagesAbadjivor AFAS 304B Professor Machibya 30 March 2015 The Social Construction of Race The underlying characteristic of race concepts is found in its use of phenotypes and physical differences in order to gain an understanding of why there are different people that exist in the world. These differences have been used in understanding the behaviors, intellect, and the value of humans through connecting different characteristics to different classified races. Using phenotypical differences to understand certainRead MoreRace Is A Social Construction1074 Words   |  5 Pagesthe term â€Å"race† should not be used. Scholars and others argue that the term â€Å"race† should not be used because there is no biological basis for the concept of race. Geneticists have determined that code for physical traits (the key distinguishing characteristic for â€Å"race†) are inherited independently of one another. Any attempts there have been to define race based on genes are futile, because there is no set of genes that everyone within the â€Å"race† has. Scholars argue that race is a social constructionRead MoreRace As A Social Construction966 Words   |  4 PagesRace is a concept only existing in societies with systems of oppression based on social racism. In chapter eleven: Inequality, they discuss how, â€Å"There is nothing intrinsic about, for example, any racial or ethnic group that makes it distinct from any other; race and ethnicity are dynamic, fluid categories that are socially defined†(Ritzer). The oppression of â€Å"superior† groups demonstrates on â€Å" inferior† groups is one consequence of race as a social construction, which is to have one’s identity reducedRead MoreThe Social Construction Of Race1638 Words   |  7 Pagesstupid immoral, diseased, lazy, incompetent, and dangerous to the white man’s virtue and social order â€Å"(p.181). Blackness have become objectified in public spaces, they are view as a threat on the street of Toronto, surrounding areas and even in the criminal justice system. In fact this negative stereotype of criminalization have put Black males under scrutiny and constant surveillance. The social construction of race by the dominant belief system are still embedded in society that capitalized on minoritiesRead MoreSocial Construction of Race1867 Words   |  8 PagesThere is perhaps no bigger and more expansive social construction known to man than the construction of race. In earlier times race meant a tie to national origin, Greek race, Roman race, etc. race underwent a big chang e in meaning to it’s more contemporary form to distinguish biological differences of physical features and skin color (Wiegman 157). Film and television in this century and the twentieth century have aided and perpetuated stereotypes of race. These stereotypes have been most associatedRead MoreSocial Construction of Race1418 Words   |  6 PagesThe Use of Humor to Poke Fun at the Social Construction of Class: Illustrated in the Film The Jerk through Navin Johnson Money does not last forever. All the money in the world can become the reason why people change their personality and behavior. In the film The Jerk by Carl Reiner, a complete moron struggles to make it through life on his own, until a bizarre invention makes him unbelievably a wealthy man. Navin grew up in Mississippi as an adopted son of a black family, but on his birthday

Media s Impact On Society - 1098 Words

The media industry is the state of our actuality. Society expects for the news to keep them informed on what is going on around the world. There are several different kinds of media; there is the newspaper, radio, and television. Each category has its own different stage that has modeled the media to be as influential as it is in society today. Along with all other forms of media, newspapering has played a huge role in the way society view the media industry. Through time many changes have occurred, are occurring, and will continue to develop in the future. The media have an immense impact on society. Newspapers have been influential for hundreds of years. According to Tim Harrower in the third edition of Inside Reporting, â€Å"In Caesar’s age, Romans read newspapers handwritten by slaves. Wandering minstrels spread news (and the plague) in the Middle Ages† (Harrower 8). â€Å"The history of newspapers is an often-dramatic chapter of the human experience back some five centuries† (Barber 2015). Notably, the first newspaper printed in America was entitled â€Å"Publick Occurrences Both Foreign and Domestick,† by Benjamin Harris. Harris ran a bookstore where he produced the first and only issue in Boston, in 1960 (Harrower 8). The newspaper was fairly small; the paper was only three pages in length. There was a fourth page that was left blank so that the readers could edit and fill in recently informed news. In result to Harris not having a license, the governorShow MoreRelatedMedia s Impact On Society956 Words   |  4 PagesThe media, or communication outlets, has a huge part in the racial divide, prejudices, oppressions and discriminations in America. These