Generational Differences in the Workforce

Generational Differences in the Workforce Workforce in todays organisations fall into four broad categories and it has been well established that individuals growing up in different times has affected their values, behaviours and viewpoints. These generational differences present a significant challenge for current organisations. This topic of Generational differences at work place has been immensely researched over the past decade. There has been a spawning number of consulting reports, magazine articles, academic literature produced and replicated in-order to conclude these differences in perceived and actual values between four generations of workforce (Lyons, Urick, Kuron, Schweitzer, 2015). Costanza Finkelstein (2015) reported that the evidence presented in majority of research about this topic is controversial and lacks the depth and rigor (Costanza Finkelstein, 2015). An appraisal of vast majority of systematic and critical reviews provide documented evidence that the perceived differences across the generations might exist, but do these generational cohorts actually have different wishes in a work context or is it perceived commonly held biases that needs to be investigated empirically (Lyons et al., 2015). This question has been addressed in a research conducted by (Lester, Standifer, Schultz, Windsor, 2012) in the article titled as Actual Verses Perceived Generational Differences at Work; An empirical Examination. (Lester et al., 2012) have discussed generational differences in detail, with emphasis on why the nature of these values may lead to the generational misconceptions and its impact on the workplaces. This study thus provides an articulate discussion about the perceived and actual differences in the organisations with multigenerational workforce and its impact on workplace. This summary briefing will share the salient features of the article by (Lester et al., 2012) and will provide the insight of this research paper concluding with application of the key concepts to my current workplace. Literature Review Generational cohort theory established by Inglehart (1997) merely states that the behaviour and values of the generations born in the same era are shaped by the internal and external events of that era. The generations who are affected by the comparable issues, impacted by the same events and share similar experiences are likely to have similar underlying work values. According to (Lester et al., 2012) currently there are four different generational cohorts in the American workforce; Traditionalists, Boomers, Generation X and Generation X based on the era they were born. This board categorization has been reasoned throughout the literature, traditionalist include individuals born prior to 1946, boomers between 1946 and 1964, Generation X between 1965 and 1981 and Generation Y between 1981 and 2000. Literature suggests that these generational cohorts possess a unique set of distinctive and unique characteristics that distinguish their workplace tendencies (Hill Stephens, 2003). This study only includes three generational cohorts due to the reason Traditionalists (65 years of age) is commonly viewed as the benchmark age for the retirement (Lester et al., 2012). Boomers This generational cohort is viewed as consensus seekers, who are competitive micromanagers and possess a moderate level of disrespect for authority. Preference of Face-to-face interaction and conventional mail are other characteristics of this generational cohort, additionally they are presumed to open in using online tools are resources in their work (Reynolds et al., 2008, cited in Lester et al., 2012, p. 342). Generation X This generational cohort is viewed as sceptical individuals who prefer relatively informal work climate with weaker work ethics. They crave autonomy, challenge authority and believe in work-life balance, where personal activity takes priority. Additionally, they prefer technology based interactions in comparison to face -to-face meetings and value direct feedback form the leaders (Twenge., 2010; Reynolds et al., 2008, cited in Lester et al., 2012, p342). Generation X This generational cohort is viewed as technology driven, multitasking individuals who prefer working with peers in a team oriented work environment. They strongly value fast paced technological interactions and regard work-life balance important and where engagement with friends and family take priority over work commitments (Sessa et al., 2007; Steele Gordon, 2006; Crumpacker Crumpacker, 2007; Myers Sadaghiani, 2010, cited in Lester et al., 2012, p342). The literature review suggested although there are many assumptions and perceptions for each of the generational cohort but very little empirical evidence exists to substantiate these differences (Twenge, 2010). Lester et al. (2012) selected 15 specific aspects of ones work context; and the reasoning was based on the generational cohort theory. They also expected greatest actual disparity in generational preferences with respect to technology; e-mail communication; social media; technology; formal authority and fun-at-work. On the basis of generational cohort theory, the generations are likely to differ across generational lines in technological means of communication. This is rational on the basis that Boomers generation grew up without the significant exposure to the technology compared to Generation X. The other end of the spectrum is Generation Y who have been exposed to digital world throughout their entire lives; would be expected to place highest value on technology (Lester et al., 2012). The generational theory also suggests that when Boomers entered workforce communicating was predominantly by phone, face-to-face and through