All the Pretty Horses Essay -- Character Analysis, John Grady

The inevitable outcomes of fate in our lives are like a boundless chain of dominos falling successively. Every action is calculated and deliberate; our lives are a predetermined path that only someone as powerful as God could change. Cormac McCarthy demonstrates both the good and evil that the power of fate brings for his character John Grady in All the Pretty Horses. John Grady’s journey starts in Texas, where he realizes after his grandfather’s death that there isn’t much left for him there. He idealizes a cowboy way of life not found in Texas. He journeys with his buddy Rawlins across the border to Mexico, a lawless desert land where trouble never seems too far away. Fate leads him to a capricious kid named Blevins, whose erratic behavior and rare, expensive, and thought to be stolen horse creates a series of dilemmas for John Grady when he arrives at La Purà ­sima, a Mexican ranch. He finds more than just the cowboy way of life he longs for at the ranch; h e also finds Alejandra, the owner’s attractive daughter. As fate would have it, he falls in love with her, but fate would also have it that their love is forbidden. Matters only get worse when John Grady falls in trouble with law insuring only more chaos. The series of events that Cormac McCarthy writes in All the Pretty Horses are meant to unfold as if the hands of fate put John Grady through all the pain, and suffering to be reborn, matured, and find salvation at the end of journey. The mysterious ways of predestination and fate first occur to push John Grady away from home and towards Mexico. The first â€Å"push† comes when John Grady loses his grandfather: â€Å"He looked at the face so caved and drawn among the fold of the funeral cloth, the yellow mustache, the eyelids paper ... ... and cured of his childish fantasy of a cowboy life. The road to his new found salvation was paved with suffering, but worth all the pain. The author uses fate to unfurl the events in the book so that each builds upon one another, to lead to John Grady’s purpose for suffering: his rebirth. Throughout the book, fate tempts him away from perhaps his morals or the logical decision, because consciously he wouldn’t have made those decisions himself. It’s also through this journey that John Grady finds God- the controller of fate. Despite suffering, John Grady doesn’t develop a bitter relationship, but a closer one with God as God bring him closer to salvation. Still struggling internally with the crimes and events of Mexico, John Grady hasn’t lost his adventurous nature back home in Texas. The book is left with the possibility that yet another adventure awaits him.

Women in the 1990s Essay -- Essays Papers

Women in the 1990's In today’s technological society it is hard to imagine that trivial things from the past like discrimination or prejudice are still present, but they are. Yes we still have racism, but for the most part this is only a problem of the less educated and vocal minority. There is a different prejudice that is deep rooted in this land of freedom and prosperity. This prejudice is sexism. The basic definition of sexism is when a person of either sex is discriminated against in any way based on their gender. But history has recorded that men, usual in every society in this world, have always been the dominant sex and women have taken a lower role. This has been especially true in the United States throughout its history. Women always seemed to be the one who took care of the children and home as the men went to work and earned a living. Women do not have the choice to give birth to children, but they should have a choice in whether they are the primary care givers to that child. Betty Friedan, a well-known feminist, writes, â€Å"We are still very mother-centered. It’s still ‘mother, mother, mother,’ when it really should be ‘mother, father, society.’†1 What she means by this is that society still has not overcome the discriminatory thought that the mother should not work and stay home with the kids. Although this is very deep rooted, women in today’s society are making advancements, in part because of the efforts of Betty Friedan. Friedan wrote the Feminist Mystique, a book about women's roles in society in the 1950's. This book is often reviered as the most influential piece of women's rights which sparked the movement for change. In 1966, Friedan cofounded a organization called NOW, and was named the presid... ...nt aspects were discussed and brought to the world’s attention. The attention that it received helped to bring about awareness of women’s rights all over the world. Not only did it bring about awareness of inequality; it helped to set the standards and goals which they wanted to achieve. They discussed issues ranging from abortion to lesbian right's .3 As you can see, there are many changes being brought about in the 1990’s to reform the way women are treated and looked upon in a sexist world society ruled by men. Although these groups and individuals have not yet reached their final goal of equality for all, they have got the message out that this is unacceptable. Nothing happens overnight, there are many steps to reform and these groups are on the right path. They are starting to get societies to see that women are human too and they should be treated as equal.

Damien Cave Summary

COMM200-U406/02/13 Nicole Prince The article â€Å"On Sale at Old Navy: Cool Clothes for Identical Zombies! † written by Damien Cave explains how as a society we are swayed by the flash of big corporations and in turn are loosing what real culture we have left. Damien Cave starts the article off with a scenario showing a man named â€Å"Thomas Frank†. As Frank walks by a heavily decorated Old Navy he shows his disgust saying †Oh God, this is disgusting†. Thomas Frank is a pioneering social critic, writing articles on how businesses adopted â€Å"cool anti-corporate culture†.As the article progresses we find that these businesses offer nothing more than poor quality merchandise at a low price, and the consumer is lured in by the promise of quality for less. Stores such as Old Navy and Ikea use marketing tricks to keep it's customer coming back for more. Ikea sets it's store up like a maze where the exit is placed only at the registers, the room models persuade the consumer they need everything they see. Old Navy hands out extra large shopping bags as a gesture of good customer service but can influence over spending.Damien Cave brings these issues up so that we the reader are aware of such trickery used by certain chain businesses. Society is so accustomed to these marketing schemes we don't realize we are replicating each others homes but in different variations; we can all buy the same sofa and not notice. We are lead to believe that we can find happiness in our belongings but that is far from the truth. This merchandise is poor in quality and can cause us to spend more in the end on replacements and repairs. These companies are scamming the general public into believing they are getting a deal and in return we are getting cookie cutter home decor.

