CASE STUDY Essay Example | Topics and Well Written Essays - 500 words

CASE STUDY - Essay Example Typically, a client that is very serious about purchasing a new product, a new line, or a development package is usually going to be on time to the meeting and show the salesperson as much respect as possible in hopes that they can ease down the price of the products with their charm and good will. At 10:20am another non-verbal clue took place when another salesperson that was Andrews’ competitor walked into the office for a 10:30am appointment. Not only was the buyer for Skaggs Manufacturing tardy for their meeting, but she already had another salesperson scheduled for an immediate meeting right after Andrews. Gillespie also showed many counts of blatant disrespect toward Andrews. For one, there was a 10 minute period where she was discussing a tennis match for that day with the secretary instead of concentrating on who was there for a scheduled appointment. Finally, as Andrews began to speak with Gillespie in her office she gave him no attention, no eye contact and was focused on reading letters from her desk instead of what he had to say. The final sign of disrespect came when she answered the phone in the middle of their meeting and began talking with her husband for another 10 minutes until she finally saw the frustration on Andrews’ face. Each of these non- verbal clues was blatant hints that Andrews was not going to be able to earn the business of Skaggs Manufacturing that morning and he had definitely wasted his time. If I was John Andrews, I would have likely performed many of the same behaviors that he did. He kept calm during many different frustrating events where he was being blatantly ignored and disrespected by the buyer for Skaggs Manufacturing. Still, his job is to sell the product, so it is important to maintain an aura of professionalism and do his best to earn the customer’s business. Unfortunately, he was never able to actually give a sales pitch

Tutorial School Essay Example for Free

Tutorial School Essay To most students, exams are detestable because they suffer greatly whenever an exam comes. Undeniably, examinations play such an important role in education of Hong Kong that they make students usually bury themselves among their books and notes during examinations. One way that students used to deal with exam is attending tutorial school. In recent years, tutorial schools have become popular among secondary school students. More and more students have been attending tutorial classes; even some of them have already gotten satisfactory results in their schools. One can easily find his/her friends and classmates joining tutorial class. We can also easily detect the great numbers of advertisements of the large-scale tutorial schools in the streets, televisions and magazines. In fact, is there a great trend in attending tutorial classes for secondary school students? Are these tutorial classes really beneficial to the students who have joined them? It will be interesting to study all these issues about the recent trend of attending tutorial classes. The objectives of this project are as follows: 1) to find out the reasons that make students go to tutorial schools 2) to see the effectiveness of attending tutorial classes 3) to distinguish whether this phenomenon is related to the mode of nowadays education system 2 Chapter 2 Methodology 2. 1 Choice of method Quantitative method was adopted for this project. A questionnaire was designed and issued to secondary students (From 1 to 7) through the internet and 66 samples were collected since it was convenient to set up questionnaires on net. 2. 2 Classification of the studying target In Hong Kong, the most popular kinds of tutorial course can be classified as private tutorial school, individual tutorial teachers and tutorial class held by school. For the last type, it is usually free of charge and for the purpose of helping those students with poor academic result or putting more focus on students who get good academic result. For this project, I intend to focus more on the first two kinds of tutorial courses since the third kind is usually arranged by the school and the purpose of which is not for making money. Also, whether joining its tutorial class is not decided by students. 2. 3 Target group For this project, all secondary school students will be my target groups because the condition of receiving tutoring among them is more common than that among primary school students, according to a research1, conducted in 2005 by Professor Bray from Hong Kong University, had shown that nearly 50% of primary and lower secondary students receive tutoring while at upper secondary the proportion students receiving tutoring is about 70%. The results of Form 4 to Form 7 students can especially be used in the part to investigate whether this phenomenon is related to the mode of nowadays education system. 1 Private Supplementary Tutoring: Comparative Perspectives on Patterns and Implications,2005 3 2. 4 Questions asked The questions asked were mainly related to the following areas: 1) The general information about the respondents, for example, which Form the respondents belong to, whether they have received tutoring, etc. 2) The reasons of attending tutorial classes, for example, the pressure from parents, following friends decision, and the self-orientated necessity, etc. 3) Some information about attending tutorial schools, for example, which types of tutorial class the respondents joined, how much they pay for receive tutoring per month, etc. 4) The factors concerned when choosing the tutorial school, for example, the popularity, following friends choice, the academic background of tutorial teachers, etc. 5) To what extend going to tutorial classes is effective, for example, it really helps them to get the knowledge, or it helps them to get good result only, etc. 6) The factors that stop students from attending tutorial classes. 7) The possible problems created by this phenomenon, for example, becoming not attentive in classes, time consuming, unfairness between poor and rich students, etc. 2. 