Reading Skills Essay Example for Free

Reading Skills Essay Introduction Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers integrate the words they have read into their existing framework of knowledge or schema. Reading is a process very much determined by what the reader’s brain and emotions and beliefs bring to the reading; the knowledge/information (or misinformation) strategies for processing text, moods, fears and joys—all of it. The strategies one uses  vary according to one’s purpose, including whether one is reading for oneself only (still the purposes vary) or for somebody else, such as reading to answer comprehension questions, reading to perform for listeners (including the teacher and classmates), and much more. Of course these social factors may generate confidence, fear, anger, defiance, and/or other emotions—it just depends. In sum, reading is both a psycholinguistic process (involving the mind actively processing the text) and a sociolinguistic one (with multiple social factors that can affect how one reads, how much one gleans from the reading, and more). Even word identification itself can be affected by these factors, because reading is as much or more a brain-to-text process as a text-to-brain process. For strong readers, the reading process may take only milliseconds. For beginning readers the process may be slower, yet rewarding, and over time will become automatic. For readers who are challenged, this process can be tiresome and frustrating. 2 Importance of Reading Process It is a well-known fact that when there were no televisions or computers, reading was a primary leisure activity. People would spend hours reading books and travel to lands far away-in their minds. The only tragedy is that, with time, people have lost their skill and passion to read. There are many other exciting and thrilling options available, aside from books. And that is a shame because reading offers a productive approach to improving vocabulary and word power. It is advisable to indulge in at least half an hour of reading a day to keep abreast of the various styles of writing and new vocabulary. It is observed that children and teenagers who love reading have comparatively higher IQs. They are more creative and do better in school and college. It is recommended that parents to inculcate the importance of reading to their children in the early years. Reading is said to significantly help in developing vocabulary, and reading aloud helps to build a strong emotional bond between parents and children. The children who start reading from an early age are observed to have good language skills, and they grasp the variances in phonics much better. Reading helps in mental development and is known to stimulate the muscles of the eyes. Reading is an activity that involves greater levels of concentration and adds to the conversational skills of the reader. It is an indulgence that enhances the knowledge acquired, consistently. The habit of reading also helps readers to decipher new words and phrases that they come across in everyday conversations. The habit can become a healthy addiction and adds to the information available on various topics. It helps us to stay in-touch with contemporary writers as well as those from the days of yore and makes us sensitive to global issues. Fluent reading: During the reading process, there is interplay between the readers preexisting knowledge and the written content. Fluent reading is an active process in which the reader calls on experience, language, and prior knowledge to anticipate and understand the authors written language. Thus, readers both bring meaning to print and take meaning from print. The nature of the reading process alters as person matures in reading. In the early stages of reading, word identification requires a readers concentration. Eventually, however, readers are able to use their reading ability (ability to interpret written language) for pleasure, appreciation, knowledge acquisition, and functional purposes. Thus, reading competence has many faces. Proficient, fluent readers locate materials and ideas that enable them to fulfill particular purposes, which may be to follow directions, to complete job applications, or to appreciate Shakespearean plays. In addition, fluent readers adjust their reading style as they move from narrative to expository content. 3 Three Stages of Reading: In order to achieve your goals regarding flexible and fluent reading, you must learn certain reading behaviors and then practice them until they become automatic. We call this practicing to the point of automaticity. In this way you will learn to increase your reading rate, maintain your focus and concentration, and enhance your comprehension. Reading process organizes itself most naturally into an examination of three phases: * Pre-reading. * Active reading . * Post-reading. * Pre-reading: It involves following functions: * Get the big picture overview skimming * Identify the main idea/thesis. * Read headings and sub-headings * Read captions accompanying pictures/graphics * Active Reading: * Think as one reads; read for ideas and concepts. * Visualize patterns. * Actively construct meaning. * Anticipate upcoming information. * Verify the main idea and identify significant details. * Consciously add to or modify schema integrating old and new knowledge. * Self-monitor; assess one’s understanding. * Evaluate comprehension. * Employ fix-up strategies as appropriate. * Post Reading: * Evaluate understanding/ comprehension * Evaluate one’s reading processing. * Did one choose an appropriate mode? * What changes do one needs to make in his/her reading? * What did one do well that he/she wants to repeat in future reading? 4 Types of Reading Following are the types of reading: * Scanning type of reading * Skimming type of reading * Light type of reading * Word by word type reading * Reading to study type of reading * Sub-vocalization †¢ Scanning Type of Reading: This type of reading involves running the eyes over quickly, to get the gist. For example, scanning a telephone book: * You are looking for it quickly. * You know what you are searching for (key words and names). * You see every item on the page, but you dont necessarily read the pages – you ignore anything you are not looking for. Thus, when you discover the key words being searched for, you will be unable to recall the exact content of the page †¢ Skimming Type of Reading: When you read quickly to gain a general impression as to whether the text is of use to you. You are not necessarily searching for a specific item and key words. Skimming provides an overview of the text. Skimming is useful to look at chapter/section headings, summaries and opening paragraphs. Looking over the text quickly to get a general idea of the content. Your eyes move quite fast, taking in titles of chapters, their beginnings and ends, and the first sentences of paragraphs. The purpose of skimming: * To check relevance of text. * Sets the scene for the more concentrated effort that is to follow, if the text is useful. †¢ Light Type of Reading: Reading for leisure tends to be light’. For example: * Read at a pace which feels comfortable. * Read with understand. * Skim the boring, irrelevant passages. 