Successful person interview Essay Example | Topics and Well Written Essays - 1000 words

Successful person interview - Essay Example He goes on to add that there has been a general misconception concerning work, that placing family in a place of importance in one’s life hinders their growth in terms of career. He states that when family is in the right place in one’s life, they are happy and content thereby proving a good working environment for them and support whenever it is necessary. This view, is in live with one of Carvey’s 7 habits of highly effective people that states that they must be able to put first things first. He further explains the concept by looking at his life, stating that even before he became a diplomat, he was already a successful man. He explains how his nomination took place, stating that he did not apply for the job, rather his qualifications and diligence put him in a position of recognition and thereby the appointment, what he called the elevation. When asked what he did to be successful, he failed to answer that question, saying that it purported the wrong idea that he was working towards success, rather, he corrected it, to why he was successful. To this, he answered that he was successful because he had applied himself to wisdom and diligence in his work, choosing integrity over corruption and excelling in the little things he did thus achieving success way before anyone thought him to be successful. He further added that he chose to take the high road that involved tough times and hard days of work, persistence in doing what was right and above all prayer. Further asked whether he was a religious man, he said that he was not, rather he was a Christian. Interested in what would cause a man to make such bold statements, I asked him whether he truly believed that his Christianity had anything to do with his success. To this, he answered that it did not have anything with it; rather, it had everything to do with it. He added that even if he knew that that downplayed his role in his success, it did not matter because, it was the truth. He

Education and the Brain Essay Example for Free

Education and the Brain Essay Given the emerging challenges surrounding the practice of education, many scholars and researchers are trying to establish a particular framework that is dedicated towards the enhancement of information and intensifying facilitation. With these processes, there is one important and vital determinant of this situation – the man’s brain. In the advent of new capabilities, focus is now related on discovering and creating opportunities that seeks to enhance the relationship between the brain and education. The article of Bruer offers a comprehensive insight about the strength and weaknesses of such field. Tracing from the past, he emphasized how the discipline has evolved from a mere scientific study to reaching out in the realm of child development and education. As individuals and groups try to unearth the processes involved, it branched out to several unique disciplines that correlate with the concept of education; namely cognitive psychology and neuroscience (Bruer, p. 3). Operating on this scheme, there are two ways in which this can be recognized namely (1) the period of synaptic elimination and (2) critical periods (Bruer, p. 3). In the first part, Bruer points out the relevance and relative link between neuroscience and education. In this process, he mentions that there are various brain activities that are stimulated by synapses that affect the way a child can cope with numerous functions that are expected for him/her to perform in a classroom setup (Bruer, p. 4). At the same time, the document made mention the importance of the experiment concerning critical periods. With numerous ways for this case to be applied, researchers have focused on the idea that these actions are vital in the early advancement of an individual. Bruer argues that â€Å"cultural variations in child rearing suggest that there are many equally successful way to provide the normal environment needed for brain development† (p. 5). The next section caters in looking into environments that are vital for a child’s advancement during the early stages of his/her life. It fosters the claim that stimulating and active surrounding does contribute to the overall capability of an individual to function accordingly with the desired objectives and goals of an institution. However, there is a lapse in neuroscience as it fails to include and elaborate on how such process can be vital in the overall goal of education and growth (Bruer, p. 7). This remains to be the missing link in trying to determine that guidance of the brain functions in classroom instruction and learning. On the other hand, Bruer cites the capability of creating a bridge that will enable the brain to relate its functions towards cognitive functions. In this process, there are two ways that such idea can be recognized. Bruer mentions that â€Å"the first connects educational practice with cognitive psychology, and the second connects cognitive psychology with brain science† (p. 7). In here he cites numerous advancements in technology and equipments available nowadays to help study and examine the progression of mental activity happening in an individual. Similarly, using the mind-brain interface, many researchers and scientists are able to conduct tests that can determine which part/areas are vital in particular function that are used and applied in the educational sector (Bruer, p. 8). In the last part, it seeks to elaborate these bridges by pointing out two viable approaches in dealing with it; namely (1) instruction to cognition and (2) cognition to neural activity. The first part looks into the way cognition has been used by educators and scientists to determine appropriate ways to enhance neural activities. At the same time, it focused on several studies and findings that try to relate these instances. In the second part, Bruer points out the use of â€Å"cognitive models and brain recording techniques to trace the neural circuitry involved in a skill like numerical comparison† (Bruer, p. 10). It is in here that they were able to find the connection between the two. In the end, the article argues that the brain can greatly affect the way individuals respond to the education. Therefore, future studies must guide researchers in addressing the loopholes in the current literatures. As the demands for educational policy continues to increase significantly in the practice, a good basis for such study can be made by relating to one important factor that shapes learning and development – the brain. It is in here that we can find appropriate strategies to increase competency and skill acquisition needed to make students dynamic and vibrant in practice. Work Cited Bruer, John T. Education and the Brain: A Bridge too Far in ‘Educational Researcher’ 26 no. 8 1997. accessed 12 November 2008. 4-16.

