The Fifth Discipline Essay Example for Free

The Fifth Discipline Essay Introduction The organizations that will truly excel in the future will be those that discover how to tap people’s commitment and develop the capacity to learn at all levels in an organization. Deep down, people are learners. No one has to teach an infant to learn. In fact, no one has to teach infants anything. They are intrinsically inquisitive, masterful learners. Learning organizations are possible because at heart we all love to learn. Through learning we re-create ourselves and are able to do something we were never able to do earlier. Through learning we reperceive the world and our relationship to it. Through learning we extend our capacity to create, to be part of the generative process of life. There is within each of us a deep hunger for this type of learning. This seminal book by Peter M Senge explains how learning organizations can be built. The building blocks Systems Thinking Business and other human endeavours are systems of interrelated actions, whose full impact may be seen only after years. Since we are part of these systems, it’s hard to see the whole pattern of change. Instead, we tend to focus on snapshots of isolated parts of the systems, and wonder why our deepest problems never seem to get solved. Systems thinking is a conceptual framework, to make the full patterns clearer and to help us see how to change them effectively. Personal Mastery Mastery means a special level of proficiency. People with a high level of personal mastery are able to consistently realize the results that matter most deeply to them in effect. They approach their life as an artist would approach a work of art, by becoming committed to their own lifelong learning. The discipline of personal mastery, starts with clarifying the things that really matter to us, of living our lives in line with our highest aspirations. Mental Models Mental models are deeply ingrained assumptions, generalizations, or even pictures of images that influence how we take action. Very often, we are not consciously aware of our mental models or the effects that they have on our behavior. Many insights into new markets or outmoded organizational practices fail to get put into practice because they conflict with powerful, tacit mental models. Institutional learning is the process whereby people change their shared mental models of the company, their markets, and their competitors. Building Shared Vision If any one idea about leadership has inspired organizations for thousands of years, it’s the capacity to hold a shared picture of the future we seek to create. When there is a genuine vision, people excel and learn, not because they are told to, but because they want to. But many leaders have personal visions that never get translated into shared visions that galvanize an organization. All too often, a company’s vision revolves around the charisma of a leader, or around a crisis that galvanizes everyone temporarily. But, people must pursue a lofty goal, not only in times of crisis but at all times. What is needed is a discipline for translating individual vision into shared vision – not a â€Å"cook book† but a set of principles and guiding practices. Team Learning The discipline of team learning starts with â€Å"dialogue,† the capacity of team members to suspend assumptions and enter into a genuine â€Å"thinking together.† Dialogue also involves learning how to recognize the patterns of interaction in teams that undermine learning. The patterns of defensiveness are often deeply engrained in how a team operates. If unrecognized, they undermine learning. If recognized, they can actually accelerate learning. Assessing the organization’s learning disability Most organizations learn poorly. The way they are designed and managed, the way people’s jobs are defined, and most importantly, the way people have been taught to think and interact, create fundamental learning disabilities. When people in organizations focus only on their position, they have little sense of responsibility for the results they produce. Moreover, when results are disappointing, we tend to find someone or something outside ourselves to blame when things go wrong. All too often, â€Å"proactiveness† is reactiveness in disguise. True proactiveness comes from seeing how we contribute to our own problems. Actions in organizations are dominated by concern with events: last month’s sales, the new budget cuts, the last quarter’s earnings, who just got promoted or fired, the new product our competitors just announced, the delay in launching a new product, and so on. Our fixation on events is actually part of our evolutionary programming. The irony is that today the primary threats to our survival, both of our organizations and of our societies, come not from sudden events but from slow, gradual processes. The arms race, environmental decay, the erosion of our society’s public education system, increasingly obsolete physical capital, and decline in design or product quality are all slow, gradual processes. Learning to see slow, gradual processes requires slowing down our frenetic pace and paying attention to the subtle as well as the dramatic. We learn best from experience but we never directly experience the consequences of many of our most important decisions. The most critical decisions made in organizations have systemwide consequences that stretch over years or decades. Systems thinking Systems thinking is the fifth discipline. It is the conceptual cornerstone that underlies all the five learning disciplines. The easy or familiar solution is not only ineffective; sometimes it is addictive and dangerous. The long-term, insidious consequence of applying non-systemic solutions is the increased need for more and more of the solution. There is a fundamental mismatch between the nature of reality in complex systems and our predominant ways of thinking about that reality. The first step in correcting that mismatch is to let go of the notion that cause and effect are close in time and space. Tackling a difficult problem is also a matter of seeing where the high leverage lies, a change which – with a minimum of  effort would lead to lasting, significant improvement. This point is quite similar to what Malcolm Gladwell makes in his book, â€Å"The Tipping Point†. Without systems thinking, there is neither the incentive nor the means to integrate the learning disciplines that have come into practice. Systems thinking is the cornerstone of how learning organizations think about their world. Sophisticated tools of forecasting and business analysis, as well as elegant strategic plans, usually fail to produce dramatic breakthroughs in managing a business. They are all designed to handle the sort of complexity in which there are many variables. Senge calls it detail complexity. But there is another type of complexity, where cause and effect are subtle, and where the effects over time of interventions are not obvious. This, Senge calls dynamic complexity. Conventional forecasting, planning, and analysis are not equipped to deal with dynamic complexity. When the same action has dramatically different effects in the short run and in the long run, there is dynamic complexity. When an action has one set of consequences locally and a very different set of consequences in another part of the system, there is dynamic complexity. When obvious interventions produce non-obvious consequences, there is dynamic complexity. The real leverage in most management situations lies in understanding dynamic complexity, not detail complexity. Unfortunately, most â€Å"systems analyses† focus on detail