Reading Comprehension Essay

Introduction The main objective of this study is to know the common problems of students in reading comprehension specifically the Grade 7 section A students of San Roque National High School. Reading comprehension is one of the problems faced by learners nowadays. Goodman defined reading as â€Å" a receptive psycholinguistic process wherein the actor uses strategies to create meaning from text† (Goodman, 1998). In a classroom setting, reading is one of the effective ways for learners to catch up with the lesson at ease. But in some cases, students find difficulties in the reading process and cause them to understand a certain text. Anderson and Freebody (1981, 1983) stated that vocabulary knowledge of a certain individual makes an important contribution to reading comprehension. Therefore, this is also the fact that makes the students of San Roque National High School (Grade 7) find difficulties in reading comprehension. Walker (1946) stated that â€Å"reading is an active process in which reader shift between sources of information (what they know and what the text says). The means of interpreting the text and responding to what they have read will be the factior also of the common problems in reading comprehension of San Roque National High School. The coginitive ability in reading comprehension contributes to the factors which may help the students to overcome the problem of reading comprehension of Grade 7 students in San Roque National High School. Statement of the Problem Specifically it sought to find answers to the following questions: 1. What are the difficulties in reading comprehension of Grade 7 section A students of San Roque National High School according to the following factors: a.Gender b. Age c. Family Income 2. What are the causes of reading comprehension difficulties of Grade 7 section A students of San Roque National High School according to the following factors: a. Gender b. Age c. Family Income 3. This study will help the researchers to determine the ways to overcome the ways to ovcrcome the difficulties of reading comprehension of Grade 7 section A students of San Roque National High School according to the following factors: a. Gender b. Age c. Family Income Basic Assumptions 1. This study will help the researchers to determine the difficulties in reading comprehension of Grade 7 section A students of San Roque National High School according to gender, age and family income. 2. This study will help the researchers to determine causes of difficulties in reading comprehension of Grade 7 section Astudents of San Roque National High School according to gender, age and family income. 3. This study will help the researches to determine the ways to overcome the difficulties in reading comprehension of Grade 7 section A students of San Roque National High School according to gender, age and family income. Significance of the Study The writers believe that the result of this study will be of great importance to the persons involved in the field of education such as: The Students. This research will help the students be aware of their problems in reading and find solutions. The Teachers. This research will guide the teachers on how to help their students understand their reading problems and provide them solutions. The Future Researchers. This will serve as a source of information and reference on the related field of their studies. Scope and Delimitation of the Study. This study is concerned on the common problems in reading comprehension of Grade 7 students in San Roque National High School, academic year 2013-2014. Grade 7 section A. Definition of Terms Difficulty. The quality or state of being difficult. Reading Comprehension. Understanding what is being read. Comprehension. The art of understanding. Family Income. The amount of such gain received in a period of time of a family. Economic Status. The condition of the person in relation to consumptions of goods and services. Receptive Psycholinguistic Process. Process wherein the actor uses strategies to create meaning from text. Vocabulary. all the words used by or known to a particular person or group, or contained in a language as a whole. Interpreting. to establish or explain the meaning or significance of something. Responding. to act or do something in reaction to something else. Cognitive ability. relating to the process of acquiring knowledge by the use of reasoning, intuition, or perception. ENDNOTES Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Related Literature Reading comprehension is the capacity to identify and understand meanings communicated by the text. Once an individual understand the different letters that create words, and they can use their knowledge to identify words and then comprehend a message that a compilation of words will make. Walker (1946) explained that reading is an active process in which readers shift between sources of information, elaborate meaning and strategies, and check their interpretation and use of the social context to focus their response. Wardhaugh (1974) seems to agree that reading is an active, productive, and cognitive activity. He also pointed that reading involves an active search for information and interaction with the text. Anderson (1981) and Freebody (1983) said that vocabulary knowledge of a certain individual makes an important contribution to reading comprehension. In connection with the idea of Anderson (1981) and Freebody (1983), Hirsh and Nation (1992) and Laufer (1989) also stated that in order to gather greater vocabulary knowledge, reacting with the use of L2 (second language) should be acquired, Villa (2002) suggested that the student must be provided with basic skills in the use of the language as a tool for learning and for communicative competencies in business, science and technology. Related Studies Reviews of studies in the area of problems in reading comprehension revealed that researchers in this area concentrated on: (a) the â€Å"simple review† of reading, (b) strategy of using standardized test in reading accuracy, (c) causes of poor reading comprehension. Hoover and Gough’s analysis (1990) centered on the â€Å"simple