traditional mail; by the time Generation X cohort joined employment early use of internet and email had arrived. However, the communication for Generation X has been drastically changed by social media like (Facebook, Twitter Texting etc.). Another area of difference between the generation cohorts will be the preference regarding work culture due to ones view of formal authority and its association with leadership (Crampton Hodge, 2007., cited in Lester et al.,2012). On the other hand, perceived differences in what generational cohorts desire in their work context are expected in far greater number. Firstly, from the attribution theory perspective that proposes in order to understand the cause of our or someone else human behaviour, individuals have tendency to link these traits to internal or external causes rather than assuming the behaviours are random in nature (Bell, 2008). Due to this reason it will not be surprising to see generational cohorts have different perception of work values across with respect to each generation lines (Buss, 1978). According to Lester et al (2012) generational stereotyping is another reason for expected perceptual differences across three generational cohorts in the study. Immense research in the area of negative and positive stereotyping exit in literature. No statistical significant differences exist yet age stereotyping exist in all organisations with multigenerational workforce. Literature suggests older employees are more likely to contemplate they have stronger work ethics then younger employees of an organisation and younger employees are likely to think they are better at multi-tasking and creativity compared to older employees (Blauth, McDaniel, Perrin, Perrin, 2011). Additionally, authors suggest that in expecting generational value differences regarding technology, views of authority, communication and work culture, these actual value differences will influence perceived generational differences (Lester et al., 2012, p344). Hypothesis 1 Actual generational differences exist regarding the extent to which technology, face-to-face communication, e-mail communication, social media, formal authority and fun-at-work are valued (Lester et al., 2012, p 344). Hypothesis 2 There are more perceived value differences between generations than actual value differences (Lester et al., 2012, p 344). Methods This study was conducted in United States from a Midwestern organisation. The sample size was 466, with a response received form 263 employees. Female participants formed 84% of the workforce with 16% being male. Participants ranged from 17 to 65 years of age with 4 % having a graduate degree, 30% with bachelors degree, 19% 2-year associate degree, 30% had attend some college and 17% reported of having completed high school. The data was gathered though online survey using a 6-point Likert-type scale (Lester et al., 2012). Measures Participants were placed in the four generational categories on the basis of their age where 62 categorised as Generation Y, 102 Boomers and 99 Generation Y respectively. Three or four participants fell into Traditionalist but were included into Boomers category due to their small number (Lester et al., 2012). Participants were asked about the how they personally valued already selected 15 different items (table 1) that could represent their work content I Value and then they were asked to rate the same items based on the extent to which they believed each if the three generations valued the items (Lester et al., 2012). Table 1 (15 specific aspects of ones work context and I value measure grouping Table 1. I Value Measure Groupings Engagement Nature of Job Technology Structure Teamwork Autonomy Technology Formal authority Face-to-face communication Security E-mail communication Structure Participation Professional Social media Continuous learning Flexible Fun at work Recognition (Lester et al., 2012, p346). Results Multivariate statistical analysis was conducted to test the relationship between generational designation and 15 I Value items. Control variables of gender, educational level, ethnicity and generational design were entered as fixed factors and 15 I Value items were entered as dependent variables. Table 2. Hypothesis 1: Actual Differences Between Generations on I Value Items Mean Value Generation Y Generation X Boomers Differencea Interpretation E-mail communication 4.90 4.19 0.71** Generation Y reports valuing it more than Boomers report valuing it Social media 3.90 2.74 1.16*** Generation Y reports valuing it more than Generation X reports valuing it 3.90 2.40 1.50*** Generation Y reports valuing it more than Boomers report valuing it Fun at work 5.48 4.79 0.69** Generation Y reports valuing it more than Generation X reports valuing it 5.48 4.82 0.66** Generation Y reports valuing it more than Boomers report valuing it Continuous learning 5.33 4.82 0.51* Generation Y reports valuing it more than Boomers report valuing it Professionalism 5.06 5.43 0.38* Boomers report valuing it more than Generation X reports valuing it a. The values represent absolute difference mean scores. *p à ¢Ã¢â‚¬ °Ã‚ ¤ .05. **p à ¢Ã¢â‚¬ °Ã‚ ¤ .01. ***p à ¢Ã¢â‚¬ °Ã‚ ¤ .001 (Lester et al., 2012, p347). References Bell, E. E. (2008). Exploring employee perception of the work environment along generational lines. Performance Improvement, 47(9), 35-45. Blauth, C., McDaniel, J., Perrin, C., Perrin, P. (2011). Age-based stereotypes: Silent killer of collaboration and productivity. No. M01360). Tampa: AchieveGlobal. Buss, A. R. (1978). Causes and reasons in attribution theory: A conceptual critique. Journal of Personality and Social Psychology, 36(11), 1311. Costanza, D. P., Finkelstein, L. M. (2015). Generationally based differences in the workplace: Is there a there there? Industrial and Organizational Psychology, 8(03), 308-323. Hill, R. P., Stephens, D. L. (2003). The compassionate organization in the 21st century. Organizational Dynamics, 32(4), 331-341. Lester, S. W., Standifer, R. L., Schultz, N. J., Windsor, J. M. (2012). Actual versus perceived generational differences at work an empirical examination. Journal of Leadership Organizational Studies, 19(3), 341-354. Lyons, S., Urick, M., Kuron, L., Schweitzer, L. (2015). Generational Differences in the Workplace: There Is Complexity Beyond the Stereotypes. Industrial and Organizational Psychology, 8(03), 346-356. Twenge, J. M. (2010). A review of the empirical evidence on generational differences in work attitudes. Journal of Business and Psychology, 25(2), 201-210.