complexity, not dynamic complexity. Systems thinking is useful for describing a vast array of interrelationships and patterns of change. Ultimately, it helps us see the deeper patterns lying behind the events and the details. In mastering systems thinking, we give up the assumption that there must be an individual, or individual agent, responsible. Everyone shares responsibility for problems generated by a system. That does not necessarily imply that everyone involved can exert equal leverage in changing the system. But it discourages the search for scapegoats. In reinforcing processes, a small change builds on itself. A small action snowballs, with more and more and still more of the same, resembling compounding interest. But there’s nothing inherently bad about reinforcing loops. There are also â€Å"virtuous cycles† – processes that reinforce in  desired directions. If we are in a balancing system, we are in a system that is seeking stability. If the system’s goal is one we like, we will be happy. If it is not, we will find all our efforts to change matters frustrated until we can either change the goal or weaken its influence. Nature loves a balance – but many times, human decision makers act contrary to these balances, and pay the price. In general, balancing loops are more difficult to see than reinforcing loops because it often looks like nothing is happening. Leaders who attempt organizational change often find themselves unwittingly caught in balancing processes. To the leaders, it looks as though their efforts are clashing with the sudden resistance that seems to come from nowhere. In fact, the resistance is a response by the system, trying to maintain an implicit system goal. Until this goal is recognized, the change effort is doomed to failure. Systems seem to have minds of their own. This is specially evident in delays between actions and their consequences. Delays can make us badly overshoot the mark, or they can have a positive effect if we recognize them and work with them. That’s one of the lessons of balancing loops with delays. Aggressive action often produces exactly the opposite of what is intended. It produces instability and oscillation, instead of moving us more quickly toward our goal. Symptomatic intervention A reinforcing (amplifying) process is set in motion to produce a desired result. It creates a spiral of success but also creates inadvertent secondary effects (manifested in a balancing process) which eventually slow down the success. Instead of trying to push growth, we must remove the factors limiting growth. An underlying problem generates symptoms that demand attention. But such a problem is difficult for people to address, either because it is obscure or costly to confront. So people â€Å"shift the burden† of their problem to other solutions – well-intentioned, easy fixes which seem extremely efficient. Solutions that address only the symptoms of a problem, not fundamental causes, tend to have short term benefits at best. In the long term, the problem resurfaces and there is increased pressure for symptomatic response. Meanwhile, the capability for fundamental solutions  can atrophy. Symptomatic intervention; the â€Å"quick fix,† solves the problem symptom quickly, but only temporarily. In case of a more fundamental response to the problem, it takes longer to become evident. However, the fundamental solution works far more effectively. It may be the only enduring way to deal with the problem. The shifting burden structure explains a wide range of behaviors where well-intended â€Å"solutions† actually make matters worse over the long term. Opting for â€Å"symptomatic solutions† is enticing. Apparent improvement is achieved. Pressures, either external or internal, to â€Å"do something† about a vexing problem are relieved. But easing a problem symptom also reduces any perceived need to find a more fundamental solution. Over time, people rely more and more on the symptomatic solution. Without anyone making a conscious decision, people have â€Å"shifted the burden† to increasing reliance on symptomatic solutions. A special case of shifting the burden, which recurs with alarming frequency, is â€Å"eroding goals.† Whenever there is a gap between our goals and our current situation there are two sets of pressures: to improve the situation and to lower our goals. Dealing effectively with the situation requires a combination of strengthening the fundamental response and weakening the symptomatic response. Strengthening fundamental responses almost always requires a long-term orientation and a sense of shared vision. Weakening the symptomatic response requires willingness to face the truth about palliatives and â€Å"looking good† solutions. Leverage The bottom line of systems thinking is leverage. We must see where small actions and changes in structures can lead to significant, enduring improvements. The best results come not from largescale efforts but from small well-focused actions. Nonsystematic ways of thinking consistently lead us to focus on low-leverage changes, on symptoms where the stress is greatest. So we repair or ameliorate the symptoms. But such efforts only make matters worse in the long run. Systems thinking means organizing complexity into a coherent story that illuminates the cause of problems and how they can be remedied in enduring ways. The increasing complexity of today’s world leads many managers to assume that they lack the information they need to act effectively. The fundamental â€Å"information problem† faced by managers is not too little information but too much information. What we  most need are ways to know what is important and what is not  important, what variables to focus on and which to pay less attention to. This will generate leverage. Personal Mastery Organizations learn only if individual employees who learn. Individual learning is a necessary, through not sufficient condition for organizational learning. We must make personal mastery a part of our lives. This involves continually clarifying what is important to us. We often spend too much time coping with problems along our path that we only have a vague idea of what’s really important to us. We also need to see current reality more clearly. We’ve all known people entangled in counterproductive relationships, who remain stuck because they keep pretending everything is all right. In moving toward a desired destination, it is vital to know where we are now. The juxtaposition of vision and a clear picture of current reality generates â€Å"creative tension†. The essence of personal mastery is learning how to generate and sustain creative tension in our lives. The gap between vision and current reality is a source of creative energy. If there is no gap, there wo uld be no need for any action to move toward the vision. But when there is a gap between the goals and the current reality, negative emotion may also arise. We may lower our goals when we are unwilling to live with emotional tension. On the other hand, when we understand creative tension and allow it to operate by not lowering our vision, vision becomes an active force. Truly creative people use the gap between vision and current reality to generate energy for change. Mastery of creative tension leads to a fundamental shift in our whole posture toward reality. Current reality becomes our ally not an enemy. An accurate, insightful view of current reality is as important as a clear vision. If the first choice in pursuing personal mastery is to be true to our own vision, the second fundamental choice in support of personal mastery is commitment to the truth. What limits our ability to create what we really