Business report Essay Example | Topics and Well Written Essays - 2500 words

Business report - Essay Example Abstract: This report looks at the influence culture has had on the world of business. The report closely examines the methodology used to conduct business between different companies with different origins of country. The report focuses on the communication barrier that is caused to due to the difference in the two cultures and the main issues that arise when conducting business. The report discusses the rules suggested when negotiating, the various phases of a negotiation and the steps that need to be followed while conducting business with organizations from different cultures. The report concludes stating that conducting business in a country according to the cultural norms of that country dramatically improves the chances of success. Foreword: With the concept of multinational business on the rise there is a need for many to effectively communicate with individuals from different parts of the world having different backgrounds, beliefs, and cultures. Organizations have to be pre pared when they conduct business in different countries. ... Aims: The main aim of this report is to discuss the various cultural and communication issues that arise while conducting business in different countries and particularly in UAE. The report also aims to provide various approaches that can be made to ensure success within the business world of the United Arab Emirates. Introduction: Effective communication is important for an organization to function and perform day to day activities smoothly. The expansion of business to different geographic locations around the globe has brought new challenges for the business world. The difference in customs and languages causes difficulty in effective communication within an organization. Cross cultural communication relates to an area of study that deals with communication between different individuals from different cultural and ethnic background. The main issue that arises in cross cultural communication is the different language being used in different countries. The second is proper advertisi ng and understanding the targeted audience of a particular country. The third thing to consider would be the norms of the culture. Fourth would be their customs. Last would be the political influences within a country. These five factors should be addressed when conducting business overseas or when employing individuals from different ethnic and cultural background. Issues: Language barrier Language barrier is a term used to describe the difficulties people face when they do not have a common language to communicate. To counter the effects of the language barrier either one of the two parties or both have to learn a new language. The services of an interpreter can be sought

World History College Essay Example | Topics and Well Written Essays - 500 words

World History College - Essay Example The condition of women within a particular society was dramatically impacted by the amount of socialization the central culture had developed. For example, India had a heavy caste system wherein women were viewed as weak, frivolous, unimportant, etc. (AUTHOR # 1 132). The fact that the social system perceived women in such a negative light, and was then too inflexible to accommodate change, resulted in women remaining in oppressive or inferior positions with no recourse. In fact, it was the very development of these types of systems that relegated women to a lower class structure. As AUTHOR # 2 states, "women enjoyed broader occupational options and a stronger voice within the family and in society as a whole before the emergence of centralized politics and highly stratified social systems (AUTHOR # 2 268). Not unpredictably, the more money a woman's family possessed, the better daily life she lived. A poor woman would be expected to work in the field or perform other menial tasks while a rich woman would be less likely to experience hardship.