5 Problems faced and solutions A few limitations about Internet questionnaires were predicted and observed; fortunately, most of them can be solved. Firstly, although writing the questionnaires in English would be more convenient for me to record down the findings, some respondents might find it difficult to understand the direct meanings of the questions and thus provided the false answers. Secondly, respondents, without seeing them directly, could do the questionnaires repeatedly and thus manipulated the results. Thirdly, respondents might lose temper if the questionnaires were time-consuming and troublesome to finish. As a result, they did the questionnaires playfully, without filling in the correct answers. Lastly, only a few options provided might not be enough to cover all the possibilities of the answers. In response to the above limitations, some improvements have been made as the followings. Firstly, the questionnaire was written in Chinese, which is the most familiar language to the respondents so that they could understand clearly of what the questions were asking. The results also show that all respondents could follow my instructions as none of them answer the questions that they didnt need, for example, respondents who receive tutoring dont need to answer Q15. 4 Secondly, I choose to produce the questionnaire in a website (www. my3q. com) where detection of the source of the received questionnaire form was possible so that if people did the questionnaire repeatedly, I would know. Thirdly, the questionnaire after amendment was only including 15 questions, while all questions are to the point. So that the respondents could fill in the questionnaires within a minute and at the same time I could get enough data I need. Lastly, I have included more options in the questionnaire, and if respondents still have other comments that are not included, they could choose the option â€Å"other†. I believe the proportion of choosing other will be small that not enough to influence the results. 5 Chapter 3 Literature review. There was mainly one previous research, which I could find and had been used to compare with the results of my findings. The research, â€Å"Private Supplementary Tutoring: Comparative Perspectives on Patterns and Implications†, was conducted by Professor Bray in Hong Kong University last year to investigate the Governments current policies on tutoring, the impact of tutoring on mainstream schooling and the society, such as the household expenditure, social equalities and mental development of children, etc. He investigated about 700 primary and secondary school students and found that nearly 50% of primary and lower secondary students receive tutoring; and at upper secondary the proportion is about 70%. Using this ratio, there are 500,000 primary and secondary students receiving tutoring. Professor Bray also found that the condition of joining tutorial class in Hong Kong is more serious than those of our neighboring countries, such as Japan and Korea. The reasons behind discovered were due to schools in Hong Kong usually focus on students academic results, and Hong Kong labor market as well as getting a place in University are very competitive, causing students to join tutorial class. However, Professor Bray pointed out the tutorial classes will cause adversely impacts on mainstream schooling, for example students receiving tutoring became less attentive in class, and influence students’ mental development. He also pointed out that the Government was not doing enough to prevent the existence of unqualified tutors. However, the survey had mainly focused on the reasons and impacts of attending tutorial classes, but less on the effectiveness of receiving tutoring and discussion of whether receiving tutoring is related to the mode of nowadays education system. Therefore, in this project, besides looking at the former 2 areas and comparing them with Professor Brays results, I had also investigated about latter 2 areas to provide some new information about the existing situation. 6 Chapter 4 Findings and Analysis 4. 1 General information of the questionnaire I posted the questionnaires in the Internet on 7/8/2006 and collected them on 24/8/2006. The respondents added up to a total of 66. 4. 2 Details of the results Analysis on the 3 kinds of tutoring Popularity of the 3 kinds of tutoring among different forms: From the above data, 10 of the respondents who received tutoring have received 1 to 1 tutoring, 17 of them have attended small-scale tutorial school and 21 of them have attended large-scale tutorial school. It shows that large-scale tutorial school has the biggest proportion of pupils to choose attending among the 3 choices. Moreover, the chart shows the relationship between the kinds of tutoring and the forms of respondents: The lower forms tend to attend 1 to 1 tutoring, while the higher forms trend to attend small-scale tutorial school and large-scale tutorial school. 7 Reasons for choosing different kinds of tutoring: According to Chart 4. 2, the main reason that respondents of all three kinds of tutoring will consider when choosing a tutor/tutorial class is â€Å"The recommendation of their friends or classmates†, where 34 respondents had chosen this item. As a contrast to Chart 4. 8 which shows that not much respondents will be influenced by friends or classmates to receive tutoring, Chart 4. 