5 An average light reading speed is 100-200 words per minute. This form of reading does not generally require detailed concentration. This is reading fairly quickly without concentrating too hard or worrying about every single word. We often use it when reading an enjoyable novel. †¢ Word by word Type of Reading: This type of reading is time consuming and demands a high level of concentration. Some material is not readily understood and so requires a slow and careful analytical read. People use this type of reading for unfamiliar words and concepts, scientific formulae. It can take up to an hour just to read a few lines of text. †¢ Reading to Study Type of Reading: A method of reading for with the aim to understand the material in some depth. The method involves five simple steps; Survey, Question, Read, Recall and Review. Study reading involves thinking about what is being read so that it is understood and can be recalled. It needs to be worked at, with time for reflection, thought, analysis, criticism, comparison, notes made, points highlighted and emphasized, arguments followed and evaluated, the whole summarized. * Survey: skim through to gain an overview and not key points. * Question: devise questions you hope the text will answer. * Read: slowly and carefully. * Recall: from memory, write down the main points made by the chapter. * Review: revisit your questions compare these to your recall and establish how well the text has answered them; fill in any gaps by further reading and note-taking. †¢ Sub-vocalization: This is reading very slowly and methodically, either saying the words out loud or at least with a ‘voice’ in your head. It is painstaking but very slow. We tend to use it when trying out a recipe for the first time, or carrying out instructions as to how to assemble something we’ve bought. 6. Reading Skills Reading involves a combination of skills used simultaneously. Children begin with basic phonics but soon learn fluency and comprehension skills to make their reading experiences meaningful. The main goal of reading understands. If students can pronounce words but do not understand what they are reading, they are merely reciting word. Some of the important reading skills are: * Decoding * Fluency * Comprehension * Critical reading skills †¢ Decoding Skills: Decoding (also known as Word attack skills) is an early reading skill students learn in kindergarten and first grade. Decoding (sounding out) words are the foundation of reading instruction. Phonics is the method teachers use to instruct students. Letter-naming and recognition is taught along with initial sounds. Children must understand that each letter is represented by a corresponding sound before they can read text. Once children know sounds, they learn to blend them into words. This skill, phoneme segmentation, should be practiced daily along with alphabet and sound fluency until decoding becomes an automatic procedure. †¢ Fluency Skills: Fluency is the ability to read accurately and expressively while maintaining a rate of speed that facilitates comprehension. Students learn fluency in a variety of ways. Teachers model fluent reading in the classroom, and students listen to books on CD. Students receive direct instruction in fluency through guided practice using methods like choral and repeated readings. Teachers assess fluency with timed readings that give a score in words read per minute. Students who fall below the average score for their grade level receive additional, individual help. †¢ Comprehension Skills: Comprehension is the ability to understand what has been read. Comprehending involves strategies that students learn to use when reading independently. Teachers focus on several key comprehension skills. These are inferring, predicting, comparing and contrasting, sequencing and summarizing. Students usually learn how to use these strategies in a small group guided by the teacher who demonstrates their use. Students then practice comprehension techniques with a partner by discussing what they read, making connections with prior knowledge and identifying the main ideas in the story. 7 †¢ Critical Reading Skills: Critical reading skills are the ability to analyze, evaluate, and synthesize what one reads. They are the ability to see relationships of ideas and use them as an aid in reading. As readers make sense of what they read, they use various relationships of ideas to aid recognition and fluency. Critical reading as a goal includes the ability to evaluate ideas socially or politically. 8 Reading Strategies Reading is not just pronouncing words—it requires understanding. Most experienced readers use a variety of strategies to understand texts. Reading strategies are used many times rapidly, in unison with one another. Therefore, most reading strategies are evident before, during, and after reading, although not necessarily with the same emphasis. Some of the reading strategies are: * Predicting * Connecting * Inferring * Synthesizing * Visualizing * Self-Questioning * Skimming * Scanning * Determining Importance * Summarizing/Paraphrasing * Re-reading * Reading On * Adjusting Reading Rate * Sounding Out * Chunking * Using Analogy * Consulting Reference The following descriptions of each strategy give some indication of when in the reading process they are generally employed. Different texts and different contexts require readers to use different reading strategies at different times. For example, â€Å"synthesizing† is used during and after reading while â€Å"scanning† is typically used before close reading. Here are the major reading strategies associated with the process of reading: * Predicting: Predicting helps readers to activate their prior knowledge about a topic, beginning the process of combining what they know with new material in the text. Predictions are not merely wild guesses, they are based on clues within the text such as pictures, illustrations, subtitles, and 9  plot. Clues for predictions will also come from readers’ prior knowledge about the author, text form, or content. Readers can be encouraged to make personal predictions before and during reading. During reading, effective readers adjust and refine their earlier predictions