review† of reading. Reading comprehension comprises two sets of skills, those concerned with decoding linguistic comprehension are necessary and neither skill on its own is sufficient if successful reading comprehension is to follow. Nation and Snowling’s study (1998) found that poor comprehenders read nonwords as quickly as control children. This experimental finding is confirmed by observations that poor comprehenders perform at age-appropriate levels on standardized tests of nonword reading accuracy. Nation and colleagues have used the strategy of matching poor comprehenders to control children on nonword reading. Another study conducted by Perfetti (1985) found that poor comprehension is a consequence of inadequate processing, lack of knowledge, or some combination of both processing and knowledge-based weaknesses. Synthesis-of-the-state of the Art The synthesis-of-the-state of the art presents the differences and similarities of the previous and the present studies. The present and previous studies have differences in the area of provlems in reading comprehension that the researchers studied. The study of Perfetti (1985) focused on the causes of poor reading comprehension. The study of Nation and Snowling (1998) focused on poor comprehenders on nonword reading. And Hoover and Gough’s analysis (1990) focused on the reading skills. Almost all studies identified the problems encountered by the respondents, the most prevalent one was the problem in reading comprehension. Walker (1946), Wardhaugh (1974), Anderson (1981), Freebody (1983) and Villa (2002) studies focused more on the contribution of reading comprehension to the individuals. Walker (1946) explained that reading is an active process that was agreed by Wardhaugh (1974) and said that reading is an activity, specifically, productive and cognitive activity and that reading involves an active search for information and interaction with the text. Anderson (1981) and Freebody (1983) focused on the vocabulary knowledge that makes an important contribution to reading comprehension that was seconded by Hirsh and Nation 1992 and Laufer (1989) that in order to gather vocabulary knowledge, the use of L2 as a second language should be required. While Villa (2002) that students must be provided with basic skills in the use of language as a tool for learning and for common competencies in business, science and technology. It may be observed that in the discussion of the studies stated above, in reading comprehension the thinking capabilities of students are a great factor in conducting the study. Theoretical Framework G identifies three main theories of reading comprehension. These theories are: Based on the schema theory, depending on how extensive their â€Å"files† become, their degree of reading comprehension may vary. Schema is the organized knowledge that is already has about people, places, things, and events. Each schema is â€Å"filed† in an individual compartment and stored there. In attempting to comprehend reading materials, students can relate this new information to the existing information they have compartmentalized in their minds, adding it to these â€Å"files† for future use. The mental modes can be thought of as a mind movie created in one’s head, based on the reading context. This model is reconstructed or updated to reflect the new circumstances as the situation changes, but the items important to the main character are kept in the foreground. The proposition theory involves the reader constructing a main idea or macrostructure as they process the text. These main ideas are organized in a hierarchical fashion with the most important things given the highest priority to be memorized. Conceptual Framework The conceptual framework is based on the systems approach, which shows the interplay of the four major elements such as the Input, Output and Feedback. Input is made up of the profile of the 30 students of Grade 7 in San Roque National High School who serve as the respondents of this study in terms of age, genders, family income and the common problems in reading comprehension of the respondents. Process is the distribution and retrieval of survey questionnaire, analysis and interpretation of data. Output is the determining of the problems in reading comprehension of Grade 7 students in San Roque National High School. Feedback is the response and goal of the research which determine the common problems in reading comprehension of Grade 7 students in San Roque National High School. FEEDBACK ENDNOTES Chapter 3 METHODOLOGY Research Design The researchers used the descriptive method in analyzing and revealing the common problems in reading comprehension. The causes of reading comprehension difficulties and the ways to overcome the difficulties in reading comprehension of Grade 7-Ruby student in San Roque National High School S. Y. 2013-2014. The Subject The respondents of this study were the Grade 7-Ruby students of San Roque National High School. The Research Instruments The researchers used a questionnaire to determine and collect accurate information that identify the common problems in reading comprehension of Grade 7-Ruby students of San Roque National High School, and the possible ways to overcome the difficulty. Data Gathering Procedure Survey questionnaire was given twice to the students for the dry run and finalization. The data’s and information from the survey questionnaire will be used in the summary of the study. Statistical Treatment of Data To facilitate the analysis, interpretation and the presentation of data, the appropriate statistical tools were chosen and applied. In this study, frequency, percentage distribution and ranking were used. Below is the formula used in computing the percentage. P(%) = f/n x 100 Wherein: P = unknown f = frequency n = ENDNOTES CHAPTER 4. COMMON PROBLEMS IN READING COMPREHENSION OF GRADE 7 SECTION RUBY STUDENTS IN SAN ROQUE NATIONAL HIGH SCHOOL This chapter dealt with the presentation, analysis and interpretation of data gathered through the use of a survey questionnaire. The discussion and analysis of data are focused on the common problems in Reading Comprehension according to Gender, Age and Family income, causes of the problem, the ways to overcome the problems and same with the profile of the respondents. The respondents of this study were the Grade 7 section Ruby students. The coverage of the study was extended to thirty-five respondents. I. Profile of the Respondents This part described the profile of the respondents in terms of Age, Gender and Family Income. Table 1. 