want is belief in our powerlessness and unworthiness. People cope with these problems in different ways. Letting our vision erode is one such strategy. The second is to try to  manipulate ourselves into greater effort toward what we want by creating artificial conflict, such as through avoiding what we do not want. Some people psyche themselves up to overpower all forms of resistance to achieving their goals. Willpower is so common among highly successful people that many see its characteristics as synonymous with success: a maniacal focus on goals, willingness to â€Å"pay the price,† ability to defeat any opposition and surmount any obstacle. Being committed to the truth is far more powerful than any technique. It means a relentless willingness to root out the ways we limit or deceive ourselves from seeing what is, and to continually challenge our theories or why things are the way they are. It means continually broadening our awareness. Focusing on the desired intrinsic result is a skill. For most of us, it is not easy at first, and takes time and patience to develop. As soon as we think of some important personal goal, almost immediately we think of all the reasons why it will be hard to achieve – the challenges we will face and the obstacles we will have to overcome. While this is very helpful for thinking through alternative strategies for achieving our goals, it is also a sign of lack of discipline when thoughts about â€Å"the process† of achieving our vision continually crowd out our focus on the outcomes we  seek. We must work at learning how to separate what we truly want, from what we think we need to do in order to achieve it. A useful starting exercise for learning how to focus more clearly on desired results is to take any particular goal or aspect of our vision. If we ask ourselves the question. â€Å"If I actually had this, what would it get me?†, the answer to that question reveals â€Å"deeper† desires lying behind the goal. In fact, the goal is actually an interim step to reach a more important result. Ultimately, what matters most in developing the subconscious rapport characteristic of masters is the genuine caring for a desired outcome, the deep feeling that it is the â€Å"right† goal. The subconscious seems especially receptive to goals in line with our deeper aspirations and values. People with high levels of personal mastery do not set out to integrate reason and intuition. Rather, they achieve it naturally – as a by-product of their commitment to use all the resources at their disposal. They cannot afford to choose between reason  and intuition, or head and heart. The discipline of seeing interrelationships gradually undermines older attitudes of blame and guilt. We begin to see that all of us are trapped in structures embedded both in our ways of thinking and in the interpersonal and social milieus in which we live. Our knee-jerk tendency to find fault with one another gradually fades, leaving a much deeper appreciation of the forces under which we all operate. Mental Models New insights fail to get put into practice because they conflict with deeply held internal images of how the world works. That is why the discipline of managing mental models – surfacing, testing, and improving our internal pictures of how the world works holds the key to building learning organizations. The problems with mental models arise not because they are right or wrong but because we often act without being aware of them. The healthy corporations are ones which can systematize ways to bring people together to develop the best possible mental models for facing any situation at hand. Learning skills fall into two broad classes: skills of reflection and skills of inquiry. Skills of reflection concern slowing down our own thinking processes so that we can become more aware of how we form our mental models and the ways they influence our actions. Inquiry skills are concerned with how we operate in face-to-face interactions with others, especially in dealing with complex issues. People who become lifelong learners practice â€Å"reflection in action,† the ability to reflect on one’s thinking while acting. Our mind tends to move at lightning speed. We immediately â€Å"leap† to generalizations so quickly that we never think of testing them. Our rational minds are extraordinarily facile at â€Å"abstracting† from concrete particulars – substituting simple concepts for many details and then reasoning in terms of these concepts. But our very strengths in abstract conceptual reasoning also limit our learning, when we are unaware of our leaps from particulars to general concepts. Leaps of abstraction occur when we move from direct observations (concrete â€Å"data†) to generalization without testing. Leaps of abstraction impede learning because they become axiomatic. What was once an assumption becomes treated as a fact. To spot leaps of abstraction, we need to keep asking what we believe about the way the world works – the nature of business, people in general, and specific individuals. We need to ask â€Å"What is the ‘data’ on which this generalization is based?† We need to ask, â€Å"Am I willing to consider that this generalization may be inaccurate or misleading? This is a powerful technique for beginning to â€Å"see† how our mental models operate in particular situations. It reveals ways that we manipulate situations to avoid dealing with how we actually think and feel, and thereby prevent a counterproductive situation from improving. Most managers are trained to be advocates. In fact, in many companies, what it means to be a competent manager is to figure out what needs to be done, and enlist whatever support is needed to get it done. Individuals became successful in part because of their abilities to debate forcefully and influence others. Inquiry skills, meanwhile, go unrecognized and unrewarded. But as managers rise to senior positions, they confront more complex and diverse issues. Suddenly, they need to tap insights from other people. They need to learn. Now the manager’s advocacy skills become counterproductive. What is needed is blending advocacy and inquiry to promote collaborative learning. When operating in pure advocacy, the goal is to win the argument. When inquiry and advocacy are combined, the goal is no longer â€Å"to win the argument† but to find the best argument. When we operate in pure advocacy, we tend to use data selectively, presenting only the data that confirm our position. When we explain the reasoning behind our position, we expose only enough of our reasoning to â€Å"make our case,† avoiding areas where we feel our case might be weak. By contrast, when both advocacy and inquiry are high, we are open to disconfirming data as well as confirming data – because we are genuinely interested in finding flaws in our view. Likewise, we expose our reasoning and look for flaws in it, and we try to understand others†™ reasoning. Learning eventually results in changes in action, not just taking in new information and forming new â€Å"ideas.