2 shows that 69% (34/48) of respondents will consider the recommendation of their friends or classmates when choosing a tutor/ tutorial school. It shows that the influence of peers will be more likely to appear only after respondents had made a decision to receive tutoring. On the other hand, besides the item â€Å"Others†, which none of the respondents had chosen the items that chosen by the least respondents of different kinds of tutoring are also different. For respondents receiving 1 to 1 tutoring and small scale tutoring, most likely they wont consider the item â€Å"results in public exam of students who received tutoring there† and â€Å"the advertisement of that tutor/tutorial school†. It is probably because of the insufficient of information and students usually are hard to know the results in public exam of students who received tutoring in l to l tutoring and small scale tutorial schools, and because there are not much advertisements that made by them. Therefore, respondents that consider these two factors important will not choose these two forms of tutoring. For respondents receiving large scale tutoring, most likely they wont consider the items â€Å"the convenience of location† and â€Å"The qualification of tutors†. It may due to the reasons that large scale tutorial schools cannot be found everywhere and respondents usually have to bear a transportation cost when going to them. Furthermore, the large scale tutorial schools will not advertise themselves about qualification of their tutors. Therefore, respondents consider these factors important will not choose this form of tutoring. 8 Effectiveness of the 3 kinds of tutoring: Major benefits Receiving tutoring in large scale school, most respondents can know the skills to answer questions, while receiving 1 to 1 tutoring and small scale tutorial school, most respondents get the knowledge. Generally speaking, 63% (31/48) of respondents can know well in answering questions after receiving tutoring, and at the same time 57% (28/48) of respondents can get the knowledge from receiving tutoring of all 3 kinds of tutoring. It shows that many tutors can teach their students the knowledge as well as the skills in answering questions. Only 4 respondents feel that they can get nothing helps from receiving tutoring and 2 respondents dont know what receiving tutoring helps them. It also shows that a few respondents will still receive tutoring even though they think it is helpless or they dont recognize what it helps. It should be due to the reason that among them, 5 of their tutorial fees are less than $200 per month and all of them are receiving tutoring for less than 5 hours per week. Receiving tutoring is not a financial burden to their family and doesnt influence their daily activities, so they continue. 9 Other benefits The above chart shows the advantages of receiving tutoring to students performance in lesson. As shown in Chart 4. 4, most respondents believe that the main changes of their attitude are â€Å"understand the lessons than before† and â€Å"remain unchanged†, which made up of 41. 6% (20/48) and 35. 4% (17/48) of the tutoring-portion. On the other hand, only 1 respondent say that he/she â€Å"becomes more concentrate than before† and 3 respondents say they â€Å"become less concentrate than before†. This result indicating that a higher portion of students are able to understand their lessons than before also echoes with Chart 4. 9 which states that 57% (28/48) of respondents can also get the knowledge from receiving tutoring. But this is also one of the possible reasons affecting a few students concentration in classes. 10. Shortages Respondents of all 3 kinds of tutoring most likely are unsatisfied with the expensive tutorial fee. The respondents receiving large scale tutoring are most likely to have the chance of raising questions, and this phenomenon is not commonly found among the other 2 kinds of tutoring. Small scale tutoring is the one that have the most of its students (29%) feeling no defects, while none of respondents receiving 1 to 1 tutoring think that there are no defects. On the other hand, 1 respondent thinks that the things taught are too simple. However, he/she also thinks that he/she still dont quite understand the contents of the books. The tutor may be teaching those things that the respondent already understood instead of going though those parts the respondent found difficult. Another possible reason is that the tutor is not able to answer the questions of the respondent. This reason is more possible because the respondent is receiving 1 to 1 tutoring, which is supposed to be easier to ask questions. Effectiveness in terms of the actual academic result. In general, respondents academic result is slightly improved after receiving tuition, especially for those who attend large scale tutoring. 11 Analysis on nowadays education systems The above chart shows that the number of respondents attending tutorial class is 2. 7 times of those not attending tutorial class. For Form 1-3, 12 of them are attending tutorial course while 9 of them are not. The percentage for Forml-3 respondents to attending tutorial classes over the total Form l-3 respondents is about 57%. For Form 4-5, 19 of them are attending tutorial course while 6 of them are not. The percentage for Form 4-5 respondents to attending tutorial classes over the total Form 4-5 respondents is about 76%. For Form 6-7, 17 of them are attending tutorial course while 3 of them are not. The percentage for Form 6-7 respondents to attending tutorial classes over the total Form 6-7 respondents is about 85%. From the above data, the comparison of percentages of difference groups shows that the group Form 6-7 is having the biggest proportion of students attending tutorial school and group Form 4-5 also have more percentage of students receiving tutoring than Form l-3. The higher the forms, the more the students receive tutoring. The result is the same as the one of Professor Brays research. The chart reflects some problems of the nowadays education system. 12 1) Pressure of attending public exams Students themselves view their academic result important and especially for Form 4-7, who have to attend the public exams. Therefore, 32 and 13 of them have attended tutorial schools for the reason â€Å"To improve their academic result† and â€Å"To maintain their academic result†. Not only respondents, their parents will also request them to attend tutorial class, but the influence of the parents to respondents of Form 6-7 will decrease. It shows the failure of the Government to promote â€Å"studying is not for mark†, as the traditional thinking that â€Å"academic result is very important† is still built in peoples heart firmly. 