1 Age of the Respondents Age Frequency Percentage % Rank 12 17 49 1 13 16 46 2 14 1 2. 5 3 15 0 0 – 16 0 0 – 17 1 2. 5 3 Total 35 100% Table 1. 1 shows the age of the respondents and range from twelve to seventeen years old. It could be noted from the table that 17 out of 35 respondents or 49% belong to the age twelve, ranked first; 16 or 46% belong to age thirteen, ranked second;1 or 5% belong to age fourteen and seventeen, ranked third. It is implied that most of the students belong to the age bracket of 12 years old. Table 1. 2 Gender of the Respondents Gender Frequency Percentage Rank Male 14 40% 2 Female 21 60% 1 Total 35 100% Table 1. 2 shows the gender of the respondents. It could be noted from the table that 40% belong to male respondents and 60% belong to the female. It is implied that most of the students are females. Table 1. 3 Monthly Family Income of the Respondents Monthly Income Frequency Percentage % Rank 500-5000 Php 12 34. 4 % 2 5000-15 000 Php 17 48. 6 % 1 15 000-25 000 Php 4 11. 4 % 3. 25 000-30 000 Php 2 5. 7% 4 Total 35 100 % Table 1. 3 shows the monthly family income of the respondents ranging from the starting amount of 500. 00 Php (Five Hundred Pesos) to 30 000. 00 Php (Thirty Thousand Pesos). It could be noted from the table that 34. 3 % belong to the respondents who’s family’s income ranges from 5000-15 000 Php ranking to the 1st place; 34. 3% belong to the respondents who’s family’s income ranges from 500-5000 Php; ranking the 2nd place, 11. 4 belong to the respondents who’s familys’s income ranges from 15 000-25 000 Php; ranking the 3rd place; and 5. 7 belongs to the respondents family’s income ranges from 25 000-30 000; ranking 4th place. It is implied that majority of the respondents belong to 5000-15 000 Php monthly family income. II. Difficulties in Reading Comprehension a. Age Table 1. 4 Difficulties Most Difficult More Difficult Less Difficult Least Difficult f % f % f % f % Difficulties in understanding 2 5. 71% 16 45. 71% 16 45. 71% 1 2. 9% Difficulties in understanding unfamiliar words 2 5. 71% 19 54. 29% 11 31. 4% 3 8. 6% Difficulties in finding reading materials 2 5. 71% 9 45. 71% 21 60% 3 8. 6% Total 5. 7% 41. 9% 45. 7% 6. 7% Table 1. 4 shows the age of the respondents according to their difficulties in reading comprehension. It could be noted from the table that 5. 7% of the respondents say that understanding sentences is the most difficult; 5. 7 % says that it is more difficult another 45. 71% of the respondents says that it is less difficult and 2. 9% says that it is least difficult. b. Gender Table 1. 5 Difficulties Most Difficult More Difficult Less Difficult Least Difficult f % f % f % f % Difficulties in understanding 7 20% 4 11. 4% 21 60% 3 8. 6% Difficulties in understanding unfamiliar words 2 5. 71% 20 57. 1% 10 28. 6% 3 8. 6% Difficulties in finding reading materials 3 8. 6% 7 20% 18 51. 4% 7 20% Total 11. 4% 29. 5% 46. 7% 12. 4% c. Family Income Table 1. 6 Difficulties Most Difficult More Difficult Less Difficult Least Difficult f % f % f % f % Difficulties in understanding 3 8. 6% 9 25. 7% 19 54. 3% 4 11. 4% Difficulties in understanding unfamiliar words 8 22. 9% 11 31. 4% 13 37. 1% 3 8. 6% Difficulties in finding reading materials 3 8. 6% 12 34. 3% 15 42. 9% 5 14. 3% Total 13. 4% 30. 5% 44. 8% 11. 4% III. Causes of Reading Comprehension Difficulties a. Age Table 1. 7 Causes 12 13 14 15 16 17 f % f % f % f % f % f % a. Lack of reading materials 4 23. 5% 6 37. 5% 1 100% 0 0 0 0 0 11. 4% b. Cannot afford to buy reading materials 9 52. 9% 11 68. 8% 0 0% 0 0 0 0 0 8. 6% c. No time for reading 9 52. 9% 3 18. 8% 0 0% 0 0 0 0 0 14. 3% d. no interest in reading 3 17. 6% 3 18. 8% 1 100% 0 0 0 0 0 e. Exposure to computers rather than books 3 17. 6% 4 25% 0 0 0 0 0 0 0 f. visual impairment 1 11. 8% 4 25% 0 0 0 0 0 0 0 g. spend more time in watching T. V. 14 82. 4% 13 81. 3% 0 0 0 0 0 0 1 25% Total 17 37% 16 39. 3% 1 28. 6 0 0 0 0 Table 1. 7 shows the age bracket of the respondents according to the causes of reading comprehension difficulties. It could be noted from the table that the respondents who are 12 years old says that spending more time in watching television is the number 1 cause of their reading comprehension difficulties with 82. 4 %. For the respondents age 13 with 81. 3% says that spending more time watching television is the number 1 cause of their reading comprehension difficulties. 100% from their age of 17 stated that spending more time in watching television is the cause of their reading comprehension difficulties. None of the respondents are aligned in the age 15-16 years old. b. Gender Table 1. 8 MALE CAUSES f % Rank a. Lack of reading materials 5 35. 7 3rd b. Cannot afford to buy reading materials 7 50 2nd c. No time for reading 5 35. 7 3rd d. no interest in reading 5 35. 7 3rd e. Exposure to computers rather than books 3 21. 4 4th f. visual impairment 0 0 g. spend more time in watching T. V. 11 78. 6 1st Total 36 36. 7 FEMALE CAUSES f % Rank a. Lack of reading materials 6 28. 6 4th b. Cannot afford to buy reading materials 11 52. 4 2nd c. No time for reading 9 42. 9 3rd d. no interest in reading 3 14. 3 6th e. Exposure to computers rather than books 4 19. 0 5th f. visual impairment. 6 28. 6 4th g. spend more time in watching T. V. 17 8. 0 1st Total 21 38. 1 Table 1. 8 shows the gender of the respondents according to the causes of reading comprehension difficulties. It could be noted from the table that 78. 6% of males says that spending more time is watching the females says that spending more time in watching television is the cause of their reading comprehension difficulty. It is implied that females are more close to the addressed on that cause in reading comprehension difficulty which is spending more time in watching television. c. Family Income Table 1. 9.