Greek literature

During the time of Homer, Greek literature was saturated in laws and rituals carefully presented through the thrilling plots of adventure and drama. This way, a storyteller could keep the interest of his audience by relating a fantastic episode to the everyday occurrences of an oikos and give the reader both the extraordinary and the familiar. The Odyssey is an assemblage of these episodes whose cloaked intentions were to represent a distinct theme in Ithacan culture. Each story presented in the Odyssey allows the reader to further understand the true state of Ithaca and how it compares in civility to other cultures, on the basis of laws, rituals and social conduct. A passage of particular interest is found in Book IX, lines 105-141. It is when Odysseus sits in the palace of the Phaiakians and recalls his encounter with the culture of the Cyclopes. The obvious purpose of this recount is to give the audience another adventure, a new idea which will keep their attention. Yet his journey to the land of the Cyclopes has a greater purpose. It allows the audience to consider another culture with much different civil standards than their own oikos (which in many ways is similar to Ithaca). The Cycloptic culture is that of great indolence and barbarism. Its inhabitants are extremely lazy and live off the livelihood provided to them by Zeus. â€Å"[The Cyclopes'] neither plow with their hands no plant anything, but all grow for them without seed-planting, without cultivation, wheat and barley and also grapevines, which yield for them wine of strength, and it is Zeus' rain that waters it for them† (Book IX. ll. 108-111). They do no take part in any of the food making process, so it isn't even as though Zeus is helping them out, he is just doing it for them; this shows how lethargic these creatures truly are. The culture of the Cycloptic civilization has a striking resemblance to the situation in Ithaca. Although during Odysseus' reign of Ithaca's, we are lead to believe that it is a great city with hard working citizens, this is not the case all the time. While Odysseus is gone, the situation Telemachos must face reflects an environment with a similar social conduct. The suitors that have come to court Penelope have completely overtaken the oikos. All of Ithaca's goods and services are at their disposal, of which they did not work or pay for in any manner. â€Å"[The suitors'] heralds poured water over their hands for them to wash with, and the serving maids brought them bread heaped up in baskets, and the young men filled the mixing bowls with wine for their drinking† (Book I. ll. 44-149). Just as the Cyclopes relied on the gods, the suitors did not earn any of their food, but rather they relied on the (one-sided) hospitality of the Ithacans. The political order of the Cyclopes is a very sketchy, undefined one. There is no central government and it is as though they are in constant competition in order to maintain their survival. They do not necessarily look out for each other, but rather have their own personal goal to take care of themselves and their families by any means necessary. â€Å"These people have no institutions, no meetings for council†¦ and each one is the law for his own wives and children and cares nothing about the others† (Book IX. ll. 110-115). Again, this is similar to the way the suitors treat the situation they are put in. Each man is out for himself, to win Penelope's hand in marriage. Telemachos is fully aware of this fact and tells the assembly of their misconduct. â€Å"For my mother, against her will, is beset by suitors, own sons to the men who are the greatest hereabouts. These shrink from making the journey to the house of her father Ikarios, so that he might take bride gifts for his daughter and bestow her on the one he wished, who came as his favorite; rather all their days, they come and loiter in our house and sacrifice our oxen and our sheep and our fat goats and make a holiday feast of it and drink the bright wine recklessly† (Book II. ll. 50-58). Telemachos tells of how the suitors have no respect for Penelope or the oikos and how they do not care about whether or not the food will run out. They are only out for themselves. In fact, they did not even go to Penelope's father's home to pay gift because they are too lazy and selfish. They is no order in the oikos, it just an unruly chaos in which every man is out to get the grand prize for the lowest price possible. Homer has a very ingenious style of story telling, in which he compares and contrasts Ithaca with the civilizations Odysseus encounters during his many years away. Each of these civilization is a reflection of what Ithaca is, was, or could be. In the case of the land of the Cyclopes, Odysseus has a glimpse of what is going back home without even being there. Because Odysseus goes through these journeys, he is able to better understand his own country, and gain a new appreciation for the social rituals which are common during his reign in Ithaca.

