Rivers in the Wasteland by NEEDTOBREATHE free essay sample

Needtobreathe is an American elective musical gang from Seneca, South Carolina. The band is made out of Bear Rinehart with lead vocals, guitar, and piano, Bo Rinehart with support vocals and guitar, and Seth Bolt with sponsorship vocals and bass. Their latest collection is called â€Å"Rivers in the Wasteland† and was discharged for the current year. It is effectively unmistakable by their progressively natural and acoustic-driven sound, credited to the ongoing abdication of their previous drummer Joe Stillwell. This new collection is increasingly full grown, including lovely verses portraying their ceaseless confidence, dependability to one another, and relationship with God. The initial melody, â€Å"Wasteland† is the account of acknowledging what makes a difference most to us at long last. Some of the time in the entirety of our lives we feel as though we are living in a no man's land, continually being besieged with the antagonism of society, and this melody advises us to have expectation and search for the â€Å"river in the wasteland†. We will compose a custom paper test on Streams in the Wasteland by NEEDTOBREATHE or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page This tune impeccably sets up the collection, by clarifying the title of the collection and uncovering the hardships of the band directly at the beginning entryway. â€Å"Brother† is a tune basically about the relationship of the band. Their fellowship was scrutinized with the abdication of Joe Stillwell, and they went without a hitch. In addition to the fact that they came back considerably more grounded than previously, yet it additionally reflected in their music. Lines like â€Å"brother let me be your shelter†, and â€Å"I can be the one you call when you’re low† show exactly the amount they care for one another as a band. Bo Rinehart says in a meeting â€Å"The band needed to experience a truly intense opportunity to acknowledge the amount we required one another, however we came out the opposite side with a thankfulness that no one but siblings can have.† â€Å"Difference Maker† is likely the most important and intriguing melodies in the collection. From the outset it puts on a show of being delightful and uplifting, however after truly tuning in to the verses, you understand it may be the exact inverse. It is all the more a miserable parody, about a pompous man who glances back at the group and says that he is the distinction producer; he is the one in particular who addresses God. What Bear needed us to acknowledge is, â€Å"How important are we, really?†. It gives us how silly our pride truly is. The last tune, â€Å"More Heart, Less Attack† pinpoints the topic of the band in general, to be additionally adoring and less scornful or negative. It is the ideal closure of an awesome collection, leaving us roused and needing more. In a meeting, Bear says that the collection to him is self-portraying. He says, â€Å"That’s what the no man's land is about. There’s a split in the entryway loaded up with light, and that’s all we need to begin. Our aspiration disrupted the general flow and our needs got in an inappropriate spot, and being out and about, and not knowing where we are. Toward the finish of the collection, the fact of the matter is there, and we’ve realigned our needs. That truly is the narrative of what befallen the band over that year. God had an arrangement for this album.† Rivers in the Wasteland shows us love, confidence, and fellowship with motivating verses and delightful tunes. It is an enlightening collection that I will keep on tuning in to for a long time to come.

Do Music Lyrics Promote Violence Resear free essay sample

There are a few, notwithstanding, that can be very hurtful, particularly to a powerless crowd. Todays music and melodious substance have experienced an extreme change since the presentation Of awesome over forty years back. In the event that guardians in the fifties didn't care for Elvis spinning hips, they absolutely would be bewildered by how rapidly we have arrived at this anything goes attitude. The counter social subjects regular in famous music have constrained a few grown-ups to energize against it, particularly music, for example, overwhelming metal and rap.Plato once expressed, Any melodic advancement is risky to the entire state and should be restricted. Substantial metal verses, for instance, as a rule contain topics of distance, retaliation, and apprehension. The verses themselves contain references to sex, medicate use, self destruction, Satanism, and other savagery. From the audience members perspective, the verses are scarcely conspicuous and the music is noisy and guitar driven. Perceiving how you can not so much ever hear what the verses state, they become not entirely clear for whoever tunes in. We will compose a custom article test on Do Music Lyrics Promote Violence Resear or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Rap music is similarly as awful if not more terrible as overwhelming metal contingent upon the message given in the tune. Rap verses are recited in rhythm and are joined by cadenced music that may incorporate scratching or turning. The verses of rap music will in general contain questionable language and suggest things simply like substantial metal. My anxiety isn't with well known music, or even with a specific kind, for example, overwhelming metal or rap. My anxiety is with those melodies that commend brutality, bigotry, murder, anarchy, and overlook the maltreatment of women.I am not underlining any sort of restriction, yet I am underscoring some kind of duty or citizenship. Music is critical to this culture and its personality. Music characterizes social and sub-social limits. Todays culture face undeniably a larger number of challenges and perils than their partners did only an age back. In the course of the most recent thirty years, fierce adolescent wrongdoing has bounced by in excess of 500 percent. The effect that music has had on conduct is mind boggling and differs greatly.The most ideal approach to figure out what the effect is, the thing that vicious verses affirm, and owe the verses fit into the effect of famous amusement is to support research, discussion, and conversation. Adolescent self destruction has significantly increased, unwed high schooler pregnancy has soar, and easygoing medication use among teenagers has bounced about 50% alone over the most recent four years (Lustiest). A young people inclination for specific sorts of music can likewise connect on to how the child acts just as different exercises they do. Music has consistently greatly affected youths and how they are presented to specific things. Do Music Lyrics Promote Violence Resear free paper test We as a whole know music itself can affect individuals from the second the tune starts to the second it closes. It can fulfill them, consider past separations, consider somebody they love, miss a relative that has passed, need to get up and move, or pester us when they stall out In our minds. Music is there for us and can get us through any circumstance. Most music can make individuals experience a Did scope of feelings, a large portion of which can be either extremely great or completely readers.There are a few, notwithstanding, that can be very destructive, particularly to a powerless crowd. Todays music and expressive substance have experienced a radical change since the Introduction of awesome over forty years prior. On the off chance that guardians In the fifties didn't Like Elvis spinning hips, they positively would be astounded by how rapidly we have arrived at this anything goes mindset. We will compose a custom paper test on Do Music Lyrics Promote Violence Resear or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The anta-social topics regular In well known music have constrained a few grown-ups to energize against It, particularly music, for example, substantial metal and rap. Plato once expressed, Any melodic advancement is hazardous to the entire state and should be denied. Overwhelming metal verses, for instance, ordinarily contain topics of distance, revenge, and apprehension. The verses themselves contain references to sex, tranquilize use, self destruction, Satanism, and other savagery. From the audience members perspective, the verses are scarcely conspicuous and the music is uproarious and guitar driven. Perceiving how you can not so much ever hear what the verses state, they become not entirely clear for whoever tunes in. Rap music is similarly as terrible if not more regrettable as overwhelming metal contingent upon the message given in the song.Rap verses are recited in rhythm and are joined by cadenced music that may incorporate scratching or turning. The verses of rap music will in general contain shocking language and imply things Just like substantial metal. My anxiety isn't with mainstream music, or even with a specific class, for example, substantial metal or rap. My anxiety is with those melodies that commend viciousness, bigotry, murder, disorder, and approve the maltreatment of ladies. I am not accentuating any sort of cherishes, however I am underlining some kind of duty or citizenship.Music is essential to this culture and its personality. Music characterizes social and sub-social limits. Todays culture face definitely a larger number of troubles and threats than their partners did Just an age back. Throughout the most recent thirty years, vicious adolescent wrongdoing has Jumped by in excess of 500 percent. The Impact that music has had on conduct Is unpredictable and fluctuates extraordinarily. The most ideal approach to figure out what the Impact Is, the thing that rough verses declare, and how the yards fit Into the Impact of well known diversion Is to support research, discussion, and discussion.Teen self destruction has significantly increased, unwed youngster pregnancy has soar, and easygoing medication use among teenagers has Jumped almost 50% alone Over the most recent four years (Lustfully). A young people inclination for specific kinds of music can likewise relate on to how the child carries on just as different palaces they do. Music has consistently greatly affected youths and how they are presented to specific things. - Nereid up and move, or pester us when they stall out in our minds. Music is there for us Med scope of feelings, a large portion of which can be either extremely superb or completely alienable crowd. Presentation of awesome over forty years back. On the off chance that guardians in the fifties didn't care for Elvis rotating hips, they surely would be confounded by how rapidly we have arrived at this anything goes attitude. The counter social subjects regular in mainstream music have constrained a few grown-ups to revitalize against it, particularly music, for example, overwhelming Rap music is Just as awful if not more regrettable as substantial metal contingent upon the message critical to this culture and its character. Music characterizes social and sub-social partners did Just an age ago.Over the most recent thirty years, brutal Juvenile The effect that music has had on conduct is unpredictable and changes extraordinarily. The most ideal approach to figure out what the effect is, the thing that rough verses attest, and how the verses fit into the effect of well known amusement is to energize research, banter, and easygoing medication use among youngsters has Jumped about 50% alone over the most recent four years (Liquidity). Child carries on just as different exercises they do.

Take It Simple

Take It Simple Growing up in Ohio, you couldnt go a day without hearing three words: take it easy. As a fond farewell Ive heard this exclamation so many times its ingrained. Midwesterners are programmed to recite this locution whenever a conversation or meal or meeting adjourns. Goodbye. See you later. Take it easy. But the other day, as I waved goodbye to the FedEx delivery woman leaving my office in Missoula, I surprised myself when out of nowhere I hollered take it simple. I have no idea why I blurted simple instead of easy, but I did, and I liked the subtle change, a slight twist of phrase that radically altered the idioms meaning. So I began using it as my new farewellâ€"take it simpleâ€"in emails and face to face. (Youre welcome to do the same.) Although both words seem similar, easy and simple are not synonyms. In fact, if anything they are antonyms. Something is easy when its achieved without great effort. Simplicity on the other hand involves plenty of deliberate effort, intention, rigor, attention to detail.  A disastrous forest fire is easy; elegant fireworks are simple. You see, easy just happens, but  simple is planned,  carefully curated, well executed. Me? Im a simple man. I live a simple life, not an easy one. Subscribe to The Minimalists via email.