Problems about Scientific Explanation Essay -- Van Fraassen Scientific

Problems about Scientific Explanation Have you ever thought about the way your car works? The inner works of the engine, how does the fuel make it work, how does combustion lead to movement and is then passed to the wheels? If you have, what are you going to answer an 8-year-old kid when he asks: 'Why does the car move?'; Are you going to start explaining high school physics, mechanics, chemistry of combustion and the concept of friction? Or are you just going to say: 'Well, the car eats up gas, and that makes the engine move the wheels.'; Granted, the latter doesn't explain much about what a car is. But it answers the question by the kid's understanding, doesn't it? The question is answered, the kid is happy, and you did not have to spend a few weeks introducing what you just said. Some may argue that this is misleading, but despite the fact that when viewed generally, the simple answer might seem false or incomplete, in the context of the situation, it is quite adequate. That is what van Fraassen is trying to say with regard to scientific explanation. According to him, there are two problems about scientific explanation. Both are very easily seen in our example. The first is, when is something explained? Some argue that we should not explain a phenomenon unless we have the full, unifying, true-to-the-last-miniscule-detail explanation, which will also cover all the cases which correspond to our case, cases similar to our case, or distant variants of our case. In short, what they want is a theory of everything, which in itself is a noble goal, but is hardy achievable. Let's face it, everything in our universe is connected in one way or another, or through one another, to everything else in it. A man bears definite connection to, for instance, 'gas giant'; type of planets. A reason for that could be, for example, that both share some mutual chemical elements. Does that mean that same theory should apply to prediction of man's movement as to a gas giant movement? As ridiculous as it sounds, this type of proposition often arises in sci ence, though not as grotesque, but nevertheless as distant, for example, Theory of Relativity and the Quantum Theory. If a child would have been told to expect the same behavior from and ant and from and elephant, he would be quite confused. How do we then expect gigantic objects to obey the same rules as microscopic ones? W... ...yone would go into the chemical components causing the green color of the apple's skin, unless asked about it. Demonstrations, however, are proofs, and while also answering 'why'; questions, relate the causes to the essence of the phenomena, otherwise the proof is incomplete. A good example of this distinction would be the application of a simple logic rule (also known as De Morgan law), that (~A and ~B) is ~(A or B) and vice versa. We can say that ~(P and ~Q) is (~P or Q) because of De Morgan law, and that is sufficient for an explanation. Yet, if we were to rigorously demonstrate this without any initial assumptions, we would have to prove De Morgan law while at it, or our proof would be incomplete. To conclude, Van Fraassen's idea of explanation is that which has no place in purely theoretical science, as he rejects the truth of theories as well ass their appeal to essence. An explanation's domain, according to him, is to be adequate in the context chosen by pragmatic factors, which are derived from the 'why'; question the explanation is called to answer. Surely, van Fraassen would not doubt for a second what to answer the kid who asked what is the reason his car moves.