† That is why recognizing the gap between our espoused theories (what we say) and our â€Å"theories-in-use† (the theories that lay behind our actions) is vital. Otherwise, we may believe we’ve â€Å"learned† something just because we’ve got the new language or concepts to use, even though our behavior is completely unchanged. Systems thinking is equally important to working with mental models effectively. Most of our  mental models are systematically flawed. They miss critical feedback relationships, misjudge time delays, and often focus on variables that are visible or salient, not necessarily high leverage. Understanding these flaws can help to see where prevailing mental models will be weakest and where more than just â€Å"surfing† the mental models will be required for effective decisions. Ultimately, the payoff from integrating systems thinking and mental models will be not only improving our mental models but altering our ways of thinking. T his will result in shifting from mental models dominated by events to mental models that recognize longer-term patterns of change and the underlying structures producing those patterns. Shared vision Shared vision is vital for the learning organization because it provides the focus and energy for learning. While adaptive learning is possible without vision, generative learning, occurs only when people are striving to accomplish something that matters deeply to them. In fact, the whole idea of generative learning will seem abstract and meaningless until people become excited about some vision they truly want to accomplish.  Vision creates the spark, the excitement that lifts an organization out of the mundane. Shared vision fosters risk taking and experimentation. People know what needs to be done. Even if they don’t know how to do it, they keep experimenting till they succeed. But even when they experiment, there is no ambiguity at all. It’s perfectly clear why they are doing it. Organizations intent on building shared visions continually encourage members to develop their personal visions. They want people to have their own vision, not to â€Å"sign up† for someone else’s. That leads to compliance, not commitment. On the other hand, people with a strong sense of personal direction can join together to move toward what they truly want. Personal mastery is the bedrock for developing a shared vision. This means not only personal vision, but commitment to the truth and creative tension – the hallmarks of personal mastery. The origin of the vision is much less important than the process whereby it comes to be shared. It is not truly a â€Å"shared vision† until it  connects with the personal visions of people throughout the organization. In many organizations, most people are in states of formal or genuine compliance with the organization’s goals and ground rules. They go along with â€Å"the program,† sincerely trying to contribute. On the other hand, people in non-compliance or grudging compliance usually stand out. They are opposed to the goals or ground rules and let their opposition be known, either through inaction or through grudging obedience. An organization made up of genuinely compliant people will be very productive and cost effective. Yet, there is a world of difference between compliance and commitment. The committed person brings an energy, passion, and excitement that cannot be generated if he is only compliant. The committed person does not play by the â€Å"rules of the game.† He is responsible for the game. If the rules of the game stand in the way of achieving the vision, he will find ways to change the rules. A group of people truly committed to a common vision is an awesome force. They can accomplish the seemingly impossible. Building shared vision is actually only one piece of a larger activity: developing the â€Å"governing ideas† for the enterprise, its vision, purpose or mission, and core values. These governing ideas answer three critical questions: â€Å"What?† â€Å"Why?† and â€Å"How?† †¢ †¢ †¢ Vision is the â€Å"What?† – the picture of the future we seek to create. Purpose (or â€Å"mission†) is the â€Å"Why?† the organization’s answer to the question, â€Å"Why do we exist?† Core values answer the question â€Å"How do we want to act? A company’s values describe how the company wants life to be on a day-to-day basis, while pursuing the vision. There are two fundamental sources of energy that can motivate organizations: fear and aspiration. Fear can produce extraordinary changes for short periods, but aspiration is a continuing source of learning and growth. Vision spreads because of a reinforcing process of increasing clarity, enthusiasm, communication and commitment. As people talk, the vision grows clearer, enthusiasm for its benefit builds and the vision starts to spread in a reinforcing spiral of communication and excitement. Enthusiasm can also be reinforced by early successes in pursuing the vision. If the reinforcing process operates unfettered, it leads to continuing growth  in clarity and shared commitment toward the vision, among increasing numbers of people. But any of a variety of limiting factors can come into play to slow down this virtuous cycle. The visioning process can wither if, as more people get involved, the diversity of views dissipates focus and generates unmanageable conflicts. People see different ideal futures. Must those who do not agree immediately with the emerging shared vision change their views? Do they conclude that the vision is â€Å"set in stone† and no longer influenceable? Do they feel that their own visions even matter? If the answer to any of these questions is â€Å"yes,† the enrolling process can grind to a halt with a wave of increasing polarization. This is a classic â€Å"limits to growth† structure, where the reinforcing process of growing enthusiasm for the vision interacts with a â€Å"balancing process† that limits the spread of the vision, due to increasing diversity and polarization. In limits to growth structures, leverage usually lies in understanding the â€Å"limiting factor,† the implicit goal or norm that drives the balancing feedback process. In this case, that limiting factor is the ability (or inability) to inquire into diverse visions in such a way that deeper, common visions emerge. The visioning process is a special type of inquiry process. It is an inquiry into the future we truly seek to create. If it becomes a pure advocacy process, it will result in compliance, at best, not commitment. Approaching visioning as an inquiry process does not mean that we have to give up our views. On the contrary, visions need strong advocates. But advocates who can also inquire into others’ visions open the possibility for the vision to evolve, to become â€Å"larger† than our individual visions. Visions can die because people become discouraged by the apparent difficulty in converting them into reality. As clarity about the nature of the vision increases, so does the awareness of the gap between the vision and current reality. People become disheartened, uncertain, or even cynical, leading to a decline in enthusiasm. In this structure, the limiting factor is the capacity of people in the organization to â€Å"hold† creative tension, the central principle of personal mastery. This is why personal mastery is the â€Å"bedrock† for developing shared vision – organizations that do not encourage personal mastery find it very difficult to foster sustained commitment to a lofty vision. Emerging visions can also die because people get overwhelmed by the demands of current reality and lose their focus on the vision. The  limiting factor becomes the time and energy to focus on a vision. In this case, the leverage must lie in either in finding ways to focus less time and effort on fighting crises and managing current reality, or to break off those pursing the new vision from those responsible for handling â€Å"current reality.† A vision can die if people forget their connection to one another. This is one of the reasons that approaching visioning as a joint inquiry is so important. The spirit of connection is fragile. It is undermined whenever we lose our respect for one another and for each other’s views. We then split into insiders and outsiders – those who are â€Å"true believers† in the vision and those who are not.

