Critical Appraisal Of A Qualitative Research Essay

Critical Appraisal of a Qualitative Research Article A critical appraisal of the article by Batch Windsor (2015) was completed to assess the value of this qualitative research study. This was accomplished through the Critical Appraisal Skills Programme (CASP). The CASP tool is used to evaluate and clarify if these proposed research topics have merit. The tool resulted in the assessment that this article is useful, particularly within the nursing profession. Nonetheless, portions of this article that could have been further developed. Within the Nursing 1028 course, ethnography in the healthcare setting has often been examined. This article used an ethnographic framework to generate further comprehension of how nurses communicate, the culture, and disparities. The Critical Appraisal Skills Programme allows for a comprehensive and structured method to evaluate research articles. This evaluation tool is able to use the first two questions to determine if the other questions should be examined. The first question of the CASP tool is to evaluate if there is a well-understood assertion of the objectives of the research study. The researchers were able to find a gap in the literature. Prior studies had not been conducted on how the use of â€Å"causal labour† to create inexpensive employment could impact teamwork dynamics. This was deemed important by the researchers because it could prevent these workers from forming collaborative bonds within the workplace. The articleShow MoreRelatedCritical Appraisal Of A Qualitative Research Article863 Words   |  4 PagesCritical appraisal of a qualitative research article. The qualitative article being appraised is by Martin and Woods (2012) using the CASP tool qualitative framework (CASP 2013). These tools have been validated to ensure that studies can be assessed in a consistent way assessing the trustworthiness of the research article (Aveyard, 2014) Qualitative research can often be labelled as biased and anecdotal however Anderson (2010) argues that when carried out rigorously it can be unbiased, in-depthRead MoreCritical Appraisal of Qualitative Research Study1032 Words   |  4 Pagesï » ¿Critical Appraisal of Qualitative Research Study Problem Statement The problem addressed in this study is reported in the work of Carusone, Loeb, and Lohfield (2006) entitled Pneumonia Care and the Nursing Home: A Qualitative Descriptive Study of Resident and Family Member Perspectives. The problem addressed in this study is the fact that nursing home residents are sent to the hospital quite frequently for diagnostic testing and to receive health care services. These transfers are reportedRead MoreQualitative Research Article Critical Appraisal3282 Words   |  14 PagesQualitative Research Article Critical Appraisal Overview A study by Chu, Wodchis, and McGilton (2014) revealed a one year turnover rate as high as 85.5% for Licensed Practical Nurses (LPNs) and 55.4% for Registered Nurses (RNs) in long term care. In addition to this alarming statistic, in North Dakota alone, long term care facilities reported 669 open nursing positions in November of 2016 (NDLTCA, 2016). McGilton, Boscart, Brown, and Bowers (2014) noted that this mounting concern is associatedRead MoreEvaluation Of A Qualitative Research Tool Critical Appraisal1642 Words   |  7 PagesAccording to Young and Solomon (2009) critical appraisal is a systematic process which can identify both, the strengths and weaknesses of a research study. During this process the reader is able to assess studies’ usefulness and whether or not the findings are trustworthy, it also supports in decision making in terms of whether to apply the study’s results in practice The aim of this paper is to critically appraise two qualitative research papers. The appraisal includes discussion of the authors, titleRead MoreEssay about A Critical Appraisal of Qualitative Research1756 Words   |  8 PagesDescribed below is a critical appraisal of a qualitative article by Lisa Booth using the frame-work suggested by Ryan, Coughlan and Cronin 2007 to establish its believability, robustness, credibility and integrity (Ryan, Coughlan Cronin, 2007). Qualitative research is regarded as an inductive process, which within natural settings attempts to produce insights on the subjective experiences, meanings, practices and point of views of those involved (Craig Smyth, 2007). The aim here was to investigateRead MoreEssay on Critical Appraisal1662 Words   |  7 Pages Appraisal 1 Critical Appraisal by Gemekia C. Parker A Paper Submitted in partial fulfillment of the requirements for NU 608 EBP Quality Improvement in Health Care Systems University of South Alabama College of Nursing Fall 2010 Appraisal 2 Introduction Critical appraisal is the process of systematically examining research evidence to assess its validity, results, and relevance. (Hill, 2001) Critical appraisal of research is preformedRead MoreCritical appraisal987 Words   |  4 Pages Research Critique, Part 1 Grand Canyon University: NUR 433V March 15, 2015 Introduction Critical appraisal of a research study demonstrates an understanding of the research study being conducted. This paper will review a qualitative research study designed to explore the lived experience of lay presence during adult cardiopulmonary resuscitation (CPR) in primary and secondary environments of care from a healthcare provider’s (HCP) perspective. The in-depth critical appraisalRead MoreNurses Perceptions Of Acute Care Placements1709 Words   |  7 PagesFaculty for Intensive Care Medicine ‘Core Standards for Intensive Care Units (CSICU) (2013) state s that each critical unit must have a dedicated Clinical Nurse Educator who is responsible for coordinating the education of both current nursing staff and students. As well as this the Clinical Nurse Educator will also ensure all student nurses have the opportunity to be placed in a critical or acute care setting (CSICU, 2013). Doucette et al (2011) has identified 3 major beneficial influences on futureRead Mor eArticle Critique 11374 Words   |  6 PagesInformation Brochure for Families by Sophie Linton, Chelsea Grant, and Juliet Pellegrini, published in Intensive and Critical Care Nursing (2008, vol. 24). The critiquing framework used is the Qualitative Appraisal Tool in Critical Appraisal Skills Programme because it has several questions relating to assumptions or principles which characterize qualitative research (Nursing Times 2006). Critical Analysis of the Article The article discusses the problems related to the discharge of patients from a paediatricRead MoreHealth Promotion Model : A Meta Synthesis1303 Words   |  6 Pages Critical Analysis of a Published Research Article Ho, A.Y.K., Berggren, I., Dahlborg-Lyckhage, E. (2010). Diabetes empowerment related to Pender’s Health Promotion Model: A meta-synthesis. Nursing and Health Sciences (2010), 12, 259–267 Title Evaluation The title of this article â€Å"Diabetes empowerment related to Pender’s Health Promotion Model: A meta-synthesis† has been to-the-point and has been definite. The title has hinted at the way the research would be conducted without

At Risk Students Free Essays

Below is a list of warning signs that an educator may see with these types of abuses. Warning Signs of Potential Abuse: Be aggressive, oppositional, or defiant * Act out, displaying aggressive or disruptive behavior * Fear of going home * Be described as â€Å"accident prone† * Being a low achiever * Showing regressive or less mature behavior * Dislike or shrink from physical contact These are just a few of the signs that are listed as â€Å"Behavioral Clues That May Indicate Child Abuse† (Cross-Tower, 2003, Para. ), since bruises are not always a sure indicator of abuse. We will write a custom essay sample on At Risk Students or any similar topic only for you Order Now Warning Signs of Potential Drug Abuse: * Withdrawal * Isolation Fatigue Depression * Aggressive Rebellious Behavior * Change in Friends * Drop in Academic Performance These are a few of the signs that In an article by Bowers (2013) and according to him, â€Å"[m]ore than one of these behavioral changes must be present In the student for a substantial amount of time before an assumption is made by a teacher about drug use† (up. 2). Warning Signs of Suicidal Tendencies: * Loss of interest in activities previously enjoyed * â€Å"Acting out† verbally or physically, at home or at school * Preoccupation with death and dying * Loss of Interest or participation In school life Sudden reports of trouble at school * Difficulty concentrating These are a few signs that could indicate, â€Å"[p]attention signs of suicidal feelings and Houghton† (Boson’s Children Hospital, 2013, Para. 18); however, these could also be signs of depression. Moreover, a teacher should see assistance If these signs appear If one of my students had any of these signs, I would be concerned. The first thing I would do is my research and find out what the protocols are when reporting suspicions of child mistreatment or abuse. Secondly, in these cases I wouldn’t second guess myself and I would report my suspicions to the appropriate authority, in addition, I would indicate that these are suspicions and that I do not know for sure if abuse is occurring. Furthermore I would do was talk to the child to see if they are willing to disclose what is going on with him or her. If the child discloses anything, I will add that to my suspicions when I turn in my report to the proper authorities. I will continue to keep a watchful eye on the student, and if anything else occurs after I make my report, I will turn that information in as well. Next, I will follow the progress that is going on in the case and ask for any updates available. Moreover, my main priority at all times is my student’s well-being and I will continue to report each case f abuse I witness because it is my responsibility to ensure my student’s safety and well-being when he or she is in my care. How to cite At Risk Students, Papers