Appositive Adjective Definition and Examples

An Appositive Adjective is a traditional grammatical term for an adjective (or a series of adjectives) that follows a noun and, like a nonrestrictive appositive, is set off by commas or dashes. Appositive adjectives often appear in pairs or groups of three (tricolons). Examples and Observations Arthur was a big boy, tall, strong, and broad-shouldered.(Janet B. Pascal, Arthur Conan Doyle: Beyond Baker Street. Oxford University Press, 2000)No Chinese emperor was more resplendently arrayed. As for the cigarette that he holds out, half smoked, to be taken and deposited by his valet, a whole civilization—urbane, authoritative, preposterous, and doomed—resides in that single gesture.(Anthony Lane, Life and Death Matters. The New Yorker, February 8, 2010)Much of the greatest poetry, ancient and modern, has been occupied with a similar image: the figure of the abandoned woman.(Lawrence Lipking, Abandoned Women and Poetic Tradition. The University of Chicago Press, 1988)Since then the starless night is gone,The warm south-western showers have passed;The trees, forlorn and bare, sigh on,And shiver in the northern blast.(Caroline May, Dead Leaves, 1865)Though Sfars fantastic visual excesses distort some facts, they perfectly reflect the spirit of Gainsbourgs life and rep utation—excessive, brilliant, controversial, and tortured.(Michael Rabiger and Mick Hurbis-Cherrier, Directing: Film Techniques and Aesthetics, 5th ed. Focal Press, 2013)Melrose in his skullcap, sitting sideways in his chair, his cigarette held aloft, presented a profile which might have been that of some Venetian Doge, old, withered and crafty.(Mary Augusta Ward, The Mating of Lydia, 1913) Characteristics of Appositive Adjectives Appositive adjectives, which hardly ever spring naturally to our lips, differ from regular adjectives both in placement and in punctuation. They are placed after the noun or before the determiner, and they are set off by commas. When there is no determiner, they are still set off by commas. Their functions are somewhat different, too, although the difference is hard to pin down. It should be fairly easy to feel, however, if you read these three sentences aloud, one after the other. Adjectives in normal position:The sturdy old cabin survived the hurricane.Appositive adjectives following the noun:The cabin, old but sturdy, survived the hurricane.Appositive adjectives before the determiner:Old but sturdy, the cabin survived the hurricane. In the second and third sentences, the placement and punctuation of old but sturdy lead you to place a stress on both appositive adjectives that they do not get in the first sentence... [T]he placement and punctuation of the adjectives focus special attention on the contrast. This is partly because the information is not there primarily to identify the noun. If the adjectives for cabin were old and red—The old red cabin survived the hurricane—we would not think of putting old and red in the appositive position. They describe, they modify, but they do not suggest the same idea as old but sturdy. Appositive adjectives typically suggest a relation between information found in a sentence and information carried by the adjectives themselves.Appositive adjectives hardly ever appear singly... When they do, they are almost always modified by a prepositional phrase.(Michael Kischner and Edith Wolin, Writers Choices: Grammar to Improve Style. Harcourt, 2002) A Loose Construction The Appositive Adjective. When an adjective is loosely joined, almost as an afterthought, to a substantive which has a separate existence in the mind, the construction is called appositive. It is the loosest of all constructions, as is shown by the fact that it is usually set off by commas. It resembles the noun in apposition as far as any adjective resembles a noun; i.e., it assumes a single attribute, while a noun assumes a group of attributes large enough to imply a partial identity. Example: All sizes, large and small, are sold here. (Irene M. Mead, The English Language and Its Grammar. Silver, Burdett and Company, 1896)

Why Franklin Delano Roosevelt was a Great Man - 1907 Words

â€Å"†¦History is created by people and the role of the individual cannot be denied, even though it needs to be seen in a historical context. While there are limits to the role played by individuals, might the part they play in critical circumstances be decisive in the chain of causality?† Pertaining to this ‘Great Man Theory’ it can be said that Franklin Delano Roosevelt upheld his victorious and highly regarded government through means of social, economic and political reforms, as well as ambitious personal and strategic decisions that have successfully remained influential to American society today and maintained his image as a prominent historic leader. Franklin Roosevelt was the 32nd President of America from 1933 – 1945, eminent†¦show more content†¦Roosevelt made strenuous attempts to help those without work but as well as this also attempted to reduce the misery for those who were unable to work through funding. Deb Tennen, author of Society in FDR’S New Deal emphasizes the success of the temporary closure on all banks to halt the run on deposits; he formed a â€Å"Brain Trust† of economic advisors who designed the alphabet soup agencies. These agencies were created as part of the New Deal to combat the economic depression and prevent another stock market crash in the US and were established during Roosevelt’s first hundred days of office (Clifird Berryman Library of Congress 2007). Ronald Reigan 40th President of American and Republican Party leader stated upon reflection of FDR’s New Deal â€Å"With his alphabet soup of federal agencies, FDR in many ways set in motion the forces th at later sought to create big government and bring a form of veiled socialism to America†¦..He called for cutting federal spending by twenty-five percent, eliminating useless boards and commissions and returning to states and communities powers that had been wrongfully seized by the federal government†¦Ã¢â‚¬  By 1936 the economy showed signs of improvement. Gross national product was up 34 percent and unemployment had dropped from 25 percent to 14 percent (Berryman, 2007). Chris Trueman opposes this success stating that Roosevelt increasedShow MoreRelatedFranklin Roosevelt And The Great Depression1458 Words   |  6 PagesFranklin Delano Roosevelt, commonly known as FDR, coined the famous quote, â€Å"The only thing we have to fear, is fear itself.† As America’s 32nd president, Roosevelt served four terms and pushed America towards the future. Franklin D. Roosevelt was prominent during America’s periods of turmoil. During the Great Depression he was well known for his organizations of relief, recovery, and reform; and at the time of World War II, he used his leadership to gain victory for the Allied forces. Roosevelt leftRead MoreGeorge Washington s President Of The United States2433 Words   |  10 Pagesabided by the tradition of serving a maximum of two terms except for one, President Franklin Delano Roosevelt. Franklin Delano Roosevelt, commonly known as FDR, was born in 1882 in Hyde Park, New York. â€Å"He was the only child of James and Sara Delano Roosevelt. As a child Roosevelt was educated privately at home, when he turned fourteen he was sent to Gorton Preparatory School† (Freidel). Franklin Delano Roosevelt had been known to be rather active in his life. He enjoyed sports and had a busy socialRead MorePresident Washington s First Inaugural Address957 Words   |  4 PagesFrom the first president George Washington to the thirty-second president Franklin Delano Roosevelt, inaugural addresses have transformed from God-filled, hopeful speeches to pleas to the nation. Washington gives a humble address, and makes many references to God to the nation assuring them that if they have faith in God, they will have faith in him, he makes it obvious to the people he’s not pleading to them for help. FDR on the other hand establishes his ethos immediately by gaining the trust ofR ead MoreFranklin Delano Roosevelt s First 100 Days1396 Words   |  6 PagesProfessor Pfiffner May 4, 2017 Term Paper Franklin Delano Roosevelt’s First 100 Days The Great Depression was one of the biggest economic downfalls of the United States in its history. One man changed the direction of the country by working diligently to bring the United States out of this depression. His personality, charisma, and ability to overcome his own suffering brought life back into a country who was divested by the Great Depression. Franklin Delano Roosevelt, came up with a package of policyRead MorePresident Franklin Delano Roosevelt - A Great Leader Essay2347 Words   |  10 PagesHistorians and scholars have often debated the success and failures of Franklin Roosevelt’s presidency since 1945. A number of scholars argue that he created jobs, boosted the economy, and helped America get back onto the road of becoming a great nation. On the other hand, it can be argued that his plans and ideas to create jobs only lasted for the short term and his acts created long-term problems. This paper will discuss Roosevelt’s life, his reforms, and bot h the positive or negative outcomeRead MoreFranklin Delano Roosevelt Essay2497 Words   |  10 PagesFranklin Delano Roosevelt Franklin Delano Roosevelt is among the most remembered U.S. Presidents. Serving as President for more than twelve years, he was the only President to be elected four times. Roosevelt led the United States through its worst depression and its worst war. He tried his best to stay optimistic with our country and the decisions he made. In Roosevelts first inaugural address, he asked for faith in Americas future. He told the country, The only thing we have to fearRead MoreAmerica s Essential Documents Of America1644 Words   |  7 Pagespresidents. But those weaker presidents didn’t leave a lasting impression on our country. Only those presidents that were strong and stood for or against something are remembered and studied. This doesn’t just apply to presidents, but to any great men. As great men or women come into our society and make a difference we all grow as a nation and every nation is different depending on its history. The United states of America has grown incredibly from its humble beginnings. We’re now one of the greatestRead MoreFranklin Delano Roosevelt: My Favorite US President Essay736 Words   |  3 Pageslearned of presidents throughout history that have been of great essence to our countries growth. Although i do not have a favorite president that I can particularly pick. One of the presidents who i found most inspiring was Franklin D. Roosevelt. I think That President Roosevelt was an inspiring because of the many things he was able to accomplish. Roosevelt was born on January 30, 1882 in New York near the village of Hyde Park. Roosevelt was home schooled up until the age of fourteen, when he attendedRead MorePresident Franklin Delano Roosevelt Essay3020 Words   |  13 Pages Franklin Delano Roosevelt is generally regarded as one of the United States’ most effective Presidents. Whether the accolades are entirely justified or Roosevelt’s effectiveness was simply a product of the time period in which he served as President will always be debated. However, one thing that no one can deny is that Roosevelt took an atypical route on his way to becoming President. Whether he was fighting an illness or coping with the death of a loved one, Roosevelt always managedRead MoreThe Grapes Of Wrath By John Steinbeck1292 Words   |  6 Pagesstory of Tom Joad, a man who leaves his home state of Oklahoma and journeys with his family to California for work during the Great Depression (Steinbeck). However, although fictional, the story hit too close to home for many Americans at the time. Some argued that the book was propaganda and exaggerated the conditions of the working class, and copies were burned in protest (â€Å"Banned Book Awareness†). In reality, Steinbeck s description of the conditions workers deal with was an understatement, and