as new information is gathered and new connections are made. They tend to rehearse what they have learned and move on with some expectations of what comes next. * Connecting: Efficient readers comprehend text through making strong connections between their prior knowledge and the new information presented in text. The type of connections made by efficient readers can be categorized into: * Text-to-Self Connections: Involves readers thinking about their life and connecting their own personal experiences to the information in the text. * Text-to-Text Connections: Involves readers thinking about other texts written by the same author or with common themes, style, organization, structure, characters or content. * Text-to-World Connections: Involves readers thinking about what they know about the world outside their personal experience, their family, or their community * Inferring: Efficient readers take information from a text and add their own ideas to make inferences. During the process of inferring, readers make predictions, draw conclusions, and make judgments to create a unique interpretation of a text. Making inferences allows students to move beyond the literal text and to make assumptions about what is not precisely stated in the text. Efficient readers also can infer the meaning of unknown words using context clues, pictures, or diagrams. * Synthesizing: When comprehending text, efficient readers use synthesizing to bring together information within a text. Synthesizing involves readers piecing information together, like putting together a jigsaw. This activity encourages them to keep track of what is happening in the text. During the process of synthesizing, readers may be connecting, inferring, determining importance, posing questions, and creating images. * Visualizing: Efficient readers use all five senses to create images continually as they read text. The created images are based on their prior knowledge. Sensory images created by readers 10 help them to draw conclusions, make predictions, interpret information, remember details, and assist with overall comprehension. Images may be visual, auditory, olfactory, kinesthetic, or emotional. * Self-Questioning: Self-questioning is the strategy effective readers use to draw on existing knowledge, to investigate a text as it is read, to analyse the beliefs and motives behind the author’s surface meaning, and to monitor comprehension. Whether posed in-head, sub-vocalized or noted in writing, self-questioning is critical to maintaining connections between existing and new knowledge. Self-formulated questions provide a framework for active reading by directing the reader’s attention to key information. Efficient readers continually form questions in their minds before, during, and after reading to assist in comprehending text. Often these questions are formed spontaneously and naturally, with one question leading to the next. Questions may relate to the content, style, structure, important messages, events, actions, inferences, predictions, author’s purpose, or may be an attempt to clarify meaning. Self-formulated questions provide a framework for active reading, engaging readers in the text as they go in search of answers. * Skimming: Skimming is glancing through material to gain a general impression or overview of the content. It involves passing over much of the detail to get the gist of a text. Skimming is the most common strategy used by a reader to assess quickly whether a text is going to meet his or her purpose. Effective skimming lets a reader know in general terms how difficult a text is, how long it is, how it is structured, and where the most useful information can be found. Effective skimming strategies are critical for adolescents due to the volume of electronic text they read. Websites, CD ROMs, and multimedia texts are designed for, and subject to rapid reading practices where the reader gets the gist from sub-headings and key points, determines difficulty and usefulness, and assesses the content flow. Skimming is often used before reading to †¢ assess quickly whether a text is going to meet a purpose; †¢ determine what is to be read; †¢ determine what’s important and what may not be relevant; †¢ review text organization; †¢ activate prior knowledge. * Scanning: Scanning involves glancing through material to locate specific details such as names, dates, places, or some particular content. For instance, readers might scan a contents page or index to find the page number of a specific topic. They may scan a dictionary or telephone book in search of a particular word or name, or they may scan as they re-read 11 a text to substantiate particular responses. Like skimming, scanning is particularly important for comprehending selected parts of websites, CD ROMs, and multimedia texts. Readers may also scan a text looking for picture clues that may help them to identify any unknown words. * Determining Importance: Efficient readers constantly ask themselves what is most important or what the main idea is of what they are reading. They benefit from understanding how to determine the important information, particularly in informational texts. Factors such as purpose for reading, knowledge of topic, prior experiences, beliefs, and understanding of text organization help readers to identify important information in a text * Summarizing/Paraphrasing: Linked closely to the strategy of determining importance, summarizing/paraphrasing is the process of identifying, recording, and writing the most important information from a text into one’s own words. The ability to reduce a larger piece of text to its most important messages is done through summarizing. The re-statement of the text is referred to as paraphrasing. Summarizing/paraphrasing involves using key words and phrases to capture the general gist of a text. * Re-Reading: Efficient readers understand the benefits of re-reading whole texts or parts of texts to clarify or enhance meaning. Reading or hearing a text more than once benefits all readers, allowing them to gain a deeper understanding of the text. Re-reading can also be used as a word-identification strategy. Efficient readers sometimes re-read to work out the meaning of difficult words using context clues. The opportunity to re-read a text also helps to improve fluency * Reading On: When readers cannot decode an unfamiliar word within a text, they can make use of the â€Å"Reading On† strategy. Skipping the unfamiliar word and reading on to the end of the sentence or the next two or three sentences often provides the reader with sufficient context clues to help determine the unknown word. Once the unknown word has been determined it is important for students to re-read that