Elements of a Good Nursing Report

Elements of a Good Nursing Report Introduction The mechanism of the nursing report is a comparatively ancient one. Certainly it was routinely used in the pre-Nightingale era of nursing and there are reports of such formal handover mechanisms in Chaucer and other medieval writings (Carrick P 2000). As the nursing profession has evolved over time, the requirements, expectations, demands and indeed the procedures employed in the giving of the nursing report, have also evolved and become more formalised. (Mason T et al 2003). The giving of the report can be a very useful procedure on many different levels. Obviously there is the imparting of information between members of the nursing team, but the report also has the potential of serving more subtle purposes such as increasing team bonding, team motivation, engendering of good working practices and increasing patient empathy amongst the whole nursing team. It also can serve the purpose of a forum for the interchange of ideas between professional members of staff. (Yura H et al. 1998) . Other sources suggest that the peer pressure experienced by the new or student nurse, can shape their own practice by observing the attention to detail (or otherwise) as the report is presented. (Fawcett J 2005) We note that the procedure has â€Å"the potential† for these purposes, as with all processes that involve human input, there is inevitably an inbuilt variability of process. It is seldom perfect and a number of studies have shown that its standard and content can vary across a spectrum from excellent to abysmal (RCN.2003) If we consider the evidence base for this statement, we can find support in two landmark studies that have been completed. The two authors (both Danes) coincidentally produced studies which were published in 1992 (Ljukkonen A 1992) (Kihlgren et al 1992). The latter study was structured in a way that analysed the functional components of the nursing reports in several large hospitals over a three month period, it then offered a period of training on improving the content and delivery of the reports, and then remeasured the staff performance using the same set of measurement parameters. The paper itself is both long and detailed as well as being particularly analytical. To condense (and paraphrase) the findings of the initial section of the paper we can cite the findings that the initial reports were found to be: Highly task oriented and (it was noted that) the staff often discussed the patients reaction in vague and general terms without imparting any specific or useful information. The authors went on to comment that structure was frequently absent or minimal and the nursing process was seldom in evidence. After the professional feedback sessions, the second analysis period showed a marked change to the fundamental nature of the reports to the extent that they now included the observation that there were: More messages per report after the intervention compared to the control ward and the messages with psychosocial content had doubled. This was reflected in a greater appreciation and satisfaction on the part of the receiving nurses and a demonstrable improvement in team empathy We note that the authors stated that in organising the mid-section training sessions they utilised the research work of Orlando (et al. 1989), who crystallised the essential elements of the nursing report into the basic concepts of â€Å"prioritisation, communication and presentation skills, together with instruction of the important ingredients of the actual nursing report.† The Ljukkonen (A 1992) paper has similar findings but was set in two nursing homes for the elderly where the authors found that the low turnover in patients was the prime reason for the decline in nursing report standards observed. The lack of trophic peer pressure was also considered to be a major relevant factor. The comments cited by Yura (regarding team building) earlier in this essay have their origins in this paper. Charboyer (2001) expands them further with the suggestion that a â€Å"vital part of the nursing process† is the ability to interact with all of the other members of the nursing team, both in terms of hearing (learning) and expressing opinions. These two papers effectively pose the unformulated question â€Å"just what elements are ideally required in the definitive nursing report?†. We can take the lead from the Kihlgren paper which considered the work of both Orlando and Dugan (1989) who analysed the essential elements of the nursing report and categorised them as: Prioritising care and patient needs. Communication Skills. Non-Judgemental Approach. The precursors of these elements were initially formulated in a paper published by Orlando in 1987 (Orlando I. J. 1987) who suggested that it was a fundamental function of the nursing process to prioritise the patient’s needs after elucidating them and use these perceived needs to instigate and plan an appropriate course of action which could be presented at the formal nursing report. He conceded that such an analysis was a function of the individual and unique interaction between patient and healthcare professional (by implication, the nurse) and that the nurse should ideally use their communication and analytical skills to present their assessment to the professional colleagues. These concepts eventually evolved into Orlando’s preposition that the â€Å"backbone of the nursing report† would be this analysis and prioritisation of the patient’s perceived needs and their presentation in a â€Å"logical sequence†. Orlando concludes his original paper with the comment that this plan should be enunciated and modified in accordance with the patient’s illness trajectory at each successive nursing report so that the stated goals can be achieved as expediently as possible. We have made earlier reference to the importance of good communication skills in the nursing report. It follows from our previous discussions that the communications skills must also ideally be in evidence between the healthcare professional and the patient in order for the nursing report to have maximal relevance (Arnold et al 2004). The importance of this comment can be judged from the fact that interpersonal communication is considered to be one of the six core attributes in consideration of optimum personal effectiveness in the â€Å"modern nurse managerâ€Å" (ICN 1998). The traits and deficiencies in the area of communication in general, identified by both Ljukkonen and Kihlgren, were studied in greater detail by Heinmann-Knoch (2005), who analysed the topic in direct relation to the nursing report in admirable detail and went on to suggest the mechanisms by which such deficiencies could be addressed. If we accept, as Davies (et al. 2002) enunciates, that communication is a skill that is seldom innate or totally intuitive â€Å"it has to be learned, acquired and actively practised.