How has social media changed the way marketers and consumers communicate with one another? Essay

| First, marketers must realize that they often do not control the content on social media sites. Second, the ability to share experiences quickly and with such large number of people amplifies the impact of word of mouth in a way that can eventually affect a company’s bottom line. Third, social media allow marketers to listen. It is no longer one way communication. Marketers now can actually have conversation with customers and get feedbacks. Fourth, social media also provide more sophisticated methods of measuring how marketers meet and interact with consumers than traditional advertising does. Fifth, social media allow marketers to have much more direct and meaningful conversations with customers.| | , forge deeper relationships, and build brand loyalty. Social media also allows consumers to connect with each other, share opinions, and collaborate on new ideas according to their interests. With social media, the audience is often in control of the message, the medium, the r esponse, or all three. Some companies have had trouble adjusting to this new distribution of control, but the focus of social marketing is on the audience and the brand must adapt to succeed. The interaction between producer and consumer becomes less about entertaining and more about listening, influencing, and engaging.| | 29. How does price interact with the other three Ps of the marketing mix? (Points : 0.5| The marketing manager determines the goals of the company’s promotional strategy in light of the firm’s overall goals for the marketing mix-product, product, place, promotion and price.| Product: The price setting and the quality of the product is related. The price must be decided according to the level of the product and demand for the product. Place: Offering a large profit margin to distributors can often attain adequate distribution of a new product. Promotion: Price can be the main tool for promotion. Low price, discount coupons, events, or campaigns can be used for promotion.| Instructor Explanation:| | 5. Describe the five gaps identified in the gap model of service quality that can cause problems in service delivery and influence customer evaluations of service quality. Discuss ways that marketers can close each gap. (Points : 0. .| Question 😠 Describe the five gaps identified in the gap model of service quality that can cause problems in service delivery and influence customer evaluations of service quality. Discuss ways that marketers can close each gap.| | Student Answer:| | This is gap 3. Gap 3 is due to the inability of management and employees to do what should be done. Management should ensure that employees have the skills and the proper tools to perform their jobs. Other techniques that help to close gap 3 are training employees so they know what management expects and encouraging teamwork.| | Instructor Explanation:| GAP 1 is the gap between what customers want and what management thinks customers want. This gap results from a lack of understanding or a misinterpretation of the customers’ needs. To close gap1, firms must stay attuned to customers’ wishes by researching customer needs and satisfaction.GAP 2 is the gap between what management thinks customers want and the quality specifications that management develops to provide the service. Essentially, this gap is the result of management’s inability to translate customers’ needs into delivery systems within the firm.GAP 3 is the gap between the se rvice quality specifications and the service that is actually provided. Management needs to ensure that employees have the skills and the proper tools to perform their jobs.Other techniques to clos gap 3 are training employees and encouraging teamwork.GAP 4 is the gap between what the company provides and what the customer is told it provides. This is clearly a communications gap. To close gap 4, companies need to create realistic customer expectations through honest, accurate communication about what the firms can provide.GAP 5 is the gap between the service that customers receive and the service they want. This gap can be positive or negative.|