The Crystal Shard 28. A Lie Within a Lie Free Essays

string(273) " were plotting against him – if all of them were plotting against him – would he know\? And where was Errtu\? Could the demon be behind this\? â€Å"Which tribe\?† he asked Regis softly, his tone revealing that the halfling’s news had humbled him\." Regis rubbed the after-image of the blinding flash out of his eyes and found himself again facing the wizard. Kessell lounged on a crystal throne, leaning back against one of its arms with his legs casually thrown over the other. They were in a squared room of crystal, giving a slick visual impression, but feeling as solid as stone. We will write a custom essay sample on The Crystal Shard 28. A Lie Within a Lie or any similar topic only for you Order Now Regis knew immediately that he was inside the tower. The room was filled with dozens of ornate and strangely shaped mirrors. One of these in particular, the largest and most decorative, caught the halfling’s eye, for a fire was ablaze within its depths. At first Regis looked opposite the mirror, expecting to see the source of the image, but then he realized that the flames were not a reflection but an actual event occurring within the dimensions of the mirror itself. â€Å"Welcome to my home,† the wizard laughed. â€Å"You should consider yourself fortunate to witness its splendor!† But Regis fixed his gaze upon Kessell, studying the wizard closely, for the tone of his voice did not resemble the characteristic slur of others he had entranced with the ruby. â€Å"You’ll forgive my surprise when first we met,† Kessell continued. â€Å"I did not expect the sturdy men of Ten-Towns to send a halfling to do their work!† He laughed again, and Regis knew that something had disrupted the charm he had cast upon the wizard when they were outside. The halfling could guess what had happened. He could feel the throbbing power of this room; it was evident that Kessell fed off of it. With his psyche outside, the wizard had been vulnerable to the magic of the gemstone, but in here his strength was quite beyond the ruby’s influence. â€Å"You said that you had information to tell me,† Kessell demanded suddenly. â€Å"Speak now, the whole of it! Or I shall make your death an unpleasant one!† Regis stuttered, trying to improvise an alternate tale. The insidious lies he had planned to weave would have little value on the unaffected wizard. In fact, in their obvious weaknesses they might reveal much of the truth about Cassius’s strategies. Kessell straightened on his throne and leaned over the halfling, imposing his gaze upon his counterpart. â€Å"Speak!† he commanded evenly. Regis felt an iron will insinuating itself into all of his thoughts, compelling him to obey Kessell’s every command. He sensed that the dominating force wasn’t emanating from the wizard, though. Rather it seemed to be coming from some external source, perhaps the unseen object that the wizard occasionally clutched in a pocket of his robes. Those of halfling stock possessed a strong natural resistance to such magic, however, and a countering force – the gemstone – helped Regis fight back against the insinuating will and gradually push it away. A sudden idea came over Regis. He had certainly seen enough individuals fall under his own charms to be able to imitate their revealing posture. He slouched a bit, as though he had suddenly been put completely at ease, and focused his blank stare on an image in the corner of the room beyond Kessell’s shoulder. He felt his eyes drying out, but he resisted the temptation to blink. â€Å"What information do you desire?† he responded mechanically. Kessell slumped back again confidently. â€Å"Address me as Master Kessell,† he ordered. â€Å"What information do you desire, Master Kessell?† â€Å"Good,† the wizard smirked to himself. â€Å"Admit the truth, halfling, the story you were sent to tell me was a deception.† Why not? Regis thought. A lie flavored with the sprinklings of truth becomes that much stronger. â€Å"Yes,† he answered. â€Å"To make you think that your truest allies plotted against you.† â€Å"And what was the purpose?† Kessell pressed, quite pleased with himself. â€Å"Surely the people of Bryn Shander know that I could easily crush them even without any allies at all. It seems a feeble plan to me.† â€Å"Cassius had no intentions of trying to defeat you, Master Kessell,† Regis said. â€Å"Then why are you here? And why didn’t Cassius simply surrender the city as I demanded?† â€Å"I was sent to plant some doubts,† replied Regis, blindly improvising to keep Kessell intrigued and occupied. Behind the facade of his words, he was trying to put together some kind of an alternate plan. â€Å"To give Cassius more time to lay out his true course of action.† Kessell leaned forward. â€Å"And what might that course of action be?† Regis paused, searching for an answer. â€Å"You cannot resist me!† Kessell roared. â€Å"My will is too great! Answer or I shall tear the truth from your mind!† â€Å"‘To escape,† Regis blurted, and after he had said it, several possibilities opened up before him. Kessell reclined again. â€Å"Impossible,† he replied casually. â€Å"My army is too strong at every point for the humans to break through.† â€Å"Perhaps not as strong as you believe, Master Kessell,† Regis baited. His path now lay clear before him. A lie within another lie. He liked the formula. â€Å"Explain,† Kessell demanded, a shadow of worry clouding his cocky visage. â€Å"Cassius has allies within your ranks.† The wizard leaped from his chair, trembling in rage. Regis marveled at how effectively his simple imitation was working. He wondered for an instant if any of his own victims had likewise reversed the dupe on him. He put the disturbing thought away for future contemplation. â€Å"Orcs have lived among the people of Ten-Towns for many months now,† Regis went on. â€Å"One tribe actually opened up a trading relationship with the fishermen. They, too, answered your summons to arms, but they still hold loyalties, if any of their kind ever truly hold loyalties, to Cassius. Even as your army was entrenching in the field around Bryn Shander, the first communications were exchanged between the orc chieftain and orc messengers that slipped out of Bryn Shander.† Kessell smoothed his hair back and rubbed his hand nervously across his face. Was it possible that his seemingly invincible army had a secret weakness? No, none would dare oppose Akar Kessell! But still, if some of them were plotting against him – if all of them were plotting against him – would he know? And where was Errtu? Could the demon be behind this? â€Å"Which tribe?† he asked Regis softly, his tone revealing that the halfling’s news had humbled him. Regis drew the wizard fully into the deception. â€Å"The group that you sent to sack the city of Bremen, the Orcs of the Severed Tongue,† he said, watching the wizard’s widening eyes with complete satisfaction. â€Å"My job was merely to prevent you. from taking any action against Bryn Shander before the fall of night, for the orcs shall return before dawn, presumably to regroup in their assigned position on the field, but in actuality, to open a gap in your western flank. Cassius will lead the people down the western slopes to the open tundra. They only hope to keep you disorganized long enough to give them a solid lead. Then you shall be forced to pursue them all the way to Luskan!† Many weak points were apparent in the plan, but it seemed a reasonable gamble for people in such a desperate situation to attempt. Kessell slammed his fist down on the arm of the throne. â€Å"The fools!† he growled. Regis breathed a bit easier. Kessell was convinced. â€Å"Errtu!† he screamed suddenly, unaware that the demon had been banished from the world. There was no reply. â€Å"Oh, damn you, demon!† Kessell cursed. â€Å"You are never about when I most need you!† He spun on Regis. â€Å"You wait here. I shall have many more questions for you later!† The roaring fires of his anger simmered wickedly. â€Å"But first I must speak with some of my generals. I shall teach the Orcs of the Severed Tongue to oppose me!† In truth, the observations Cassius had made had labeled the Orcs of the Severed Tongue as Kessell’s strongest and most fanatical supporters. A lie within a lie. * * * Out on the waters of Maer Dualdon later that evening, the assembled fleet of the four towns watched suspiciously as a second group of monsters flowed out from the main force and headed in the direction of Bremen. â€Å"Curious,† Kemp remarked to Muldoon of Lonelywood and the spokesman from the burned city of Bremen, who were standing on the deck of Targos’ flagship beside him. All of Bremen’s populace was out on the lake. Certainly the first group of orcs, after the initial bowshots, had met no further resistance in the city. And Bryn Shander stood intact. Why, then, was the wizard further extending his line of power? â€Å"Akar Kessell confuses me,† said Muldoon. â€Å"Either his genius is simply beyond me or he truly makes glaring tactical errors!† â€Å"Assume the second possibility,† Kemp instructed hopefully, â€Å"for anything that we might try shall be in vain if the first is the truth!† So they continued repositioning their warriors for an opportune strike, moving their children and womenfolk in the remaining boats to the as yet unassailed moorings of Lonelywood, similar to the strategies of the refugee forces on the other two lakes. On the wall of Bryn Shander, Cassius and Glensather watched the division of Kessell’s forces with deeper understanding. â€Å"Masterfully done, halfling,† Cassius whispered into the night wind. Smiling, Glensather put a steadying hand on his fellow spokesman’s shoulder. â€Å"I shall go and inform our field commanders,† he said. â€Å"If the time for us to attack comes, we shall be ready!† Cassius clasped Glensather’s hand and nodded his approval. As the spokesman from Easthaven sped away, Cassius leaned upon the ridge of the wall, glaring determinedly at the now darkened walls of Cryshal-Tirith. Through gritted teeth, he declared openly, â€Å"The time shall come!† * * * From the high vantage point of Kelvin’s Cairn, Drizzt Do’Urden had also witnessed the abrupt shift of the monster army. He had just completed the final preparations for his courageous assault on Cryshal-Tirith when the distant flickers of a large mass of torches suddenly flowed away to the west. He and Guenhwyvar sat quietly and studied the situation for a short while, trying to find some clue as to what had prompted such action. Nothing became apparent, but the night was growing long and he had to make haste. He wasn’t sure if the activity would prove helpful, by thinning out the camp’s ranks, or disruptive, by heightening the remaining monsters’ state of readiness. Yet he knew that the people of Bryn Shander could not afford any delays. He started down the mountain trail, the great panther trailing along silently behind him. He made the open ground in good time and started his hasty trot down the length of Bremen’s Run. If he had paused to study his surroundings or put one of his sensitive ears to the ground, he might have heard the distant rumble from the open tundra to the north of yet another approaching army. But the drow’s focus was on the south, his vision narrowed upon the waiting darkness of Cryshal-Tirith as he made haste. He was traveling light, carrying only items he believed essential to the task. He had his five weapons: the two scimitars sheathed in their leather scabbards on his hips, a dagger tucked in his belt at the middle of his back, and the two knives hidden in his boots. His holy symbol and pouch of wealth was around his neck and a small sack of flour, leftover from the raid on the giant’s lair, still hung on his belt – a sentimental choice, a comforting reminder of the daring adventures he had shared with Wulfgar. All of his other supplies, backpack, rope, waterskins, and other basic items of everyday survival on the harsh tundra, he had left in the small cubby. He heard the shouts of goblin merrymaking when he crossed by the eastern outskirts of Termalaine. â€Å"Strike now, sailors of Maer Dualdon,† the drow said quietly. But when he thought about it, he was glad that the boats remained out on the lake. Even if they could slip in and strike quickly at the monsters in the city, they could not afford the losses they would suffer. Termalaine could wait; there was a more important battle yet to be fought. Drizzt and Guenhwyvar approached the outer perimeter of Kessell’s main encampment. The drow was comforted by signs that the commotion within the camp had quieted. A solitary orc guard leaned wearily on its spear, halfheartedly watching the empty blackness of the northern horizon. Even had it been wary; it would not have noticed the stealthy approach of the two shapes, blacker than the darkness of night. â€Å"Call in!† came a command from somewhere in the distance. â€Å"Clear!† replied the guard. Drizzt listened as the check was called in from various distant spots. He signaled for Guenhwyvar to hold back, then crept up within throwing range of the guard. The tired orc never even heard the whistle of the approaching dagger. And then Drizzt was beside it, silently breaking its fall into the darkness. The drow pulled his dagger from the orc’s throat and laid his victim softly on the ground. He and Guenhwyvar, unnoticed shadows of death, moved on. They had broken through the only line of guards that had been set on the northern perimeter and now easily picked their way among the sleeping camp. Drizzt could have killed dozens of orcs and goblins, even a verbeeg, though the cessation of its thundering snores might have drawn attention, but he couldn’t afford to slow his pace. Each passing minute continued to drain Guenhwyvar, and now the first hints of a second enemy, the revealing dawn, were becoming apparent in the eastern sky. The drow’s hopes had risen considerably with the progress he had made, but he was dismayed when he came upon Cryshal-Tirith. A group of battle-ready ogre guards ringed the tower, blocking his way. He crouched beside the cat, undecided on what they should do. To escape the breadth of the huge camp before the dawn exposed them, they would have to flee back the way they came. Drizzt doubted that Guenhwyvar, in its pitiful state, could even attempt that route. Yet to go on meant a hopeless fight with a group of ogres. There seemed no answer to the dilemma. Then something happened back in the northeast section of the encampment, opening a path for the stealthy companions. Sudden shouts of alarm sprang up, drawing the ogres a few long strides away from their posts. Drizzt thought at first that the murdered orc guard had been discovered, but the cries were too far to the east. Soon the clang of steel on steel rang out in the predawn air. A battle had been joined. Rival tribes, Drizzt supposed, though he could not spot the combatants from this distance. His curiosity wasn’t overwhelming, however. The undisciplined ogres had moved even farther away from their appointed positions. And Guenhwyvar had spotted the tower door. The two didn’t hesitate for a second. The ogres never even noticed the two shadows enter the tower behind them. * * * A strange sensation, a buzzing vibration, came over Drizzt as he passed through Cryshal-Tirith’s entryway, as though he had moved into the bowels of a living entity. He continued on, though, through the darkened hallway that led to the tower’s first level, marveling at the strange crystalline material that comprised the walls and floors of the structure. He found himself in a squared hall, the bottom chamber of the four-roomed structure. This was the hall where Kessell often met with his field generals, the wizard’s primary audience hall for all but his top-ranking commanders. Drizzt peered around at the dark forms in the room and the deeper shadows that they created. Though he sighted no movement, he sensed that he was not alone. He knew that Guenhwyvar had the same uneasy feelings, for the fur on the scruff of the black-coated neck was ruffled and the cat let out a low growl. Kessell considered this room a buffer zone between himself and the rabble of the outside world. It was the one chamber in the tower that he rarely visited. This was the place where Akar Kessell housed his trolls. How to cite The Crystal Shard 28. A Lie Within a Lie, Essay examples