Vocabulary On Writing In EFL Learners

Vocabulary On Writing In EFL Learners Vocabulary knowledge has been considered as basic principles of learning English and it also has a determinant impact on EFL Witting skills. Writing is one of the important ways to learn English language that involves students ideas into the written text. Vocabulary mastery is one of knowledge that important to learn writing, listening, reading, and speaking A good writer has to know a set of vital items to enrich his writing such as grammar punctuation, capitalization rules; figurative language; rhyme; rhythm; and vocabulary. One item that can power up writing is a strong vocabulary. Spoken and written words are used to communicate ideas, thoughts, and emotions and they are so common among EFL learners, sometimes communicating will be successful and sometimes its quite reverse. To write an article, essay or even a composition which is written at school by students, good vocabulary is an essential object. Knowing synonyms and using strong vocabularies, give readers a good sense of meaning and information will make the writing more influential. In Santos, 1988; Astika,1993 study(cited in Lee,2003) has shown that lack of vocabulary contributes to writing difficulty for foreign language learners and that vocabulary is one of the most important features that determine writing quality The current article focused on the impact of vocabulary on writing in EFL learners. Importance of Vocabulary in Writing Vocabulary is defined as knowledge of words which is considered vital for language development and acquisition and is recognized as an essential factor in writing. It can also describe as the ability to use words in the generation and understanding of sentences. Beck, McCaslin, McKeown, 1980 study(cited in Yonek,2008)There is a substantial body of evidence demonstrating a link between vocabularies and students ability to read and comprehend passages. Researchers have also explored the role of vocabulary in three main aspects of students writing performance: (a) shaping teachers perceptions of writing quality; (b) predicting students overall writing performance, and (c) enhancing the quality of students written compositions( Papadopoulou, 2007,p.35). Papadopoulou,2007 said that there is a positive relationship between mature vocabulary (assessed by lexical choice) and high quality ratings. Particularly, when Neilsen and Piche (1981) compared the effects of syntactic complexity versus lexical choice on the ratings of writing quality, they reported high quality ratings for passages with mature vocabulary regardless of the passages syntactic complexity. Similarly, according to Papadopoulou,2007 examined the role of vocabulary in formatting teachers judgments of college freshmens written arguments:. It was reported that the appropriateness of words used, rather than the simple production of words, was more important in influencing teachers judgments of writing quality. The number of diction or word-choice errors per 100 words written was found to be a particularly strong predictor of writing quality. (Papadopoulou,2007,p.102) Vocabulary is also considered as a strong predictor of students overall writing performance when vocabulary scores are compared to more elaborated criterion measures of written expression such as the Test of Written Language (Towel;Hammill Larsen, 1978), the Stanford Achievement Test (SAT; Madden, Gardner,Rudman, Karlsen, Merwin, 1978), and the Developmental Sentence Scoring System (Lee Canter, 1971). Significant research has been conducted on the effects of vocabulary instruction on reading performance but studies investigating vocabulary instruction and writing are few (Duin Graves, 1987). It also illustrates the effects of vocabulary instruction on the quality of students written products. (Yonek,2008,p.68) Despite the correlations between verbal ability and writing, the nature of the relationship between the two is less certain. A rich vocabulary allows writer to get a richness of thought onto paper. However, the writers real pleasure comes not from using an exotic word but from using the right word. In other research, effective writing has also been shown to be reliant upon verbal working memory . Those students who have considerable difficulty in producing well written compositions suffer from underdeveloped oral proficiency levels. According to Bereiter Scardamalia, 1987 study,(cited in Lee,2003)Further research shows that verbal memory limitations impact both quantity and quality of writing . In writing, using correct verbs, propositions and grammatical point is so important. Vocabulary and writing: Finding the right words In some ways, the ability to write effectively hinges upon having an adequate vocabulary even more than does the ability to read. Once students have learned to decode words, they may be able to read and pronounce many words that are unfamiliar to them. They may even be able to determine accurate meanings of unfamiliar words simply by examining the context in which those words are used. During the writing process, however, a student does not have the luxury of examining the context in which a word is used; he or she is creating the context. Therefore, the writer must be able to spontaneously recall words that are known not only by sight, but that are understood well enough to use correctly. Writing is dependent upon the ability to draw upon words to describe an event. The breadth and depth of a students vocabulary will have a direct influence upon the descriptiveness, accuracy, and quality of his or her writing. Yonek( 2008) notes, variety in selecting words to convey accurate meanings is necessary in speaking and writing, the outgoes of the language arts and at any level, written communication is more effective when a depth of vocabulary and command of language is (p. 25-26). Principles of vocabulary development Since words are the writers most important tools, vocabulary development must be an important and ongoing part of classroom learning. In Laflamme (1997) study( cited in yonek 2008) offers several key principles that should guide the creation and implementation of a comprehensive vocabulary development program. 1. Teachers must offer direct instruction of techniques or procedures for developing a broad and varied vocabulary. This instruction can be provided both formally through the language arts program, and informally through various classroom interactions-such as story time-with students. 2. New vocabulary terms must be connected to students previous knowledge and experiences. If students are unable to contextualize new words by attaching them to words and concepts they already understand, the words will likely have little meaning to them, and if meaning is lacking, the chances are pupils will memorize terms and concepts for testing purposes only or largely. 3. Students should be able to contextualize the vocabulary terms they have learned and use them in society. In order for students to do this successfully, they must first learn to become comfortable using these words in the classroom. Students should be required or encouraged to incorporate new vocabulary terms into their oral and written reports and presentations. 4. Practice and repetition are important methods by which students can become familiar with new words and under- stand how they may be used correctly .Students should be frequently exposed to the same words through practice exercises, classroom use, and testing. 5. Teachers should model an enthusiasm for and curiosity about new words through their own behaviors and attitudes. Teachers who are enthusiastic about vocabulary development will automatically look for teachable moments throughout the day, pointing out interesting words as they crop up in texts, stories, or conversation; asking students to explore alternative ways of expressing concepts; and helping identify colorful, descriptive ways of speaking and writing. 6. Schools, teachers, and students must be committed to vocabulary development over the long term. The teaching of vocabulary must be an interdisciplinary project, integrated into the curriculum at every level. Effects of vocabulary Instruction on writing and using vocabulary to improve writing skills Efforts to improve writing performance through vocabulary instruction have been limited making generalizations about the role of vocabulary instruction unwarranted. However, a few studies examining the effects of vocabulary instruction on writing reveal some promising findings between the two. While improved vocabulary can enhance students writing skills, there is no guarantee that it will do so automatically. Improvement in vocabulary will result in improved writing skills only if the teacher is able to create a classroom that takes writing seriously. In Corona, Spangenberger 1998 study (cited in lee 2003) in such a classroom, process and environment are closely intertwined and interdependent. The process does not come alive unless the environment is conducive to it. The following are techniques teachers can use to create a writing-centered classroom. 1. Sharing vocabulary-rich literature by reading books, poems, and stories that contain interesting vocabulary, teachers can both introduce new words and provide a forum for discussing them. It helps the students become better writers, 2. Helping students to look for interesting words. There are many different forms this can take. For example, students could pair up and look through books for words that catch their attention, then write down common words that the author could have used instead. 3. Offering a variety of writing opportunities. A writer-centered classroom emphasizes using written expression to communicate ideas. Writing is an important part of all areas of the curriculum. The authors go on to note that students have a greater investment in their writing when they are given choices about their assignments. Such choices may include journal or diary entries, weekly logs summarizing journal entries, book reports, outlines, poetry, autobiographies, short stories, or any number of variations on the above. 4. Providing sample time for students to fully experience the writing process . The teaching of writing should be approached as a process that must be studied in depth, and substantial blocks of time should be devoted to writing. 5. Allowing students to conference with teachers and fellow students. When writing topics are chosen, students should meet with their teacher to discuss ideas and answer questions. The teachers role is to encourage, build on existing strengths, and help the student expand his or her abilities. Conferencing with fellow students gives the budding writer the opportunity to share ideas, brainstorm, and rework his or her project. Research (Henry, Scott Wells, 1999;cited in Yonek 2008) has shown Teachers who are following principles relating to vocabulary development: valuing words is critical to student learning, wide reading and direct instruction are critical components to vocabulary learning, and modeling word consciousness with a focus on language use encouraged students to pay attention to words Conclusion: In Scott 2004, study (cited in Lee 2003) research shows that having a large and sophisticated vocabulary helps a writer produce quality text by limiting the cognitive demands during a writing task. Though research connecting effective vocabulary instruction and writing is limited, some studies suggest that rich vocabulary instruction and developing word consciousness can positively influence writing. Principles identified from the research relating to generalized effects in comprehension as a result of vocabulary instruction may serve as the basis for effective instructional methods designed to increase word knowledge to a degree that can affect writing.