New Employee free essay sample

Give new team members the tools they need to do the work. Help them join with others so they can do the work together. Help them and their team deliver better results faster. Effective onboarding of new team members is one of the most important contributions any hiring manager or Human Resources (HR) professional can make to long-term success. Onboarding done right drives new employee productivity, accelerates results, and significantly improves talent retention. Yet few organizations manage the pieces of onboarding well. Even fewer organizations use a strategic, integrated and consistent approach like the one described in this article. Why? Because onboarding is not something you do every day, it’s hard to get good at. With deliberate practice, however, you can accumulate best practices onboarding expertise. This article (and the book of the same title) shows you the way, step-by-step. Total Onboarding Program (TOP) A Total Onboarding Program will take your organization to a new level of effectiveness by improving and integrating the disconnected experiences and messages new employees get during the recruiting and on-the-job learning process. We will write a custom essay sample on New Employee or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is a powerful, vulnerable time in the life of an employee. It represents the most important â€Å"teachable moment† your organization will ever have. If you can plan and use onboarding to put each new employee and the organization in full alignment, you will make a material difference in your business results over time. A Total Onboarding Program is not about re-inventing the wheel. Most people understand or can navigate through the basics of acquiring, accommodating, assimilating and accelerating new employees. Our premise is that things work better when all efforts point in he same direction. When onboarding efforts align you get more done in less time by: †¢ Compressing recruiting, hiring and assimilation time. †¢ Reducing hiring mistakes by making everyone, including prospective hires, fully aware of what the job requires from the employee and from the organization. 1 Adapted from the executive summary of Onboarding – How to Get Your New Employees Up To Speed in Half the Time (Bradt and Vonnegut, Wiley, 2009) Onboarding – Bradt, Vonnegut (Wiley, 2009) 1 †¢ Reducing new employee â€Å"buyer’s remorse† to greatly improve retention. Aligning new employees with critical business strategies. Total Onboarding requires the hiring manager to lead each new employee’s onboarding experience from start to finish. If you are a hiring manager, start by creating the overall TOP plan. Get people aligned around your TOP onboarding plan and its importance. Take primary responsibility for execution of your TOP onboarding plan across people and functions. If you are the HR manager, help your hiring managers create and execute their TOP onboarding plans. Total Onboarding Program Steps Understand the organization-wide benefits of a Total Onboarding Program. Clarify your destination and messages to the candidate and the organization. Start by stopping to reconfirm your organization’s purpose, priorities and desired results. How will your new employee contribute? Think through what went well and less well when you and/or your organization onboarded new employees in the past. Map out clear, simple messages about this onboarding: your message to stakeholders, your message to candidates, and your message o your new employee. 3. Craft your onboarding plan, write a recruiting brief, and align your stakeholders. Start by crafting a plan that builds on your recruiting brief, and a Total Onboarding Program timeline. Share your thinking with others. Get input. Align important players around your plan. Investment of time here makes everything else more effective and efficient.   . Create a powerful slate of potential candidates. Take charge of the employee acquisition process by creating and executing a new employee plan.

Romeo And Juliet Essays (340 words) - English-language Films

Romeo And Juliet ?The Differences? The play Romeo and Juliet, by William Shakespeare is a tragic love story. When reading the play it can be very difficult to understand. This is mainly because you are unable to see the setting and the characters. Two producers, Zefirelli and Luhrmann, have created films based on this play. Both films cover the same major elements of the storyline, however each films has distinguishing features. There are many features that differ between the two films. For instance Zefirelli's film was set in the 1500's and Luhrmann's film was set in the 1900's. In Zefirelli's film they used horses for transportation and in Luhrmann's film they used cars. Also in Zefirelli's film Juliet uses Romeo's dagger to kill herself and in Luhrmann's film she uses a gun. Another feature that differs is the fact that when Romeo returns to Verona after being banished in Zefirelli's film no one seems to notice , however in Luhrmann's film the police are chasing after him. There are also many features that are the same in both films. For instance in both films all of the main characters are the same. They also both have the same basic plot. These are just some of the many distinguishing features that are in both of the producers versions of the play. I personally liked Luhrmann's version of the play better because I can relate to it more. Although the language is entirely different it is set in the same times that we live in now. However in Luhrmann's film they seems to leave out and sometimes shorten some of the major parts of the play. I think if you wanted to learn more about the play without reading it you should watch Zefirelli's film. Mainly because it follows the storyline more accurately. However if all you want to do is just get a good idea of the basic storyline and spend an enjoyable evening in front of your television then you should watch Luhrmann's version of the play. Happy watching!!!! Shakespeare Essays

Sensorial Cylinder Blocks Essay Example

Sensorial Cylinder Blocks Essay Example Sensorial Cylinder Blocks Essay Sensorial Cylinder Blocks Essay Sensorial Cylinder Blocks Material: Four blocks containing ten cylinders with knobs; each fitting into its respective hole. Block 1: Ten cylinders varying in diameter only Block 2: Ten cylinders varying in height and diameter from tall and wide to short and narrow Block 3: Ten cylinders varying in height and diameter from tall and narrow to short and wide Block 4: Ten cylinders varying in height only Aims: To refine the child’s visual perception of dimension To refine the child’s co-ordination of movement To provide controlled experiences of seriating To encourage basic mathematical vocabulary Indirect preparation for reading and writing Control of error: One to one correspondence. Vocabulary: To be given in a three period lesson: Thick and thin, with comparatives and superlatives. Big and small, with comparatives and superlatives. Wide and narrow, with comparatives and superlatives. Tall and short, with comparatives and superlatives. Stage: This is an early sensorial activity. Children are interested in individual cylinder blocks around the age of two/two and a half. Introduction: This is an Individual presentation. Invite the child to come by telling him that you have something to show him. Ask him to accompany you to the shelf. Introduce the activity at the shelf, name it and ask the child to take it to the table. Show him how to carry one of the cylinder blocks by gripping the block on both sides with both hands and carry it at waist level parallel to the ground and then let him carry it to the table or mat. Presentation: ? Seat yourself next to the child, positioning the cylinder block between you and the child. Ensure that s/ he can see all the steps that you do precisely. Tell him/her that you’re going to show him how to take the cylinder out of the cylinder block. ? Beginning from the left side, grasp the cylinder knob with your index, middle and thumb of your dominant hand. ? Firmly holding the knob lift it up and out of the socket and place it in front of the cylinder block ? Repeat the same procedure until all the cylinders are taken out of its respective socket and place them i n a random in front of the cylinder block. ? The child can be invited to continue any time after demonstrating a few lifting and placing of cylinders in front of the cylinder blocks. Once cylinders are out of the block, tell him/her â€Å"That all the cylinders are out of the block†, and now I am going to show you how to put them back in the socket. ? Grasp the knob of the appropriate cylinder with your index, middle and thumb of your dominant hand ? Lift the cylinder up and align it to the respective socket beginning from the left, then slowly slide the cylinder into the hole until you hit the bottom of it. Then release your grasp of knob. ? Repeat the same procedure with rest of the cylinders until all the cylinders are back into the socket. The child can be invited to continue any time after demonstrating a few cylinders as to how to put them back into their respective socket. ? Once the cylinders are back into the block, tell him/her â€Å"That all the cylinders are back in their respective sockets of the block† ? Once through, invite the child to perform the exercise. ? Observe him/her as s/he does the activity. ? Once s/he has completed the activity ask him/her if he would like to do it again, if s/ he does not wish to repeat the activity let him/her know that s/ he can work on this exercise any time s/he want to and also as long as s/he wants to do it. Remind him/her to put the material back on the shelf at its respective position. Note to self: ? As part of classical presentation the cylinders are placed in a random way when it is taken out of the socket. But when presenting the exercise to a younger child just to make things easier for him the cylinder can be placed directly in front of the respective sockets of the cylinder block. ? When presenting the exercise make sure to focus on the different dimension of the cylinders. Exaggerate every movement as to both taking out and putting the cylinder back into the socket by moving each finger in a slow and steady motion in holding the knob and then lifting it up and putting them back in and out of t he socket. ? While putting the cylinder back into the socket, align the cylinder to the center of the socket and then slide in a smooth and steady motion. ? Once the child is competent in using one block he can be asked to continue with the rest of them by himself, but this decision as to asking the child to do the rest is totally based on the teachers judgment. Explorations: The child can be asked to perform the activity individually with two blocks, three blocks, four blocks or two, three or four children can be asked to perform the activity limiting them to one block at a time. Children can be blindfolded and can be asked to take the cylinders out and put them back into the respective socket just by feeling them around. Another extension can be tried by placing cylinder at a distance away from the cylinder block and the child can walk back and forth and bring the appropriate cylinder and slide it back into the respective socket of the cylinder block.

Water Properties and Facts You Should Know

Water Properties and Facts You Should Know Water is the most abundant molecule on the Earths surface and one of the most important molecules to study in chemistry. The facts of water chemistry reveal why this is such an incredible molecule. What Is Water? Water is a chemical compound. Each molecule of water, H2O or HOH, consists of two atoms of hydrogen bonded to one atom of oxygen. Properties of Water There are several important properties of water that distinguish it from other molecules and make it the key compound for life: Cohesion is a key property of water. Because of the polarity of the molecules, water molecules are attracted to each other. Hydrogen bonds form between neighboring molecules. Because of its cohesiveness, water remains a liquid at normal temperatures rather than vaporizing into a gas. Cohesiveness also leads to high surface tension. An example of the surface tension is seen by beading of water on surfaces and by the ability of insects to walk on liquid water without sinking.Adhesion is another property of water. Adhesiveness is a measure of waters ability to attract other types of molecules. Water is adhesive to molecules capable of forming hydrogen bonds with it.  Adhesion and cohesion lead to capillary action, which is seen when the water rises up a narrow glass tube or within the stems of plants.The high specific heat and high heat of vaporization mean a lot of energy is needed to break hydrogen bonds between water molecules. Because of this, water resists extreme temperature cha nges. This is important for weather and also for species survival. The high heat of vaporization means evaporating water has a significant cooling effect. Many animals use perspiration to keep cool, taking advantage of this effect. Water is a polar molecule. Each molecule is bent, with the negatively charged oxygen on one side and the pair of positive-charged hydrogen molecules on the other side of the molecule.Water is the only common compound that exists in solid, liquid, and gas phase under ordinary, natural conditions.Water is amphoteric, which means it can act as both an acid and a base. Self-ionization of water produces H and OH- ions.Ice is less dense than liquid water. For most materials, the solid phase is denser than the liquid phase. Hydrogen bonds between water molecules are responsible for the lower density of ice. An important consequence is that lakes and rivers freeze from the top down, with ice floating on water.Pure liquid water at room temperature is odorless, tasteless, and nearly colorless. Water has a faint blue color, which becomes more apparent in large volumes of water.Water has the second highest specific enthalpy of fusion of all substances (after ammonia). The specific enthalpy of fu sion of water is 333.55 kJ ·kg−1 at 0  °C. Water has the second highest specific heat capacity of all known substances. Ammonia has the highest specific heat. Water also has a high heat of vaporization (40.65 kJ ·mol−1). The high specific heat and heat of vaporization result from the high degree of hydrogen bonding between water molecules. One consequence of this is that water is not subject to rapid temperature fluctuations. On Earth, this helps to prevent dramatic climate changes.Water may be called the universal solvent because it is able to dissolve many different substances. Interesting Water Facts Other names for water are dihydrogen monoxide, oxidane, hydroxylic acid, and hydrogen hydroxide.The molecular formula of water is H2OMolar mass: 18.01528(33) g/molDensity: 1000 kg/m3, liquid (4  °C) or 917 kg/m3, solidMelting point: 0  °C, 32  °F (273.15 K)Boiling point: 100  °C, 212  °F (373.15 K)Acidity (pKa): 15.74Basicity (pKb): 15.74Refractive index: (nD) 1.3330Viscosity: 0.001 Pa s at 20  °CCrystal structure: hexagonalMolecular shape: bent