ICT Educational Tour Narrative Report Essay

Learning is not only gained in school but also from the exposure outside the school premises, according to the tour committee on its rationale. Through this, they convince us to join the tour, The B.S. Information Technology Educational Tour 2013 in Manila. With the effort of everybody especially the faculty it happened last December 2-5, 2013.The purpose of it is not just for self-satisfaction but for the improvement of one’s mind in terms of learning knowledge, actual experience both in IT and form good camaraderie between fourth and third year students. Furthermore, it let the students to have an actual observation on how the different technological industries operate. Topics Learned As we visited different industries, somehow we learned from them. Like in TOEI Animation and Cutting Edge Productions, they taught us step by step processes on how to make an animation from lay outing to finishing .Although, there’s no multimedia subject in our curriculum but atleast they gave us an idea on how it works. In addition in UP-Diliman, we also benefited in the seminar in Android Apps, using Ubuntu an open source operating system and their students guided us to their different IT laboratories. Ma’am Christy told us the projects of their students focus in security problem to address, enterprise network and some information about AI or the Artificial Intelligence. Though, it is not already reach beyond my knowledge. Then on our third day, I learned from one of our tour how technology works in a factory. Imagine a fully automated and computer controlled manufacturing facility untouched by human hands. Industry Visited Our first destination is the Makati City Traffic Management System which is located at the Makati City Hall. This command control and communication  center was started in 2007.It is composed of 8 big and 48 small monitor screens that is open 24/7.They have installed CCTV’s in different streets and vicinity along Makati. In addition, each camera has a 30 times zooming capacity and can capture objects within 800 through this; they can monitor accidents or the flow of traffic in Makati. We’ve also tour around the Makati City Hall itself including the conference room, Mayor’s Office and session hall etc. After this, we continued to Sir Boy’s Republic for our lunch. Exactly 2:31 pm, we are now in TOEI Animation located in Eastwood.They are behind the famous animes like One Piece, Sailormoon, Digimon and etc†¦ This Company was started in 1986 and a 100% subsidiary Japan Animation and the first 2D animation to use system. After TOEI Animation, our next stop was the Cutting Edge Productions. Just like TOEI, it is also an Animation company. Some of their works are Dayo, shampoo commercials and etc.. We’ve ended our day by eating our dinner at Star City. Eventually, after eating breakfast in Wendy’s, we proceeded to ABS-CBN for studio tour. The acronym stands for Auto Broadcasting Network-Chronicle Broadcasting Network, one of the largest TV stations in the country. Then again eat our lunch at Sir Boy’s Republic. In the afternoon, we attended a seminar in UP-Diliman Campus. After that, we transferred to Engineering Building to make rounds. We had seen their highly modernized library and IT laboratories. On the third day of our tour, we dropped by at Somethin’ Fishy at Eastwood to take or breakfast. Then our instructors let us took a walk. After that, we continued to our next destination. The Gardenia Bakeries Phil which is located in Gardenia Centre, Star Avenue LIPP, Mamplasan Laguna. They gave us free sample of their products then we took our lunch in Tagaytay City. Then, we continued our tour to Enchanted Kingdom. There we enjoyed the different rides and returned to Hotel happy and satisfied. According to our tour guide being a tourist in Metro Manila, we need to visit Intramuros so we dropped by and took a long walk. After this, we ended  to University of Sto. Tomas which is located in Espaà ±a.Then for the last time, we returned to Sir Boy’s for our lunch. As follows, we proceeded to MOA, owned by Henry Sy.Some of the students met their relatives while others bought Pasalubong and the rest took window shopping. And the saddest part was to say goodbye and we continued to our last bus stop, the NAIA. Application on your Course After the tour, I have acquired new realizations, knowledge that I may use in my course. I can apply that self-realization in my motivation to pursue my degree. Though I can’t say that I can be an App developer or Animator someday but I was unable to realize the importance of technology, the possible jobs,the importance of being a skilled IT worker and many more. Therefore ,the educational tour is not only for the enhancement of theoretical learning but rather giving a student a complete idea of what the course may offer to his or her life and for the preparation in the future job. Personal Experience Most of my first times happened during our tour. It may be terrifying or death-defying experiences but I don’t have any regrets in joining the said tour. Although my aunt wasted a huge amount of money just to send me to this tour. It’s okay at least we learned, we experienced and feel motivated. It’s my first time to ride in a plane. I feel a little bit of nervous at first because I have a fear in height but I’m happy that I’ve conquered my fear. Then after going back to Manila it’s a De javu feeling. I was there not for any reason but to enjoy all the proceedings and being a tourist. It is a privilege because all you have to do was to eat, listen, learn, observe, unwind and sleep. I have been there a long time ago but it’s my first time to go to ABS-CBN which is one of my dreams. Eversince, I have been an avid fan of Kapamilya Stars. Although I feel disappointed because I hadn’t seen my favorite stars but knowing that they also reside there it’s a pleasure to me. The Eastwood City was also amazing because of its high structured buildings, it is also considered as one of the business center of  Metro Manila. Opportunities can be seen anywhere since that there’s a lot of jobs. They say there’s a lot of job but the question is the skills of applicants. I’ve realized that in order to succeed you need to strive hard ,be patient and the most important is study hard to acquired proper skills that may use in the future. Next first time is going to Tagaytay City; it’s a relaxing ambiance with cool weather. After that was the Enchanted Kingdom experience. The fun really never stops. Aside from bonding with my classmates and friend it’s a full package experience. The ride on Space shuttle and Rio Grande was all my first time and according to Christian if he will be given a chance he’ll go back there or shall I say we will if there’s a chance. On our last day, the Intramuros and UST experiences are also amazing. Intramuros being one of the most important historical place and unique events in the country happened there. While UST is also nice because of its place which is awesome. Aside from the cute faces of their students, they are also kind and hospitable and they entertained and answered all our questions in mind. I’m so blessed and thankful that I was able to join the tour. My deepest gratitude to the tour committee for their patience in asking for our balances and letting this to happened. And also to Sir Nemz, our tour guide for guiding us during the tour. Though, he is not a certified teacher but he is more than that. He told a lot of trivia’s, knowledge about the place and he made us laugh.