section of text. â€Å"Reading On† also refers to continuing to read in an attempt to clarify meaning that may have been lost. * Adjusting Reading Rate: It is important that students give themselves permission to adjust their reading rate and to recognize when this may be necessary. The purpose for reading will often dictate the 12 most appropriate rate. Readers may slowdown to understand new information, to clarify meaning, to create sensory images, or to ask questions. Readers may also speed up when scanning for key words or skimming to get an overall impression of a text. * Sounding Out: When adolescents meet new and unfamiliar words, they will use their knowledge of letter/sound relationships to identify them. * Chunking: As readers encounter greater numbers of multi-syllabic words, it is important to encourage students to break words into units larger than individual phonemes or single sounds (/b/). Readers might chunk words by pronouncing word parts such as onset and rime (spr-ing), letter combinations (ough), syllables, or parts of the word known as morphemes which carry meaning (ed, ing). * Using Analogy: When readers manipulate or think about words they know in order to identify unknown words, they are using analogy. They transfer what they know about familiar words to help them identify unfamiliar words. When using analogy, students will transfer their knowledge of common letter sequences, onset and rimes, base words, word parts that carry meaning, or whole words. * Consulting Reference: The use of word-identification strategies such as â€Å"sounding out† or â€Å"chunking† may unlock both the pronunciation and meaning of words. However, if the word is not in a reader’s meaning vocabulary, the reader may not be able to understand the meaning of the word. Consulting a reference is an additional strategy that supports students to unlock word meaning. Being taught how to use a dictionary, thesaurus, reference chart, or glossary will help students locate the meanings, pronunciations, or derivations of unfamiliar words. 13 Conclusion: As the discussed topics demonstrate, the process of reading for meaning has bottom-line commonalities. Among these, perhaps oddly, is that at any given moment, one cannot reliably predict what a reader will do next. Eric Paulson (2005) has drawn an analogy between eye movements and the weather, both of which can be described in terms of chaos theory in physics, he argues, but neither of which is exactly predictable. And he writes: â€Å"When looked at through the lens of chaos theory, reading is clearly not a process of plodding along the text at some regular, predetermined rate but is instead a process that ebbs and flows† (p. 355). We set our purposes (or not), begin to read, perhaps question what we are reading, maybe return and reread, sometimes read ahead, go back again, maybe skim or skip some, occasionally decide not to finish reading whatever it is, maybe go ahead and read at least the headings (of an informational selection) and the conclusion, or  the final chapter or page (if a novel or short story)—all the while using strategies that are universal among proficient readers, but uniquely applied. Metaphorically, during any reading event, reading ebbs and flows, like waves. We might think of waves crashing upon the beach as meaning achieved (and perhaps examined critically), the end product of reading a stretch of text. But with such achievement, the reader is simultaneously and near simultaneously processing other parts or aspects of text and the ideas in ways that are unpredictable at the micro level. This is akin to what we often see on a beach: different waves, and different aspects of the reading process, forming, swelling, cresting, crashing, and ebbing. While one part of the reading process and event crashes and ebbs—with something processed into short- or even long-term memory, perhaps—other facets of the process are just beginning again, increasing, coming to a head, collapsing into memory (or not), and receding from the reader’s immediate attention. Yes, while I often speak of the reading process, as if this cognitive and constructive process were totally uniform, during any given reading event, whoever the Although, reading means different things to different people and skills vary with every individual, reading is a skill that can be improved. Students from various backgrounds are in reading courses for a variety of reasons. Weaknesses in vocabulary, comprehension, speed, or a combination of all three may be the result of ineffective reading habits. Active reading is engaged reading and can be achieved through comprehension regulation strategies. We should never take reading for granted, for many, these skills come slowly and with a great deal of difficulty. It is important to use a multi-sensory approach whenever possible, some memory training, tap into previous knowledge before moving forward and make it meaningful. 14 References * http://en. wikipedia. org * http://www. heinemann. com * http://www. palomar. edu * http://ababasoft. com * http://www. scribd. com * http://www. sil. org * http://www. ehow. com * http://www. stepspd. com * http://www. palomar. edu.

All Drugs Should be Legal for Personal Use Essay -- Legalization Drugs

All Drugs Should be Legal for Personal Use The war on drugs is costing us over 100 billion dollars to fight each year, and we’re only fighting a monster which we are making bigger with each punch. It’s not drugs, but drug laws themselves that have created this monster. Drug use is part of human nature, but the unimaginable wealth involved leads to the corruption of the police, judges, and elected officials. There is no reason to have the government regulating what goes into an individual’s body. An extreme case of what we’re letting the government do is letting them take away our own self, an individual’s ownership over his own body. I think it’s in everyone’s interest to legalize all drugs, since this war is going nowhere, letting the government get more powerful than it was ever meant to have been, and it’s putting numbers over our names. There is no way that the drug flow into the United States is ever going to be stopped. It’s a general economic rule, that as long as there is a demand for drugs there will always be a supply, unless scarcity occurs, but it doesn’t appear as if Colombia is running out of cocaine anytime soon. Cocaine brings Bolivia’s economy $600 million per year, a figure equal to the country’s total legal export income. Our country’s current annual import of cocaine would fit comfortably into a single C-5A cargo plane. The United States is just too large, there is no way to stop an import of a drug completely. By keeping a drug off the street...