Knowledge Work System free essay sample

Knowledge work systems (KWS) serve the information needs at the knowledge level of the organization. Knowledge work systems aid knowledge workers. In general, knowledge workers are people who hold formal university degrees and who are often members of a recognized profession, like engineers, doctors, lawyers, and science. Their jobs consist primarily of creating new information and knowledge. Knowledge work systems, such as scientific or engineering design workstations, promote the creation of new knowledge and ensure that new knowledge and technical expertise are properly integrated into the business. One example of a KWS is the computer-design system used by Odense Shipyards described in the Window on Management. Good examples include firms of lawyers, accountants and management consultants. Knowledge workers, who create, produce and share knowledge, have traditionally utilized office automation technology as well. Now, however, they also have new technologies available to support their role in the firm. Powerful desktop computers called workstations with graphic, analytic, document management, and communications capabilities can pool together information from diverse perspectives and sources both inside and outside the firm. We will write a custom essay sample on Knowledge Work System or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Lawyers, in turn, may want to scan thousands of legal finding on their desktop before recommending a strategy. The productivity of individual firms and the entire economy increasingly depends on knowledge-level systems. This is one reason knowledge-level systems have been the fastest-growing applications over the last decade and are likely to grow in the future. Knowledge-level systems also have become tied in more closely with the other systems in the firm. The Knowledge Worker System (KWS) is a computer application designed to help knowledge workers (professionals who use information as their primary input and whose major products are distillations of that information) to capture and organize work activity information, and to learn, prioritize, and execute their tasks more efficiently and effectively.

Abuse can rewire kids brains essays

Abuse can rewire kids brains essays This article discusses the detrimental effects that abuse can have on a childs neurological activity. Children who are abused physically and psychologically show vehement neuronal excitation when observing pictures of angry faces. Children who are not victims of abuse do not experience such outrageous levels of neurological arousal when shown pictures of angry faces. Research conducted at the Child Emotion Research Laboratory suggests that the brains of abused are wired differently from those of kids who were not abused. Perhaps this is because the abused child develops a more acute set of survival skills. The brain is simply adapting (or more accurately, mal-adapting) to the childs environment. If the child is constantly being abused the brain is going to adapt itself to the abusers emotional patterns in order to maintain the childs well being. The brain becomes ultra sensitive to the abusers facial expressions to alert the child when danger is near. According to the article, howe ver, this increased activity can have negative effects on the abused childs development. The child becomes so sensitized to anger, which may cause he or she to perceive anger when it does not actually exist. The question that comes to my mind is this: Are playground bullies on bullies because they falsely perceive anger or some other threatening emotion simply because of at home abuse? I believe this article is trying to demonstrate that the environment plays a primary role in our brains overall development and functioning. Interestingly enough, when abused and non-abused children are shown fearful and happy faces their brain wave responses were quite similar. Only when the children were shown angry faces did the abused children have dramatically greater and longer lasting brain wave arousal. It makes sense that abused children have higher levels of brain stimulation when viewing angry ...

10 Facts About Military Schools

10 Facts About Military Schools If you are looking at a private school for your son or daughter, military school is one option worth considering, particularly if you are looking for  a boarding school. Here are some facts about military schools to help you make that decision, including a few that may surprise you. There Are Approximately 66 Military Schools in the US There are approximately 66  military schools in the U.S., most of which serve students in grades 9 through 12. However, more than 50 of those military high schools also include junior high, typically grades six, seven and/or eight. A few schools enroll students in younger grades, but the military curriculum doesnt always apply. Most military schools are residential schools, which means students reside on campus, and some schools offer the option of boarding or day.   They Instill Discipline Discipline is the first word which comes to mind when you think of military school. Indeed, discipline is the essence of military schools, but it doesnt always refer to a negative form of discipline. Discipline creates order. Order creates results. Any successful person knows that discipline is one real secret to her success. Put a young, rough around the edges man in a military high school and the transformation will astound you. The structure smooths and refines. The program demands greatness from its participants. This environment is also a place for students looking to engage in advanced studies and leadership opportunities in a rigorous environment. The level of positive discipline prepares them for the rigors of college, careers or military involvement.   Build Character Being a team member, learning to execute orders and sacrificing ones personal needs for the good of the group - these are all character building exercises every good military school teaches its students. Service above self is an integral part of most military schools philosophy. Integrity and honor are core values to which every school commits. Students who attend military school leave with a sense of pride in themselves, their communities and their roles as good citizens of the world.   Selective Admission The idea that anybody can get into military school is simply not true. Military schools set their own individual admission requirements. In most cases, they are looking for young people who want to make something of themselves and succeed in life. Yes, there are some military schools devoted to helping troubled teens turn their lives around, but the majority of military schools are institutions with some of the highest admittance criteria around.   Demanding Academics and Military Training Most military schools offer extensive college preparatory courses as part of their academic curricula. They combine that demanding academic work with rigorous military training so that their graduates are poised to matriculate to college and universities everywhere. Distinguished Graduates The rolls of military schools are filled with distinguished graduates who have gone on to be successes in just about every endeavor you care to name. Not just in military service either. JROTC JROTC or Junior Reserve Officers Training Corps is a Federal program sponsored by the U.S. Army at high schools nationwide. The Air Force, Navy, and Marines offer similar programs. About 50% of JROTC program participants go on to active military service. JROTC provides an introduction to military life and philosophy at the secondary school level. It is an important part of most military schools programs. The instructors are usually retired officers of the armed forces. Leadership Development Developing leaders is at the core of a military schools philosophy. One of the objectives of that kind of training is to develop students leadership skills. Most schools offer carefully designed leadership programs designed to maximize each students fullest potential. A Path to the Service Academies Military schools are often seen as a path to the service academies. And, while it is true that they offer the right sort of training and experience the academies require, parents and students need to bear in mind that nominations to our nations service academies are extremely selective and limited. Only the best of the best get in. Patriotism Patriotism is at the core of military training. The history of our country and how it got to where it is in the 21st century is an important part of what military schools teach as well. Inspiring service to our nation is the mission of a military school. Resource Association of Military Colleges and Schools of the United States    Article edited by  Stacy Jagodowski