The Novel Mayflower By Nathaniel Philbrick - 1220 Words

In the novel Mayflower, by Nathaniel Philbrick, the author educates us on how the New World was discovered and created. It all started with a group of roughly 100 men and women who originated from England known as the Pilgrims. The Pilgrims were sick and tired of the lack of religious freedom and work/economic opportunities. There was no future for the Pilgrims in England. This was all until the group set sail on the Mayflower in order to find new land. After a rough journey, they came across a piece of land now known as New England. The Pilgrims settled here because it was relatively empty. They believed that in New England they would be able to create a godly city or a place where they wouldn’t be criticized for their religious views.†¦show more content†¦In reality, if it were not for the Native Americans, the Pilgrims would have been wiped out in a short period of time. The first relationship dealt with economics. In the Pilgrims first winter, many died from disea se and starvation because they had no idea about how bad the winters are in New England. They didn’t understand how to grow crops successfully until the Native Americans helped them out, resulting in less death from starvation. Since the Pilgrims were in need of food fast in order to survive, they would have no choice but to steal corn from the group called the Nausets. â€Å"The snow made it difficult to find the corn, but eventually they located 10 catches of it.† They educated the Pilgrims about some of their practices such as how to build warm and protected shelters. But in a short period of time this ended up hurting the Native Americans. There was a native man by the name of Squanto who did not mind helping out the Pilgrims at all. Squanto showed the Pilgrims everything he knew about building crops, fishing, building shelters and basically how to survive. Squanto was a very talented eel fisherman and he provided eels to the Pilgrims so that they would have someth ing to eat. â€Å"That night the Pilgrims at the eels with relish, praising them†¦Ã¢â‚¬  He also explained to the Pilgrims that if you plant fish in the soil next to your crops, the soil will get richer and the plants will grow better. Even though the Native AmericansShow MoreRelatedMayflower by Nathaniel Philbrick, Essay on Pt. One903 Words   |  4 PagesMayflower: Part One The novel Mayflower by Nathaniel Philbrick has a long list of things to teach us about the New World. The fact that it’s showed us that the very first pilgrims had no idea what they were in for was crucial. They were hit with the realization that the Natives would be wild and ferocious instead of calm and tame. They’d known they would be introduced to new ways of life, and disease, but they didn’t suspect that it’d be the most destructive part to the goodwill of the newly bornRead MoreAnalysis Of Nathaniel Philbrick s Mayflower 1521 Words   |  7 PagesNathaniel Philbrick is an American author and novelist. He was born June 11, 1956 in Boston, Massachusetts but spent most of his early life in Pittsburgh, Pennsylvania where he grew up. He attended Brown and Duke Universities where he earned a BA in English and an MA in American Literature. Where he was born, what he studied in school, and where he currently resides (Nantucket, MA along with his wife Mel issa) contribute greatly to his career. Philbrick used his acquired knowledge and experience from

A Beginners Guide to the French Revolution

Between 1789 and 1802, France was wracked by a revolution which radically changed the government, administration, military, and culture of the nation as well as plunging Europe into a series of wars. France went from a largely feudal state under an absolutist monarch through the French Revolution to a republic which executed the king and then to an empire under Napoleon Bonaparte. Not only were centuries of law, tradition, and practice wiped away by a revolution few people had been able to predict going this far, but warfare spread the revolution across Europe, changing the continent permanently. Key People King Louis XVI: King of France when the revolution began in 1789, he was executed in 1792.Emmanuel Sieyà ¨s: Deputy who helped radicalize the third estate and instigated the coup which brought the consuls to power.Jean-Paul Marat: Popular journalist who advocated extreme measures against traitors and hoarders. Assassinated in 1793.Maximilien Robespierre: Lawyer who went from advocating an end to the death penalty to the architect of the Terror. Executed in 1794.Napoleon Bonaparte: French general whose rise to power brought the revolution to an end. Dates Although historians are agreed that the French Revolution