Shc 3.4 Health & Safety, Risk Additional

CYP Core 3. 4 Support children and young people’s health and safety 1. Understand how to plan and provide environments and services that support children and young people’s health and safety. 1. 3Identify sources of current guidance for planning healthy and safe environments and services. As a childcare provider it is my responsibility for the safety of the children in my care. There are a number of legal and regulatory guidance to help protect children and adults in my setting.All staff should be made aware of any potential hazards such as, security, fire, food safety, physical, personal and keeping up to date training on how to deal with these and maintain every one safety, including visitors, family and other colleagues in my setting. The most important legislation in a child care setting is the EYFS that covers all aspect of the welfare of children and young people in all early years setting. NICMA Public Liability Guidance/ Insurance The child minding body which un dertakes public liability insurance for all children within my setting for any claims of injury against the provider.Private Business Car Insurance Car Insurance which covers minded children in my setting for outings and travel between providers home and school environment. Smoking Ban In my setting there is non- smoking policy. Healthly Eating Within my setting I promote a healthly eating plan and advise parents on healthly snacks/foods. Daily Exercise On a daily basis I promote daily exercise weather permitted, for example walking or activities in the garden. Access NI Checks These are carried out on all persons that are entering premises during working hours and children living within the childcare setting over the age of 11 to be vetted also.BSI Kitemark All play equipment within my setting comply with BSI Kitemarks Once every year my setting gets a yearly inspection by a social worker to make sure I meet all the requirements of an early years setting to provide a safe environme nt for children and young people. 3. Understand how to support children and young people to assess and manage risk for them. 3. 2 Explain the dilemma between the rights and choices of children and young people and health and safety requirements. The UN convention on the Rights of the Child clearly identifies the rights of children and young people to learn and develop into adults and be protected from harm† Tassoni 2010 page 145. You can also refer to the Children’s NI order 1995 which refers to all childrens rights to development, and safety rights. Childcare providers have a responsibility to be active in creating the conditions that make children feel that almost anything is possible and achievable. â€Å"The challenge for carers is balancing the need for safety of the child against the need for children and young people to explore risks. Meggitt page 150 Children learn a lot from trying out new experiences for themselves. Many children do not have the experience an d knowledge to judge whether it is a safe choice to explore their own levels of risk taking. Parents and carers have the responsibility to decide the activity is safe and identify possible hazards as children and young people may not make the correct judgement, however children and young people should be given the opportunity to explore in a safe environment under supervision.If we do not enable children to explore risk taking activities they will seek them out when adults are not around. Children and young people need to explore their own levels of risk, but always in a safe environment and with an adult who is able to administer first aid if an accident should happen. We aim to make children aware of health and safety issues to minimise the hazards and risk to enable the children to thrive in a healthy and safe environment. We ensure that the environment that the children are playing in is regularly checked before and during activities. . Understand appropriate responses to accide nts, incidents emergencies and illness in work settings and off site visits. 4. 2 Identify the correct procedures for recording and reporting accidents, incidents, injuries, signs of illness and other emergencies Reporting and recording accidents and incidents, signs of illness and other emergencies: The occurrence of an accident should be reported immediately to the parents/emergency contact name given to me the childcare provider. A procedure for reporting and recording accidents goes in the Accident Report Book.In my setting I need to ensure that I know all relevant procedures and how to deal with them, as I work alone and it’s my sole responsibility to report, record and inform parents and other professionals of all issues relating to the welfare and well-being of children in my setting. It is a legal responsibility to record any incidents or accidents that occur during my day as a childcare provider, as well as the steps taken to manage the incident. Recording these deta ils will help to identify any trends or common incidents that occur, as well as areas that could be addressed to improve safety.This record will be vital in the possible event of legal action. A copy of the illness and injury report form should be submitted to the relevant person. When documenting the occurrence of an illness or injury, briefly note it in the relevant box on the session plan and then record the full details on an illness and injury report form or in an accident record book. At least the following details should be recorded: 1. Date, time and place of incident. 2. Name of ill/injured person. 3. Details of ill/injured and any first aid given. 4. What happened to the casualty immediately afterwards (e. . did the child continue to participate in the days activities, or where they sent home/admitted to hospital, etc) 5. Name and signature of person dealing with the incident. If a child, or member of staff or other visitors goes to hospital from my setting I must inform R IDDOR. If a child is seriously injured I must report the accident/incident to the Health & Safety Executive. I always go back to current policies and procedures within my setting as they can and do change. I take guidance and advice from the social worker in charge of my local area.

Article Review of John Bersins article, 5 Keys to...