BPA in composites and plastic bottles Article Example | Topics and Well Written Essays - 1000 words

BPA in composites and plastic bottles - Article Example To systematically compile and critically evaluate the literature charac-terizing BPA content of dental materials; to assess BPA exposures from dental materials and potential health risks; and to develop evidence-based guidance for reducing BPA exposures while promoting oral health. The extant toxicological literature and material safety data sheets were used as data sources. BPA is released from dental resins through salivary enzymatic hydrolysis of BPA derivatives, and BPA is detectable in saliva for up to 3 hours after resin placement. The quantity and duration of systemic BPA absorption is not clear from the available data. Dental products containing bisphenol A derivative glycidyl dimethacrylate (bis-GMA) are less likely to be hydrolyzed to BPA and have less estrogenicity than those containing bisphenol A dimethacrylate (bis-DMA). Most other BPA derivatives used in dental materials have not been evaluated for estrogenicity. BPA exposure can be reduced by cleaning and rinsing surf aces of sealants and composites immediately after placement. On the basis of the proven benefits of resin-based dental materials and the brevity of BPA exposure, we recommend continued use with strict adherence to precautionary application techniques. Use of these materials should be minimized during pregnancy whenever possible. Manufacturers should be required to report complete information on the chemical composition of dental products and encouraged to develop materials with less estrogenic potential. Title: Doctors Warn Women Against Hot Drinks with Plastic Covers Proponents: China Post Writers Source: China Post 13 Feb. 2011. Health Reference Center Academic. Web. 24th March 2011. Abstract: The China Post news staff -- Doctors have warned people, women in particular, against sipping hot beverages through the small holes in plastic cup covers which, when heated, may release the harmful compound bisphenol A (BPA), a report said yesterday. Chien Chi-cheng from Taiwan's association of gynecologists and obstetricians, said BPA can be found in many plastic products and long-term intake of the toxic chemical may seriously harm one's health, the United Evening News reported. BPA can accumulate in the body and cause harm to women's hormone systems, menstruation, and pregnancy, he said. Like other environmental hormones, BPA can pass onto pregnant women's babies. Chien noted that examinations of babies' umbilical cord blood over the past few years have returned unexpected results. Their blood contains a few hundred chemicals, including many environmental hormones such as BPA. The association pointed out that of the recyclable plastic products, categories No. 3 and No. 6 will release BPA under high temperatures X 70 degrees Celsius and above. It noted that many major chain stores use No. 6 plastic covers for their hot coffee. Chien was cited by the paper as saying he is worried every time he sees a woman sipping hot coffee directly through the small hole in such pla stic covers. Although one cup of coffee may only produce a very small amount of environmental hormones, long-term exposure will accumulate to a frightening level, Chien reportedly said. Meanwhile, another doctor noted that environmental hormones found in automobile exhaust may cause male infertility. Chen Si-yuan, a professor from the gynecology

Assumptions and Design Essay Example | Topics and Well Written Essays - 500 words

Assumptions and Design - Essay Example The researcher’s basic beliefs or assumptions guide him/her about research methods, including the researcher’s ontological beliefs (beliefs about the nature of reality), epistemological beliefs (beliefs about what is possible to know), and axiological beliefs (beliefs about what is ethical and the role of values in research). Armour Peterson article employs qualitative design to study post homicide experience of family members of homicide victims (Armour, 2002). Qualitative research design, such as the one employed by Armour, is designed to riposte to questions regarding the intricate nature of occurrences with the aim of explaining, describing, and understanding the phenomena being researched (Creswell, 2003). The author beliefs that the relatives of homicide victims are an ignored lot and their post homicide experiences are molded by the social ambiance and the superiority of the government’s schema for justice. The choice of qualitative method is further supported by the author’s belief that attention to the needs of this population is limited, and hence the need for a qualitative method to generate knowledge and explain various aspects. Since only very few empirical researches exist about post homicide experiences of the family members of the homicide victims, the researcher had to record words and phrases and then look for meaning, concepts or theories. In addition, the post homicide experiences of each family vary greatl y; the researcher had to adopt a qualitative design since full and rich data is scarce and is not obtainable through quantitative studies. Data is best obtained through taking comprehensive notes, recording conversations and writing detailed observations. Mixed methods would combine both quantitative and qualitative approaches. In applying mixed methods, the philosophical assumption would be that findings about post homicide experiences could be generalized across all the families of the homicide victims. To