Leadership Motivation

Leadership is the process of motivating others to work to meet specific goals and objectives. â€Å"Leadership is deliberately causing people-driven actions in a planned fashion for the purpose of accomplishing the leader's agenda† (Crosby 2). A leader motivates others to action. Thus, it is the motivation of others and their actions that defines a successful leader. In other words, leadership is the art and science of getting others to perform and achieve a vision. Therefore, leadership is not only reflected in performance, no matter how good that performance is, but in accomplishment. As a leader one's focus should be on accomplishing that leadership goals, whether in a personal, community or charitable, business, political, or industrial forum. In the business world, managers have a great responsibility of leading employees working under them. In order to achieve successful leadership, a leader or a manager should possess certain principles and essential skills. Leadership Principles, Objectives and Problems There are several principles a leader should follow to be successful. A few of the principles are as follows: The most important principle of leadership is ‘listening'. â€Å"A good leader is always an active listener† (Rausch, Washbush 143). Active listening shows that the leader cares, is interested and wants to be involved, enabling the n leader to benefit from the experience. The primary objective of a leader would be to adapt the principles of ‘listening' into their own life. If the leader is not a good listener, then he/she should learn how to really listen. In addition to listening and carefully understanding what a team member is saying, leader should also make sure that every team member gets leader's undivided attention (Normand, Jackson 111). Unfortunately, as a listener, leaders have their own problems to face with. Listeners frequently have too many sound and visual signals reaching them at the same time. It is difficult for the listener to pay attention to multiple speakers all at once. Also, there could be a number of other problems the leader could be facing in their own life. The leader as a listener will never listen with understanding until other matters are forgotten for the moment and attention is given to the speaker. Another problem involved with listening is the leader not being able to understand the words being spoken. Hearing what is being spoken is just a part of listening, but understanding some of the words could be tricky sometimes. To avoid problems involving listening, the listener should use good eye contact so that he/she can concentrate on the particular speaker. That helps the listener pay attention on the subject too. Leader should also learn the meaning of the words the speaker is using and if he is unable to understand, he needs to ask questions. This also lets the speaker know that the listener is unable to understand and the listener is paying attention. Planning is determining what you want to accomplish, working out beforehand how it is to be done, deciding who will responsible for each step, and having every phase written down. One of the leader's objectives is to be able to appreciate the value of careful and complete planning. Good leader applies the steps of good planning to each part of life. The leader should visually plan the steps involved to reach a certain goal. For example, assume that an organizational agenda is â€Å"A return on assets of atleast 15 percent, revenues per employee over $155,000 annually, zero customer complaints, twenty new products†¦Ã¢â‚¬  (Crosby 33). The first step is to separate the revenue-producing areas into those that are never going to reach that performance level, those that could with the correct investment of time or money, and those that are meeting it now. Things that can must replace those that cannot meet. This sort of planning is a regular part of leaders organizational life (33). The biggest problem with planning is it is time consuming and involves a lot of thought. In addition, it involved paperwork and other systematic procedures. Many people hate paperwork and following systematic procedures, which makes the planning process inefficient. To achieve good planning results without any problems, the leader should set a broad goal or objective and decide what form the project will take. Then develop a step-by-step course of action to completion (Lundy 13). Keeping all the other objectives in mind, the plan should then be put into effect while readjusting the plan as necessary. Most important of all the leadership principles is to be able to effectively manage time. The leader must determine not only how he will use his own time, but also how the group's time will be used. Managing time effectively will allow the leader to achieve success, happiness and pride at the workforce. As a leader, personal time management is one of the chief objectives. At work place, the leader should manage meeting time more effectively. The leader should develop and follow his own personal plan for the effective use of time. Often times leaders find having trouble with managing time. Due to poor organization and lack of planning, time management becomes a tricky task. â€Å"Being unable to set the priorities will make time management process very ineffective and sometimes completely useless† (Washbush, Rausch 269). There are several ways to manage the group's or organization's time effectively. The leader should provide a job description to each person. To save more time, the leader should train or take key people further and commit to these key people when things need to be done immediately. These key people should be kept informed and the leader should have these key people take initiative to report back. The leader should utilize only the time needed for successful completion of the group project, event or activity. Every individual working in the team is important and every individual has varied talents and not to mention problems of their own. Knowing the person, understanding the person and identifying the strengths and needs of the individual are vital for the leader in order to be most effective with the person (Rausch, Washbush 233-235). Leader's objective is to perform more effectively as a leader by getting to know and understand individual members of the group. Leader should be able identify the characteristics and needs of the members of a group. The leader should be able to look for and accept the strengths of each individual (Lundy 43-45). Getting to know a person is a very complex skill and there are several problems involved during this process. People are complex. An individual is like a mixed bag with different characteristics. Until many of the characteristics of an individual are identified, it is impossible to begin to know and understand that person. To overcome the problems of knowing a person, the leader should spend more time with his team members. The leader should make attempts to know the needs and characteristics of his team member and fellow employees. Every human being has need for love. If we love a person, we care for that person and we try not to hurt the person in any way. Love is expressed by doing things to strengthen, improve, support and defend the one loved. A good leader does what is morally and ethically right and does not abuse the management power or privileges he/she has over their sub-ordinates. A good leader loves and gives individual consideration, coaches, advises and