Week One Learning Organizations are vital in assisting businesses to operate effectively. In this rapidly changing environment learning organizations acquire knowledge and innovates faster, helping the organization to thrive and survive the changing environment. Businesses that establish a learning organization create a culture encouraging and supporting the employees learning, and take risks with critical thinking, and new ideas. Organizations that endorse learning permit staff to make mistakes and the learning process is learning from those mistakes. Learning organizations and their employees experiment coming up with the best solution and learn from the experience. Employees learn when informed by the distribution of any new knowledge†¦show more content†¦3. Unleash the power of experts – make the experts available to share their skills and experience whether internal or external build a directory of experts. 4. Show the value of formal training - Formal training has a function in professional networking and career growth, and this training has not gone away. Managers should promote the opportunity making time for the people to learn, giving the organization greater productivity and satisfaction. 5. Allow mistakes - A huge mistake is the best organizational and individual learning opportunity. This is the time to build a formal process where the team focuses on what worked, what did not, and the changes in processes to improve the outcome next time (Bersin, 2012). The article provides ways to build a learning organization, and they all lead back to the organizations management, building a culture giving individuals the time to develop, reflect, share expertise and experiences, and learning from mistakes can help the organization surpass the competition, and thrive and survive the current changing environment. A learning organization is where the learning process involves all staff members and that learning and working are effortlessly entwined. Peter Senge and his team conceptualized the learning organization in his book The Fifth Discipline: The Art and Practice of the Learning Organization (Senge, 2009).

Leadership Key Elements Of Leadership - 1686 Words

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Analysis Of Emily Dickinson s There s A Certain Slant...

A poet who challenged poetry’s role in religion, Emily Dickinson was born in Amherst, Massachusetts in 1830. Although Dickinson’ was poetically prolific during her life, her work was neither published nor acclaimed until after her death in 1886. Similar to most poets, Emily Dickinson wrote about what she understood and what intrigued her. One of the major themes that Emily Dickinson often explored in her poems was the conflict between science with religion, specifically, her â€Å"individual struggle with God†. Many of her works describe defiance towards religion, because of how religion subjugates human identity. Dickinson is unique because unlike other religious poets who follow and encourage the path to God, she talks about challenging God’s dominion throughout her life, and refusing to submit to divine will at the cost of herself. In â€Å"There’s a certain Slant of Light†, Dickinson uses light that carries spiritual connotations to expl ore her relationship with God. Though the word â€Å"light† suggests weightlessness, Dickinson uses the word â€Å"light† as a heavy burden. Dickinson expresses her internal struggle with God who she views as subjugating human identity. Emily Dickinson lived in a time period where there were struggles to reconcile between faith and science. What makes Emily Dickinson stand out is not because of the certain style of unique methods that she incorporates in her poems, rather, it is because of her personality as a rebel that sets her aside from the rest of theShow MoreRelatedAnalysis Of Emily Dickinson s There s A Certain Slant Of Light 1745 Words   |  7 PagesOne of the first biography points any student learns about Emily Dickinson is that of her reclusivity. She spent nearly all of her life in her hometown, in the house where she grew up. By 1872, she rarely left that house at all (Baym). Even prior to that, however, it is interesting to follow the themes of confinement and isolation in her poetry, particularly Poem 258, â€Å"There’s a certain Slant of light.† Written circa 1861, this poem utilizes vocabulary associated with spirituality and death, althoughRead MoreAnalysis Of Emily Dickinson s Po em There s A Certain Slant Of Light1147 Words   |  5 PagesA poem’s structure can either make or break it. Emily Dickinson skillfully incorporates a variety of different methods in her works to enhance their meanings. At first glance her poetry can seem confusing, but simply analyzing at how she structures her poems can give great insight to what she means. Looking at whether each line of the poem ends without punctuation, also known as enjambment can reveal a great deal about a poem. The use of enjambment and end-stops control the flow of the poem. AlongRead MoreEmily Dickinson : The Point When A Reader1749 Words   |  7 PagesHorieh Introduction to Literature Professor Knoernschild November 27, 2015 Emily Dickinson At the point when a reader hears the name Emily Dickinson, they consider a female who composed verse that has been surely understood for a considerable length of time and years. Much to their dismay that Emily Dickinson established American Literature, and began an entire unrest of verse. The procedure Dickinson used to keep in touch with her verse was at no other time seen and was the foundationRead MoreEmily Dickinson’s Themes, Language, and Technique Essay1886 Words   |  8 PagesWhen a reader hears the name Emily Dickinson, they think about a female who wrote poetry that has been well known for years and years. Little do they know that Emily Dickinson founded American Literature, and started a whole revolution of poetry. The technique Dickinson used to write her poetry was never before seen and was the cornerstone of her writings. Major themes, Figurative Language, and Literary Technique used by Emily Dickinson