2) Lacking of trust to school teachers 33% (16/48) of students think that the tutors teaching method better than the school teachers. One possible reason for that might be because the tutors are more likely to be humor and can use more interesting way to present the knowledge to students. Another chart, Chart 4. 13, also shows that only 2% (l/48) of respondents that dont receive tutoring because he/she thinks that the school teachers are good enough. Although this result doesnt show whether respondents think that the school teachers are not good enough to teach them knowledge or not good enough to teach them examination skills, it still can indicate that respondents lack trust towards their school teachers. 3) Spoon-fed Education More than half of the respondents (26/48) receiving tutoring in order to look for skills to answer questions, especially for Form 4-5 and Form 6-7, which have 58% (11/19) and 64% +(11/17) of them attend tutorial school for this reason. It shows that the format of examination is not changing and people can get the trick to perform better in it. By face-to-face contact, students can ask questions more easily and the tutors can have more interaction between themselves and their students. On the other hand, receiving tutoring by video can also be viewed as a kind of â€Å"spoon-fed education†. Chart 4. 9 shows that 73% (35/48) of respondents think that receiving tutoring by face-to-face contact is better. Back to Chart 4. 5, 31% (15/48) of respondents think that there is too little time for students to raise questions when receiving tutoring. Both Chart 4. 9 and Chart 4. 5 suggest that general respondents desire two-ways teaching than single-way teaching actually. 13 Other Education Problems 1) Unbalance between studying and extra curricular activities: Chart 4. 10 shows that more than half (62. 5%) of the respondents usually receive tutoring less than 5 hours per week. It indicates that attending tutorial class consumes not much time too many respondents. However, Chart 4. 11 shows that nearly half of the respondents will have less time for activities other than studying. Are most of the respondents, saying that they have less time for activities other than studying, receiving tutoring more than 10 hours per week? Are most of the respondents, saying that they dont have less time for activities other than studying, receiving tutoring less than 10 hours per week? 14 The table declared 3S below shows that the answers for both questions above are: No. Table4. 1 (Combining Chart 4. 10 and Chart 4. 11): 15 hours 1 (33%) 2 (67%) Yes No After combining the two charts, I found that more than 50% of the respondents said they have less time for extra curricular activities, even though they receive tutoring less than or equal to 10 hours per week. At the same time, more than 65% of the respondents said they dont have less time for extra curricular activities, even they receive tutoring more than or equal to 10 hours per week. These suggest that how much time spending on receiving tutoring might not have direct relationship with affecting the time for having extra curricular activities. The contradicting result for more than 50% of respondents receiving tutoring less than 10 hours per week but having less time for extra curricular activities may due to the reason that although receive tutoring only a few hours per week, traveling to attend tutorial class takes time, or revision and homework are assigned by the tutors, or they choose to sacrifice the time for having extra curricular activities first when they have to receive tutoring. While the contradicting result for more than 60% of respondents receiving tutoring more than 10 hours per week but not having less time for extra curricular activities may due to the reason that these data are collected by a few number of respondents, that might not be able to reflect the general condition. In short, the result shows that it is quite unbalanced between studying and extra curricular activities for respondents. Some students may put too much time on studying and they may sacrifice their time for extra curricular activities (e. g.nearly 50% of the respondents have less time for activities other than studying after receiving tutoring). They may not have an all-round and well-balanced development. 15 2) Heavy financial burden to family and Unfairness between the rich and poor: From Chart 4. 11, most respondents usually pay more than $800 for the tutorial fee per month. It is the same as the results of the Census Statistics Department found in 04/052. According to the Census Statistics Department, the average monthly expenditure on tuition is $1069, $879 and $828 of students of lower secondary, upper secondary and preparatory course respectively. Chart4. tt shows that the tutorial fee of the respondents is mostly bore by then-parents, which would become a financial burden of their family. None of them receive tutoring freely. Besides, only one respondent will pay the tutorial fee by himself/herself, using the money he/she got from his/her part-time job. This may affect his/her studies and health if he/she put too much time on doing part-time job. Fortunately, most respondents dont need to do so. As mentioned before, receiving tutoring may become a financial burden to the family and most respondents of not receiving tutoring because of the expensive tutorial fees. Even for those who receive tutoring, 63% (30/48) of them said the tutorial fee is expensive. This may create the unfairness between the rich and the poor that only those who can afford can receive tutoring. 