Demolition Derby :: Exploratory Essays Research Papers

Demolition Derby      Ã‚  Ã‚   Demolition derbies have made their way through history as races that only involve crashes. There is more to a demolition derby than just crashes. Demolition derbies are more complex than what is seen from the stands because of the long hard work it takes to get a car ready, and the actual competition of the derby.    There are three stories about where the first demolition derby was held. Islip Raceway (Long Island, NY), Hales Corner Raceway (Hales Corner, WI), and an unknown town in Ohio. The first and only story with creditable proof is that Larry Mendelson, a 28 year stock car racer noticed that the most cheering and excitement happened when cars crashed. He held the first demolition derby in 1958 at Islip Raceway. Another story is that Hales Corner Raceway had held a demo years previous to Islip. According to legend, 'Crazy Jim' Groh had a few too many cars on his dealership lot. So he got a few people to drive them as a promotion. The only other proof to back this story are the Happy Days episodes 64, 64, 66 'Fonzie loves Pinkie part1, 2, 3' shows demolition derbies. This show was based in Milwaukee during the 50's. These episodes featured Fonzie battling it out with the Mallachi brothers. The last account is that an un-named town in Ohio was a scene of road rage gone wild in th e mid- 50's. Two cars collided at a busy intersection and both continued to battle it out drawing a large crowd to the scene. This story fails to name a town or date, and only gets some credit ability because Ohio is a mecca for demolition derbies (geocities.com par. 2-5).       When credit needs to be given to the inventor of demolition derbies it goes to Larry Mendelson and Islip Raceway because they were the first to officially organize a derby.    There are many modifications that need to be done to a car before it is ready to go to the demolition derby.   A car cannot be bought demolition derby ready. There are many rules to take into consideration and many alterations that need to be done to car when getting the car ready for a demolition derby.

The Aids Crisis :: essays research papers

The AIDS Crisis   Ã‚  Ã‚  Ã‚  Ã‚  AIDS is an epidemic that has been treated like every other plague in history. Because it is human nature to be afraid of what one cannot control, people are invariably afraid of disease and infection. Moreover, the fear is escalated many times over in that the disease starts controlling the person who it has infected. As a result, society as a whole ostracizes and black lists anyone and anything that is believed to be associated with the disease.   Ã‚  Ã‚  Ã‚  Ã‚  Many people think the United States is home of the most modern and developed society in the world. Yet, this society remains flawed in that its reaction to disease mirrors that of medieval times. Although this a society that can build anything and go anywhere, the basic fears of mankind are almost entirely the same as the dark ages. It is true that we are faced with bigger and uglier problems. However, we still try to find scapegoats for these problems instead of trying to understand them. Currently, the United States is trying to deal with the AIDS epidemic. However, that was not our initial reaction. When AIDS first reared its ugly head in the beginning of the 1980's, Americans refused to acknowledge the problem. It was considered a problem of the homosexuals and therefore did not exist. This was the same attitude of the government and yet people were dying and more were getting sick. The word AIDS was like taboo in the whole United States. This attitude also prevented the government from getting involved sooner because the government generally works on public opinion. If government officials started to talk about what people did not want to hear (AIDS and homosexuals), than those officials were in danger of losing their jobs. Society in general was ignorant of AIDS. They did not know where it came from and how people acquired the disease. This not only added to their fears but put them in more danger. They lived in the middle of the sexual revolution and it was almost like a way of life for these people. Moreover, because they were ignorant, it put them in more danger of getting the disease. This ignorance was finally abated in 1986 when Dan Rather audaciously aired a broadcast on AIDS. As a result, many people learned the dangers of their actions and of AIDS. It changed the eighties by scaring people in a more positive way.