† Other authors point to the fact that other common failings of the nursing report include elements such as stereotyping or judgementalism. (Brechin A et al. 2000). When such elements are found to be present they clearly cross not only professional boundaries but also moral and ethical boundaries as well. (Stowers K et al. 1999) Eye contact is an often overlooked element of professional interaction either between nurses themselves or between nurses and their patients. Eye contact implies attention and respect and can signal perceived degrees of dominance and submission in the pecking order (Hurley R 2006). Similarly lack of eye contact can imply ignorance, confusion, indifference, and ineptitude (Fielder A 2000). As a communication tool it can be used to advantage by the skilled professional nurse both to elicit information from patients and also to ensure attentive listening in the nursing report situation. (Platt, F W et al. 1999) Body language is another often overlooked element in the art of communication. It has not received a great deal of overt scrutiny in the peer reviewed medical press but the majority of experienced healthcare professionals would attest to its value in both eliciting and conveying information (Edmondstone W M 1995). There is a considerable body of evidence to suggest that body language and nonverbal communication has a greater ability to impart information relating to the sincerity of the speaker than the words they are using (Trimboil A et al. 1997), equally it can be used to advantage when trying either to elicit or to suppress a response from the recipient (Tomlinson J 1998). Reflection is a vital part of the learning process. It has been described and modified by many authors. Taylor (2000) suggests that it should be an active process embarked on after the event so that memories and perceptions of a situation can be rationalised and appropriate strategies considered for more optimal outcomes. Palmer (2005) observes that reflection is both a professional requirement and also a dynamic process whereby the practitioner will be prepared for any similar occurrences and can build a knowledge base to enhance his or her practice, and therefore grow as a professional. On a personal note I find that the Gibbs reflective cycle (Gibbs, G 1988 ) is both convenient, practical and useful It is beyond doubt that the nursing report, in its ideal form, should be carefully constructed, structured and prepared. It should address all of the needs of the patient – not only the medical and nursing ones, but as Hendrick, (J. 2000) points out – it should also address the more subtle needs of the patient such as their psychological, socio-economic or social needs as well, if they are appropriate. Its proper delivery is not just a matter of chance or the last item on the shift for the departing staff nurse, it is one of the fundamental tools of the nursing profession and needs to be prepared, considered and focussed before it is actually invoked. The messages that the nursing report conveys are not simply those messages that relate to the continued nursing care of the patients, but also those that speak to the professional expectations of the nurses. Those who listen to their peers delivering the nursing report in a professional and intelligent way are more likely to be indoctrinated with professional attitudes and ideals than those who view the report as little more than a nuisance at the beginning of their shift. (Clarke J E et al. 1997). The nurse who uses all of the tools of communication, including presentation, positive body language and meaningful eye contact together with clear unequivocal language is far more likely to make a positive and dynamic impression with her report than the nurse who simply puts together a few sentences relating to each patient. (Hewison, A. 2004) References Arnold Bloggs 2004  Interpersonal Relationships: Professional Communication Skills for Nurses  London : London Meridian 2004 Brechin A. Brown, H and Eby, M 2000  Critical Practice in Health and Social Care  Open University, Milton Keynes. 2000 Carrick P 2000  Medical Ethics in the Ancient World  Georgetown University press 2000 ISBN : 0878408495 Chaboyer, Najman , Dunn 2001  Cohesion among nurses: a comparison of bedside vs. charge nurses perceptions in hospitals.  Journal of Advanced Nursing 35 : 4, 526-532 Clarke J E Copcutt L 1997  Management for nurses and Healthcare Professionals.  Edinburgh : Churchill Livingstone 1997 Davies Fox-Young 2002  Validating a scope of nursing practice decision making framework  International Journal of Nursing studies 39 , 1 , 85-93 Edmondstone W M 1995 Cardiac chest pain: does body language help the diagnosis? BMJ , Dec 1995 ; 311 : 1660 1661 Fawcett J 2005  Contemporary Nursing Knowledge: Analysis and Evaluation of Nursing Models and Theories, 2nd Edition  Boston : Davis Co 2005 ISBN : 0-8036-1194-3 Fielder A Book : Sight Unseen BMJ , Jan 2000 ; 320 : 66 ;   Gibbs, G 1988  Learning by doing: A guide to Teaching and Learning methods EMU Oxford Brookes University, Oxford. 1988 Heinmann-Knoch, Korte, heusinger, Klunder Knoch 2005  Training of communication skills in stationary long care homesthe evaluation of a model project to develop communication skills and transfer it into practice Z Gerontol Geriatr. 2005 Feb ; 38 (1) : 40-6. Hendrick, J. 2000  Law and Ethics in Nursing and Health Care,  London. Stanley Thornes : 2000 Hewison, A. 2004  Management for Nurses and Health Professionals: Theory into practice. Blackwell Science : Oxford. Hurley R 2006 Ways of seeing BMJ , May 2006 ; 332 : 1219 ;  ICN 1998 International Convention on Nursing   Scope of nursing practice Geneva : ICN 1998 Kihlgren, Lindsten, Norberg Karlsson 1992  The content of the oral daily reports at a long-term ward before and after staff training in integrity promoting care. Scand J Caring Sci . 1992 ; 6 (2) : 105-12.   Ljukkonen A 1992  Contents of daily reports and nursing practice in 2 homes for the aged] Hoitotiede. 1992 ; 4 (5) : 194-200. Mason T and Whitehead E (2003)  Thinking Nursing.  Open University. Maidenhead. 2003 Orlando, I. J. 1987.  Nursing in the 21st century: Alternate paths.Journal of Advanced Nursing, 12 , 405-412 : 1987 Orlando, I. J., Dugan, A. B. 1989.  Independent and dependent path: The fundamental issue for the nursing profession. Nursing and Health Care, 10 (2) , 77-80 : 1989 Palmer 2005  Palmer in Learning about reflection from the student Bulpitt and Martin Active Learning in Higher Education. 2005 ; 6 : 207-217. Platt, F W Gordon G H 1999  Field Guide to the Difficult Patient Interview 1999 Lippincott Williams and Wilkins, pp 250 ISBN 0 7817 2044 3 London : Macmillian Press 1999 RCN 2003 RCN Leadership Project 2003 Defining Nursing RCN Publication 001 983 : Apr 2003 Stowers K, Hughes R A, Carr A J. 1999 Information exchange between patients and health professionals: consultation styles of rheumatologists and nurse practitioners. Arthritis Rheum 1999 ; 42 (suppl) : 388 S. Taylor, E. 2000. Building upon the theoretical debate: A critical review of the empirical studies of Mezirow’s transformative learning theory. Adult Education Quarterly, 48 (1) , 34-59. Tomlinson J 1998 ABC of sexual health: Taking a sexual history BMJ , Dec 1998 ; 317 : 1573 1576 Trimboli A, Walker M B 1997 Journal of Nonverbal Behaviour Publisher: Springer Netherlands ISSN : 0191-5886 Paper 1573-3653 DOI : 10.1007 / BF00990236 Issue : Volume 11 , Number 3 September 1997 Pages : 180 190 Yura H, Walsh M. 1998  The nursing process. Assessing, planning, implementing, evaluating. 5th edition. Norwalk, CT : Appleton Lange, 1998.