The Appellate Courts Research Paper Example | Topics and Well Written Essays - 1250 words

The Appellate Courts - Research Paper Example The legal system of most countries has various levels and as a result, if one of the participants in a case feels discontented/feels that a lower-level court has not judged his or her case fairly; he/she may decide to file a formal appeal, requesting that the case be reviewed in an appellate court. In the event that the appellate court discovers that the lower court erred or used the incorrect legal procedure, for instance, it may decide to overturn the original verdict. History.com documents that the United States’ Supreme Court is a famous example of an appellate court. It is considered as a court of last resort or final appeal – once it hands down a decision, there does not exist a higher court of appeals. The appellate court system guarantees that individuals who desire to make an appeal can do so. A lawyer/team of lawyers has the responsibility of filing an appeal, and experience with the process of appeal is very useful, seeing that it can aid in the achievement o f the desired result. History of the US Appellate Courts The United States’ Court of Appeals had been created by an act of Congress (1891) to ease the Supreme Court of a good deal of its growing appellate duties in addition to remedying dearth in the cumbersome Circuit Court System, which was ultimately eliminated in the year 1911. The nine appellate courts were not to exercise original jurisdiction or to be trial courts. They were to be the essential middle rung in the three-tiered federal court system, which had been envisaged from the First Judiciary Act of 1789 instituted federal courts, pursuant to the Constitution’s Article 3, section 1. Under the courts of appeal were the United States district courts, which acted as trial courts for criminal and civil cases relating to federal law. The Supreme Court was above the courts of appeal. The courts of appeal embodied many aspects of the previous circuit courts. The main responsibility of appellate courts is reviewing the decision of a trial court on a given appealed case, looking for ‘mistakes of law’ that the trial court may have made. They do not ‘second guess’ factual issues that the trial courts decided earlier on. In the legal system, the jury resolves factual issues and not the appellate court (Radcliffe, 1). Each court of appeals had a geographic region, which it served. For the previous Fifth Circuit, that region comprised of Georgia, Alabama, Texas, Louisiana, Mississippi, Florida, as well as the Canal Zone, in essence the same region that the old Fifth Circuit Court served ever since the 1866 re-organization of the circuits. In the year 1869, in an endeavor to fortify the circuits, Congress, sanctioned that a circuit judge be appointed for each circuit. In 1869, President Grant appointed William Burnham Woods as the first judge of the reorganized Fifth Circuit. Don Albert Pardee succeeded him in 1881 (UScourts.gov, 1). In the 1891 Act, which created the Court of Appeals, Congress authorized a second judge for the Fifth Circuit, and in the year 1892, Texan A.P. McCormick took that position. In 1899, David D. Shelby, an attorney from Huntsville, Alabama and ex- Confederate cavalry officer became the third judge for the Fifth Circuit. The Court of Appeals Act (1891) chose one city in each circuit where court would be take place. In 1930, the number of judges in the Court of Appe

How far povtery as inpact on child life chaces Essay

How far povtery as inpact on child life chaces - Essay Example However, the important thing is to understand that these problems are created because the poor people are deprived of the social, emotional and psychological opportunities that well to do people get. The lack of financial resources to afford education, home and healthy food affects the future prospects of poor children. To solve the problem of poverty, it is important to know the magnitude of the effect of poverty on the life of poor children. The intention of this research is to understand to what extent poverty affects the life chances of a child. The study also aims to understand what other factors, related to poverty, are responsible for affecting the life chances of poor people. The word ‘chance’ means opportunity. ‘Life chances’ can be defined as the opportunities a child should get to become whatever he wants to, when he is born. However, the systematic study of the social situations in the eighteenth and nineteenth century revealed that society has regularly displayed a certain trend in the lives of people regarding crime rates, trade, birth rate and mortality rates (Daston, 2008, para 9). The social trend has revealed that people born in the family with certain social background lead a certain life. The regularity of the trend is so astonishing (Daston,2008, para 12) that now, it is possible to tell if a child will enjoy the luxury of life chances or not, simply by knowing the financial status of the family he is born in. The higher the social position is, the more luxurious the financial standing of the family, the higher the possibilities the child will live to get ample supply of food for his nutrition, financing for his edu cation and a shot at a wider career perspective because of the social positioning of