were all of her characteristics of her towering achievementR ead MoreLogical Reasoning189930 Words   |  760 PagesYour first reason, let’s say, is that you discounted Emilios remark that if the stream were poisonous then everything in it would look dead. Deadly things can be alive and look healthy. You mention salmonella on delicious turkey burgers. You are certain that there are microbes that harm humans but do not harm plants and fish; you mention to Juanita and Emilio that crabgrass and catfish do not catch cholera. Your second reason comes from reconsidering that sign at the ranger station. If nothing Analysis Of Emily Dickinson s There s A Certain Slant... One of the first biography points any student learns about Emily Dickinson is that of her reclusivity. She spent nearly all of her life in her hometown, in the house where she grew up. By 1872, she rarely left that house at all (Baym). Even prior to that, however, it is interesting to follow the themes of confinement and isolation in her poetry, particularly Poem 258, â€Å"There’s a certain Slant of light.† Written circa 1861, this poem utilizes vocabulary associated with spirituality and death, although the nuanced grammatical structure and complex word connotations allow for varied interpretation. One of these many interpretations is that the death metaphors and imagery are in turn a metaphor for confinement, whether physical or mental. Mental confinement, as one may experience with mental illness such as depression, was not a common topic for female writers in the nineteenth century. Before Modern and Postmodern poetry, this poem addresses mental illness seriously, but still leaves cracks in the darkness where hope can shine through. The imagery and diction may be misleading at first, due to the amount of language that is generally positive. However, each happy or positive word is negated; for example, â€Å"light† is immediately followed by â€Å"winter† and â€Å"oppresses,† â€Å"Heavenly† by â€Å"Hurt,† andâ€Å"Cathedral† is preceded by â€Å"Heft† (1-5). The initial interpretation of the poem as lighthearted is further disproved by the amount of death imagery, vocabulary related to confinement, and aShow MoreRelatedAnalysis Of Emily Dickinson s There s A Certain Slant Of Light ``1837 Words   |  8 PagesA poet who challenged poetry’s role in religion, Emily Dickinson was born in Amherst, Massachusetts in 1830. Although Dickinson’ was poetically prolific during her life, her work was neither published nor acclaimed until after her death in 1886. Similar to most poets, Emi ly Dickinson wrote about what she understood and what intrigued her. One of the major themes that Emily Dickinson often explored in her poems was the conflict between science with religion, specifically, her â€Å"individual struggleRead MoreAnalysis Of Emily Dickinson s Poem There s A Certain Slant Of Light1147 Words   |  5 PagesA poem’s structure can either make or break it. Emily Dickinson skillfully incorporates a variety of different methods in her works to enhance their meanings. At first glance her poetry can seem confusing, but simply analyzing at how she structures her poems can give great insight to what she means. Looking at whether each line of the poem ends without punctuation, also known as enjambment can reveal a great deal about a poem. The use of enjambment and end-stops control the flow of the poem. AlongRead MoreEmily Dickinson : The Point When A Reader1749 Words   |  7 PagesHorieh Introduction to Literature Professor Knoernschild November 27, 2015 Emily Dickinson At the point when a reader hears the name Emily Dickinson, they consider a female who composed verse that has been surely understood for a considerable length of time and years. Much to their dismay that Emily Dickinson established American Literature, and began an entire unrest of verse. The procedure Dickinson used to keep in touch with her verse was at no other time seen and was the foundationRead MoreEmily Dickinson’s Themes, Language, and Technique Essay1886 Words   |  8 PagesWhen a reader hears the name Emily Dickinson, they think about a female who wrote poetry that has been well known for years and years. Little do they know that Emily Dickinson founded American Literature, and started a whole revolution of poetry. The technique Dickinson used to write her poetry was never before seen and was the cornerstone of her writings. Major themes, Figurative Language, and Literary Technique used by Emily Dickinson were all of her characteristics of her towering achievementR ead MoreLogical Reasoning189930 Words   |  760 PagesYour first reason, let’s say, is that you discounted Emilios remark that if the stream were poisonous then everything in it would look dead. Deadly things can be alive and look healthy. You mention salmonella on delicious turkey burgers. You are certain that there are microbes that harm humans but do not harm plants and fish; you mention to Juanita and Emilio that crabgrass and catfish do not catch cholera. Your second reason comes from reconsidering that sign at the ranger station. If nothing

Diet Pills Essay Example For Students

Diet Pills Essay In todays materialistic driven society, people are judged in every possibleaspect. From their appearance, background, social status, way or thinking totheir friends, families. The need to be accepted and admired by otherscaptivates the minds of many men and women of today. This conquest for socialacceptance becomes so real that the idea then becomes an obsession. The way welook plays a big role in our lives. It determines the way others see us and fromthat, it will then determine how we feel about ourselves. One major proponent ofappearance is our weight. Do you ever notice that the most admired and said tobe most popular girls in school are the sexiest, slimmest and most flauntinggirls? They are the ones that upon passing by make the guys stop and take asecond look. Not only that but this applies to men as well. The mostheart-throbbed, crushed on guys are those with firm-cut bods, most of the timecarrying footballs or basketballs. From these