16 Chapter 5 Conclusion Unlike what the impression of the general public, attending tutorial schools are not only teaching skills for students to tackle the examinations. Other than that, it can also provide quite a lot of benefits to students, such as getting the knowledge and having more confidence, as well as providing benefits to school, because students are able to understand the lessons better. It can be viewed as a useful assisting tool for teaching students besides the normal school. However, the trend that more and more students received tutoring reflects some problems about the existing education system as well as creating some new problems. The existing education system is emphasizing too much on the academic results and making students have a wrong attitude that the most important thing is to get high score. Besides, the spoon-feeding way of teaching used makes students not encourage to have critical thinking. Yet, it is fortunate to find that general respondents desire 2-ways interaction actually. To change peoples traditional thinking of getting high score is the most important is still a long way to go. It is hoped that the government can promote to the society that the importance to learn the knowledge is as same important as, if not more than, getting the marks, and also getting high score is not the only way to reach success. On the other hand, changing the traditional teaching method may be one of the solutions. Students interest in learning will be aroused and students can develop critical thinking instead of just receiving what have been told, by using 2-ways interaction. Teachers can also try to have a more interesting way to teach, for example, using real life examples to explain the difficult theories in books 17 Reflection After completing this study, I have a better understanding of the reasons for and impact on teenagers who attend tutorial classes. Unlike many people’s suspicion of the benefits of tutorial classes, the survey results indicated how the positive impact of tutorial classes attracted students. However, there may be a need to collect more data to further reveal the relationships between the traditional teaching methods in schools and the trend of attending tutorial classes. (Word count: 3797) 18 Chapter 6 Bibliography 1. ‘Private Supplementary Tutoring: Implications’, Mark Bray, 2005 Comparative Perspectives on Patterns and 2. Latest 2004/05-based Consumer Price Indices, Census Statistics Department, 2005 3. Youth Opinion Polls No34 Students and Private Tuition, Hong Kong Federation of Youth Groups (HKFYG), May 1996 4. , * · , *  ·1994  · 5.  ·1992 6. 2000 19 Appendix Questionnaire 20 21 22 23 24 25 26 27 28 29 30 31 Marks awarded and Comments: Title: Stage III: Marks Comments: Is attending tutorial classes a new trend? 5-6 The candidate is able to explain how s/he discerns the research direction with the knowledge basis from the literature review. Furthermore, analytical skills are demonstrated by the manipulation and integration of data to enrich the findings from the survey. Though the candidate is able to put forward suggestions with reference to the findings, s/he does not justify well the conclusion by employing and analyzing the data. There is a sweeping argument of relating the trend of attending tutorial classes to the spoon-feeding education system. Also, one of the enquiry questions, â€Å"Is there a trend in attending tutorial classes for secondary school students†, is not addressed in the study. 32

Descent to the Underworld in the Aeneid by Virgil and the Odyssey by Ho

Descent to the Underworld in the Aeneid and the Odyssey I chose to compare the Odyssey written by the Greek poet Homer and the Aeneid by the Roman poet Virgil. I will focus my interest on Book 11 of the Odyssey and Book 6 of the Aeneid, since that is when both of the main characters make an educational visit to the underworld. The description of the underworld created by Homer's wild imagination, inspired Virgil eight centuries later. Virgil's masterpiece was planned as an imitation of Homer's poems, so one automatically starts comparing the creations of the two authors. They were separated by eight centuries and by the cultural differences of their people. These differences are reflected on the structure of their compositions. At first the reasons for Aeneas's and Odysseus's voyage to the world below seem similar. Both of them want to receive information from the people who have already died. This knowledge is necessary in order for them to continue a successful life in the real world, amongst the real people. Aeneas wants to ask his wise father Anchises for advise about the foundation of a new state - Rome. His father tells him about the future of his family. This prophecy includes the history of Rome all the way until the days of Virgil himself. What glories follow Dardan generations ====================================== In after years, and from Italian blood What famous children in your line will come, Souls of the future, living in our name, I shall tell clearly now, and in the telling Teach you your destiny.[1] The need for Odysseus to travel to the underworld doesn't seem to be motivated at all... ...not only the characters but also the poets who wrote the two outstanding compositions, on which all of the world's literature is based. Homer who glorifies the great value of a person and Virgil who glorifies the grandeur of the State - Rome. [IMAGE] Works Cited Fagles, Robert. The Odyssey. New York: Penguin Books USA Inc. 1996 Fitzgerald, Robert. The Aeneid. Penguin Books. --------------------------------------------------------------------- [1] Virgil Aeneid B.6 line 1015 [2] Homer Odyssey B.11 line 111 [3] Homer Odyssey B.11 line 129 [4] Homer Odyssey B.11 line 153 [5] Homer Odyssey B.11 line 614 [6] Homer Odyssey B.11 line 540 [7] Virgil Aeneid B.6 line 883 [8] Virgil Aeneid B.6 line 824 [9] Virgil Aeneid B.6 line 835 [10] Virgil Aeneid B.6 line 1230

Leadership purpose reflective essay Essay

