A Review of the Dr. Seuss Classic, The Lorax

Since The Lorax, a picture book by Dr. Seuss, was first published in 1971, it has become a classic. For many children, the Lorax character has come to symbolize concern for the environment. However, the story has been somewhat controversial, with some adults embracing it and others seeing it as anti-capitalist propaganda. The story is more serious than most Dr. Seuss books and the moral more direct, but his wonderful zany illustrations, use of rhyme and made-up words and unique characters lighten the story and make it appealing to children 6 and older. The Story A little boy who wants to learn about the Lorax explains to the reader that the only way to find out about the Lorax is to go to the old Once-lers home and give him ...fifteen cents/and a nail/and the shell of a great grandfather snail... to tell the story. The Once-ler tells the boy it all began long ago when there was an abundance of brightly colored Truffula trees and no pollution. The Once-ler concentrated on expanding his business, adding to the factory, shipping more and more fruit and making more and more money. In telling the story to the little boy, the Once-ler assured him, I meant no harm. I most truly did not. / But I had to grow bigger. So bigger I got. The Lorax, a creature who speaks on behalf of the trees, appears to complain about the pollution from the factory. The smoke was so bad that the Swomee-Swans could no longer sing. The Lorax sent them off to escape the smog. The Lorax also angrily pointed out that all of the byproducts from the factory were polluting the pond and he also took the Humming-Fish away. The Once-ler had grown tired of the Loraxs complaints and angrily yelled at him that the factory was going to get bigger and bigger. But just then, they heard a loud sound. It was the sound of the very last Truffula tree falling. With no more Truffula trees available, the factory closed. All the Once-lers relatives left. The Lorax left. What remained was the Once-ler, an empty factory and pollution. The Lorax disappeared, leaving only a small piece of rocks, with the one word...UNLESS. For years, the Once-ler wondered and worried about what that meant. Now he tells the young boy he understands. UNLESS someone like you cares a whole awful lot, nothing is going to get better. Its not. The Once-ler then throws the very last Truffula tree seed down to the boy and tells him hes in charge. He needs to plant the seed and protect it. Then, maybe the Lorax and the other animals will return. Impact What makes The Lorax so effective is the combination of a step-by-step look at cause and effect: how unfettered greed can destroy the environment, followed by an emphasis on positive change through individual responsibility. The storys end emphasizes the impact one person, no matter how young, can have. While the rhyming text and entertaining illustrations keep the book from being too heavy, Dr. Seuss definitely gets his point across. Because of this, the book is frequently used in elementary and middle school classrooms. Dr. Seuss Dr. Seuss was the most prominent of several pseudonyms that Theodor Seuss Geisel used for his childrens books. For an overview of some of his most well-known books, see.