started in 1789, they are divided on the end date. A few histories stop in 1795 with the creation of the Directory, some stop in 1799 with the creation of the Consulate, while many more stop in 1802, when Napoleon Bonaparte became Consul for Life, or 1804 when he became Emperor. A rare few continue to the restoration of the monarchy in 1814. In Brief A medium-term financial crisis, caused partly by Frances decisive involvement in the American Revolutionary War, led to the French crown first calling an Assembly of Notables and then, in 1789, a meeting called the Estates General in order to gain assent for new tax laws. The Enlightenment had affected the views of middle-class French society to the point where they demanded involvement in government and the financial crisis gave them a way in to get it. The Estates General was composed of three Estates: the clergy, the nobility, and the rest of France, but there were arguments over how fair this was: the Third Estate was far larger than the other two but only had a third of the vote. Debate ensued, with a call for the Third getting a bigger say. This Third Estate, informed by long term doubts over the constitution of France and the development of a new social order of bourgeoisie, declared itself a National Assembly and decreed the suspension of taxation, taking French sovereignty i nto its own hands. After a power struggle which saw the National Assembly take the Tennis Court Oath not to disband, the king gave in and the Assembly began reforming France, scrapping the old system and drawing up a new constitution with a Legislative Assembly. This continued the reforms but it created divisions in France by legislating against the church and declaring war on nations which supported the French king. In 1792, a second revolution  took place, as Jacobins and sansculottes forced the Assembly to replace itself with a National Convention which abolished the monarchy, declared France a republic and in 1793, executed the king. As the Revolutionary Wars went against France, as regions angry at attacks on the church and conscription rebelled and as the revolution became increasingly radicalized, the National Convention created a Committee of Public Safety to run France in 1793. After a struggle between political factions called the Girondins and the Montagnards was won by the latter, an era of bloody measures called The Terror began, when over 16,000 people were guillotined. In 1794, the revolution again changed, this time turning against the Terror and its architect Robespierre. The Terrorists were removed in a coup and a new constitution was drawn up which created, in 1795, a new legislative system run by a Directory of five men. This remained in power thanks to rigging elections and purging the assemblies before being replaced, thanks to the army and a general called Napoleon Bonaparte, by a new constitution in 1799 which created three consuls to rule France. Bonaparte was the first consul and, while the reform of France continued, Bonaparte managed to bring the revolutionary wars to a close and have himself declared consul for life. In 1804 he crowned himself Emperor of France; the revolution was over, the empire had begun. Consequences There is universal agreement that the political and administrative face of France was wholly altered: a republic based around elected—mainly bourgeois—deputies replaced a monarchy supported by nobles while the many and varied feudal systems were replaced by new, usually elected institutions which were applied universally across France. The culture was also affected, at least in the short term, with the revolution permeating every creative endeavor. However, there is still debate over whether the revolution permanently changed the social structures of France or whether they were only altered in the short term. Europe was also changed. The revolutionaries of 1792 began a war which extended through the Imperial period and forced nations to marshal their resources to a greater extent than ever before. Some areas, like Belgium and Switzerland, became client states of France with reforms similar to those of the revolution. National identities also began coalescing like never before. The many and fast developing ideologies of the revolution were also spread across Europe, helped by French being the continental elite’s dominant language. The French Revolution has often been called the start of the modern world, and while this is an exaggeration—many of the supposed revolutionary developments had precursors—it was an epochal event that permanently changed the European mindset. Patriotism, devotion to the state instead of the monarch, mass warfare, all became solidified in the modern mind.