Workaholism, Leisure And Pleasure Essay -- essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites The official working week is being reduced to 35 hours a week. In most countries in the world, it is limited to 45 hours a week. The trend during the last century seems to be unequivocal : less work, more play. Yet, what may be true for blue collar workers or state employees – is not necessarily so for white collar members of the liberal professions. It is not rare for these people – lawyers, accountants, consultants, managers, academics – to put in 80 hour weeks. The phenomenon is so widespread and its social consequences so damaging that it acquired the unflattering nickname workaholism, a combination of the words â€Å"work† and â€Å"alcoholism†. Family life is disrupted, intellectual horizons narrow, the consequences to the workaholic’s health are severe : fat, lack of exercise, stress take their toll. Classified as â€Å"alpha† types, workaholics suffer three times as many heart attacks as their peers. But what are the social and economic roots of this phenomenon ? Put succinctly, it is the result of the blurring borders and differences between work and leisure. The distinction between these two types of time – the one dedicated to labour and the one spent in the pursuit of one’s interests – was so clear for thousands of years that its gradual disappearance is one of the most important and profound social changes in human history. A host of other shifts in the character of the work and domestic environments of humans converged to produce this momentous change. Arguably the most important was the increase in labour mobility and the fluid nature of the very concept of work and the workplace. The transitions from agricultural to industrial, then to the services and now to the information and knowledge societies, each, in turn, increased the mobility of the workforce. A farmer is the least mobile. His means of production are fixed, his produce was mostly consumed locally because of lack of proper refrigeration, preservation and transportation methods. A marginal group of people became nomad-traders. This group exploded in size with the advent of the industrial revolution. True, the bulk of the workforce was still immobile and affixed to the production floor. But raw materials and the finished products travelled long distances ... ...eneurs, the managers, the businessmen. They are the movers, the shakers, the pushers, the energy. Without them, we have socialist economies, where everything belongs to everyone and, actually to none. In these economies of â€Å"collective ownership† people go to work because they have to, they try to avoid it, to sabotage the workplace, they harbour negative feelings. Slowly, they wither and die (professionally) – because no one can live long in hatred and deceit. Joy is an essential ingredient. And this is the true meaning of capitalism : the abolition of work and leisure and the pursuit of both with the same zeal and satisfaction. Above all, the (increasing) liberty to do it whenever, wherever, with whomever you choose. Unless and until the Homo East Europeansis changes his set of mind – there will be no real transition. Because transition happens in the human mind much before it takes form in reality. It is no use to dictate, to legislate, to finance, to cajole, to offer – the human being must change first. It was Marx (a devout non-capitalist) who said : it is consciousness that determines reality. How right was he. Witness the USA and witness the miserable failure of communism.

Loreal Company Values and Culture Essay

The focus of this part of paper is on cultural aspects and values in L’Oreal Company. We will quote its ethical principles, which are very important for the company itself. In L’Oreal company we can distinguish core values, given as follows: passion for adventure, enrichment through diversity, leading innovation in beauty, striving for excellence and valuing individual talent. Thanks to its clarity into work ethics we can see how important for the company is innovation, entrepreneurship and creativity. These features make the L’Oreal company leader on the world market. The company includes just one business itself – beauty. This is the topic to which passion comes to and shows what cosmetics can bring to women and men: self-confidence, openness towards others and well-being. The passion for business, which is linked to culture and humanity. To create beauty products is about understanding others and anticipating their needs. Innovation is the second of the company’s core values. This feature is essential in such a topic as beauty because it requires all the time new products. Beauty canon changes so there is a need of a constant higher level of performance. L’Oreal understand the importance of innovation and research, it is making a lot of effort to expand its product lines covering wide variety of beauty products. Another value that is not less important than the others is open-mindedness. Listening customers, understanding their culture and benefiting from their differences are bare priorities, which respond to the infinite diversity of beauty trends around the world. They are inherent from company’s business and mission. Excellence is a value that is involved in every form in the business, in every country. It is expressed in a st ate of mind and a permanent aspiration to perfection. All teams in the L’Oreal Company share this desire to outperform and to be able to provide the best for their consumers. In order to create a high perceive value for its customers L’Oreal invests heavily on culturally adapted products. The main goal for L’Oreal Company is to deliver glamour to everyone. This is the feature that most of the customers identify with the brand. The ethical principles of L’Oreal company are: integrity, respect, courage and transparency. These principles build their culture, give rise the reputation and it is well-known by all L’Oreal employees. It is significant to obey these values because a company with smart ethical  rules is a powerful company which products you can trust (this attribute is the biggest competitive advantage a company can have). Thanks to these features L’Oreal benefit from high levels of client satisfaction and proud and motivated employees. Brands good name in the environment is growing and increasing shareholder loyalty. Acting with integrity is a key for the construction of trust and good relationships. Integrity in the relationship with company’s consumers means assurance that the advertising is based on proven scientific data. Also integrity in the relation to company’s business partners means observance to good governance practices to avoid any real or alleged conflict of interests. Integrity in the way of doing business is respecting the laws of the countries in which the company operates, maintaining high standards in accounting and reporting and fighting against corruption. Thanks to the company’s politics, the interests are never given by illegal or unethical practices. What L’Oreal Company is doing has a huge impact on many people’s lives. The organization shows respect to its customers by providing the specific products they are willing to buy. Because of high quality and relatively low price, which L’Oreal can boast, customers are happy and more eager to trust such a company. L’Oreal show respect to the consumers by recognizing that they are all different. By trying to avoid stereotypes and respond to their different needs, highly efficient products manufactured to the most demanding standards of safety and quality. For the multinational cosmetic companies is not always easy to act ethically. It sometimes means spending time and money needed to get the products that fit the company’s style and client’s satisfaction. L’Oreal show courage by facing up to difficult questions, listening others who may challenge them and creating a culture of openness and freedom of speech so that all employees feel comfortable to come up with new issues, ideas and questions. The last of the ethical principle is transparency, which means that the company must be sincere to international success. The justification of their decisions and actions is always trustful. Staff is often expressed as young and fresh, which means that youthful workers are one of the highlights in the company. Many of them are very ambitious and the fact that they are given responsibility in the early stages of their careers is a great advantage. With the after hour activities L’Oreal has a very wide social scene with regular sport and outgoing events such as football tournaments, comedy nights and pub trips. These attractions only strengthen the relationship between co-workers and surprisingly have an extreme effect on their future work. Moreover employees are offered with free products, free French lessons and discount gym memberships. This provides to spin-off benefits in the workplace – people are working harder and more efficiently because they know they can get extra remuneration not only in the form of money. L’Oreal realizes how fundamental the internal communication is to its operations. That is why there is a vast variety of communication-b ased training courses for staff including media relations, negotiation techniques, presentation skills and personal effectiveness. Another great idea that is extensively spread in L’Oreal is the freedom of speech. Employees are encouraged to engage in exchanges of opinion and to associate easily with people at all levels. As for the beauty company we can see that the majority of L’Oreal’s global workforce are women (63% of staff in 2010). More than 50% of them are on high positions, mostly managers. Moreover it is very important for the company the equality in employment and launching various activities to help ensure fairness in remuneration (it has signed deals with trade unions and delivered diversity training to many managers in Europe since 2006). For L’Oreal diversity is a priority. The company consists of 72600 employees, 126 different nationalities. People with different cultures bring a variety of styles, perspectives, values, beliefs and differences as advantages to the organization. The organization defines integration as a main clue to the success. It respects values and is proud of culture openness to ideas, innovation and creativity, which are  most important for a healthy and growing business. As Jean-Paul Agon who is the Chairman and Chief Executive Officer say â€Å"Today we live and work in an increasingly diverse world, a world of individuals with different cultural and ethnic backgrounds, unique styles, perspectives, values and beliefs. A diverse workforce in all functions and levels enhances our creativity and our understanding of consumers and allows us to develop and market products that are relevant.† In L’Oreal Company the main benefit is that there are people working from all continents with different cultures, every person is ready to add something new from his or her perspective and different point of view thanks to which the company is all the time developing. Diversity is much more inspirational than any other aspect and because of that every year there are thousands of ideas transforming into new beauty products for the company.