Implications Of Cognitive Learning Styles On Training Design Education Essay

Implications Of Cognitive Learning Styles On Training Design Education Essay Cognitive Styles are described as individual differences in modes of organizing and processing information in memory. Often, cognitive styles are described as the link between personality and cognition (Sternberg and Grigorenko, 1997) or a missing piece in understanding self (Riding and Rayner, 1998). Over thirty different style labels are classified into two style families, the Wholist-analytic (WA) and the Verbalizer-Imager (VA) dimensions. These dimensions of cognitive styles are fundamental as they develop early in life and are pervasive as they affect social behavior, decision making and learning behavior (Sadler-Smith and Riding, 2000). The general idea while designing learning materials and trainings is that all individuals learn in a similar manner. Hence learning materials and trainings, while designing, are standardized and fail to accommodate cognitive styles and learning styles in the design process. Moreover, training design methodologies although acknowledge learning styles, but they lack the theoretical and empirical bases to accommodate the important role played by cognitive styles in determining learning performance. The assumption that all individuals learn in a similar manner ignores individual differences in cognitive styles. Streufert and Nogami (1989), and Hayes and Allinson (1994) suggested that one of the causes for differences in performance of individuals across a variety of organizations is the effect of cognitive style. Therefore, the research question the paper attempts to answer is: Cognitive styles play an important role in determining the learning performance of trainees. Hence designers of trainings and learning materials need to accommodate cognitive style in training design methodologies in order to improve the effectiveness of trainings. Research proves that accommodating individual differences in cognitive styles has a beneficial effect on learning performance. The research by Hayes and Allinson (1996) also argues that cognitive style may be an important factor in determining how individuals operate at each stage of the learning cycle. Literature Review Conventional training design methodologies fail to acknowledge the important role played by cognitive style in determining learning performance. Hence, it is necessary to consider the relationship between learning performance, learning strategies and cognitive style. It is also necessary to suggest ways in which human resource development practitioners may accommodate individual differences in style such that the effectiveness of training and development interventions may be improved (Riding and Sadler-Smith, 1997). Kim Buch and Susan Bartley (2002) investigate the relationship between learning style and preference for training delivery mode. The study explores the topic by using the Kolb Learning Style Instrument to measure training delivery mode preference. The results showed a relationship between the two variables depicting that convergers showed a stronger preference for computer-based delivery and assimilators showed a stronger preference for print-based delivery. The results also revealed an overall preference for classroom-based delivery for adults on the study, regardless of their learning styles. The article also discusses the implications of these results for training design and delivery, thereby implicating the importance of learning styles in the design process of trainings. The type of learning style is not significantly effective on the students achievement and learning performance in different learning environments (Yilmaz-Soylu and Akkoyunlu, 2002). The study investigates the effects of learning styles on students achievement and learning performance in different learning environments designed according to principles of Generative Theory of Multimedia Learning. The inferences were made by studying a study group in three different learning environments at different times. The research made use of two different learning instruments including a pre-post test experimental method to identify students achievement score and Kolbs Learning Style Inventory to measure students learning styles. The design and application of distance learning is of central concern to many educators. Research has been conducted from a variety of perspectives in this area. The paper by Yuliang Liu and Dean Ginther (1999) explores ways to adapt the design of distance education to students cognitive styles. The paper provides an overview of the construct of cognitive styles along with the major dimensions and characteristics of cognitive styles. The researchers also present some applications of cognitive styles to the design of distance education. The research by Steven John Simon (2000) indicates that trainees whose learning style matches training methodology are more successful in training outcomes, have higher computing satisfaction, and have higher levels of computer use. The study examines the relationship of learning style and training method to computer satisfaction and computer use. The researcher uses structural equation modeling to examine and understand the results of a field experiment to determine the optimum method of training beginner computer users, and to assess the role of learning styles in computing system training. Trainees learning style was determined using Kolbs Learning Styles Inventory. The study by John Hayes and Christopher W. Allinson (1997) reviews the research on the interaction effect of learning style and the learning style orientation of the learning environment on learning outcomes, and discusses how the findings from educational research can improve training and development practice. The paper attempts to indicate the effect of cognitive learning styles on training and development practice and discusses the need for more research in work settings and the dearth of valid and reliable measures of cognitive learning style. The presence of a valid and reliable measure of cognitive learning style can be easily administered to employees and is considered as a factor which may have inhibited research in this area. Additionally, the advantages and disadvantages of a number of measures that could be used in work settings are also discussed in the paper. Christopher W. Allinson and Lucinda Willis (2010) examine the range of business learning styles in a population consistency of American and international business students. The research uses the Productivity Environmental Preference Survey to determine learning styles in both working and learning environments. Research findings indicate that learning styles are uniquely related to geographic locations. Research suggests that individuals differ in the way they process information due to their learner characteristics. It also suggests the presence of 11 dimensions of learner characteristics. Lynna J. Ausburn and Floyd B. Ausburn (1978) use a fresh approach to instructional design and emphasize the importance of cognitive style as a learner characteristic. Noting that cognitive styles are stable, resistant to change by training and bear little relation to general ability, the authors advocate assisting the learner whose information processing pattern is not compatible with the task to be learned by involving explicit alteration of the task requirement with which the learner is having difficulty. Therefore, the study proposes to design the training so as to accommodate learning styles by a three-step instructional design plan with which to move beyond individual instruction to individualized instruction. Such a plan would allow for differences in learners to not result in differences i n learning. In order to optimize individual performance, managers and human resource practitioners have a crucial role to play and a number of human resource interventions are required to facilitate a versatility of style at both the individual and the organizational levels (Sadler-Smith and Beryl Badgera, 1998). The research describes cognitive style as an important determinant of individual behavior and considers it imperative to organizational learning and the innovation process. The researchers argue that it is a fundamental determinant of individual and organizational behavior and manifests itself in individual workplace actions and in organizational systems, processes and routines. The paper presents a number of propositions which raise some implications for research into cognitive styles and its impact upon innovation and organizational learning and training. The study by Eugene Sadler-Smith (1996) argues that learning style along with learning preferences and cognitive styles may be included under the term personal style. The paper reviews each aspect of the personal style framework and considers its relationship to learning performance at the reaction, learning, behavior and results level. It also describes the instruments which may be used for profiling personal style and suggests that personal style profiling is of value to human resource development practitioners as it may help them identify their own styles, become aware of any bias or imbalance in the training and learning methods which they employ and design and develop learning events which accommodate or acknowledge the personal styles of the learners. Eugene Sadler-Smith (1996) explores ways in which individual differences between learners regarding their cognitive styles (Riding, 1991) and experiential learning model (Kolb, 1984 and Honey and Mumford, 1986, 1992) may be accommodated while designing self-instructional learning materials. The study provides suggestions to develop balanced instructional materials that acknowledge each stage of the learning cycle and individual differences between learners in terms of verbalizer-imager (VI) and wholist-analytical (WA) dimensions of cognitive style. It also reviews the learning cycle, the associated learning styles (Kolb, 1984; Honey and Mumford, 1986, 1992) and the verbalizer-imager/wholist-analytical model of cognitive style (Riding, 1991) to make suggestions. The research argues that the learning cycle notions suggested by Kolb and Honey and Mumford and the cognitive style model by Riding may provide useful guidelines for accommodating individual differences between learners while designing self-instructional materials which may enable; learning difficulties to be anticipated and addressed, the effectiveness and efficiency of self-instruction to be improved, learners to become aware of the learning process enabling them to be self-reliant and autonomous, and learners and designers to adopt a whole-brain approach. Implications of cognitive style for management practice especially while designing and delivering trainings is studied by John Hayes and Christopher W. Allinson (1994). The paper identifies some important dimensions of cognitive style, addresses semantic issues associated with the nature of cognitive style and examines ways in which styles can be classified. Research regarding learning styles is emerging from a variety of disciplines and is conducted in domains outside psychology from which many of the central concepts and theories originate. These domains primarily include medical and health care training, management, industry, vocational training and education. Moreover, the applications of these concepts are very broad due to the importance of learning in every field and to every aspect of life. However, the topic has become fragmented and disparate due to the varied aims of the research and the diversity of disciplines and domains in which the research is conducted. Therefore, this has rendered the topic to be complex and difficult to comprehend and assimilate. Hence, it is necessary to present an account of the central themes and issues surrounding learning styles and to consider the instruments available for the measurement of style. The paper by Simon Cassidy (2004) reviews the theories, models and measures related to learning sty les. The study attempts to clarify common areas of ambiguity in particular issues surrounding measurement and appropriate instruments. It also aims to bring together necessary components of the area so as to allow for a broader appreciation of learning styles and to inform readers regarding possible tools for measurement of learning styles. The paper anticipates promoting research in the field by making it more accessible to new practitioners and researchers and by developing a greater appreciation for the area across disciplines. The paper by Samuel Messick (1984) examines characteristic features of cognitive styles and the ways in which learning styles differ from one another. These distinctive characteristics are integrated to form a framework that serves to define cognitive styles in contrast not only to abilities but to other types of stylistic variables. The paper also discusses implications of cognitive styles in terms of improving instructional methods, enriching teacher behavior and conceptions, enhancing student learning and thinking strategies, expanding guidance and vocational decision making, broadening educational goals and outcomes and tuning the stylistic demands of educational environments. The author also addresses the reasons why cognitive styles have educational impact and why such educational benefits are difficult to realize. The study by Eugene Sadler-Smith (2001) explores the construct validity of learning style as defined in the Learning Styles Inventory (LSI) and its relationship with cognitive styles as measured by using the Cognitive Styles Analysis (CSA) by R. Riding (1994). The study also examines the relationship between styles and learning preferences and suggests that the LSI assesses two dimensions as defined by Kolb (comprehension and transformation) and that the learning style and cognitive styles are independent and the relationship between style and preference is mediated by gender. Adrian Furnham (1991) reports three studies concerned with personality correlates of learning styles. The Eyesenckian dimensions of Extraversion, Neuroticism, Psychoticism and Lie correlated with three different measures of learning style; the Honey and Mumford (1982) Learning Style Questionnaire (LSQ), the Whetten and Cameron (1984) Cognitive Style Instrument (CSI); and the Kolb Learning Style Inventory (LSI). Personality measures, especially extraversion and psychoticism were strongly correlated with learning/cognitive styles in each case. The study also discusses the implications for assessing learning and cognitive styles in terms of the incremental validity of using learning style instruments. The effect of text-plus-text versus text-plus-picture computer presentation conditions and the students cognitive styles on the learning performance is investigated in the paper by R. Riding and G. Douglas (1993). For the study, fifty nine 15-16 year old students in a secondary school were randomly assigned within sexes to one of the conditions. In the text-plus-text condition, the learning material content described the working of car brake systems while the text-plus-picture condition consisted of text with additional pictorial information. The students were given a post-test overall learning performance along with the Cognitive Styles Analysis (CSA) (Riding, 1991) which measures an individuals position on two cognitive style dimensions; Verbal-Imagery and Wholist-Analytic. The study concluded that the Verbal-Imagery cognitive style and presentation condition interacted in their effect on overall learning performance. In the text-plus-picture condition, Imagers were superior to Ver balizers, while in the text-plus-text condition the Verbalizers did better than Imagers. The authors also observed that Imagers used more diagrams to illustrate their answers than Verbalizers. The study also discusses the results in terms of their implications for instruction. Elizabeth R. Peterson, Ian J. Deary and Elizabeth J. Austin (2003) assess and examine the reliability of Ridings Cognitive Styles Analysis test (CSA) by comparing the performance on the original CSA test and a new parallel version. Both test versions were completed twice by 50 participants, however, the second time the test was completed approximately a week later. The reliability of the test was measured using parallel forms, test-re-test and split half analysis. Correlations of the Verbal-Imagery (VI) and Wholist-analytic (WA) ratios from both test versions were low. However, when the CSA and parallel form data were combined, the split-half analysis of the Wholist-Analytic (WA) style ratio was stable but the Verbal-Imagery (VI) style ratio remained unreliable. Management education and development practitioners should recognize that individuals learning preferences are likely to vary as a result of cognitive style and that this diversity should be acknowledged and accommodated by practitioners through the use of a variety of instructional methods. Researchers also argue that management education and development will benefit from adopting a variety of modes of presentation which will enable individuals to process information in their habitual modes (i.e. visual or verbal) and using instructional devices (overviews, summaries and different types of advance organizers) which compensate for the weaknesses of individuals habitual modes of organizing and structuring information in memory. In order to encourage self-awareness and hence facilitate learning and strategy development, management education and development practitioners should use the notion of style and its assessment. Therefore, it is now imperative to fully utilize the notion of styl e in the education and development of managers in the 21st century. The study by Eugene Sadler-Smith and Richard Riding (2000) aims to consider the implications of the Wholist-Analytic (WA) and Verbalizer-Imager (VI) dimensions of cognitive style for management education and development. The study presents and examines that at a practical level, the style may exert an influence over learning behavior in a number of ways; by interacting with the mode or structure of the presentation of information; by influencing an individuals propensity to engage in particular types of learning behavior (learning preferences) or through using an awareness of individuals personal styles as a basis for meta-cognitive awareness (learning strategy development). The paper by Eugene Sadler-Smith and Peter J. Smith (2004) presents strategies for accommodating individuals styles and preferences in flexible learning programs. The paper argues that considerable growth and development has taken place in the use of flexible methods of delivery for workplace learning and development. However, while designing programs for flexible learning, the designers often assume that learners exhibit uniformity in their ability to process and organize information (cognitive style), in their tendency towards particular learning formats and media (instructional preferences) and the conscious actions that learners employ to deal with the demands of specific learning situations (learning strategies). Due to such assumptions, the designers of learning materials and trainings may risk ignoring important aspects of individual differences in styles, preferences and strategies. The paper aims to consider some aspects of individual difference that are significant to the d elivery of flexible learning in the workplace, identify some of the challenges that may raise for instructional designers and learning facilitators based on differences in styles and preferences between individuals and suggest ways to accommodate and acknowledge individual differences in styles and preferences in the models of flexible learning design and delivery through the use of a range of instructional design, learning and support strategies. The paper by Pat Burke Guild (2001) examines the effects of diversity, learning styles and culture on the learning performance of learners. The author argues that educators do not believe that all learners learn in the same manner, yet, educators throughout the world continue to treat all learners alike while acknowledging diversity. Educators, today, are aware that students learn in different ways. Theories and extensive research illustrate learning differences among individuals. Learners bring their own individual approach, talents and interests to the learning situation in terms of learning styles, cognitive styles or multiple intelligences. Moreover, individual learners culture, family background and socioeconomic level also affect the learning process. Hence, these theories and principles have an important effect on the opportunities for success for every student in schools. The paper by Teng Pei-Shan, DengchuanCai and Yao-Jen Fan (2009) investigates the relationship between design thinking and design performance in different types of cognition. Designers have the responsibility to understand and care about users cognitive habit to distinguish the difference between thinking and performance in different cognitive styles. The study uses the Cognitive Style Index (CSI) and classifies it into two groups; Analysis and Intuition. The research uses experience and questionnaire methods to test two groups with different cognitive styles, to show the difference of design process performance in thinking and sketch ability while executing the same mission. The study uses 134 design major students. The primary results of the study concluded for the design process that; people in intuition group prefer image thinking and those in analysis group prefer word thinking; people in intuition group have better performance than those in an analysis group. Finally, cognitive style can be applied to design education and work such that educators respect the learning modes of different users and utilize proper ways to gain better learning performance. The paper by James B. Wells, Benjamin H. Layne and Derek Allen (1991) examines the appropriateness and applicability of multimedia instructional strategy in the management development training. The paper also reveals significant differences in the learning styles of supervisors, middle managers and upper managers. It also provides some reasons for the existence of learning style differences and suggests training media and instructional strategies most suited for the dominant learning style of each level of management. The study presents various methodologies and media approaches that can be planned to meet the needs of the training participants. The paper by John Hayes and Christopher W. Allinson (1998) reviews the implications of cognitive styles on the theory and practice of individual and collective learning in organizations. The study evaluates and asses aspects of two contrasting literatures from adjacent fields of individual and organizational learning. The study focuses on the extent to which the individual level construct of cognitive style can be applied covertly to aid understanding at the organizational as well as at the individual level. The paper identifies nine categories of intervention and also focuses on ways in which consideration of cognitive style can improve the effectiveness of interventions designed to improve individual and organizational performance. The paper by David Cook (2005) studies the effects of learning and cognitive styles in web-based learning and presents application of cognitive and learning styles in web-based learning. Web-based learning can reach large, heterogeneous audiences and adaptation to cognitive and learning styles increases its effectiveness. The study uses cognitive and learning style constructs to predict relationships between cognitive and learning styles and the web-based learning. The study suggests that teachers and educators develop web-based learning activities that consider assessing and adapting to accommodate learners defined by the Wholist-Analytic (WA) and active reflective constructs.