Educational psychology Essay Example for Free

Educational psychology Essay I am a big proponent of social cognition, and I am going to use it in my classroom. I believe that is a student puts their mind to something, and they really try to accomplish that goal it can be done. In order to elicit this response one must often use the operant condition when it comes to learning. People thrive on the words of others and their praise. â€Å"In operant conditioning the organism learns that a particular behavior produces a particular consequence. If the consequence is useful or pleasurable, the organism will tend to repeat the behavior to produce the consequence again. If the consequence is unpleasant, the organism will tend not to repeat the behavior. Pleasant consequences are sometimes called ‘rewards’, and unpleasant consequences are sometimes called ‘punishments’ (Berger p 42. )† This theory came about by the studies of B. F. Skinner. This is where I tend to move towards metacognition and self-efficacy. I believe that when a student does well on something it is quite satisfying, and they would like to see this result again. They noticed that when they studied hard the reward was the good grade. They receive their grade and self-gratification sets in. If they did not study they may fail the test and they are then negatively reinforced because they do not want to see this result again. I want to use this conditioning and encourage my students to do well. I know they can do it; they just have to have the right attitude and behavior about it. An example of this reinforcement is if I tell my student, â€Å"good job, I really enjoyed that†, when referring to a project they did; the student will most likely work harder and come up with and even more impressive project. My student wants the affirmation that he did a good job. The student want the positive reinforcement as it brings about a rewarding stimulus. This not only gets the student to do their work it also gets him thinking metacognitivly, which he will benefit from later on in life. He is looking at what he did to get my praise and analyzing what he did, and looking at how he can do better. This is exactly what I want from my students I want them to take an active role in their education. He does not know it, but my student through operant conditioning has arrived at a deep thought process. It is brilliant. As teachers I believe we use operant conditioning every day. We will prompt our students with cues helping them arrive at the answer. In giving the students positive reinforcement they do get a true yearning to learn. It may start out as just for the reward, but it is my hope that eventually they realize learning is the reward. Classical conditioning is useful, and thanks to Pavlov; we see that it works. I do want to condition somethings so that there is an automatic response. For example, when I ask my students quite down they will automatically respond to my voice, I know optimistic. In general though I prefer operate conditioning as it goes deeper into thinking. I again go with the cognitive approach when it comes to motivation. When someone internally processes something it becomes more real. It means more to them. When a student reflects on his work and looks at how he can improve upon it. This very closely reflects extrinsic motivation. Here someone does something to obtain something else. This could relate to the student who studies to obtain a good grade. I like this theory and will apply it to my classroom, because I really want to get my students gears turning. â€Å"They emphasize the importance of creating learning environments that encourage students to become cognitively engaged and take responsibility for their learning. This goal is to get students to become motivated to expend the effort to persist and mat ideas rather than simply doing good enough work to just get my and make passing grades (Perry, Turner, Meyer, 2006, p 467. )† If my students can come to the point of realization that studying equals doing well in the class I am in a good spot. Many students know this but they do not fully believe it because they have never tried (Wigfield, 2006, p 463.) Even stronger than this is intrinsic motivation. This motivation becomes so real to the student when they realize they can self-determine their outcomes. I love this method so much. The student is growing and understanding how to truly learn, they are learning that what they learn truly effects them. â€Å"In this view, students want to believe that they are doing something because of their own will, not because of external success or rewards (Deci, Koestner, Ryan, 2001, p 464. )† They have learned to stop relying on others; they have learned to push themselves through life. â€Å"Researchers have found that student’s internal motivation an intrinsic interest in school tasks increase when students have some choice and some opportunities to make personal responsibility for their learning (Grolnick, 2002, p 464. )† I want to motivate them by allowing them some freedom in my class. I will give my students choices because they then be more motivated to do the work with all their effort. The thing is, whatever choice they make they are still learning! Also they are processing it all through information processing to make sure that how they are acting now will be duplicated. They know their actions constituted a response from me, which was giving them more freedom. They enjoyed this stimulus and will want it to continue, so they will work really hard. This loops them all the way back to operant conditioning and positive reinforcement! It is all connected. Another big thing with this idea is interest. â€Å"Interest is especially linked to measure of deep learning, such as recall of main ideas and responses to more difficult comprehension questions, than to surface learning, such as responses to simple questions and verbatim recall of text (Wigfield, 2006, p 466. )† This is where I hope my passion for history comes in. I want to get my students excited about history. If I do get my students excited they will show interest and if they show interest they will understand the history at a deeper level than they normally would. My management plan also fits in with these ideas. I am going to run my classroom according to the authoritative perspective. I will be the teacher and the students will follow my rules, but they will be integrated into the classroom. My students will have a say as to what goes on in my classroom, in our classroom (Baumrind, 1971, p 513.I will manage my classroom with effect rules that can be up for change depending if the students do not agree with the rules. â€Å"To function smoothly, classrooms need clearly defined rules and procedures. Students need to know specifically how you want them to behave. Without clearly defined classroom rules and procedures, the inevitable misunderstandings can breed chaos (Evertson Emmer, 2009, p 515. )† I will have my procedures laid out at the beginning of the year so that the kids will have excuse when they do not follow the rules. I will be integrating William Glassers management plan. He suggested that there be a classroom meeting every once and while. This is just a chance for the students to say yes or no regarding structures of the classroom. I will also manage my classroom by listening to what my students have to say. I want them to know that I do care. I want them to trust me. If there is mutual peace between us, there will be far less conflicts that arise. â€Å"When most of us think of your favorite teacher, we think of someone who cared about whether or not we learned. Showing that you genuinely care about student as individuals apart from their academic work helps gain their cooperation (Pianata, 2006. )† Students feel safe and secure when the teacher shows that he cares. The classroom atmosphere if much more relaxed. It is not up tight and tense. If I teach like this a lot of anxiety and stress will be avoided. Target Group I am getting my teacher degree in secondary education. I will be teaching at the high school level. I would like to, at least some point in my career, teach in the Christian school system. I grew up in it, and I love what their mission is. I also would not mind teaching in a public school. It would be good experience for me and help me grow as a teacher. I would like to teach in traditional public schools and in Christian schools. I would like the experience of both. Public schools would allow me to reach out to those who are really in need and to those who thirst for knowledge and cannot get it anywhere except through free public education. This would be especially true if I were in an inner city situations. I would not mind this at all as I volunteer now helping with inner city children. I have a heart for them and would love to serve as a teacher there someday. I want to offer them knowledge and help them meet their full potential. I also would like to teach at a charter school. I observed a classroom at a charter school and I really liked. It is a good system and is run well and I would like to be a part of it, at least for a time. So, I am happy at any school; I will go where God sends me. The ages that I will be teaching will be ranging from the age of thirteen to nineteen. It is my hope that I will be teaching history. There is a scarcity of history teaching jobs right now, and I hope that will be able to find one. I absolutely love history and I really want to teach it. The other subjects I would be teaching would be biology or just a general science class, and depending on where I teach, bible class. I would also like to teach at a smaller high school, about six-hundred to seven-hundred students. A big high school with two thousand people, I believe, is too impersonal. A smaller high school, like my own, is just the right size and encourages kids to get to know one another. Also, in a big school I could not be as relational to the students as I would want to because there would be so many in all my classes. Environment and Routines If things are not explained clearly, or if things are not put in a well thought out manner; a teacher may run into behavior problems. In order to create good student behavior I plan to take the three-step approach that the Wongs developed. I need to teach my students how to follow procedures, or else I will run into problems. I must first explain the classroom procedure as clearly as I possibly can, and if there are questions I will answer them. Also it is a good idea to distribute my procedures at the beginning of the semester or at the beginning of a certain activity so the students know what is expected. After I explain what is going on I should practice or rehearse the procedure until it becomes routine. â€Å"Behaviors must be taught, modeled, practiced, and retaught (Wong p 175. )† In going over the procedures repeatedly the students then understand what is expected of them. Finally I must reinforce this procedure and I also must reinforce what is the wrong procedure. After going about this my students will know exactly how to act and what is expected of them, and there should be very few behavioral problems. A positive classroom environment involves both the teacher and the student. The students must respect the teacher and his authority. They must listen to what the teacher has to say, and they must be disciplined when they do not. The teacher also must respect the students. He must listen to what the students have to say, and he must not make it a dictatorship where the classroom is harsh and rigid in structure. The kids are only human. â€Å"A positive classroom environment encourages participation and risk-taking because students know they will not be harassed or belittled by the teacher. Students do not have to shrink within themselves to survive the forty-five minutes, ninety minutes, or full day with teacher who yells, throws things, or makes hurtful comments. In a positive classroom environment students can make jokes, engage in their learning, banter with the teacher, and feel comfortable with the tasks given. † (Kendrick) In a classroom a teacher should be encouraging to his students. He should let the students know that he believes in them. Students do not do well in class when their teacher does not believe in them. They stop trying, viewing themselves as failures, and it carries on later into life. I want to have a positive classroom environment. In order to achieve this I am going to teach from an authoritative classroom management style. I will encourage my students to think for themselves, if I think for them no real learning is accomplished. I will engage my students and show that I do care about them. I will listen to what they have to say and if things need to be changed I will. I will allow them freedom within their education and learning in my classroom; but I will still clarify the rules and establish the standards with some student input. I am not there to be their friend, but I do want them to understand that I care about them and to have some say in their education. I care whether or not I learn, and if I am doing something wrong I want them to feel comfortable telling me. To achieve a connection with the students I must be a good oral communicator. I must clearly communicate the information I am presenting. I will use words and ideas that meet the level of understanding of my class. I do not want them getting lost in my rhetoric. They will automatically tune me out if they think I am teaching above them; I have even done this myself without realizing it. Also many teachers speak way too fast and the students cannot keep up, or the teacher talks way too slow and the students are lost to boredom. I must teach at an appropriate pace so that my students learn and remain interested. When I teach, especially in history, I must be precise. I am going to avoid being vague. My students will fail or do below their academic level if I am vague. I also will not just teach the facts; facts are what lose classes when it comes to history. History is so much more than just dates and it is still relevant today, even though they are just a bunch of, â€Å"old dead guys. † Also I will have what I am going to do for class planned out. I do not want to be disorganized, and I am not going to wing it through my teaching. I will have my lesson ready for each class so that I am ready to teach. The students will then have confidence in me as their teacher and I will not lose time to senseless things. (Florez, 1999) Each class period I am going to start with a couple of facts of history that happened on that day. This would just be a fun way to start off the class period. It is always to cool to see what happened in the past. I will begin each class with the objectives for the day so that the students know what we will be covering. I will not always give out note sheets for my lesson, but sometimes I will hand out fill in the blank notes so that they can keep up and still learn. I will have them ready before hand each period. Also I do plan to have some group projects. At the beginning of the year I will number them off as to create groups of four; I believe more than this can be counter-productive. As the year goes on I will let them choose their own groups; this being because I now know the dynamics of my classroom much better, and I can switch people if I know work will not be done. Every week I will allow the students to choose from a list of events in history relating to the period we are covering in class. I will have them explain what happened and how it relates to us today, and what we can learn from it. This project will consist of a one to two page paper and a one to two minute presentation. All history is relevant history and I want my students to understand that. As a history teacher, I would like major historical events to be represented on my walls. I am going to be going to be teaching secondary education. I will not have the cute and cuddly decorations, but I will still have things that will bring the classroom to life. One thing I must have in my classroom no matter what, is a copy of the Declaration of Independence. I will also have the students add to the classroom with