outlets include newspapers, television, internet, and/or radio. Over the recent years, stereotyping and discrimination has been greatly enhanced by media outlets. Even though the media has enhanced these harmful issues, the media can improve all of the factors by making changes to how they portray different races and ethnicities. â€Å"The media can influence peopleRead MoreThe Media s Impact On Society951 Words   |  4 Pagesface because of their gender. The comment section of this video is erratic; the viewers often have conflicting views about the meaning of the video as well as whether or not it was successful in its purpose. One thing is for sure, the video makes an impact by using several rhetorical devices including word choice, pathos and logos; all which separate it from other pro-feminism videos that exist. FCKH8.com’s video made an abundance of creative decisions that made each of its viewers have an intenseRead MoreThe Impact Of Media On Society s Society1375 Words   |  6 Pagesto be, a relevant issue in our society. While racism is not as prevalent as it was in the 1860’s, it is not any less significant. The relevance of racism today can partially be blamed on how the media portrays race. Media comes in all forms; print media, broadcast media, social media, etc. Each of these forms play an important role in our society. Media is the main communicator in today’s society. Society looks to media for information. This is a problem because media does not always have the properRead MoreThe Impact Of Media On Society s Society1772 Words   |  8 PagesIntroduction: Media has played an instrumental role in shaping society especially Canadian society. There are many types of stream in media that has allowed Canadians to have a sense of closeness with their community and the country. A type of media that exemplifies this is the news. The news plays a crucial role informing the public about certain events that are happening around individuals’ lives and how these types of news are affecting them. In addition to that, the news also provides an entertainmentRead MoreMedia s Impact On Society920 Words   |  4 PagesIntroduction The media industry is the state of our actuality. There are several different kind of media; there is the newspaper, radio, and television. Each category has its own different stage that has modeled the media to be as influential as it is in society today. Along with all other forms of media, newspapering has played a huge role in the way society view the industry. Through time many changes have occurred, are occurring, and will continue to develop in the future. The media has an immenselyRead MoreSocial Media s Impact On Society1515 Words   |  7 Pagestoday’s society not all people welcome social media into their lives and thus restrict their access and or involvement when it comes to the abundances of social media outlets. However, social media has indeed taken the lives of our children, adolescents, and families by the collar. Social media plays a pivotal part affecting everyday life as we know it today. Despite these claims, the advancements in technology have evol ved, thus creating a society that thrives on the dependency of social media outletsRead MoreMedia s Impact On The American Society2784 Words   |  12 PagesAmerican society is presented information over a wide range of events that we encounter in life throughout the history of the United States on account of media. Media presents ongoing information within the boundaries of the United States in addition to foreign affairs believed to be significant to the American public. The media has a massive influence and impact on the American society covering certain events that are taking place all over the world. However, sometimes media only covers one sideRead MoreThe Impact Of Media On Women s Society2399 Words   |  10 PagesDissertation – Chapter 1 What impact does the media have on females in todays society? Mass media shapes the world and the ‘perfect’ female is depicted through magazines, TV, music, internet, billboards, toys, movies, commercials etc. on a daily basis, impacting women and girls on how to perceive their own bodies, how to look and how to behave. Beauty standards have changed throughout the decades, even centuries, and has always placed immense pressure on females. From 1400s-1700s, an overweightRead MoreSocial Media s Impact On Society1260 Words   |  6 Pagesmajor key in our society; such as Instagram, Twitter, and Snapchat. These apps were as another form of social media. It had opened a whole new world for people twelve and older; enabling them to share and memories, stories, and updates of their lives to their â€Å"followers†. Moreover, this way of sharing your life with others had brought in keen, automatic listeners. Which inevitably had also spread awareness like wildfire; the good or bad news. Nonetheless, this form of social media had an immense effectRead MoreMedia And Its Impact On Society s Picture Essay1365 Words   |  6 PagesIcon based endorsements are no more confined to customary fight and thus youth commonly change channels amid ads. Games symbol s picture is the significant deciding element that oversees the organization s item advancement and the shopper s buy choice. Sports legends have ended up mindful of their picture in embracing a brand and this thusly has praised their fame in the midst of youth (Brilliant Barry 2010). The social change includes by the administration peculiarities sports symbols that go