CIPD Assignment Submission Declaration Essay

Candidate declaration: I confirm that the work/evidence presented for assessment is my own unaided work. I have read the assessment regulations and understand that if I am found to have ‘copied’ from published work without acknowledgement, or from other candidate’s work, this may be regarded as plagiarism which is an offence against the assessment regulations and leads to failure in the relevant unit  and formal disciplinary action. I confirm that 75% of this submission comprises my own written work, in my own words. I declare that the word count limit includes all aspects of my written submission. I agree that title/contents page, references/bibliography are the only part of the submission that do not form part of the word-count’ I also agree that if my assessment is +/ – 10% of the word count the assessment will returned with the appropriate advice to reduce/ increase the word count, which may delay assessment feedback following the submission. I agree to this work being subjected to scrutiny by textual analysis software if required. I understand that my work may be used for future academic/quality assurance purposes in accordance with the provisions of the Data Protection Act 1998. I understand that the work/evidence submitted for assessment may not be returned to me and that I have retained a copy for my records. I understand that until such time as the assessment grade has been ratified through internal and external quality assurance processes it is not final. Name: (typed) Lucianne Powell Date: 1/12/14 1. Explain at least 2 purposes of performance management and its relationship to business objectives One purpose of performance management is to enhance and maintain a high level of individual and employee performance so an organisation can perform at its best. It is essential that employees are  appropriately managed so they can work to their full potential and understand what is expected of them. Another purpose of performance management is to motivate and engage employees. Employees’ should feel involved with this process by contributing to the organisations future direction and path. The more involved employees are means the more motivated employees will be to want to develop themselves within their roles. The benefit of motivating and engaging staff is that this will increase commitment to the organisation and decrease retention. In conclusion to these two purposes, if all employees are kept motivated and encouraged to work to their best abilities, it will result in individuals meeting their targets and sharing aims that are aligned to the overall business objectives. 2. Identify three components of performance management systems 1) Performance appraisal – The purpose of the appraisal is to review performance over a fixed period of time and discuss future development. This should be a two way discussion and should not involve any surprises to the employee. 2) Delivering feedback – Feedback is a vital part of a performance management system. It is important that an employee is given appropriate feedback that is open and transparent as this will identify part of the employees’ future development and training needs. Positive feedback should also be told to the employee as a way of recognising their good performance and keeping the employee motivated. 3) Managing under performance – Employees that are under performing need to be managed in an effective way so they can clearly understand what they need to improve on in a certain period of time. This can be done by setting clear objectives and communicating a deadline that the objectives need to be met at. These objectives should both be mutually agreed by both parties. 3. Explain the relationship between motivation and performance management, referring to at least two motivational theories. Motivation and performance management are very closely linked within an organisation. Motivation is established by the setting of incentives. We are all motivated from believing that if we take on certain behaviours, a reward will follow after. The more motivated and incentivised an individual is, the more likely they are to take a discretionary effect in their work by going above and beyond what is already expected of them. These extra efforts would certainly have a  positive impact on the revenue, retention and status of an organisation. One theorist that supports this belief is Vroom. Vroom’s expectancy theory assumes that an individual will decide to behave or act in a certain way as it will lead them to a desired outcome of what they are wanting. According to Vroom, an individual’s level of motivation depends on the three following beliefs: Expectancy is the perception on if we put more of an effort in our work; it will lead to increased performance. An employee must be confident that their efforts will result in better productivity and they have the ability to perform their work tasks well. Instrumentality is the belief that our actions will lead to a desired outcome. An employee must be confident that such increased performance with result in them achieving the desired reward or outcome. Valence is how much the individual values the expected outcome. For example, if someone is mainly motivated by money, they may not value the benefits of additional time off. Each individual will have different motivations at different points in time. A successful organisation needs to take into consideration the different motivational factors for each of its employees so that they can develop, increase and maintain motivation. Whilst remuneration and promotion are very obvious motivations, we also know that employees are motivated by other intangible factors such as having a feeling of belonging and personal growth. Abraham Maslow discovered a great way of structuring the motivation at different points in time. Maslow believed that individuals are motivated by their needs and when one need is fulfilled, an individual will strive to fulfil the next one. Maslow created a ‘hierarchy of needs’ pyramid. Maslow believed that if the deficiency needs aren’t fulfilled, individuals will not be able to move up to the more complex growth needs and therefore this will have an effect on their development. Maslow’s theory can be applied in the workplace but it is the manager’s responsibility to effectively identify each of its employees needs and know when they have fulfilled each one. For example, safety needs could mean a safe working condition to reduce stress and anxiety for an emplo yee. 4. Identify two purposes of reward within a performance management system. One purpose of reward within a performance management system is to attract and retain good employers. Low turnover and employee retention bring  benefits to an employer as it spends less time hiring and training new workers. Competiveness between organisations in the job market is always increasing so any organisation that develops a reputation as ‘cheap’ is unlikely to be desirable as potential employees will assume it does not reward effort fairly. Another purpose of reward within a performance management system is to motivate employees to be flexible and perform to the fullest extent of their capabilities. Although motivation has to come from within, reward can be used to encourage employees to go above and beyond in their roles. Reward can only motivate employees if the reward is attractive to the employee and the employee knows that the level of performance is achievable to them. 5. Describe at least 3 components of a reward system, 1 of which should be non-financial. A reward system is built up of the financial and non-financial components that are provided to employees in exchange for their time, talents, and efforts. Financial rewards are all rewards that have a monetary value and will add up to the total remuneration of an employee. Non-financial rewards are those which focus on the physiological needs employees have such as appreciation, influence and personal growth. Three key components of a reward system are; Recognition is awarding the employees who go above and beyond in their roles and behave in a way that is in line with the organisations business strategy. This will increase employee satisfaction by making employees feel more appreciated and invested in. Some examples of these rewards in the workplace are employee of the year awards, appreciation luncheons, long service awards and recognition programmes. Benefits – A benefits package is provided in addition to an employee’s total remuneration and form part of the total rewards package. These additional elements can include a pension, sick pay, private healthcare, life assurance, childcare vouchers and annual leave. An organisation should carefully consider and maintain what benefits it is going to have as each employee will have difference needs and circumstances. Developmental opportunities – A manager should acknowledge its employees’ developmental areas and should therefore offer the employee ways of ma stering that area. Some examples of learning opportunities within  workplaces are coaching, mentoring, on the job training and attending courses or seminars. 6. Explain the factors that should be considered with managing good and poor performance. Managing performance should be a continuous process that aims to improve an individual/organisational performance. It is a way of measuring what an employee contributes to the goals of their teams and the business as a whole. When managing performance we must consider the following factors; Employees must be able to understand their objectives and know what they need to do in order to meet them. Objectives are usually agreed at the start of a year so the individual can start the year knowing what they need to achieve and can then be reviewed at the end of the year. Agreeing the objectives should be a two way discussion between the line manager and employee. An effective objective should be achievable but challenging, it should be relevant to the department and business, should be easily measurable and it should have a timeframe of when it needs to be achieved. It is important that an employee re ceives regular feedback when it comes to managing performance. Feedback needs to be given to employees so they can understand how they are progressing and what they need to improve on. Feedback shouldn’t have any mix messages. If improvements need to be made to an employees’ performance, the constructive feedback should be given in a timely and effective manner so the employee can soon think of solutions. It is important to focus on the resources that the employee uses within their role as this could be having an effect on their performance. A manager should listen and address any issues that an employee may have but the manager needs to be sure that these issues are genuine as employees’ can often blame external sources before admitting their own fault. When managing poor performance, a manager should identify what is causing the employee to underperform; they should do this by addressing the underperformance with the employee in one to one meetings. Managers need to be trained in handling difficult conversations and need to feel confident in handling any sensitive conversations. It is important that a manager provides the relevant support as it will help the underperforming employee understand the opportunities for improving their performance and taking the necessary action. Organisations often manage poor performance formally through a performance improvement plan (PIP). The PIP should be closely monitored and should set out the following; The performance problem The timescale for achieving this improvement A review date Specify possible consequences if performance standards are not met Any training that the employer will provide to assist the employee. 