Coming of Age in A Tree Grows in Brooklyn :: Tree Grows in Brooklyn Essays

Coming of Age in A Tree Grows in Brooklyn Betty Smith's A Tree Grows in Brooklyn presents the problems of a child growing up, the coming of age when one meets challenges and overcomes obstacles. The protagonist, Francie Nolan, undergoes a self-discovery as she strives to mature living in the Brooklyn slum despite its poverty and privation. Thus, Smith's thematic treatment of the struggle of maturity has become for the reader an exploration of loneliness, family relationships, the loss of innocence, and death and disease. One of the challenges of growing up is loneliness. As a small child living in Brooklyn Francie had no friends her age, the kids in her neighborhood that would have been candidates for friends either found her too quiet or shunned her for being different. Betty Smith describes on page 106 how most of Francie's childhood days were spent: "So in the warm summer days the lonesome child sat on her stoop and pretended disdain for the group of children playing on the sidewalk. Francie played with her imaginary companions and made believe they were better than real children. But all the while her heart beat in rhythm to the poignant sadness of the song the children sang while walking around in a ring with hands joined." As time went by and Francie got older she began to get to know a different kind of loneliness. Betty Smith narrates her feelings on page 403: "Spring came early that year and the sweet warm nights made her restless. She walked up and down the streets and through t he park. And wherever she went, she saw a boy and a girl together; walking arm-in-arm, sitting on a park bench with their arms around each other, standing closely and in silence in a vestibule. Everyone in the world but Francie had a sweetheart or a friend she seemed to be the only lonely one in Brooklyn without a friend." Loneliness is one of the challenges we must all conquer as part of maturing and it helps us learn to be independent and overcome hardship. Family relationships are a second problem faced by all in their coming of age. Francie loves her Johnny Nolan, her father, more than anything, she adores the way he talks and the way that he sings.