their projects and other things they do so that they feel a part of the classroom. I want to have a classroom where the students are excited to be there, in good measure of course, so that it is not so distracting that they do not learn. Twice a week I am going to hold a classroom meeting. This is a meeting to make sure that my students are understanding the material, and that I am teaching to their needs. This is where the students really get to give their input on the class and what is going on. This idea was set forth by William Glasser. It follows my method of teaching, authoritative, and fits how I would like to relate to my students. This would take up to ten or fifteen minutes, but I do not believe it is wasted time. I will start off the meeting to see if anyone has any questions about the subject/time period we are on. I will establish if they are understanding it enough or not. Then I will ask for suggestions on things I can improve upon, and also ask for things that they like. I will then change some things and keeps some things according to how I think the classroom would best fit the current needs of the students. I will make sure to always hand my students test within a week of the test date. I also appreciated it when the teacher had a set time that they would get my test and assignments back to me. I believe it is important for them to see how they did and then gage how they can improve for the next time. At the beginning of the year I will establish things like this with them. They will then know what to expect from the class. I will set up my rules and regulations and procedures so that they will know how to act in my class. Also, every class period at the end I will have them write a few sentences on how what we learned in class effects us today. I want them to understand how the history we are learning relates to their own live and their interactions with others. Motivational Strategies Motivation focuses on mainly two categories, behavioral and cognitive. One of the big pushes in motivation is rewards or incentives. These are positive or negative stimuli that drive the student to succeed. This can be allowing the student to do something special, such as playing computer games or going on a field trip. The other big approach is internal motivation. The student’s thoughts are what guide their motivation. Motivation is what pushes students forward towards their objective. The cognitive perspective encourages giving students should be given more chances to do things of their own desire and to give them more responsibility. They are then taking their education into their own hands. They will have much more incentive to do well and strive for perfection; they are of course still monitored and rules still do apply. This strategy focuses on â€Å"goal setting, planning, and monitoring progress toward a goal (Shunk, 2008, p 462. † If a student has a goal before them they will want to achieve it. This strategy has the student look at how their actions determine the outcome of their school work. They take responsibility and gain more incentive to do well. There are another two main types of motivation associated with behavioral and cognitive motivation : internal and external motivation. Internal motivation is formed by our own wants, needs, and what we like to do. â€Å" It is determined by your personal values and goals. The drive to do something because it is interesting, challenging, and absorbing is essential for high levels of creativity. Enjoyment based internal motivation is the strongest and most pervasive driver as is a belief that it is a good or right thing to do. Often it is something we pursue even without a tangible result. † (Weisner) External motivation is the second kind of motivation. External motivation focuses much more on rewards than on one’s likes or goals. â€Å"Your motivation to attain your goal comes from a source outside yourself. It reflects the desire to do something because of external rewards such as awards, money, and praise. † (Weisner) This motivation tool is much less satisfactory than internal. In my classroom I will use this motivation, but I will try to use internal motivation when I can. If a student is doing something because he is motivated by rewards it is not near as gratifying if done for self interest. I will use both in my classroom as, unfortunately; sometimes rewards and external motivators are the only ones to get them to do their work. Some kids need incentives to be motivated to achieve their best, or to even try. They add interest or excitement to a classroom and in turn motivate them to do well. This is especially true of those who seem to not even care about the class (Emmer Evertson, 2009, p 460. ) If I see that there is somewhat of a lack of interest in what I am teaching I could implement a game. The more they know the better they will be at the game. Most people are competitive by nature, especially those who do not care it seems. So , a game in my class would motivate them to pay attention and learn the material. We could play history hot potato. A ball would be thrown around as history questions would be asked, if they took too long the student would have to sit down. The winner would then get maybe some extra credit points, or if I feel generous maybe some candy. In reaching the kids who do not care, I believe this is the best method. If they get something for learning they will start paying attention. This is not the most desirable, but this is sometimes the route that must be taken. (Skinner, p 236) There are also those who are just plain hard to reach; most of the time this stems from no confidence in themselves. I will most often use the cognitive approach when it comes to this. I will encourage them to set goals. I will encourage them and I will make sure they understand that they as a student can effectively control their environment. (Shunk) I will constantly encourage them and remind them that they are smart and that they can do it. I will also use Skinner’s operant conditioning in this situation. I will use positive reinforcement. I will reinforce their work with a smile, or a â€Å"good job†. Students feed off the praise of their teachers; we as humans naturally want to please others. Problem Behaviors The behaviors of students are not always conducive to the classroom and can cause disruptions. I will implement some rules so that they know exactly what is expected and I will have less problems. One rule that I think should be followed in my classroom is that the kids must be in their desks when the bell rings. This is a really good rule, because so much time can be lost on a class period just by making people sit down at the beginning. Another rule I would have for my classroom would be my students would have to bring all their books and materials to class. This rule is good as it is a distraction to people when someone leaves the room. A third rule I would have in my room would be ‘hands to yourself. ’ This rule prevents not only distraction between a couple people, but it also helps prevent distraction for others in the class. Another big rule I will have is no swearing, cursing, profanity, coarse jokes, or vulgar of any kind will be allowed in my classroom. They are not called for and should not be used, let alone in my classroom. A fifth and final rule I would implement would be that my kids would have to raise their hands to answer a question. If the kids just blurt out answers it will be chaos and I will not be able hear what people are trying to say. These five rules will help run my class smoothly. Rules however are not a safety net against behavioral problems. When dealing with behavioral problems I am not going to send my student to the principal’s office right away. The most desirable action when dealing with behavior problems is to work it out with the student first; after trying hard to work it out if the student still refuses to listen then more drastic measures must be taken. I would at first use minor interventions. (Evertson and Emmer, 2009, p 528. ) Nonverbal communication can be very useful when dealing with disruptions. One thing I could do is when a student is acting up is take make eye contact with them. I could give them the look, and convey with my eyes that what they are doing is not appropriate or I could make signs such as shaking my head, hand signal, or put my finger to my lips. This simple action lets the student know that they must get back on task. Another thing I could do is to keep the activity going. When there is not time in between things a student no longer has time to be disruptive. This way one does not even have to address the behavior issue; it is eliminated by procedure. Placement can even change the behavior. I can move the spot where I am teaching from. If a student is acting up I can move over by them and usually they will quite down and get back to work. Sometimes the student just needs to be reminded what they are supposed to be doing, I could address the class reminding them what they are supposed to be doing; in doing so the distracted student gets back on task. Also, a student may just need to be told no. I would need to keep eye contact and keep my voice down. I would address them with assertiveness and tell them that their actions are not accepted. I could also give the student a choice. He can either behave or accept the consequences. This makes him think and he will most likely choose to be good as to avoid a negative consequence. These strategies most often work as the student just gets off task and needs a little nudge in the right direction. The strategies above stem from positive and negative reinforcement and correlate with Skinner’s operant conditioning. The student, however, will not always respond to these strategies and more drastic measures. The students will not always cooperate and sometimes more moderate action must take place. Some students will abuse privileges, be disruptive, or interfere with my work with individual students. There are always the students who completely abuse the privileges they have been given, when this happen the teacher can take it away. This takes away an activity that the students use to enjoy and the next time they will think about their actions twice. They will not want to lose their freedom again. Also if a student acts up I could remove the student from positive reinforcement. If the student is removed from his element the gratification of his actions is taken away. I could take the student into the hall and talk to him one on one. This is never a pleasant experience and should stop the student from repeating the action; no one likes to hear, â€Å"can I see you in the hallway please. † Also I could impose a penalty such as extra homework; this needs to be done with care so as to not stem more annoyance with the class. (Evertson, Emmet, Worsham, 2009, p 528. ) Also I could have my student attend detention for their inappropriate behavior. This enforces that their actions will not be tolerated. â€Å"The teacher is given command over the student, who is expected to be respectful, submissive, and willingly obedient. When the pupil does not readily conform to the request made on him, discipline becomes necessary. By this is meant the use of coercive measures to bring about the desired behavior. †(Phenix p 41) If these actions still do not work a trip to the principal’s office or a phone call may be in order. Assessment Assessment is a big part of education, and helps a teacher gage how their students are doing. There are two main types of assessment in education, informal and formal. â€Å" ‘Informal’ is used here to indicate techniques that can easily be incorporated into classroom routines and learning activities. Informal assessment techniques can be used at anytime without interfering with instructional time. Their results are indicative of the students performance on the skill or subject of interest. Unlike standardized tests, they are not intended to provide a comparison to a broader group beyond the students in the local project (Navarete. )† I will use a variety of informal assessment to tools to gage how my students are doing. One tool I will be using is regular homework. This will tell me if they can grasp the subject enough that when asked to dive into the book and the content that they can give back to me a fair understanding of what is presented. Another tool I could use would be journaling. I would have my students journal about something they find interesting in what we are studying and then check how good their understanding of it is. When my class plays a game I can also check to see how well they know the material; if they are struggling for the answers something must done. Also general observation of my students is informal assessment. I would look for participation and understanding in class, and also as I would walk around I would observe their work. (Navarete. ) â€Å"Formative assessment is utilized to immediately determine whether students have learned what the instructor intended. This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students. Results of formative assessment can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets (Formative. )† I would quizzes mainly to judge this assessment. This is a quick way of assessing how much they know. It gages their current progress, not their progress as a whole. Other things would be reading quizzes to see if they get the material I have asked them to go over. It could also be something like a minute write where I have them write down something that tells me they understood what I thought during class that day. These tools give me a fast analysis or where they are at. Another assessment like this is the summative assessment. This assessment documents the students performance. This assessment uses a lot of standardized tests and things related to that format. This allows the tester to understand where the students are at as a whole. In the classroom I would use this when administering unit end tests. I can see how they have progressed and I can assess what to do better for the next unit. A Measure I would measure my students how they are doing on my tests and assignments, if they are failing I am doing something wrong. This, however, is not the only way that I would measure if my management plan was working. I would, as stated above, have classroom meetings. This would give me an opportunity to discuss with my students how the class is going. This would be my chance to get input on them on what I am doing right and what needs to be changed. I would hope that they would be mostly satisfied with the way things are going, but if they are not I will change my plan so they can learn better. This of course goes back to William Glasser and it also goes back to the authoritative management style. Glasser is very keen on having students involved in the classroom and the teaching process. I very much agree with him. The opinion of my students is very important to me. The authoritative plan also focuses in on the student’s role. They need to have a hand in their education. If their voice is not heard, the students will just continue to fail and the teacher will not know why. So, if my plan is working well my students will do well on their tests, quizzes, and assignments and they will have positive things to say at our classroom meetings. Our relationship will be a cordial one and not one of animosity. Completed Rubric 1. I believe that I have a very compelling argument for my planned proposal. It fits to the rest of my paper and sets a precedent for how I will go about running my classroom. I have many cited supports and they were all knowledgeable on the subjects I discussed. 2. I described all five of the target groups at a satisfactory level. I let the reader know exactly what my future looks like for teaching. The reader can look at any one of the components and know what I want to achieve in my vocation. 3. I believe that I very effectively communicated my rules policies and management ideas in such a way that is very understandable to students and teachers. This letter home is in a very nice format with great colors, and it is pleasing to the eye. It is attractive and professional.