?After watching this interview, I feel that a well defined leadership purpose statement is the distinction between a good leader and a great leader. Carolyn McKnight’s interview on leadership purpose statements really opened my eyes to the power of these statements, and the time and energy one needs to put into creating a leadership purpose statement. At first it seemed that completing a statement this powerful would be a very daunting task. After watching Mrs. McKnight’s interview, I am confident in my ability to come up with a statement, and that I will have the courage to follow through with it. The most significant thing in a true leadership purpose statement is authenticity according to Mrs. McKnight. Webster’s defines authenticity as† real or genuine†. Taking this and Mrs. McKnight’s statements into account I took a minute to think about how authentic I am. I realized that I know myself well enough to know where my strengths and weaknesses lie. Another aspect of my life that makes me believe in my authenticity is that many people have told me they value my opinions. This is because I always tell them exactly how it is even when I know it is not what they want to hear. With this knowledge I am able to establish creditability and responsiveness with other people. The question was asked â€Å"How do you begin to determine leadership purpose? † Mrs. McKnight gave several examples of what one can do to find this. â€Å"What is the root of my life? † was one question she brought up that can help you find a purpose. I immediately identified the roots of my life as hard work, determination, and dedication. I attribute all my success in my life to these three principles. I started to think about failures that I have had in my life. It made me wonder if I would be able to find a place where I got off course and did not apply one of these principles. Another statement that stood out to me under this question was â€Å"Find what gives you meaning. † My achievements are what give me meaning. I learned more about why I feel this way after I took the Strenghts Finder assessment. It pointed out that I was an â€Å"Achiever† and could not be satisfied at the end of the day without feeling that I had achieved something. Every goal that I accomplish makes me feel more confident and more ambitious about what else I can achieve. Out of the examples she gave these are the two I think that will help me determine my leadership purpose statement. The part of the interview that discussed people struggling with conflict, with their leadership purpose was something that I really focused on. Early on in the interview an example was given that an â€Å"acorn will become an oak†. When the subject of struggle comes up Mrs. McKnight ensures us of this fact and mentions to not fight it. She goes on to talk about all the people pleasing we do throughout our lives. This was a huge eye opener to me because I notice my need to please people, like my family. This causes conflict with the telling it straight attitude that I try to maintain with the people in my life. When I find myself trying too hard to please people, I lose some authenticity and it weakens my purpose. She stated that we really need to find what we want and not what other people want for us. I can see myself struggling with this as I develop my leadership purpose statement. I liked that she mentioned having the courage to follow what you deeply want. To me, people who can follow a path to what they want while sticking to it through the good times and the bad are really courageous. Emotional intelligence was another key area brought up in the interview. The three areas that were brought up under this topic are self awareness, social awareness and self regulation. Our text book offers another interesting point that supports Mrs. McKnight’s insights. The text book says that mental intelligence will get you into a management position but it stops being helpful after entry into that position. A leader needs to have good emotional intelligence to continue to lead. Self awareness has to do with my purpose and I am working towards finding that in this class. I know that I worry about how other people perceive me but I do not think that is the same thing as recognizing it, which is social awareness. I think that I will have to spend some time mastering the first two elements of emotional intelligence before I can work on self regulation. I do not know how I can stick to a path and make corrections to get back to it, until I have established a clear path. There were some interesting comments made about behaviors that help us get closer to our purpose. A reflective practice of checking in twice a day was brought up. I thought about how I might do this and I know that I would struggle with this significantly. I worry about how honest I would be with myself, so I would have to check in with my wife or a close friend that will keep honest with my feelings. I would have never thought that some kind of physical activity would help me get closer to my purpose. After hearing Mrs. McKnight talk about these practices I can see how it would help. A great example of a physical activity that can help you is the one Mrs. Enders gave on how posture and stance help the way people perceive you as a leader. I hunch over, it is mainly because I am tall and do not like being overly imposing to others. It is something that I can work on physically that might help me with my purpose. The examples of purpose statements that were given were amazing. I think that the statement â€Å"I am a drop of water, flowing peacefully, showing love carving deep canyons out of granite† was an insightful statement. I think this will stay with me for a long time not because of how insightful I found it but because of the story that went with it. The fact that the CEO was able to recognize that he was not following his statement and quit his job in order to find a path back to it, was very inspirational. I want to have that kind of courage and belief in my purpose statement and I will think of this story heavily, while I am creating it. After watching this interview a few times in preparation for this paper, it really helped me get a grasp on the concept of a leadership purpose statement. This interview has given me a good set of tools for not only creating a good purpose statement, but knowing how to stay true to it, and knowing how to deal with obstacles I will face while trying to live by it. By taking the time to reflect on this interview I started to learn more about a subject I have not spent much time on; Myself.