Impact of Advertising on the Youth

Positive Effects Of Advertisement On Kids †¢Advertising makes the kids aware of the new products available in the market. It increases their knowledge about the latest innovations, in the field of technology as well as otherwise. †¢Convincing ads, which center around healthy food products, can help improve the diet of a child, if they are attractive enough. Negative Effects Of Advertisement On Kids †¢Advertisements encourage the children to persuade their parents to purchase the products shown in the commercials, whether useful or not.The little ones tend to get adamant, if they are not bought the product. †¢Children often tend to misinterpret the messages conveyed in commercials. They overlook the positive side and concentrate more on the negatives. †¢Many advertisements in the present times include dangerous stunts, which can be performed only by experts. Even though the commercials broadcast the statutory warnings with the ad, the kids often try to imitate the stunts at home, with fatal results. †¢The flashy advertisements broadcast in television generate impulse shopping in children. Children, after watching the glitter of commercials, often lose the ability to live a life without materialistic joy. †¢The kids usually get more attracted towards the costly branded products, such as jeans and accessories. They disregard the inexpensive, but useful, ones that are not shown in the commercials. †¢Advertisements have an indirect effect on the behavior of children. They might develop temper tantrums, when deprived of the latest toys and clothes that are shown in the commercials. †¢The personal preferences in clothing, toys, food and luxurious of children are altered by the advertisements, to a great extent. Junk foods, such as pizzas, burgers and soft drinks, are heavily promoted during children's TV viewing time. This develops a craving for fatty, sugary and fast foods in kids, thereby affecting their health adversely. Positive Effects of Advertisements on Kids 1) Advertising makes the kids aware of the new products available in the market. It increases their knowledge about the latest innovations, in the field of technology as well as otherwise. 2) Convincing ads, which center around healthy food products, can help improve the diet of a child, if they re attractive enough. Negative Effects Of Advertisement On Kids 1) Advertisements encourage the children to persuade their parents to purchase the products shown in the commercials, whether useful or not. The little ones tend to get adamant, if the product is not bought for them. 2) Children often tend to misinterpret the messages conveyed in commercials. They overlook the positive side and concentrate more on the negatives. 3) Many advertisements in the present times include dangerous stunts, which can be performed only by experts.Even though the commercials broadcast the statutory warnings with the ad, kids often try to imitate the stunts at home , with fatal results. 4) Flashy advertisements broadcast in television generate impulse shopping in children. 5) Children, after watching the glitter of commercials, often lose the ability to live a life without materialistic joy. 6) Kids usually get more attracted towards costly branded products, such as jeans and accessories. They disregard the inexpensive, but useful ones that are not shown in the commercials. ) Advertisements have an indirect effect on the behavior of children. They might develop temper tantrums, when deprived of the latest toys and clothes that are shown in commercials. 8) The personal preferences in clothing, toys, food and luxurious of children are altered by advertisements, to a great extent. 9) Junk foods, such as pizzas, burgers and soft drinks, are heavily promoted during children’s TV viewing time. This develops a craving for fatty, sugary and fast foods in kids, thereby affecting their health adversely.