Succot: The Jewish Holiday :: essays research papers

Succot: The Jewish Holiday After the Exodus from slavery in Egypt, the wandering Jews lived in tents or booths, called Succots. They were pitched wherever they happened to stop for the night. Today it is called the Succot the festival of booths remembering both the ancient agricultural booths and those of the Exodus. The harvest festival of thanksgiving, Succot, begins five days after Yom Kippur, and lasts for eight days. The first two days are the most holy, during which most Jews do not work. The families construct the booths and decorate it with branches, and leaves, fruits, and other designs. The roof is covered lightly, so the stars and the sky can still be seen. Most Jewish families eat all their meals in the Succot, while some even sleep in them. During the Succot festival, thanks are given for all growing plants by using four plants which are symbolic of all the rest. These four plants also represent the Jewish people. The Etrog, or the citrus fruit, stands for the people who are educated in the Torah and who do good deeds. The Lulav, or branch of the date palm, stands for the Jewish people who have knowledge but no good deeds. The Hadas,or myrtle, symbolizes the people who do good deeds, but are not educated. The Aravah, or willow, stands for the people who have no good deeds and no education. These plants are carried around the synagogue in a procession while prayers are recited for blessings on the land and fruit of Israel. In biblical times, the willow, the palm, and the Etrog were used in decorating the Succot. At the end of the Autum harvest, on the fifteenth day of Tishri (September-October) Succot is celebrated. It is believed that the festival originated with the ancient Canaanite celebration after the grape harvest at the end of the annual dry season. During this time rites were performed to incourage the rains. Boughs of fruit trees and evergreens were made into little booths which the early Jewish farmers lived during the festival. The last day of Succot is called Simhat Torah. It means the "rejoicing of the Torah." On this day, the reading of the Torah is completed, and is then Succot: The Jewish Holiday :: essays research papers Succot: The Jewish Holiday After the Exodus from slavery in Egypt, the wandering Jews lived in tents or booths, called Succots. They were pitched wherever they happened to stop for the night. Today it is called the Succot the festival of booths remembering both the ancient agricultural booths and those of the Exodus. The harvest festival of thanksgiving, Succot, begins five days after Yom Kippur, and lasts for eight days. The first two days are the most holy, during which most Jews do not work. The families construct the booths and decorate it with branches, and leaves, fruits, and other designs. The roof is covered lightly, so the stars and the sky can still be seen. Most Jewish families eat all their meals in the Succot, while some even sleep in them. During the Succot festival, thanks are given for all growing plants by using four plants which are symbolic of all the rest. These four plants also represent the Jewish people. The Etrog, or the citrus fruit, stands for the people who are educated in the Torah and who do good deeds. The Lulav, or branch of the date palm, stands for the Jewish people who have knowledge but no good deeds. The Hadas,or myrtle, symbolizes the people who do good deeds, but are not educated. The Aravah, or willow, stands for the people who have no good deeds and no education. These plants are carried around the synagogue in a procession while prayers are recited for blessings on the land and fruit of Israel. In biblical times, the willow, the palm, and the Etrog were used in decorating the Succot. At the end of the Autum harvest, on the fifteenth day of Tishri (September-October) Succot is celebrated. It is believed that the festival originated with the ancient Canaanite celebration after the grape harvest at the end of the annual dry season. During this time rites were performed to incourage the rains. Boughs of fruit trees and evergreens were made into little booths which the early Jewish farmers lived during the festival. The last day of Succot is called Simhat Torah. It means the "rejoicing of the Torah." On this day, the reading of the Torah is completed, and is then

Experimental Method and Survey Research Essay

Psychology research requires detailed consideration of research methods and goals. The goal of this paper is to compare and contrast the two research methods in psychology. The choice of research methodology is integrally linked to the goals of psychology research. It is possible that several methods are used to ensure relevance and objectivity of research results. The discussion and comparison of the two widely used techniques – experimental method and survey research – will shed the light onto their advantages and limitations. Survey research Surveys represent one of the most common types of quantitative, social science research. In survey research, the researcher selects a sample of respondents from a population and administers a standardized questionnaire to them† (Howitt & Cramer, 2007). Surveys can be performed through different methodological forms: written questionnaires, interviews, on-line data collection, etc. The exact choice of the survey technique is based upon the discipline, in which this technique is to be utilized. For example, face-to-face interviews are frequently used in psychology studies. The universalism of survey research is in the fact, that it can be applied to any area of science, but its value for psychology is indisputable. Survey research is known for its benefits, but its limitations are rarely taken into account (Creswell, 2003). Survey research is extremely valuable for being relatively inexpensive, and providing the researcher with an opportunity to study large population samples. In psychology, survey research makes the evaluation of results uniform and standardized. As a result, survey research generates â€Å"uniform definitions about the research participants† (Creswell, 2003). On the one hand, this uniformity and standardization eliminates ambiguity when research results are interpreted; on the other hand, it omits essential specific elements of individual participants. By choosing survey research as the basis of research methodology, the researcher must ensure that the large population sample will participate in research; otherwise the reliability of the research results will be doubtful. Experimental method â€Å"The experimental method is usually taken to be the most scientific of all methods, the ‘method of choice’† (McQueen & Knussen, 2006). It is actually the study of the cause and effect, and represents a relatively narrow area of psychological research. Experimental method is the only research technique which provides the researcher with an opportunity to study the correlations and links between the cause and the effect of certain phenomena. First of all, artificial experiments can be replicated, and this ensures the generalizability of research results. Second, all variables in experimental method are constantly controlled. Third, it allows manipulating the researched variable in the ways which are impossible or even unacceptable in natural environment. In some cases, psychologists make use of natural situations, and carry out their experiments to investigate the natural behavioral patterns of research participants. However, it is not an experimental method in its pure form, as the psychologist is unable of controlling variables in natural environment (Creswell, 2003). Survey research vs. experimental method The two discussed research methods are different, and these differences should be considered through the prism of their separate elements: validity of results, generalizability, and ethical considerations. The validity of results is often contrasted to their reliability. In distinction from experimental method, survey research results are more reliable than valid. The standardized survey forms do not allow evaluating the â€Å"agree/disagree†, â€Å"yes/no† research results in detail. Furthermore, the results of the survey research can only be judged in terms of their reliability. On the contrary, experimental method produces valid and reliable results, due to the fact that the researcher is able of drawing specific characteristics of the research object, and to narrow the scope of the research to one meaningful variable. Experimental method is in no way connected with uniformity of results – it is initially unique, and is aimed at investigating the situations, which are not typical of daily life (McQueen & Knussen, 2006). Generalizability of results is equally important in both research methods, and both research methods ensure that the research results are easily generalized. Survey research and experimental method are equally associated with significant ethical issues. Although the character of these issues is different, it is difficult to deny that these characteristics are to be accounted before any of the research methods are chosen. Ethical side of experimental method is associated with the way research participants are treated in laboratory environment. Certainly, under experiment people are rather treated as objects, than human beings, and this creates ethical controversy within the experimental methodological framework. â€Å"Recently the use of experimental method has come under considerable criticism for the way that researchers often break ethical guidelines† (Creswell, 2003). As a result, the researcher should realize that significant amount of life situations cannot be studied under experiment due to the fact that such conduct will be considered unethical. Survey research also generates essential ethical controversies, especially when it comes to confidentiality and anonymity issues. Ethical issues become relevant when the researcher finds it necessary to quote research participants in written reports. Actually, psychology research has for long generated numerous ethical debates, this is why numerous ethical guidelines in the area of psychology are designed to eliminate the discussed controversies, and to make research smooth, relevant, and reliable. Summary Survey research and experimental method are the two different research approaches in psychology. The ultimate choice of the research methodology is determined by numerous research criteria. While experimental research is characterized by the high validity of results, it also increases their generalizability; survey research methodology is less connected with validity, but more with the reliability of research results, and remains the single method of studying large population samples.