Miles Davis’ Milestones

One very interesting genre of music which is as popular before as it is today is Jazz. Jazz is often termed as the music of the soul, and it tends to manifest in words and melody the feelings of the heart. This music started as early as the 1800, with the birth of the blues by the African-American community. The blues, which are songs that are derived from hymns and work songs, became the foundation of jazz. The full-blown birth of jazz came about at around 1900 at New Orleans. Jazz in here is depicted as a blend of different types of music – opera, military bands, church music, ragtime, African drumming, and even some dance styles (Marsalis, 2008). Through the time, jazz has evolved in itself, giving birth to a number of sub-styles such as bebop, dixieland, swing, and modern jazz. This evolution also brought about a number of great composers, and hundreds of great songs. Miles Davis is one of these composers. He was a pioneer in cool jazz, a type of experimental jazz which involves voices unfamiliar to traditional jazz. One of his famous songs holds his name in it – Milestones. This track was recorded at around 1958, and is an advent on Miles’ take on working with modal jazz – another type of jazz (Biography, 2005). In this essay, I will try to expound more on this recording by discussing some important elements found in it, namely its melody, harmony, and rhythm and how they blend together to form a jazz sound. Read also about  Coleman Hawkins Melody is simply defined as a flow of notes, a flow of tones which sounds pleasing to the ear. In regular jazz music, there are usually two kinds of melody. One is melody being played at the start and end of pieces. These are usually notated, and strictly followed. The second one is the melody produced when a soloists improvises. Improvisation is very important in jazz, and the melody produced in here must be exciting at the same time pleasant to listen to. It should not be boring and must never outshine the other instruments too much. In the song Milestones, there is a distinct difference heard between these two melodies. Its first melody flows smoothly, creating a feeling of easiness, being subsided by notes. Then, the solo kicks in with a series notes alternating between fast and slow speeds. These contrasting melodic patterns give a great deal of interest for the listener. It creates a relaxed sensation at one moment then gives a slight tension at another. If melody is the horizontal aspect of music, harmony is its vertical counterpart. It comprises of notes being played together, such as triads, major chords, fourth and other intervals. In the song Milestones, harmony is best described as an accompanying effect to the soloist. Better known as â€Å"comping†, this provides a bed on which the soloist improvises on. The song’s harmony has a very strong and tight feeling. This is due to the modal take of the song, wherein the song uses a single scale. Thus, both the soloist’s melody and the harmony of the other players fit perfectly with each other. Also, the harmony is not only played as strict flow, but it is constantly modified. For example, it plays on counts 2 and 4 for some bar, and then suddenly shifts to 1 and 3. The harmony also plays syncopated notes, notes that are off beat the normal rhythm. This gives an additional excitement to the overall feeling of the song. But most importantly, it supports the soloists and never tries to overpower it. Milestones also portray another important element common to jazz takes – its swinging rhythm. This is usually attained by the rhythm section by playing triplets, or three notes at a count, and omitting the middle note. This rhythm gives a forward feeling and tends to move along that direction. It is very different from common contemporary songs, where the downbeat or the quarter note is very much accented. In Milestones, the downbeat is almost lost; in fact the first count of every bar is usually unaccented both by the rhythm section and the soloist. In a whole, the rhythm of the song produces a slightly danceable feeling, but in a cool and slow way. The song’s tempo is not that fast, but the swinging rhythm gives it a kind of push that tends to create a continuous flow of music. These elements give the song a traditionalistic view since it holds the very foundation of jazz music. The swinging rhythm, the accompanying harmony, and the soloist’s melody are the main components of a good jazz song. Miles Davis expanded more on this by creating a much more intricate solo filled with varying tempos and dynamics. The other band members were also able to add to the flavor of the song by playing their parts in a very interesting manner yet still being in perfect fit with each other. In a nutshell, Miles Davis was able to fuse traditional jazz elements with a great deal of experimentation, producing the masterpiece Milestones. References Marsalis, M. (2008) History of Jazz/Black History in America. Retrieved February 22, 2008 from http://teacher.scholastic.com/activities/bhistory/history_of_jazz.htm Miles Davis Biography (2007), retrieved February 22, 2008 from http://www.milesdavis.com/bio.asp

Definition and Examples of Compound Adverbs