Character Description of King Duncan and Macbeth Essay

One of the smaller, yet important, characters is King Duncan. Duncan is an intelligent, generous, trusting and simply, a good king. Especially his goodness contributed to the doubt of Macbeth to actually kill the king. Complimenting his companions for all their nobleness demonstrates Duncan’s love to the people around him and effects their compassion for him. â€Å"O valiant cousin! Worthy gentlemen!† (Act I, Scene 2) is Duncan’s response to someone he barely knows and just explains what had happened during the battle and how Macbeth saved Duncan’s kingdom. Of course it is logical that Duncan is very content with the news of a victories view on the battle. However, to call someone a valiant cousin and a worthy gentlemen if he does not know who this men with the news is, shows Duncan’s respect to a man who is of much lower class than himself. As well it gives the audience the feeling that Duncan is a man who rather lives in a peaceful country than in a country that often fights for land. Besides men he does not know very well, his appreciation of his noble follower Banquo is more than once expressed by Duncan. Firstly he â€Å"infold thee (Banquo) and hold thee to my heart† (Act I Scene 4) and not much later expresses again his thankfulness of Banquo’s loyalty when he compliments him (to the audience) by calling him truly worthy. And by naming Macbeth thane of Cawdor he demonstrates his generosity and appreciation for a, in his eyes, noble man. Duncan really is a loving and generous man; he wants the very best for his people and recognizes loyalty and the good side in people. Maybe that is his tragic flaw. Perhaps Duncan is naà ¯ve, or perhaps he wants to set the example for his country since he is the king, and by doing so he does puts his own status in a dangerous position. His real intentions for being the person that he is are not obvious. Although Duncan is too naà ¯ve to suspect anybody from hurting him, which is not necessary because he is well respected for his deeds, he admits his mistake. When Banquo and he are talking about the man that deceived him and fought the battle against him he explains that â€Å"there is no art to find the mind’s construction in the face: he was a gentleman on whom I built an absolute trust† (Act I Scene 4). His intelligence, on the other hand, is a little bit more obvious. Duncan has  not shown any knowledge about a possible assassination, but still tells the people his son Malcolm is going to be the king after him (Act I Scene 4). Duncan is intelligent enough to understand that he will not be king forever. And although he has no real signs of diseases or death, there is something that drives him to the point where he officially announces that his son is going to be king before he departs to visit the person who caries the same title as his last traitor. It is ironic that the thane of Cawdor is his traitor and his murderer. Despite the fact that Macbeth wants to kill Duncan for his own sake, he acknowledges Duncan’s goodness and intelligence in his soliloquy in which he doubts whether or not he should kill Duncan. â€Å"This Duncan hath borne his faculties so meek, hath been so clear in his great office, that his virtues will plead like angels trumpet-tongued against the deep damnation of his taking off† (Act I Scene 7). A completely different character is the direct half that murdered king Duncan. The direct half is the part of the conspiracy that actually murdered the king, the other half, the indirect part, is the person that helped thinking about and inspiring the assassination. Macbeth himself is the direct and Lady Macbeth the indirect half. Macbeth, a worthy warrior, deals with his ambition in conjunction with his conscience. His ambition leads him to think about ideas his conscience disapproves, but since his ambition is shared by the indirect part, Lady Macbeth, his ambition conquers his conscience. As soon as Macbeth has the chance to understand what happened to him after the three â€Å"witches† told him he would be thane of Cawdor and king, his imagination leads him to think it is possible that his sons could become king. â€Å"Do you not hope your children shall be kings, when those that gave the thane of Cawdor to me promis’d no less to them?† (Act I Scene 3) are his thoughts when he releases that the witches gave him what they promised, the title of thane. How great would it be if his sons could become rulers of the country? Soon his ideas about his sons change to the idea that he could become king himself if the king would die before announcing the next king. When Duncan does announce that Malcolm should be king after his dead, Macbeth demonstrates to the audience that this means he needs to fight him as well. He thinks that â€Å"in my way it lies† (Act I Scene 4), it is his destiny to become king. But a couple lines before that he tells the king that the victory was his duty to the king. Clearly he does not have any problem by wearing a mask over his thoughts, or as he states in Act I Scene 7; â€Å"false face must hide what the false heart doth know†. His ambition is there, he wants to be the king, now he knows he is destined to be king he feels more tendency to murder than to be loyal. However, his conscience is at some points stronger than his will. In his soliloquy he is persuading himself that he should not murder because of many reasons. The part where his conscience plays a huge role is concerning the fact that â€Å"we still have judgment here; that we but teach bloody instructions, which being taught return to plague th’inventor† (Act I Scene 7). Ironically, since he is the murder, Macbeth is the only one who doubts himself so often. The other characters know what they wanted; the king wants all the good for his country, Banquo wants all what is good for the king, and Lady Macbeth, Macbeth’s â€Å"dearest partner of greatness† (Act I Scene 5), wants to see her husband becoming the king. Macbeth admits that his greatest weakness is his â€Å"vaulting ambition, which o’erleaps itself and falls on the other† (Act II Scene 7). Having ambition is one of those things in life you can’t afford it too have too little, but neither can you have too much or it will work against you. In Macbeth’s case there is enough to make him consider killing his king, but not enough to actually act the murder out. He needs someone who can persuade him to do it. Lady Macbeth fits in this picture perfectly. She is supportive enough to ask Macbeth if he rather lives as â€Å"a coward in thine own esteem† (Act I Scene 7) or that he becomes king. If Lady Macbeth would not continue to push him and give him orders, he would probably not have done the job without big mistakes. Even after the â€Å"deed† Lady Macbeth needs to calm him down. She needs to tell him that he should â€Å"consider it not so deeply† (Act II Scene 2) when he was not able to pronounce the word â€Å"amen†.