Negative Effects Of Standardized Testing In Schools

Bob Schaeffer, a public education director once said, You don’t make a sheep fatter by weighing them more often. (Nagourney, 2) This represents the process of Standardized Testing and one of the risks it causes; testing too often. Standardized Testing is a process where all students take the same kind of test with similar questions all addressing the same subjects and scored in a consistent way as groups or as individuals. Standardized Testing has brought nothing but negative effects to schools since its commencement. Standardized testing in schools has been around since the 1920 s starting with the SAT. There are many risks in Standardized Testing, that is why Standardized Testing should be revised due to negative effects. On the†¦show more content†¦Teachers being evaluated are similar to schools being evaluated. If a school as a whole test poorly there is a risk that they could lose students. Since there is a risk of consequences at schools, there is a pressure to save themselves at the expense of their students. Schools feel pressured by the public to perform well, often what they do is try and transfer the struggling students to other schools to try and take them out of the equation. There are programs that are put into place to help schools keep up with the standard testing curriculum, like The No Child Left Behind Act. The No Child Left Behind Act tests that judge the schools performance has the power to close schools, fire staff or turn the school, private if the school continues to struggle with overall testing scores. Schools try to save themselves so that they unforced into something that they do not want to do, for example shutting down their school. Standardized testing isn t cheap. Forty-four states and the District of Columbia currently spend over $1.7 billion dollars for these tests. (Tager 1) Title 1 schools are schools where a majority of students are low income, so the state helps pay for these schools so they can stay caught up academically. Schools pay extensive amounts of money for these tests, and 58% of public schools are Title 1 schools. Since over half of the public schools in America are Title 1, a majority of students are not able to transfer from low performing schools, leaving themShow MoreRelatedStandardized Tests : Standardized Testing963 Words   |  4 PagesOct 2015 Standardized Testing in Florida In recent years Florida’s standardized testing program has taken a turn for the worst. After doing away with the FCAT (Florida Comprehensive Assessment Test) the debate has only grown due to flood of new tests being created such as the Florida Standards Assessment (FSA) or End of Course Exam (EOC). These tests are administered to test students’ abilities at the end of the school year. In spring of 2015, with only two months of testing between the EOC’sRead More The Negative Impact of High Stakes Standardized Testing1191 Words   |  5 PagesStandardized testing is not a new concept; it has been in use since the mid to late 1990’s. However the â€Å"high stakes† focus on standardized testing is. The practices that accompany standardized testing have long been in debate. Those in favor of standardized testing will argue that the testing creates a system that increases grades and accountability among teachers, students and school districts across th e country. On the other hand those that oppose standardized testing will argue the ill effectsRead MoreThe Pros And Cons Of Standardized Testing794 Words   |  4 Pageswhy school testing should happen more frequently and why parents and teachers should be less fearful of standardized tests. For educators and parents, testing means standardized testing: a tool wielded by politicians and administrators to terrify children and teachers. When cognitive psychologists hear the word testing, they think immediately of the testing effect — one of the best learning strategies. In this quote, the authors make a separation between testing and standardized testing. TheyRead MoreHigh School Graduation Rate Is The United States861 Words   |  4 PagesStates had the #1 high school graduation rate in the world. Today, we have dropped to #22 among 27 industrialized nations, according to the Organization of Economic Co-operation and Development (OECD) in 2012. Many people have contemplated why this dramatic change has occurred, and who, or what is to blame. Looking more in depth at standardized testing, and examining educator, parent, and student viewpoints in the areas of pressure, awareness, and kfgndfng can give us negative and positive viewpointsRead MoreThe Pros And Cons Of Standardized Testing1302 Words   |  6 Pages Standardized Testing is a regulation of rigorous dialogue and debate. Both sides of this subject impose arguments based upon moral and financial justifications, and span from the local to national level of legislation. The policy of standardized testing as a means to identify schools who are lacking in successful educational processes neither harm school districts through unequal distribution of power, nor negatively affect students’ learning; rather, it benefits students, faculty, and districtsRead MoreStandarized Testing and Alternatives1166 Words   |  5 Pagesuse of standardized tests we are now able to evaluate the knowledge of a large number of students regardless of its effects on education. 