Definition and Examples of Compound Adverbs In English grammar, a compound adverb is a construction in which one adverb is paired with another adverb (or sometimes with another part of speech). Together these words are used to modify a verb, an adjective, another adverb, or an entire clause. Also called a compound modifiers, compound adverbs are sometimes written as one word (e.g., somewhere), sometimes as one hyphenated word (self-consciously), and sometimes as two words (inside out). Multi-word adverbs are commonly called adverbial phrases. In the Oxford Modern English Grammar (2011), Bas Aarts notes that English allows a great variety of compounds and not everyone agrees exactly on how to delimit the class of compounds. Examples I came every day to see him, neglecting my other students and therefore my livelihood.(Bernard Malamud, The German Refugee. The Saturday Evening Post, 1964)Therefore is a compound adverb that has the largest number of occurrences in the Helsinki Corpus... Along with therefore, thereupon is the only other compound adverb that emerges in Middle English but continues into [​Modern English] and up to the present day. (Aune Osterman, There Compounds in the History of English.Grammaticalization at Work, ed. by Matti Rissanen et al. Walter de Gruyter, 1997)Instead of ordering an immediate pursuit of the Confederate forces, McClellan waited overnight, and then timidly headed west to South Mountain, still believing that Lees dirty, hungry, and tired army heavily outnumbered his Union force. (Ed Okonowicz, The Big Book of Maryland Ghost Stories. Stackpole, 2010)Emerson made no distinction between honest and dishonest methods of getting the bicycle. Sometimes he would discuss plans for d eceiving the owner of the hardware store, who would somehow be maneuvered into sending it to him by mistake, and sometimes it was to be his reward for a deed of heroism.  Sometimes  he spoke of a glass-cutter. (Elizabeth Bishop, The Farmers Children.  Harpers Bazaar, 1949) Each of the career military pilots  was a graduate of his respective test pilot school, while the NASA pilots  were trained  in-house. (Milton O. Thompson,  At the Edge of Space: The X-15 Flight Program.  Smithsonian, 2013)Billy  spoke off-line, then came back on. Leslie will meet you with one at the airplane. (Tom Wilson, Final Thunder. Signet, 1996)There was a time, however, and not too many years ago, when the average plastic worm fisherman wasnt so all-fired certain that a sudden move was the best move. (Art Reid,  Fishing Southern Illinois. Southern Illinois University Press, 1986)[Paul Nitze] tried to halt the Korean War and then helped stop it from spreading. He tried, early on, to extricate the United States from Vietnam. (Nicholas Thompson, The Hawk and the Dove: Paul Nitze, George Kennan, and the History of the Cold War. Henry Holt, 2009)We went to a restaurant, and I behaved very well, but I couldnt eat, and then we went to the train and people looked at us, but I couldnt smile. (Harold Brodkey, Verona: A Young Woman Speaks. Esquire, 1978) The worst of it was it got so hot. That was a bad time for me I tell you. I got pretty thirsty. I dont know how I kept on that piece of board but I did, for three days. I got sunburnt, I tell you, pretty badly. The last day I dont remember anything. (William Carlos Williams, White Mule, 1937)I amused Emily; I almost always made her smile. (Alice Adams, Roses, Rhododendron. The New Yorker, 1976)He addressed a small statue of a saint which stood upside down on the washstand, propped in this uncomfortable position between tooth mug and soap dish. (Lyle Saxon, Fabulous New Orleans, 1939)He seemed to have a lot of luck- but why not, sometimes you did have luck, and he had felt all along that this leave was going to be wonderful. (Martha Gellhorn, Miami-New York. The Atlantic Monthly, 1948)Cato was calling out, over and over, Now the ship is sinking inch by inch! Now the ship is sinking inch by inch! (Elizabeth Bishop, The Farmers Children. Harpers Bazaar, 1949)Quite instructively, Menno K amminga has made the important point that the European system has performed quite poorly when faced with situations of egregious violations of human rights. (Obiora Chinedu Okafor, The African Human Rights System, Activist Forces and International Institutions. Cambridge University Press, 2007) Formal Compounds Several compound adverbs that can be classed in (iii) [i.e., temporal ordering subsequent to a given time reference] are found only in certain formal varieties of contemporary English: henceforth, henceforward, hereupon, thenceforward, thereafter, thereupon, whereupon. (Randolph Quirk et al., A Comprehensive Grammar of the English Language, 2nd ed. Longman, 1985) A Minor Category [C]ompound adverbs are not very numerous in Present-day English. Some of them are morphologically opaque historical relics, such as the negative operator NOT, which goes back to the Old English noun phrase NAWHIT. It is questionable whether compounding with WHERE, THERE and HERE is still productive today. Many compound adverbs have become polyfunctional as a result of secondary grammaticalization. Many have also reduced their functional load in the course of time, including the conjuncts HOWEVER and THEREFORE... (Matti Rissanen, Introduction. Grammaticalization at Work, ed. by Matti Rissanen, Merja Kytà ¶, and Kirsi Heikkonen. Walter de Gruyter, 1997)

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