buy custom PhD Admission Paper of Interest essay

buy custom PhD Admission Paper of Interest essay I have been working in the educational sector for over twenty years, which has made my experience in the field both enormous and versatile. Therefore, I plan to acquire more specialized knowledge and skills in the field of teaching, learning, and evaluation. Among other goals, my principal target lies in achieving solid expertise regarding proficiency in teaching because I hope to specialize in teaching education. My previous educational background in conjunction with the many years of practical activities will certainly be helpful in my future academic and professional efforts. What concerns my previous education, I hold a Bachelors of Arts in educational psychology. Moreover, I obtained a diploma in educational management and leadership with a very good GPA. Furthermore, I have also been awarded an MA in the field of education with an emphasis on educational administration with a very good GPA as well. Thereby, I managed to successfully complete my degree despite the fact that I am a mother of three children. My previous thesis was about teachers supervision. In view of the above, I would like to list several goals I plan to pursue in my PhD program: The goal of knowledge. According to Viv Ellis (2009), teachers knowledge of the subjects constitutes an appropriate characteristic in demands for the professional status (p. 29). Thus, my purpose is to accumulate as much knowledge in the domain of teaching, learning, and evaluation as possible. Hence, I am utterly determined to augment my knowledge about teaching strategies, conceptual frameworks, and the effective methods of teaching, as well as the contemporary issues particularly in teaching. Moreover, I am going to conduct the in-depth research featuring a critical review of different approaches, methods, and processes in education. Also, I am going to trace the complementarities and reciprocities of the research methodology. In particular, I intend to apply my mind to disadvantages of the contemporary teaching strategies. The goal of competence. According to Patricia A. Pugh (2008), the issue of competence is composed of the following components: facts, knowledge, attitude and behavior (p. 48). In conformity with that judgment, I strongly believe that my further education will enhance my professional competence, taking into consideration that I am already a practitioner. In the context of my studies, I am planning to grind my skills in teaching education. The goal of contribution. According to Reddy (2003), the teachers role is many-sided because they are required to perform teaching responsibilities, counseling measures, curriculum developments, public relations responsibilities and others as well (p. 1). In view of the above, my professional activities are conducted with the purpose of contribute to our society. I am going to augment our education in several ways. As far as my academic aspirations are concerned, my research will represent the brand-new opinions and suggestions in respect of the methodological basis of teaching, learning, and evaluation. I will illustrate both agreed upon and contentious issues in the current education. In addition, I would like to emphasize the domain of educational administration and management. Thus, my previous experiences in the field of educational administration are going to be very useful in my studies. Besides, my most important contributions will be made in respect of pupils and students. I plan to elaborate on the most reliable solutions which will assuredly improve the circumstances of learning, teaching and evaluation. Apart from the above, I would like to characterize my interests in the domain of education. They include a large number of issues connected with the processes of teaching, learning, and evaluation. I am placing a special emphasis upon the process of teaching which has given rise to my primary area of interest. Furthermore, I am very interested in the research education which may help me comprehend and apply research in real-life education. I am confident that a satisfactory research education consists of such significant components as topic investigation, critical reading, and overview of various types of practical research. Besides, I prefer to master teaching strategies in conjunction with methods of instructions. With the help of the aforementioned knowledge, I am going to examine how instruction reinforces student learning. I deem it my duty to ensure you that my educational expectations supported by my experience and high professional ambitions are great and undisputed. Thus, I am going to work diligently towards accomplishing those goals. My abilities are diverse: I may give undivided attention to what other people are saying, spend time to understand their points, and ask questions without interrupting them. I am capable of assessing performance by myself, my colleagues, and students. My speech is clear and the written language is expressive. I am proficient in both deductive and inductive reasoning. There is no problem for me to exercise day-to-day administrative tasks, analyze information, and evaluate results in order to select the best possible solution. To sum up, my previous educational and professional background combined with my goals and interests are sufficient grounds for embarking on a PhD program in teaching, learning, and evaluation, which is my naturally determined choice. Buy custom PhD Admission Paper of Interest essay