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Once it isRead MoreEvaluating The Utilization Of Standardized Testing Essay1395 Words   |  6 Pagesregarding the utilization of standardized testing. Supporters of standardized testing view it was an objective way to evaluate student achievement across the globe. (Jain, L. Role and Benefits of..) According to the US Department of Education,†If teachers cover subject matter required by the standards and teach it well, then students will master the material on which they will be tested--and probably much more.† Meaning, teaching to the test is not necessarily a negative thing as it allows the studentRead MoreImportant Skills A Student Needs Help Learn For Their Future929 Words   |  4 Pageslack what is necessary to cope with difficult life issues. Teachers have to abandon teaching students what is not related to the standardized tests, which then makes them lose sight of what is important for the students. A whole child is not simply composed of the ir intellect, but their emotional and spiritual well-being as well. According to Barrier-Ferreira, â€Å"A school must be about achieving a balance between developing the intellectual, emotional, and social selves of each individual† (39). ThisRead MoreStandardized Testing Is Negatively Affecting The Quality Of Education Essay1467 Words   |  6 PagesStandardized Testing Takes Its Toll On Education According to Linn, â€Å"Americans have had a love-hate relationship with educational testing†, and the controversies on the use of standardized tests will probably continue long after the twenty-first century (29). How can people see the ‘love’ in this use of testing that has negative long-term effects on students? Why should the controversies live on beyond this modern century? Standardized testing is negatively affecting the quality of education given

Spring and All Free Essays

In William Carols Williams’ poem â€Å"Spring and All,† he uses vivid images and metaphors to compare nature to those who endure a deadly disease while quarantined in a contagious hospital. The piece of land surrounding the hospital has been tainted by the dead of winter, which is used to represent those who lost their lives due to the sickness. Then the speaker describes the appreciated transformation the land begins to show, as winter slowly turns into spring. We will write a custom essay sample on Spring and All or any similar topic only for you Order Now The dead piece of land beginning to show signs of life is used to represent the few that survive and will get o leave the dreary hospital. The speaker describes the piece of land surrounding the hospital as muddy, lifeless, and cold. The description of the land during winter is used to symbolize the gloomy feel of the hospital and those who will never leave it, consumed by their illness. Like winter, those who have died are like â€Å"twiggy/ stuff of bushes and small trees/ with dead, brown leaves under them/ leafless vines-,† (10-13. ) The lifelessness of the land and the bare dead plants is used as a metaphor for the tragic deaths of the quarantined patients. The speaker describes the sky and weather as â€Å"mottled clouds driven from/ the northeast – a cold wind,† (3-4. ) The cold wind is used to symbolize the cold chill of death and the misery that will blow through families who lost their loved ones. The poem then begins to portray the beginning of spring and the diseased filled land commences on a slow transformation with a chance of vitality. The land Is â€Å"lifeless in appearance, sluggish/ dazed spring approaches,† (14-15. ) These lines are meant to symbolize the lives of those who struggled and survived through the Illness. At first they are stricken Ill and appear dead In their beds, but as spring approaches they awaken weak, but alive and full of hope. Spring approaches and â€Å"now the stark dignity of/ entrance – Still, the profound change/ has come upon them: rooted, they/ grip down and begin to awaken,† (25-28. ) Not only does the last stanza represent nature breaking through all the dead and being reborn but also those who survived a contagious disease and will receive another chance at life. Spring has always been a symbol of rebirth because dead, leafless, and flowerless plants begin new growth; animals awaken from their long winter slumber, and also a popular time for new life to enter the world. It makes sense that this poem compares spring with the lives of those who have overcome a serious Illness, and will get another shot at life, almost as If they have been reborn. In this poem, winter Is used as a symbol for those who lost their lives, and the sorrows that will freeze the hearts of their family and friends. On the other hand, spring Is used to Illustrate the rebirth of nature and the second chance to those who led on and fought to stay alive. As the land outside the contagious hospital begins to transform with new life and beautiful colors It represents the hope of those that survive and could look out one of the hospitals window and witness new life beginning to grow as they experience their own new chance at life. Work Cited Williams, William Carols. â€Å"Spring and All,† Literature: A Pocket Anthology. 4th deed. Deed. R. S. Gwynne. New York: Longhand, 2009. 597. Spring and All By Jones land commences on a slow transformation with a chance of vitality. The land is meant to symbolize the lives of those who struggled and survived through the illness. At first they are stricken ill and appear dead in their beds, but as spring approaches those who have overcome a serious illness, and will get another shot at life, almost as if they have been reborn. In this poem, winter is used as a symbol for those who lost their lives, and the spring is used to illustrate the rebirth of nature and the second chance to those who to transform with new life and beautiful colors it represents the hope of those that How to cite Spring and All, Papers