observations, it becomes a knownfact, not only for the young generation, that men and women are obsessed withtheir weights. And why not Whenever you turn on the television or open amagazine all you see are beautiful people flaunting their beautiful bodies. Thisconstant images of seeing sexy idealistic people implants a message in our mindsthat this is the way all men/women should look in order to be beautiful. Andbecause of this, we subject ourselves to abusing our health and bodies just sowe can be like those perfect images. As early as I can recall, there have beenways and tactics created by man to loose weight as fast as they can. The fasterand easier, the better. In the past three years, there has been an abundantintrusion of diet pills that has hit the Philippines. The first onethat hit was an appetite suppressant drug called Ionamin. It apparentlystimulates the brains appetite-control center into thinking that your stomachis always full. It is an effective weight loss drug that enables one to lose theweight desired i n a short amount of time. Consequently, the drug was found tohave unpleasant adverse side effects. These are: mood changes, blurred vision,unpleasant taste or dry mouth, constipation, diarrhea, nausea, vomiting, urinaryurgency, false sense of well-being. It was a non-prescription drug easily thatcould easily be bought by anyone until studies showed much side effects veryharmful to ones health. Next and still quite popular with the public are Bankokpills. These pills are so in demand in the Philippines that people are willingto pay thousands of pesos for just a 2week supply of those pills and further,they are bought through connections because they are not just sold anywhere inany drugstore. This drug taken morning and night somehow also works as aappetite suppressant but the way it gets rid of your unwanted excess weight isby taking it out through your bodily fluids. In other words, when inducing thedrug you are subjected to constant urination. It takes out so much that it alsotakes out the liquids that your body needs to maintain itself. Your urine willturn into a clear almost like water appearance from the usual yellow color. Thiswill then cause and leave you feeling dehydrated. In my opinion, using bankokpills for weight reduction may work fast but the results are ill looking. Theweight that you loose will leave you looking dry and malnutritioned. Basicallyyou will look unhealthy and ugly. Recently, a new drug was introduced in theweight loss market, Xenical, the generic name for Orlistat. This is ananti-obesity agent manufactured by F. Hoffmann-La Roche Ltd. It is a lipaseinhibitor for obesity management that acts by inhibiting the absorption ofdietary fats. This drug on the other hand, disposes unwanted body fats bysecreting it through your feces coming out in the form of oil. Sometimes yourpoop will even just seep through as all oil. Also, throughout thedays of treatment, you will experience oil-spotting discharges. This drug is aprescription drug used t o cure obesity for medical purposes so there are stillstudies to make as to how the drug will affect people who just take the drug forquick diet purposes. But like all drugs there is a good possibility that itcould be harmful to us when taken ignorantly. Subjecting yourself to habitforming diet pills that are bad for your health so that you can reach the weightand look you want is not the proper way. Also, once you stop using the pill youwill quickly gain twice as much as you lost in the first place, faster than youcan make it back to the store to buy some more pills. The one who looks good orfeels good about themselves doesnt necessarily have to be the thinnest one inthe group. In fact nowadays people with curves are the ones who are thought ofas sexy. I mean, if you are to put your arms around someone, would you want tohold a bag of bones or hold someone who is soft and who actually has somethingto be held? And besides, what makes a person beautiful is the person as a whole. .u714f70302beac13a830da1f9d2f1cf40 , .u714f70302beac13a830da1f9d2f1cf40 .postImageUrl , .u714f70302beac13a830da1f9d2f1cf40 .centered-text-area { min-height: 80px; position: relative; } .u714f70302beac13a830da1f9d2f1cf40 , .u714f70302beac13a830da1f9d2f1cf40:hover , .u714f70302beac13a830da1f9d2f1cf40:visited , .u714f70302beac13a830da1f9d2f1cf40:active { border:0!important; } .u714f70302beac13a830da1f9d2f1cf40 .clearfix:after { content: ""; display: table; clear: both; } .u714f70302beac13a830da1f9d2f1cf40 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u714f70302beac13a830da1f9d2f1cf40:active , .u714f70302beac13a830da1f9d2f1cf40:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u714f70302beac13a830da1f9d2f1cf40 .centered-text-area { width: 100%; position: relative ; } .u714f70302beac13a830da1f9d2f1cf40 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u714f70302beac13a830da1f9d2f1cf40 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u714f70302beac13a830da1f9d2f1cf40 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u714f70302beac13a830da1f9d2f1cf40:hover .ctaButton { background-color: #34495E!important; } .u714f70302beac13a830da1f9d2f1cf40 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u714f70302beac13a830da1f9d2f1cf40 .u714f70302beac13a830da1f9d2f1cf40-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u714f70302beac13a830da1f9d2f1cf40:after { content: ""; display: block; clear: both; } READ: My Life Growing Up Essay Their mind, personality, attitudebeing in his or herself! Of coursemaintaining the proper weight is always good but doing it the right way likeexercising and eating right is a better healthier way to do it. In that caseyour body will also slowly but effectively condition itself to eating right andworking out regularly so that your body will remain healthy and maintain itselfat the proper weight you desire. So if I were you, dont be an empty-headedperson who would harm themselves just so that they can look good for otherpeople who dont even admire them for their inner being but for how they lookin a bathing suit. Health Care