Assey Free Essays

Adrian Gauci Learning and Development Strategy – Adrian Gauci – Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci EMPLOYEE DEVELOPMENT †¢ Employee Development of HR development is about the provision of learning, development and training opportunities in order to improve individual, team and organisational performance. †¢ The definition of development suggests a fulfilment of innate potential and ability through continuous involvement rather than just timely interventions to satisfy gaps in knowledge and ability.Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and development †¢ Learning and development is the process of acquiring and developing knowledge, skills, capabilities, behaviours and attitudes through learning or developmental experiences. We will write a custom essay sample on Assey or any similar topic only for you Order Now It is concerned with ensuring that the organization has the knowledgeable, skilled, engaged and committed workforce it needs. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and development Learning is a continuous process that not only enhances existing capabilities but also leads to the development of the skills, knowledge and attitudes that prepare people for enlarged or higher-level responsibilities in the future. †¢ As explained by Honey and Mumford (1996): – ‘Learning has happened when people can demonstrate that they know something that they did not know before (insights, realizations as well as facts) and when they can do something they could not do Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci BA (Hons), MA, before (skills). ’Adrian Gauci Learning and development †¢ Development is concerned with ensuring that a personâ €™s ability and potential are grown and realized through the provision of learning experiences or through self-directed (self-managed) learning. It is an unfolding process that enables people to progress from a present state of understanding and capability to a future state in which higher-level skills, knowledge and competencies are required. †¢ Training involves the application of formal processes to impart knowledge and help people to acquire the skills necessary for them to perform their jobs satisfactorily.Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci KEY LD TERMS †¢ LEARNING: Learning is relatively permanent changes in behaviour that occurs as a result of practice or experience. †¢ EDUCATION: The development of Knowledge, values and understanding required in all aspects of life rather than the knowledge and skills relating to particular areas of activity. †¢ DEVELOPMENT: the growth or realisation of a person’s ability and potential through the provision of learning and educational experiences. Training: The planned ; systematic modification of behaviour through learning events, programmes, and instruction which enable individuals to achieve the levels of knowledge, skills and competence to carry out their work effectively. Source: Armstrong-handbook of Personnel Management practices. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Elements of learning and dev Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Characteristics of formal and informal learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci ROI †¢ Return on investment (RoI) is advocated by some commentators as a means of assessing the overall impact of training on organizational performance. It is calculated as: Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and development strategy Learning and development strategy represents the approach an organization adopts to ensure that now and in the future, learning and development activities support the achievement of its goals by developing the skills and capacities of individuals and teams. It can be described similarly as strategic human resource development, defined as follows. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and development strategy It is fundamentally concerned with creating a learning culture that will encourage learning and will provide the basis for planning and implementing learning activities and programmes.†¢ This concept of a learning culture is associated with that of the learning organization. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Elements of L;D strategy Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci A learning culture A learning culture is one that promotes learning because it is recognized by top management, line managers and employees generally as an essential organizational process to which they are committed and in which they engage continuously. †¢ Reynolds (2004) describes a learn ing culture as a – ‘growth medium’, which will ‘encourage employees to commit to a range of positive discretionary behaviours, including learning’ and which has the following characteristics: empowerment not supervision, self-managed learning not instruction, long-term capacity building not short-term fixes. Reynolds suggests that to create a learning culture it is necessary to develop organizational practices that raise commitment amongst employees and – ‘give employees a sense of purpose in the workplace, grant employees opportunities to act upon their commitment, and offer practical support to learning’. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci The learning organization The learning organization, as defined by Senge (1990) †¢ Th e learning organization is one – ‘where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together’. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian GauciThe learning organization †¢ Harrison (2000) learning organization remains persuasive because of its – ‘rationality, human attractiveness and presumed potential to aid organizational effectiveness and advancement’. †¢ Wick and Leon (1995) refer to a learning organization – as one that ‘continually improves by rapidly creating and refi ning the capabilities required for future success’. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci EMPLOYEE TRAINING Training is an important part of an organization’s long-range strategy: – Global competition and flatter organizational structures require multi-skilled employees – Focus on life-long learning – Diverse employees with varying cultural values – Developments in information technology require new skills and training strategies – Increased motivation – Individual goals equating with those of the organisation – Social benefits eg traning from government – Newly acquired skills for future use Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Superviso rAdrian Gauci †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ BENEFITS OF T;D TO ORGANISATIONS Provision of trained human resources Improvements of existing skills Increased employee knowledge Improved job performance Improved customer service Greater staff commitment Increased value of the organisation’s human assets The personal development of employees Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci PROCESS OF TRAINING †¢ SYSTEMATIC TRAINING †¢ PLANNED TRAINING Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci PLANNED TRAINING †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Identify and define training needs Define the learning required Define the objectives of training Plan training programme Decide who provides the training Implement the training Evaluate training Modify training programmes basis on the evaluation. MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci BA (Hons), Adrian Gauci DEFINING TRAINING NEEDS †¢ †¢ †¢ †¢ †¢ †¢ †¢ JOB TRAINING ANALYSIS ORGANSATIONAL ANALYSIS PERFORMANCE APPRAISAL JOB ANALYSIS CUSTOMER FEEDBACK OBSERVATION OF EMPLOYEES RECORDS OF EMPLOYEES PERFORMANCEAdrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci TRAINING OBJECTIVES †¢ †¢ †¢ †¢ PREREQUISITE EXPERIENCE AND ABILITIES EDUCATINAL OBJECTIVES BEHAVIOURAL OBJECTIVES CRITERIA FOR ASSESSMENT Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and Development Activities Learning  and  Development  Activities †¢ case  study  exercises †¢ action  learning  activities †¢ modern  apprenticeship †¢ Employee  mentorin g †¢ Group  /  Departmental  Ã‚  Exercises †¢ Situation  Simulation Management  coaching   †¢ Corporate  University †¢ Instruction  Lectures †¢ Outdoor  Learning  Activities   †¢ Training  by  role  playing See Page 1022 (Appendix in Armstrong Book) Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci The Training System Needs Assessment Evaluation Training Objectives Implementation Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Training Techniques On-the-job †¢ †¢ †¢ †¢ Job rotation Apprenticeships Coaching Mentoring Delegation by supervisor †¢ Work shadowing †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Off-the-job †¢ Lectures videos Vestibule training Role-playing/Cases Simulation Self-Study Programmed Computer-based (CBT) Virtual reali ty Web-based/Intranet Video-conferencing Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Training Development Strategies Cognitive TD Strategies Environmental Behavioural Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Training Evaluation Criteria Reaction Organizational results Training Evaluation Criteria Behaviour Knowledge Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING ORGANISATION †¢ Learning might be the acquisition of a new skills, new knowledge, a modified attitude or a combination of all three. †¢ The process of acquiring knowledge through experience that leads to a change in behaviour. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci LEARNING ORGANISATION An organization t hat has an enhanced capacity to learn, adapt and change – Systems thinking – Personal mastery – Mental models – Shared vision – Team learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING ORGANISATION (CONTD. ) Garvin (1993) has suggested that LO are good at doing five things: †¢ Systematic problem solving-relying on scientific methods, insisting on data rather than assumption. Experimentation Kaizen (continuous improvements) †¢ Learning from past experience †¢ Learning from others †¢ Transferring knowledge quickly and efficiently throughout the organisation Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci SIX FACTOR MODEL OF LO Kandola and Fullerton have produced a six factor model of a LO: †¢ Shared vision †¢ Enabling structure †¢ Supportive culture †¢ Emp owering management †¢ Motivated workforce †¢ Enhanced learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci LEARNING STYLES Kolb Honey and Mumford Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING STYLES Learning style theory can be used in the design and conduct of learning events or personal development programmes. Learning situations can be designed to fit the learning style of participants. Coffield (2005) stressed the importance of individuals’ ‘thinking styles’ – that is, their automatic way of organizing and processing information during learning – and of their ‘learning strategy’, meaning the pproach they adopt to try to overcome the limitations of their natural thinking style. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci EXPERIMENTAL LEARNING CYCLE Kolb provides one of the most useful descriptive model of the adult learning process. The LC suggests that there are four stages that follow from each others. †¢ Concrete experience: either planned or accidental †¢ Reflective observation: looking back at the experience. †¢ Abstract conceptualisation: seen as generalising from reflection and developing hypotheses based on experience and knowledge. Active expe rimentation: Testing the concepts or ideas in new situation. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci KOLB`S LEARNING STYLES †¢ ACCOMMODATIVE: Strong preference for concrete experience and active experimentation, learning by errors. †¢ DIVERGENT: preference for concrete experiences, but to reflect on these from different perspectives. †¢ ASSIMILATIVE: Indicates that knowledge is gained by incorporating experiences into already existing cognitive structure. †¢ CONVERGENT: prefer to experiment with ideas.Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci KOLB`S LEARNING STYLES †¢ Accommodators who learn by trial and error, combining the concrete experience and experimentation stages of the cycle. †¢ Divergers who prefer concrete to abstract learning situations and refl ection to active involvement. Such individuals have great imaginative ability, and can view a complete situation from different viewpoints. †¢ Convergers who prefer to experiment with ideas, considering them for their practical usefulness.Their main concern is whether the theory works in action, thus combining the abstract and experimental dimensions. †¢ Assimilators who like to create their own theoretical models and assimilate a number of disparate observations into an overall integrated explanation. †¢ Thus they veer towards the reflective and abstract dimensions. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lec turer and MBA Dissertation Supervisor Adrian Gauci The Axis Concrete Experience – CE (feeling) ——- Abstract Conceptualization – AC (thinking) Active Experimentation – AE (doing)—– Reflective Observation – RO (watching)Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Divergers and Assimilators †¢ Diverging (feeling and watching – CE/RO) – These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style ‘Diverging’ because these people perform better in situations that require ideas-generation, for example, brainstorming.People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback. Assimilating (watching and thinking – AC/RO) – The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity.They excel at understanding wide-ranging information and organising it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor †¢ Adrian Gauci Convergers and Accomodators †¢ Converging (doing and thinking – AC/AE) – People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems.People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications. Accommodating (doing and feeling – CE/AE) – The Accommodating learning style is ‘hands-on’, and relies on intuition rather than logic. These people use other people’s analysis, and prefer to take a practical, experiential approach.They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on ‘gut’ instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor †¢ Adrian Gauci HONEY ; MUMFORD LEARNING STYLES Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci HONEY ; MUMFORD`S LEARNING STYLES †¢ ACTIVIST: a dynamic learners without bias †¢ REFLECTOR: an imaginative learner and the person, who observes phenomena, thinks about them and then choose how to act. †¢ THEORIST: Who adapt and apply their observations in the form of logical theories. PRAGMATIST: a commonsense learner who only likes to study if they can see a direct link to practical problems. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci HONEY ; MUMFORD`S LEARNING STYLES †¢ 1. Activists who involve themselves fully without bias in new experiences and revel in new challenges. †¢ 2. Reflectors who stand back and observe new experiences from different angles. They collect data, refl ect on them and then come to a conclusion. †¢ 3.Theorists who adapt and apply their observations in the form of logical theories. They tend to be perfectionists. †¢ 4. Pragmatists who are keen to try out new ideas, approaches and concepts to see if they work. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Kolb vs Honey ; Mumford Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci INDIVIDUAL BARRIERS TO LEARNING †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ LACK OF INFORMATION TIME MONEY APATHY ANDLACK OF MOTIVATIO CULTURE AGEISM SPECIAL NEEDS SOCIO-ECONOMIC STATUS LACK OF CONFIDENCE Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor How to cite Assey, Papers

Interpretations of the novel Essay Example For Students

Interpretations of the novel Essay The multiple narrators of Robert, Frankenstein and the creature combined with the framed narrative from all three of the individuals points of view and some unreliable narrators make for many different interpretations of the book and the story within.  As I said, there are three narrators in the book. The first is Robert Walton a British Explorer who starts his narration in Russia. He is trying to find a crew and ship or a voyage to the North Pole where he hopes to discover new places or animals so that when he goes back to Britain he will become a rich and well-known man. He then continues his narrative in the form of letters up to the point where he finds Victor and helps him onto his ship. Next the narration is by Victor Frankenstein who is telling his story to Robert. Later the Creature tells his story by talking to Victor who then tells Robert. After this Frankenstein continues the story until the end when Robert writes his final letters. All these different types of narration from different types of people make the reader unclear whom they should sympathise with. For instance in some parts of the book Frankenstein tries, it seems, to beg the reader for forgiveness for making the creature but not for leaving it and hurting it physiologically. But I was in reality very ill and surely nothing but the un-bounded and un-relenting attentions of my friend could have restored me to life (Chapter 5)  Also the way the Creature speaks to Victor once he has killed and hurt humans is like he is trying to shift the blame to Frankenstein for creating him and the human race for detesting him even though they know nothing of his inner feelings.  This was the reward of my benevolence! I had saved a human from destruction, and as a recompense I now writhe under the miserable pain of a wound (Chapter 16) This is true because I think the creature did not initially want to hurt anyone, especially humans, but as time went past, he suffered many different types of violence and abuse. Then he finally breaks after being shot because people thought that he was trying to hurt them when he had just saved a young girl from drowning.  Inflamed by pain, I vowed eternal hatred and vengeance on mankind (Chapter 16) In this section, I think that the Nature/Nurture debate should be included as it has direct consequences on how we could or should interpret the Creature and maybe Frankenstein himself. On the nature side of the argument is that the Creature was probably not created evil as Frankenstein did not want that he wanted a Creature that could help himself and humanity and its only when the hate of humans that he becomes evil. Now on the side of Nurture side is that when he is first created he did have contact with humans in the form of Frankenstein who gave him his first impressions of humans which was that they would be scared of him and may hurt him. Eventually I think that Nurture wins as it is when he reveals himself to the De Laceys and every other meeting with a human he learns that he is not liked and as this is by Nurturing it wins and gives its impact on the readers interpretation. This is what I think the multiple narrators do to the readers interpretation of the book. Another factor for why the readers interpretations may be influenced is by the book having two quite unreliable narrators: Frankenstein and the Creature. Firstly, Frankenstein I think is unreliable mostly in the latter parts of the book but also sometime just in the beginning. In Chapter 5 after when he has created the creature, he runs out of his laboratory and into his bed where he has nightmares. Until he is woken by the creature standing by his bed with his hand outstretched, which to Victor means he is trying to kill or detain him, but I think that the creature is holding out his hand for his creator to hold so he can feel loved and as a sign that he wants Victor to be his Father.