Board Game free essay sample

Board games have many benefits. To one person it just passes time and to another person it helps with strategy skills. According to Alvin Rosenfeld, He states, â€Å"Nothing bolsters his (or hers) self-esteem more! So why not pull out an old board game tonight? Playing games is an easy and excellent way to spend unhurried, enjoyable time together. As an added bonus, board games are also rich in learning opportunities† (http://www2. scholastic. com/browse/article. jsp? id=2060). Although it is posted more towards kids I believe as adults we are still finding learning opportunities through board games. While a kid may be looking for a game learning about the alphabet, a teenager might be learning how to be some one at Risk cause is friend is really good. The following games will be discussed in this research paper: Mouse Trap, Risk, and Yahtzee. Major film junkies would know this famous French Director. We will write a custom essay sample on Board Game or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page His name is Albert Lamorisse. Before he was ever a famous French director he had an idea for a board game called, Conquer the World (or in French, â€Å"La Conquete du Monde†). He took it to a publishing company and he gave them idea that the game, â€Å"proved simple enough for novices to play, yet complex and realistic enough to enthrall even sophisticated war-game players† (http://www. indepthinfo. com/risk/history. shtml). The game became a huge success. Then a couple of year down the road Parker Brothers picked it up and it became a success here in America. This Game is called Risk. What influenced the game to be made were mostly likely the wars that were going on for example the Cold war, Korean War, and Vietnam War. That was just in America. The French were going though war themselves. Risk was one of goes games that challenge your mind and make you think do they actually help you out. I know that Risk and other games similar like it. They are games that are wonderful for a wide variety of reasons. The next game would be Mouse Trap. Mouse Trap is the famous game where your pawn is a mouse and you are building a mouse trap hoping that the opposite player gets caught first under the cage of it. In 1963 Mouse Trap game first published by Ideal for two or more players. It was designed by Hank Kramer of Ideal Toy Company, allowed the players almost no decision-making, in keeping with other games for very young children such as Candy land, or Chutes and Ladders. Hand eye coordination benefits Kids and Adult in this game in many ways, â€Å"Apart from that, there are certain specific situations, like playing tennis, juggling balls, solving board puzzles, etc, which require greater degree of coordination. It is not too difficult for a person to improve his hand-eye coordination, providing he is willing to work towards the same. † (http://lifestyle. iloveindia. om/lounge/hand-eye-coordination-1556. html) . Mouse Trap for me was one of my favorite games and well as my moms. I remember playing this game a lot as a kid. We would always lose the Marble that came with the game as well. Yahtzee was invented by a Canadian couple in 1954. It was said that, â€Å"They invented the game, in order to entertain their friends on their yacht. Whenever anyone was invited aboard, they were taught how to play the Yacht game. Their friends enjoyed the game so much that everyone wanted copies of the game for themselves. So in 1956, the couple approached Edwin S. Lowe, a toy maker. They placed an order with him to make up a few samples of the game, so they can distribute it among their friends. Lowe liked the game so much that he offered to buy the rights for it† (http://www. yahtzeeonline. org/yahtzee-history. php). The couple agreed to sell the rights to Edwin. While the couple named the game â€Å"Yacht† Edwin changed the name to Yahtzee. Yahtzee didn’t do good right off when it published it’s first commercial in 1956 but through throwing Yahtzee Parties the game became a huge success. It is my belief that game became a huge success due to people who loved to gamble. It was similar to gambling but the family could all join in. Any game with dice is always a game of chance if your going to win a lot in Las Vegas and lose a lot. I think that is the same way with Yahtzee. All of these three games changed the culture of gaming through three different ways. Risk Help build strategy and thinking that was influenced by the wars going on in that time frame. Mouse Trap was a fun way for kids to build coordination and confidence in kids and adults. Yahtzee was a way people could play with dice and chance if they were going get Yahtzee or just of bunch of sixes to write on their card. All of the games most likely will be family favorites for awhile.