gives help to those who need it. A good leader also treats newcomers with a lot of respect and love (Row). Leader should give love to each person he associates with. The primary objective is to overcome the fear as a leader by extablishing close feelings of love with the team members. â€Å"Leadership involves being as well as doing. Individual styles of leadership may be quite different, yet equally effective† (Lundy 76). As conditions and situations change, leaders need to change their styles of leadership. The challenge of the leader is not to follow one leadership style all the time, but to use the leadership style needed by his followers. Leaders should maintain the power or influence of their offices by being kind and knowledgeable. The primary objective of being the leader would be to recognize the qualities necessary for a leader to be successful. Leader should be able to recognize various leadership styles and understand when each would be appropriate. â€Å"Sometimes leader will have to follow their group member and in such situations the good leader will appreciate the leadership in other while serving the role of a follower†(Carlin). Leader often have trouble deciding what leadership style to be used at what given instance. Another problem with leaders is that some leaders tend to follow the same leadership principles all the time and this is not a good idea to tackle special situations. The leader must not consider himself locked into a style of leadership with any individual or group. To avoid problems leaders should always act accordingly and change leadership skills depending on the situation and need. At the same time leader should be confident enough to be able to deal with the new skills (Carlin). Every group needs a leader and the group's performance depends on the leader either directly or indirectly. Whether it is a hospital, private practice, health maintenance organization, government facility, or university, or a business, they all need supervisors and leaders. The behavior as a manager has a direct impact on staff performance, productivity, satisfaction, and turnover. Proper Leadership skills are highly essential for a manager as well as the company or organization to become successful. The leadership principles mentioned in this paper are just a simple guideline for managers and leaders to follow; however, a good leader does not require any guidelines. A good leader inherits leadership qualities by inheritance of leadership abilities and characteristics from their own life. Leadership Motivation Leadership is the process of motivating others to work to meet specific goals and objectives. â€Å"Leadership is deliberately causing people-driven actions in a planned fashion for the purpose of accomplishing the leader's agenda† (Crosby 2). A leader motivates others to action. Thus, it is the motivation of others and their actions that defines a successful leader. In other words, leadership is the art and science of getting others to perform and achieve a vision. Therefore, leadership is not only reflected in performance, no matter how good that performance is, but in accomplishment. As a leader one's focus should be on accomplishing that leadership goals, whether in a personal, community or charitable, business, political, or industrial forum. In the business world, managers have a great responsibility of leading employees working under them. In order to achieve successful leadership, a leader or a manager should possess certain principles and essential skills. Leadership Principles, Objectives and Problems There are several principles a leader should follow to be successful. A few of the principles are as follows: The most important principle of leadership is ‘listening'. â€Å"A good leader is always an active listener† (Rausch, Washbush 143). Active listening shows that the leader cares, is interested and wants to be involved, enabling the n leader to benefit from the experience. The primary objective of a leader would be to adapt the principles of ‘listening' into their own life. If the leader is not a good listener, then he/she should learn how to really listen. In addition to listening and carefully understanding what a team member is saying, leader should also make sure that every team member gets leader's undivided attention (Normand, Jackson 111). Unfortunately, as a listener, leaders have their own problems to face with. Listeners frequently have too many sound and visual signals reaching them at the same time. It is difficult for the listener to pay attention to multiple speakers all at once. Also, there could be a number of other problems the leader could be facing in their own life. The leader as a listener will never listen with understanding until other matters are forgotten for the moment and attention is given to the speaker. Another problem involved with listening is the leader not being able to understand the words being spoken. Hearing what is being spoken is just a part of listening, but understanding some of the words could be tricky sometimes. To avoid problems involving listening, the listener should use good eye contact so that he/she can concentrate on the particular speaker. That helps the listener pay attention on the subject too. Leader should also learn the meaning of the words the speaker is using and if he is unable to understand, he needs to ask questions. This also lets the speaker know that the listener is unable to understand and the listener is paying attention. Planning is determining what you want to accomplish, working out beforehand how it is to be done, deciding who will responsible for each step, and having every phase written down. One of the leader's objectives is to be able to appreciate the value of careful and complete planning. Good leader applies the steps of good planning to each part of life. The leader should visually plan the steps involved to reach a certain goal. For example, assume that an organizational agenda is â€Å"A return on assets of atleast 15 percent, revenues per employee over $155,000 annually, zero customer complaints, twenty new products†¦Ã¢â‚¬  (Crosby 33). The first step is to separate the revenue-producing areas into those that are never going to reach that performance level, those that could with the correct investment of time or money, and those that are meeting it now. Things that can must replace those that cannot meet. This sort of planning is a regular part of leaders organizational life (33). The biggest problem with planning is it is time consuming and involves a lot of thought. In addition, it involved paperwork and other systematic procedures. Many people hate paperwork and following systematic procedures, which makes the planning process inefficient. To achieve good planning results without any problems, the leader should set a broad goal or objective and decide what form the project will take. Then develop a step-by-step course of action to completion (Lundy 13). Keeping all the other objectives in mind, the plan should then be put into effect while readjusting the plan as necessary. Most important of all the leadership principles is to be able to effectively manage time. The leader must determine not only how he will use his own time, but also how the group's time will be used. Managing time effectively will allow the leader to achieve success, happiness and pride at the workforce. As a leader, personal time management is one of the chief objectives. At work place, the leader should manage meeting time more