7. Describe at least 2 items of data, including 1 external to the organisation. There are many integral documents to a performance review. Documentation helps to structure a performance review and give clear guidelines of what needs to be covered during the meeting. An item of data that can be used internally is a self-appraisal. A self-appraisal forms part of an employees’ performance review. The self-appraisal influences an individual to reflect on their performance and as a result they are more aware of their behaviour and actions which have had a consequence on their performance. The self-appraisal should give examples of what the employee believe they have done well in the past year and what they think they can improve on in the future. A manager and employee will use the self-appraisal to form the basis of discussion during the meeting. A job description can be used as a way of measuring performance as the description provides a useful guide as to what is expected of an employee. The job description can cover the core competencies that the employee is required to be fulfilling. Visualising these competencies will help a line manager to determine how an employee is performing and what their developmental needs are. An external form of data that can be used is gathering external feedback. This is a process when an employee will ask its customers for feedback usually through use of a questionnaire. This can help determine whether an employee is meeting their objectives. The benefit of gathering external feedback is that it takes into consideration other people’s views and therefore is viewed to be more objective and valid. The disadvantage of external feedback is it can be very costly and has over-reliance on technology. 8. Explain the frequency, purpose and process of performance review. Performance reviews usu ally take place twice a year in the form of a mid-year review and then an annual review which would take place at the end of a financial year. The purpose of a performance review is to provide employees’ with feedback on their performance The review should take place in a private and comfortable room away from any disruptions. The line manager should start the meeting off by explaining its purpose and what they will be discussing. The line manager would usually open up discussion by asking how the employee has felt the past 6 months or year has gone for them and discuss if the employee has effectively met their objectives. If an employee has completed a self-appraisal before the meeting, this can also form the basis for a discussion. It’s important to talk about any developmental areas for the employee and suggest ways on how this could be tackled. Managers should discuss any feedback that had been gathered on the employee and it’s important to discuss any developmental areas for the employee with suggestive ways on how this can be tackled. If there had been regular catch ups, the employee should have an idea of how the year has gone and therefore, nothing should come as a big surprise. Managers should encourage employees’ to suggest their own objectives for the coming year and any plans that are agreed should be noted on the appraisal form. An organisation with performance related pay would have a rating scale which shows the level of performance an employee has reached. The employee should be told of their decided rating in their review with what their salary increase and bonus payment will be. CHRP/CLDP ASSESSMENT Supporting Good Practice in Performance and Reward Management (3PRM) Ref No F306A – Version 2 June 2012 Student name: CRITERIA MET/ NOT YET MET COMMENTS LO1: Be able to explain the link between organisational success, performance management and motivation (Activity 1) 1 Describe the purpose of performance management and its relationship to business objectives. 2 Explain the components of performance management systems 3 Explain the relationship between motivation and performance management LO2: Be able to explain the relationship between performance management and reward (Activity 1) 1 Explain the purpose of reward within a performance management system 2.2 Identify and explain the components of an effective total reward system LO3: Be able to contribute to effective performance and reward management in the workplace (Activity 1) 3.1 Identify and explain the factors that need to be considered when managing performance. 3.2 Describe the data required by individuals involved in performance and reward management processes. LO4: Be able to conduct and reflect upon a performance review (Activities 1 & 2) 4.1 Explain the frequency, purpose and process of performance review. 4.2 Conduct a performance review meeting. 4.3 Reflect on the outcomes of the performance review ASSESSMENT OUTCOME Students should please note that the above Assessment Outcome for this Unit is provisional and is subject to Internal Acacia Learning verification (IV) and external CIPD Verification (EV). Tutor’s signature Date BOTOX UK LTD PERFORMANCE REVIEW FORM Date of Review: 11 November 2014 Period Covered: 1 May 2014 – 1 November 2014 Name of Manager: Lucianne Powell Name of employee: Becki Thomas Job Role of Employee: Sales Consultant 1. Summary of discussion on performance over the last six months Becki and I discussed the areas of her job that she has performed well in the last 6 months and the areas of her job that she would like to develop and improve on. Becki has mainly felt that the last 6 months could have been better for her in regards to her sales targets but we have discussed the ways in which this can be overcome and Becki is very motivated in doing anything she can to increase her sales so I have every faith in her that she will. 2. The quality of the work provided, recording areas that have gone well and those where improvement is required Becki has shown herself to be a great team player which is one of the main attributes to becoming successful here at Botox. Becki always actively contributes to and supports her team and the team find Becki great to work with. Customers have given very positive feedback on Becki to say that they have all found her very pleasant on the phone and can fully trust that she will complete a task that she is given which is brilliant. Becki’s sales targets have dipped in the last 6 months and this has been very concerning for the Management team. As time goes on, Becki will need to continue to build up relationships with different clients and this will increase her sales. 3. Record performance against targets set and in those cases where they have not been met, record the reasons given and your views on these Objective 1) Increase number of sales by 50% over the next 6 months. Becki has not met this objective but we have discussed the reasons why she has not met this. Becki has been going through a difficult time at home the last few months and this has been affecting her work. I have agreed that this can be an on-going objective for Becki and we will have regular catch ups to discuss if Becki’s sales targets are increasing. Objective 2) Build up client relationships by attending more networking opportunities. Becki has met this objective by successfully attending the networking events and I have witnessed her actively socialising to potential clients. This is an excellent opportunity for Becki to gain more sales in the coming future. 4. Outline agreed actions to overcome any shortfall against targets including such factors as training and development needs, equipment needs or medical support Actions by line manager: Actions by employee: To arrange a temporary change to Becki’s hours of work and regularly meet with Becki to discuss if the working arrangement is working and agree on a date for the Becki to go back to her full time hours. Once Becki’s hours are temporarily changed, she will need to make it to work on time every day and start to increase her sales. To arrange for Becki to go on a sales course and request her feedback on the course. To attend the sales course. This should hopefully get Becki back into the swing of selling. 5. Indicate whether a performance related bonus should be made at current rates. (In circumstances where the full target has not been met a case must be made before any partial bonus payment can be paid, with reasons provided for that recommendation) I have taken into consideration that Becki has been through a difficult time recently at home and I know that when focussed Becki is fully capable of reaching the desired sales targets so I have agreed to award Becki with a bonus of  £500. I hope that once her childcare is in place, she can then become more focussed on increasing her sales. Signed: Employee: Becki Thomas Date: 11 November 2014 Line Manager: Lucianne Powell Date: 11 November 2014 OBSERVATION RECORD – 3PRM Candidate’s name: Lucianne Powell Observation Assessment: PASS Unit 3PRM – Learning Outcome No 4: Be able to conduct and reflect upon a performance review. Skills required Assessor feedback – to be completed by the assessor with notes to support the decision Identify purpose Informative account given to Becki at the start of the meeting re its purpose and what you planned to cover during the course of the discussion Plan meeting: 6. aims and objectives 7. questions 8. roles/resources 9. structure. Your supporting notes demonstrated that you had spent some time preparing for the meeting and it followed a logical path. Key elements of a review meeting were addressed e.g. reviewing performance, setting objectives and bonus payment considerations, Prepare suitable environment. Used the table and sat side by side to each other/the table. Both parties appeared comfortable with this arrangement Open meeting appropriately: introductions aims and objectives. A little bit ‘programmed /scripted’ at first with an over-reliance on your  notes, but once you settled into the role and nerves were dispelled your discussion became much more natural. You let Becki know the format of the meeting and that notes would be taken and that she would be able to see them – good. Establish rapport and put candidate at ease. Your personable style and empathetic manner helped to establish a rapport and relax the interviewee. Plenty of ‘positive strokes’ telling her how much she was valued as an employee and giving her the positive feedback received from her colleagues /customers all helped to make for congenial discussion and for her to feel supported – good Use appropriate questioning techniques: open questions clarifying. Open questions were used to encourage Becki to talk and reflect – I particularly liked your question asking for her thoughts on where she had performed well – this helped to ensure the discussion did not just focus on her immediate personal problems – well done! Control meeting without dominating. You adopted the ‘manager’ role by setting the scene, keeping the meeting focused and controlling its structure but this was all done in a collaborative and non-threatening manner. Communicate (listening and speaking) effectively with candidate, using appropriate body language. Good listening skills evidenced, lots of head nodding, eye contact made to encourage Becki to talk and to show you were interested; your body posture was open and non-threatening. You gave lots of motivational and supportive comments which certainly helped to show Becki that she was appreciated and supported. Very helpful and willing to meet her needs although in the real world, a line manager may not be so accommodating! Invite, and deal with, candidate questions. Invited Becki to ask questions and self-reflect – responded to these thoughtfully and constructively Identify any development needs and actions. Learning and development needs were touched upon but not explored fully – a more detailed discussion would need to take place regarding the ‘sales course’ and her longer term career ambitions once she was ‘back on track’. Advise asking the reviewee if they had any objectives to bring to the table before outlining yours! Conclusion and summary A clear account given of actions going forward and kindly informed that she would get  £500 bonus even though sales had dipped – nice touch! Conduct meeting within legal and ethical requirements. Legal and ethical considerations were duly adhered to. Advise to take notes during the meeting – doubt you would not remember all the key points without them!