Cover Letter Handbook Essay

Register in the AIC Career Services database to view part-time and full-time jobs, work study opportunities, and internships in the Career Services web-page. View MonsterTrak jobs (jobs requiring 1-3 years) experience directly through the Career Services Job database. AIC Career Services is located in the Campus Center. E-mail: careerservices@aic.edu or call 413-205-3237 to schedule an appointment Visit the college web-page at www.aic.edu, access the Career Services link to register. WHAT IS A COVER LETTER? A cover letter is an application or letter of interest for a particular job whether solicited from advertisement or non-solicited. A cover letter should always be included with a resume. A cover letter introduces a job hunter to an employer and indicates a desire for an interview with that employer. THREE COMPONENTS TO A COVER LETTER 1. First Paragraph: States the desired position and how you learned about the job. Job hunters find employment openings through the newspaper, school, an employee of the company, or the Internet. 2. Second Paragraph: Includes the body of the letter and explains why you should be hired by describing how your work experience qualifies you for the job. Refer the employer to the resume when describing qualifications. But do not repeat the same information that is in the resume. Indicate why you are interested in the company. (Use a third paragraph to further explain your qualifications and interests if necessary). 3. Final Paragraph: Indicates a desire for an interview. Include contact information and indicate the type of response you anticipate from the letter. Always detail how you will follow up on your application. With the exception of school districts, never end the cover letter with â€Å"look forward to hearing from you soon.† An employer (other than school districts) may not  call candidates so it is ineffective to put the ball in the employer’s court. As a freshman, your main concern is most probably what MAJOR to choose. There are a variety of different ways to help you determine a possible major: 1) Get feedback from friends and family or those who know you best. Often, they can share with you what skills or attributes you have and this can help you in your decision to choose a major or potential career. Remember to use their feedback only as assistance in your decision-making, and not as strict advice. 2) Take a values/skills/interests evaluation such as FOCUS that will assist to determine what kind of career you are interested in and also help with choosing a major. 3) Gain experience. Often, the best way to figure out your career path or major is to gain experience in fields that you are interested in. Look for a summer job or part-time job during school that will help you gain experience in a field that you are interested in. You can visit the career center or search online for employment. 4) Get involved with activities/groups/committees on your campus. This will not only be a way to socialize and build relationships, but is also a way to gain further experience and skills such as leadership, teamwork, community service, etc. 5) Take your general education requirements first. This will help you focus on future courses that will help you achieve your career goals. SOPHOMORE 1) Start to set goals for yourself: both Career and Personal: Examples: I will get a summer job that I am interested in I will work on my organization skills I will get work on my study skills and maintain my GPA 2) Do your best in school! Potential employers value an employee with good grades and high academic achievement. Doing well in school demonstrates that you have motivation, determination, and intellect. 3) Start working on a resume and cover letter that can be given to potential employers. The career center offers cover letter and resume-writing assistance. 4) Browse career literature in the career office or look online at different jobs you are interested in and the skills that each job requires. JUNIOR 1) Look into internships that align with your course of study. First, ask your advisor for contacts who offer internship experiences. The career center is a great place to search for internships. 2) Start developing a credential packet that can be sent to employers. This packet will include your resume, transcript, references, credential/certification documentations, and any other documentation that will enhance your opportunity to become employed. 3) Attend workshops that will build certain skills pertaining to your field of study and attend any career services workshops that are offered. 4) Update your resume periodically and have someone in the career office proof-read it along with any updated cover letters. SENIOR 1) Job search: Utilize the assistance of the career office and online websites. Attending job fairs is also a great way to meet employers. 2) Join associations within your field of study at a lower student rate. These memberships will also add credentials to your resume. 3) Mock interview: Practice your interviewing skills with a career services professional. 4) Maintain your credential packet that the career center can keep on file for you to send out to potential employers TIPS: Take care of yourself: physically and mentally. Make sure to get plenty of sleep and eat well. Exercising can also reduce stress and boost energy levels. Networking: The more people you know in a field that interests you, the better your chance is of getting a position in that field. Make yourself known to those who have connections and soon, you will have connections of your own. Keep options open. Your perfect job may not be the first one you get and being open to other locations, salaries, or populations can help you attain a job that will offer you the experience you need for future endeavors. Familiarize yourself with the latest technology in the career field you are interested in pursuing. Being knowledgeable of current technology is always an excellent asset to have and makes you more marketable.