effectively. The leader should develop and follow his own personal plan for the effective use of time. Often times leaders find having trouble with managing time. Due to poor organization and lack of planning, time management becomes a tricky task. â€Å"Being unable to set the priorities will make time management process very ineffective and sometimes completely useless† (Washbush, Rausch 269). There are several ways to manage the group's or organization's time effectively. The leader should provide a job description to each person. To save more time, the leader should train or take key people further and commit to these key people when things need to be done immediately. These key people should be kept informed and the leader should have these key people take initiative to report back. The leader should utilize only the time needed for successful completion of the group project, event or activity. Every individual working in the team is important and every individual has varied talents and not to mention problems of their own. Knowing the person, understanding the person and identifying the strengths and needs of the individual are vital for the leader in order to be most effective with the person (Rausch, Washbush 233-235). Leader's objective is to perform more effectively as a leader by getting to know and understand individual members of the group. Leader should be able identify the characteristics and needs of the members of a group. The leader should be able to look for and accept the strengths of each individual (Lundy 43-45). Getting to know a person is a very complex skill and there are several problems involved during this process. People are complex. An individual is like a mixed bag with different characteristics. Until many of the characteristics of an individual are identified, it is impossible to begin to know and understand that person. To overcome the problems of knowing a person, the leader should spend more time with his team members. The leader should make attempts to know the needs and characteristics of his team member and fellow employees. Every human being has need for love. If we love a person, we care for that person and we try not to hurt the person in any way. Love is expressed by doing things to strengthen, improve, support and defend the one loved. A good leader does what is morally and ethically right and does not abuse the management power or privileges he/she has over their sub-ordinates. A good leader loves and gives individual consideration, coaches, advises and gives help to those who need it. A good leader also treats newcomers with a lot of respect and love (Row). Leader should give love to each person he associates with. The primary objective is to overcome the fear as a leader by extablishing close feelings of love with the team members. â€Å"Leadership involves being as well as doing. Individual styles of leadership may be quite different, yet equally effective† (Lundy 76). As conditions and situations change, leaders need to change their styles of leadership. The challenge of the leader is not to follow one leadership style all the time, but to use the leadership style needed by his followers. Leaders should maintain the power or influence of their offices by being kind and knowledgeable. The primary objective of being the leader would be to recognize the qualities necessary for a leader to be successful. Leader should be able to recognize various leadership styles and understand when each would be appropriate. â€Å"Sometimes leader will have to follow their group member and in such situations the good leader will appreciate the leadership in other while serving the role of a follower†(Carlin). Leader often have trouble deciding what leadership style to be used at what given instance. Another problem with leaders is that some leaders tend to follow the same leadership principles all the time and this is not a good idea to tackle special situations. The leader must not consider himself locked into a style of leadership with any individual or group. To avoid problems leaders should always act accordingly and change leadership skills depending on the situation and need. At the same time leader should be confident enough to be able to deal with the new skills (Carlin). Every group needs a leader and the group's performance depends on the leader either directly or indirectly. Whether it is a hospital, private practice, health maintenance organization, government facility, or university, or a business, they all need supervisors and leaders. The behavior as a manager has a direct impact on staff performance, productivity, satisfaction, and turnover. Proper Leadership skills are highly essential for a manager as well as the company or organization to become successful. The leadership principles mentioned in this paper are just a simple guideline for managers and leaders to follow; however, a good leader does not require any guidelines. A good leader inherits leadership qualities by inheritance of leadership abilities and characteristics from their own life.

Case study hr after a disaster

In a large organization employing is highly educated professionals is to conduct a needs assessment of the professionals. Directing a needs assessment is important, so that the management looking at the rewards and challenges of being a manager that can motivate the professionals effectively. In addition, educated professionals need to fulfil their self-actualization needs, needs for achievement and needs for affiliation. Organic structure can be adopted in managing the professionals. Organic structure can be adopted in managing the professionals at the same time. In a large organization that employees highly educated professionals, is giving more important for the organization to fulfil the self-actualization needs of the professionals. According to Maslow Hierarchy, self-actualization need is a person’s needs for growth, achieving one’s potential and self-actualization. Moreover, it is also a person’s need to become what he or she is capable is becoming. However the manager can provide training to the professionals to fulfil their actualization need. For example, the manager can provide training in communicate skills, computer systems application and programming, customer service as well. Besides that, managers can apply theory Y to motivate the highly educated professionals. Theory Y is the assumption that employees are creative, enjoy work, seek responsibility, and can exercise self-direction. And yet there several ways for a manager to motivate employee based on Theory Y. For example, managers can adopt participative decision making. Furthermore, Organic structure is the suitable use for more flexible structures with less clearly-defined chains of command. Effective companies usually try to use the best structure for their specific situation. In addition, there are six characteristics of organic structure which is cross-functional team, cross-hierarchical teams, free flow of information, and wide spans of control, decentralization and low formalization. Then, decentralization is more independence, freedom, increase flexibility, speed up decision making, get closer to customers, empower employees and reduce costs. As conclusion, the manager can provide training to the professionals to fulfil their actualization needs. As a nutshell, Organic structure is more suitable for motivating the highly educated professionals and is a highly adaptive form that is as loose and flexible as well too.