Nature of Human Resource Management: Hiring and Recruiting

EXECUTIVE SUMMARY INTRODUCTION In the present time, Organization’s most important assets are its people i. e. Employees. These employees are the foundation on which the organization stands strong; without the human power to perform certain tasks, to produce, to operate, to analyze, etc no organization can live. Although the modern technologies have made a lot things much easier but nothing can replace the significance of the Human Resources. Therefore, Hiring is a very challenging, time consuming and costly function of the company.But what’s even harder – especially in today’s chaotic economic situation is, â€Å"Making the right Hire†. Recruiting and Selection is all about â€Å"hiring the right person for the right job at the right time. † Even a single wrong hire can affect the operations of the business and can cost the firm a fortune. In order to avoid making a bad hire, HR managers must carefully conduct and analyze the Human Resource P lanning (HRP) process. HRP is a process used by the organizations to ensure that it has right amount and kind of people to fulfill its particular goals in future.This is done by forecasting the Labor Demand for future and matching it with the forecasted Labor Supply of the firm. Organizations that do not conduct HRP or don not perform HRP properly may not be able to meet their future labor shortage or may have to resort to layoffs due to labor surplus. Even though hiring the right people with right skills is very protracted and difficult process but Human capital is a substantial investment and even a single mistake can put financial burden on the firm. The pace at which a business moves from survival mode to growth paths is largely dependent on the successful hiring of the correct employees.The prosperity of the business not only depends on hiring good people but hiring extremely talented people with the right skills for any particular job. Following are some useful tips for hiring right people for the right job: * Develop a detailed Job Description; identify the key responsibilities, functions and expectations for the position under question. * Design a careful Job Specification; specify the skills, requirements, experience and knowledge required for the position under question. * Use internal or external labor market to find adequate number of potential candidates * Conduct the Screening process wisely and horoughly in order to find valuable information regarding competitive salaries, intelligence and the working standards. * Try to use structured interview process to select the best possible candidates * Check references provided by the candidates, verify their degrees and other information provided by them and find out about their past working behaviors by contacting their ex boss or subordinates * After hiring, make the new hire welcomed and make him/her understand the culture of the organization through Orientation. Opening CasePAKISTAN CIVIL AVIATION A UTHORITY Pakistan Civil Aviation Authority is a Public sector autonomous body working under the Federal Government of Pakistan through the Ministry of Defence. It was established on 7th December, 1982 as an autonomous body. Prior to its creation, a Civil Aviation Department in the Ministry of Defence used to manage the civil aviation related activities. The day of 7th December has significance, as it coincides with the date of creation of International Civil Aviation Organization (ICAO) in 1944 as a result of the famous Chicago Convention.Incidentally, the United Nations have declared 7th December as the International Civil Aviation day and celebrated as such every year all over the World. All kinds of Civil Aviation related activities are performed by CAA including the regulatory, air traffic services, airport management, infrastructure and commercial development at the airports, etc. Recently, Civil Aviation Authority underwent Restructuring and Change Management process to meet t he present and future challenges.This organizational transformation process identified Structure, Culture, Skills, and Rewards as four tracks on which simultaneous emphasis is being laid. The Vision, Mission, and Core Values have been identified. Wide-angle buy-in process by CAA senior management with staff and lower levels for bridging communication gaps between different hierarchical levels of the organization has been taken. As a result of the Restructuring process, the fundamental organization structure has been balanced to focus on three core areas namely Regulatory, Air Navigations Services, and Airport Services.These Core / Line functions are fully supported by the various corporate functions of the organization. The restructuring process has helped Pakistan Civil Aviation Authority to fully focus on:- * Strengthening its safety and security oversight role as per International Civil Aviation Organization requirements and standards. * To facilitate growth of the infrastructure development (Airports and Airport Cities) on a fast-track basis. Private sector participation in the process is also being encouraged. Enhanced Regulatory and air space management capabilities. Moreover, emphasis is being laid on commercialization of its assets and land with improved customer / passenger service standards, benchmarked with top performing international airports * Development of a New Aviation Policy for the country in consultation with the Ministry of Defence, Planning Commission, World Bank, Airlines, and Aviation Experts (Expected to be considered by the Cabinet for approval shortly). Investing in Human resource development through structured approach with particular focus on quality of people and enhancing their professional capability. Quality work on new initiatives is in progress such as introduction of Enterprise Resource Planning (ERP), Health, Security, Safety, and Environment (HSSE), Corporate Social Responsibility (CSR), Ethics Management Program, Custome r feedback mechanism at the airports, Employees Performance Management system, benchmarking, outsourcing of non-core and wasteful activities, etc.Recently, we have embarked upon a challenging phased program to acquire international standards of Integrated Management System (IMS) in CAA during which the international standards of ISO 9001:2000 (Quality Management System), ISO 14001:2004 (Environmental Management System), and OHSAS 18001:2007 (Occupational Health and Safety Management System) shall be acquired. VISION STATEMENT â€Å"Be world-class service provider in the aviation industry† MISSION STATEMENT â€Å"Provide safe, secure and efficient best-in-class aviation services to the stakeholders† CORE VALUES * Commitment * Professional Excellence * Customer Focus Safety and Security * Integrity ORGANIZATIONAL STRUCTURE PCAA MANAGEMENT BOARD Pakistan Civil Aviation Authority is administered by the Board which performs tasks like policy formulation, execution, monitori ng and evaluation. The board is being assisted in different administrative and financial issues by the number of sub committees namely PCCA Executive Committee, PCAA Audit Committee and HR Committee. PCAA BOARD PCAA EXECUTIVE COMMITTEE PCAA AUDIT COMMITTEE HUMAN RESOURCE DEPARTMENT OF PCAA The HR department of PCAA is still under the developing process as it was formed only three years ago.Prior to the formation of the HR department there was an ‘Administrative Department’ which use to manage all the activities; finance, accounts, hiring and selection, employee record keeping, audit, etc. Even though the HR department is not completely established, PCAA HR is making pretty good efforts for fostering a prosperous corporate culture and developing organizational capabilities by designing an effective and efficient workforce who remains devoted towards the company. The head of the HR department is the Chief HR who is in Pay Group of 11. He is appointed by DG CAA (Director G eneral).Directorate of human resource delivers high quality of management services from manpower. HR supports the line function/directorates to achieve strategic goals of PCAA. HR directorates have five branches which perform different functions. Each Branch has different head called General Manager (GM) which then reports to chief HR for approval. Following are the branches of the HR Department of PCAA: * HR Employee Relation and Record Management (EM & RM) * HR Recruiting and Selecting (R & S) * HR Career Planning and Performance Measurement (CP & PM) * HR Pension * HR Training and Development (T&D)This report only discusses the HR Recruiting and Selection branch. The HR policies and strategies are formulated and designed in a way to develop a unified, stable and fair working environment for every single employee so that they perform in the best way they can. Moreover, every employee is provided with opportunities to learn and grow. HR ORGANIZATIONAL CHART RECRUITING AND SELECTION AT PCAA The Recruiting and Selection branch is responsible for attracting the potential candidates for any present or future vacant positions; it plans and provides employees with the right skills for the right job.Similarly, the branch also deals with the employee layoffs in case an employee is not performing up to the mark or is indulged in wrong working practices and sometimes the layoffs result due to labor surplus. This branch first seeks approval for any new hire for a post or layoffs from Director General. Before starting the Hiring and Selection process, the HR first conducts Human Resource Planning to find out about its labor demand and analysis. But the HRP process is performed in depth. After the discovering the human resource requirements through HRP the Recruiting and Selection process is started.PCAA Recruiting and Selection Process Human Resource Planning The present working environment has become extremely competitive for every business. People are now open to a gre at deal of opportunities and they are also well informed about the market place; candidates know the standard working practices and salary being paid by the various employers in an industry. Therefore, employees have become less loyal to the companies in general; if they are not satisfied or happy with their employer or subordinates then they don’t hesitate to switch to some other company.Keeping this trend in mind, PCAA HR performs a simple demand and supply analysis for its labor force. Demand Forecasting Pakistan Civil Aviation Authority uses a very simple method for forecasting the labor demand i. e. RATIO ANALYSIS. The method simply compares the ratio of the employees to CAA units with the expected number of employees for each job. Below is a sample table which demonstrates how the demand forecasting is done in PCAA. Column A shows the current number of employees holding the existing key positions in the firm. Column B calculates the present ratio of employees to PCCA un its.Column C calculates the expected number of employees for each job position in 2012 by multiplying the current ratio of employees to PCAA units by 32 (additional number of firms to be added). This is a Quantitative technique. Supply Forecasting Once the demand analysis is done the next step is to do labor supply forecasting. The labor requirements are fulfill either through Judgmental techniques. PCAA uses Executive Reviews; Top Management makes judgments about who should be promoted, reassigned or fired, and Vacancy analysis; judgments are made about likely employee movementsKey Positions| DEMAND FORECAST ANumber of Employees2010| BRatio ofEmployees/CAA Units(Col A/25)| Projected 2012 laborDemand for 32 Firms(Col B x 32)| Secretary Ministerof Defense| 25| 1. 00| 32| Vice Chief of Air Staff| 9| 0. 36| 12| Secretary Planning and Development division| 23| 0. 92| 29| Managing Director PIAC| 20| 0. 80| 26| Director General CAA| 14| 0. 56| 18| Deputy Director General| 22| 0. 88| 28| C hief HR| 25| 1. 00| 32| Chief Financial Officer| 20| 0. 80| 26| General Manager| 45| 1. 80| 58| Director Technical| 27| 1. 08| 35| TOTAL| 230| | 296| RecruitingRecruiting is the process of generating a pool of qualified candidates for a particular job. The firm must announce the job’s availability to the market (inside or outside the organization) and attract qualified candidates to apply. First of all the Recruiting and Selecting branch obtains the detail information about the vacant positions from the respective departments (such as finance, Operations, etc). This is explained in Job Description and Job Specification. However, if the vacancy exists for any HR position then HR develops the job description and job specification.Once all the relevant information is gathered then the job vacancies are announced to the general public through posting the news on their website and newspapers. The internal employees are also informed about the job vacancies through announcements, o fficial emails or office notice board. This is a newspaper ad: PCAA HR department receives job applications within 30 days of the publication of the advertisements (as per the mentioned date in the ads). All the job applications are carefully analyzed and scrutinized and then a certain amount of candidates are short-listed who are eligible for giving the written test.The HR (R&S) then forwards the list of selected candidates to National Testing Service (NTS). Written Test For ensuring transparency and upholding the motto of Merit, PCAA has outsourced its written test examination to a third party National Testing Service (NTS). This decision was made during the Executive Committee Meeting held on 27th July, 2007 as proprietary to conduct all type of written test on behalf of HR (R&S) branch. NTS carries out the written test once it receives the names of the short-listed candidates form HR (R&S).NATIONAL TESTING SERVICE (NTS) NTS is an organization who provides services for conducting academic performance evaluation tests which was formed in July 2002. Following are the test standards that NTS follows for all of its tests. * Developmental procedures * Suitability for use * Customer service * Fairness * Uses and protection of information * Validity * Assessment development * Reliability * Cut scores, scaling, and equating * Assessment administration * Reporting assessment results * Assessment use * Test Takers' rights and responsibilitiesAfter the test is conducted NTS compiles the results and announces them on their websites as well as forward them to HR (R;S) of PCAA. Then HR (R;S) branch is responsible for the development of merit list and issuance of interview call letter to top five candidates as per quota share given below: MERIT QUOTA| PERCENTAGES| PUNJAB| 50%| SINDH| 19%| SINDH (rural)| 11. 4%| SINDH (urban)| 7. 6%| NWFP| 11. 5%| BALOCHISTAN| 6%| AZAD KASHMIR| 2%| WOMEN | 10%| NON-MUSLIMS| 5%| DISABLE| 2%| Interview The candidates who made to the merit li st are called for the final phase of the Recruiting and Selection process i. . Interview. The interview can be conducted at five centers namely Karachi, Islamabad, Lahore, Quetta and Peshawar. The Administration instructs the Airport Managers for making arrangements for the candidates. After interview, HR (R;S) branch compiles the result domicile vise by taking the weight-age of 60% of Written Test and 40% of Interview. INTERVIEW SELECTION BOARD Employee Verification Organizations should not hire people before verifying their documentations and past work behavior; even if they performed excellent in the written test or interview.HR (R;S), in order to predict the future performance of a prospective employee, looks at the Past Employment Record of their prospective candidates. Most of the companies do not provide any kind of job-related information about their ex employees due to fear of insult. But checking employee’s references is a best way for PCAA to avoid negligent hire. Another method used by HR (R;S) branch to do employee verification is to do Background Checks. This includes criminal background checks, verification of degrees, credit history, etc.Background checks help PCAA to avoid any lawsuit resulting due to a negligent hiring. Selection When the prospective employees pass the verification step they are hired. An appointment letter is issued in the name of the employee by the PCAA HR (R;S) branch. The new hires are given a date and time for the Orientation. Training Once the Orientation is conducted the new hires of non-technical posts (e. g. Financial Officer, Accountant, etc) is required to join PCAA from the very next day. But the new hires of technical posts (e. g.Engineers) are send to Civil Aviation Training Institute (CATI) Hyderabad for training. The duration of the training varies from four to six weeks depending upon the nature of the job. Evaluation of the Recruiting and Selection Process PCAA HR(R;S) branch doesn’t use any p roper method of evaluating their Recruiting and Selection process. They simply see the performance of the new hires and see if their decision of hiring a particular employee was correct or not. Hiring and Keeping the Right People Case Study By: Rich Kramarik We have a couple of stories to share with you this month.The first is an accounting firm. This firm has 8 employees and revenues of three million dollars. This firm had been experiencing a problem with turn-over. The CEO was using good interview techniques and involved other members of the firm in the interview process. In a couple of cases clients were used to interview the candidates. This firm was using every bit of good judgment and process to screen candidates. But, yet they experience a high level of turnover. The reasons were all over the map. In one case the new hire just was not as productive as expected.In another case the new hire just didn’t get along with clients. And, in yet another case the new hire was ver y argumentative with other employees. We worked with this CEO and could not find any substantive changes that we thought would help. We started looking at how new employees were introduced into the firm and how they were trained and supported. We found that the nature of the business was the problem. This firm did contract accounting services and by the nature of the business new hires were out of the office and working in the client offices immediately after hiring on.Through interviews we discovered that the employees were uncomfortable and felt disconnected as they â€Å"got thrown to the wolves. †Ã‚   We work with the CEO and new support plans and work procedures were implemented. As new employees came on board, they were assigned a â€Å"buddy† who worked with them at the client location half the time. This helped the new hire get comfortable with both the client and accounting firm. The â€Å"buddy† was also responsible to â€Å"train† the new hire in the office for two weeks before the new hire went out to client locations.This was not dead time, but rather on the job training working on client work but at the accounting firm’s office. The CEO also implemented one-on-one coaching sessions with new hires that were held on a weekly basis for the first 90 days of employment. These coaching sessions were to help orient the new hire to the company culture and they were used by the CEO as a safety valve or venting session. The CEO found these coaching session invaluable in helping both of them to resolve issues before they got out of control and became commitment reducing concerns.The result of the new approach is that the CEO has not lost a new hire for nine months now. This is retention that is already longer than the past experiences. A second situation is an engineering firm with 20 employees and ten million dollars in revenues. The CEO said he was loosing his employees to competitive firms. He said he was tired of train ing new hires and then loosing them. With the permission of the CEO we interviewed several employees – both new hire and long term employees. We found some interesting environmental facts that pointed to the problem.We heard that employee expectations were not being met. The employees felt that they didn’t have adequate equipment and materials to perform their work. They also felt that there was disparity from employee to employee in the quality and capabilities of the equipment that the company made available to employees. We heard that employee assignments were constantly changing and that client demands often were accepted by management and the implications were longer work hours and lost family time. We heard much more, but this is enough of an example to show the problem.These items alone point to a poor work environment, but that was not the problem. These employees said that during the hire interview process the CEO made statements that led the new hires to beli eve they would have state of the art equipment. They said that the CEO said they had a culture of working a 40 hour work week. These employees also said that they had talked to friends who were working in other companies and that the environment was much better. The CEO said that demands from clients and fear of loosing business were driving some of his actions.He also said that poor revenues lately were impacting his ability to spend on equipment. Our CEO was also surprised to hear that his competitors were providing a better work environment. We helped this CEO implement some changes that have helped with his attrition problem. He did some work to script his interview questions and comments about the company. This helped him avoid his enthusiastic descriptions about the company that tended to overstate the real situation. We helped him put plans in place to stage the purchase of new equipment. He was able to schedule work hours in taggered sessions that allowed some sharing of the new equipment. The biggest change the CEO made was to share more information with the company employees on the business environment and to implement a more open listening style. This CEO is working hard to change these company culture issues and the results so fare is that he has not lost any employees since he started this new focus. In summary, our clients are getting our help to get their focus on working â€Å"on their business† rather than working â€Å"in their business† and when they do – they find excellent results.