The Process of Conditioning

Florida Sahay Professor Griffin Psychology 1101 Fall 2009 The Conditioning Process It was raining when Sarah was driving home from work. Both she and the driver of the car in front of her were speeding. The car in front of her had immediately braked. There was not enough distance between that car and her own car to safely slow to a stop, so she had quickly switched lanes to avoid a car accident. Instead, the slick pavement caused her car to swerve out of control. When her car finally skidded to a stop, it was inches away from colliding into a tree.Two weeks later, Sarah noticed that she had become anxious every time she had to drive in the rain. Believe it or not, Sarah’s anxiety is due to an associative learning process called conditioning. According to Weiten (2008), conditioning involves learning associations between events that occur in an organism’s environment (p. 169). Although psychology has a grasp on how we learn through classical and operant conditioning, it is impaired by biological constraints.Classical conditioning, also referred to as Pavlovian conditioning (Weiten, 2008), was discovered by a Russian physiologist, Ivan Pavlov. This form of learning presents how an unconditioned stimulus (UCS), or a neutral event, is initially unable to evoke an unconditioned response (UCR), or a reflexive response, but attains the ability to do so by pairing with another stimulus that can elicit such a response. Sarah’s situation would be an example of classical conditioning. The UCS would be Sarah’s near-death experience. The UCR from Sarah was anxiety and fear.Now that she feels anxiety and fear every time she must drive when it rains, even if there is no chance of another accident, her reaction has become a conditioned response (CR) to the rain, which is now the conditioned stimulus (CS). Another type of conditioning is operant conditioning. Operant conditioning (Weiten, 2008) can be distinguished from classical conditioning in that classical conditioning explains how manipulations by events occur before the reflexive response, whereas operant conditioning explains how the response is influenced by the following result of an event.The response in operant conditioning is not reflexive, but rather, voluntary. Therefore, according to Weiten (2008), operant conditioning is a form of learning in which voluntary responses come to be controlled by their consequences. Operant conditioning occurs on an everyday basis. It can be identified when a child studies hard to earn good grades, an employee works hard to earn a raise in his/her salary, or even a dog performing tricks to earn a treat.Conditioning was assumed to be applied to any species that could respond to a stimulus. On the contrary, discoveries in recent decades have shown that there are limits to conditioning. These limits are due to an organism’s biological heritage (Weiten, 2008). Instinctive drift is one of the many biological constraints. Instincti ve drift was first described by the Brelands who were operant psychologists in the business of training animals for commercial purposes (Breland & Breland, 1966 as cited in Weiten, 2008).This occurs when the conditioning process is hindered by an animal’s response due to innate predispositions. For example, a dog can be trained to fetch a stick, but if the dog is presented with a bone, the dog would most likely run off somewhere to bury the bone. This is because of the dog’s innate food- preserving behavior. As stated by Michael Domjan (2005 as cited in Weiten, 2008), organisms have developed distinctive response systems to deal with vital tasks and survival skills over the course of evolution.The principal view of psychologists today on learning is that learning mechanism among different species are analogous, but some of these mechanisms have been altered due to the demands of the organism’s environment. Theories of conditioning did not allocate the role of co gnitive processes until recent decades. Edward C. Tolman and his colleagues (Tolman & Honzik as cited in Weiten, 2008) developed an experimentation in which they used three groups of rats. All three groups were to run through a complicated maze. Group A was rewarded food daily when they were able to get to the end of the maze.Group B did not receive any food and group C was rewarded food on their 11th trial. Group A showed a much improvement in a short course of time (approximately seventeen days) due to the reinforcement. Group B and C, however, showed little improvement over the course of 10 days. After the 11th trial, group C showed a drastic improvement and even exceeded group A. Tolman determined that the rats in group C have been learning the maze just as much as group A. The motivation of the reward seemed to increase group C’s potential.He termed this as latent learning, which is dormant knowledge that an organism has, but does not express until it is needed. Later on in the study of psychology, cognitive factors were integrated into the study of conditioning. A major theme during the study of conditioning was nature vs. nature (Weiten, 2008). Behavioral traits were thought to be explained through environmental factors, but the recent decades of evidence from the study of classical and operant conditioning has proved that the process of conditioning is impaired by biological constraints.Heritage and the environment once again challenge the theories of nurture when influencing behaviors in organisms. Child-care facilities, schools, factories, and major businesses have all been applied with principles of conditioning in order to improve. Classical and operant conditioning has been a significant contribution and has had a major influence to society.References Weiten, W. (2008). Psychology: Themes & variations briefer version (7th ed. ). Belmont, CA: Wadsworth.