Show Balling on Beaters essays

Show Balling on Beaters essays Often, the action that a character takes defines who they are. This statement is also fitting in Ishmael Chambers case. Ishmael kissed Hatsue at fourteen and discussed the controversy of their kiss could cause among the community inside a hollow tree. At this point in time Ishmael feels their relationship will work, but the arrival of war changed everything. After receiving a devastating letter from Hatsue and losing his arm in battle, Ishmael could not control his rage and puts the blame on Hatsue and all Japanese. He found himself saying the words, that fucking goddamn Jap bitch(251) after the surgical removal of his left arm. Since his rejection by Hatsue, Ishmael fails to resume his normal mental state. He has reacted to Hatsues rejection with pettiness. He continues to attempt to bring Hatsue back to his arms. During their meeting at the beach, Ishmael tells Hatsue that he is a dying person(334), and wants to hold Hatsue. Hatsue, now married, turns him down. Not only does his f ailed attempts to retrieve Hatsue disabled him to sustain a loving relationship with another woman, his hate for Hatsue and all Japanese has cultivated a crippling cynicism. It was not until the revealing of the lighthouse report where Ishmael finally redeems himself. When Ishmael first finds the lighthouse notes, his temptation to seek revenge on Hatsues husband and his accumulated anger forces him to keep the notes to himself. Yet, by revealing the lighthouse report, Ishmael knows that he prevents a serious miscarriage of justice, fueled by the same prejudice which has been the focus over the decades against Japanese in San Piedro. In addition to his realization, Ishmael finds the words in Hatsues letter that will convince him to reveal the notes. In the letter Hatsue writes, Your heart is large and you are gentle and kind, and I know you will do great things in this world.(442) By revealing th...

Blue Moon Essay Research Paper Picture a

Blue Moon Essay, Research Paper Picture a cool summer dark cruising with your friends, the air current floging off your butt cheeks as you speed past multiple autos. Daydreaming person may look like a simple undertaking, but it is an art signifier that takes great accomplishment and pattern. Why, who, and where are three of the inquiries that must be answered in order to accomplish the ideal atmosphere needed to decently daydream person. The first measure to get the hanging this art is to make up ones mind why you want to daydream person. Many people choose to daydream others out of pure enjoyment. The boom laughter and mirth of exposing your hindquarters to an unsuspicious victim is a great beginning of amusement. Some people moon others to merely to make them off, but this by and large merely happens to grouchy older people who hate stupid childs, and to covetous fellows. I frequently moon people after being tailgated to exasperate them and acquire retaliation for them tailgating me. However, everyone has his or her ain ground to daydream person you have to happen your ain motive to do it work for you. After you have decided why, you must choose whom you are traveling to daydream. For me, this includes people I dislike. Just the expression of entire fury as an enemy undercover agents those two large jambons hawks winging past them in an inspiring sight to see. Then there are those who moon their household and friends ; this choice may be an easy mark but it is non as effectual. This is due to the fact that your household and friends are normally anticipating you to daydream them, therefore it loses its daze value. In my sentiment, the best people to Moons are entire aliens. Strangers have the greatest looks on their faces after person they do non cognize has merely mooned them. They either laugh and cheer, or they follow you on a high-velocity pursuit to catch you and crush you mindless. I have experienced both types of aliens and both are really entertaining, non to advert it angers them at the same clip. The last nonsubjective on your ocean trip to command is the location. In this determination, your options are illimitable. My personal favourite is the auto. You can daydream so many different people when in an car, everyone from old people to church coachs. A cat named Karl performed the best illustration of this type of daydreaming that I have of all time seen. One twenty-four hours while he was driving down the route, he managed to lodge his full butt out the driver side window to daydream a coach of older church members in Pensacola as they drove by him. Another friend of mine by the name of Justin enjoys daydreaming people from inside his house as they walk up to the door. Then there are those who, in a bibulous daze, Moon people at parties. They may believe they are cool when they do this, but these types are nil more than bibulous amateurs. Yet with the proper counsel and pattern these mean mooners can go as versatile in their mooning techniques, like myself. Many see daydreaming to be juvenile and a waste of clip. For me, daydreaming person is neither juvenile nor a waste of clip but an art signifier that few genuinely understand yet 1000000s exploit. Thus, I say, Knowledge is power. All you have to make is inquire and you shall have the replies to proper and effectual mooning. Therefore, now you have the tools to go a professional all you need now is the endowment.