The True Nature Of Moral Responsibility - 936 Words

The theory that I find true to the true nature of moral responsibility and its relation to human freedom and determinism would be compatibilism. Compatibilism is the claim that we are both determined and that we have moral responsibility (Lawhead 120). It offers a solution to the free will problem. Free will goes along with determinism because of the moral responsibility and it is incompatibility between each other. We are still held responsible for our voluntary actions and our actions are still determined. Because free will is typically taken to be a necessary condition of moral responsibility, compatibilism is sometimes expressed as a thesis about the compatibility between moral responsibility and determinism (McKenna). He or she can be morally responsible even if determinism is true, which there are logical reasons that this could be true. In this paper I will defend how compatibilism is tied up with both freedom and moral responsibility and give some examples that will support my argument for compatibilism. Also talk about the other two, determinism and libertarianism and give examples and then explain why I still agree on compatibilism. Free will is like a box of chocolates, unless you do not eat the free will chocolates, you will not feel guilty. How can one feel guilty for what they are compelled to do? It also depends on how we explain free will; free will in this case is how one acts out on their own will. Our genetics can determine how we can act. When ourShow MoreRelatedFree Will And Determinism Can Go Together1447 Words   |  6 Pagescompelling version of free will. I believe that humans are not truly free, they have free will but much of their lives are determined by other external causes because of the dual nature of decisions. First I will argue what the theory of compatibilist is and why it is the most reasonable. Then I will look at the moral responsibility someone has with this view and its opposing argument. To be a soft determinist or a compatibilist, there are certain conditions that must be followed. One is the beliefRead MoreGalen Strawson s Argument On Determinism1404 Words   |  6 PagesThe argument I am go to object to is Galen Strawson’s argument that states moral responsibility is impossible, even if determinism is true or false. The argument does not rely on determinism alone for it to be valid. As stated in his basic argument, we do not contain the ability to be morally responsible of something even if our actions are determined or not. I believe this is false. Strawson’s premise two of his basic argument would be invalid and it would follow that the other premises as wellRead MoreTo What Extent Is It True to Claim That People Have an Individual Sense of Moral Responsibility for Environment? (35 Marks)1527 Words   |  7 Pagesextent is it true to claim that people have an individual sense of moral responsibility for environment? (35 marks) When looking at environmental ethics, we are focusing on our attitudes towards the impact on the biological and geological aspects of our planet and whether human actions maintains or disturbs the balance between the planets different life forms and geological systems. This essay will include exploring theories and deciding whether we have an individual moral responsibility towardsRead MoreSaving Morality: The Implications of Hard Determinism 1116 Words   |  5 Pagesresults in some serious consequences for moral responsibility. At its most extreme interpretation a form of moral nihilism arises. †Without God ... everything is permitted now.†[1] That is, if determinism holds true, then there is no free choice, and without free choice there can be no moral responsibility. By taking hard determinism to its logical conclusion, and evaluating the results of a steadfast adherence to the theory this paper serves to show that moral nihilism is not the inevitable end toRead MoreThe Between Science And Metaphysical Frameworks1568 Words   |  7 Pagesserve a higher power who admonishes our moral and ethical duties. The concern about a divine framework and the so-called â€Å"grand scheme† within it, is a fruitless tree of thought, made important only by those who seek to instill false hope and ultimately stoke the fires of fear through their pontification. It is a metaphysical rocking chair that lulls to sleep the individual s self-awareness and reason, as well as the individual s moral and ethical responsibility for the entirety of the human conditionRead MoreMax Weber s Politics As A Vocation860 Words   |  4 Pages An ethic of responsibility is more compatible with politics, as it allows the response to a situation to be determined by the circumstances rather than inflexible rules, while still maintaining accountability for one’s own actions. This flexibility is most necessitated by the politicians use of vio lence. There is a fallacy that an â€Å"ethic of ultimate ends† and an â€Å"ethic of responsibility† are incompatible and cannot be reconciled. A politician can follow an ethic of responsibility, while still followingRead MoreHuman Rights in Islam: Individual‚Äà ´s Rights of Freedom1152 Words   |  5 Pagesof the world. It helps mankind overcome oppressive tyrants, unjust laws, lusts, deviation and psychological complexes which enslave his will. Submission to the will of Allah grants man the right to choose a better way of life, to live his life in a moral and upright way. Islam was revealed to the Prophet of humanity as merciful, eternal and all powerful. If during his life man submits to the will of Allah, he can depend on His mercy at the time of judgment. And We have not sent you but as a mercyRead MoreRoger Scruton s View On The Environment Essay1491 Words   |  6 Pages I agree with Roger Scruton’s view that our responsibility as humans to take care of the environment comes from our love of home, and that we need to take responsibility of our actions in order to protect our future generations. First, I will explain Roger Scruton’s view regarding humans’ role toward the environment, the nature of the human person, and the connection of the human person and their relation to the rest of the environment, what he believes is false, and problems he sees in in thoseRead MoreMoral And Ethical Dilemmas Of The Millennial Generation And Generation Z1637 Words   |  7 Pagesalongside the ethics, behind each of those reasons. Merriam-Webster defines morals as â€Å"of or relating to principles of right and wrong in behavior† and ethics as â€Å"the discipline dealing with what is good and bad and with moral duty and obligation.† Thus one sees the interconnectedness between both definitions. Morals are the internal decisions of a person, and ethics are the external but are entirely based on one’s morals. The Millennial Generation and Generation Z have been raised to believe thatRead MoreMorality And Morality Of The Human Person1182 Words   |  5 Pagesdo; there is only guilt, no real happiness, in living the moral life Surely, the corruption of moral code can be oppressive. This is very evident in slavery, the disregard of the rights of women, and other instances in human history. However, one cannot disregard the concept of morality and religion simply because it is abused by others. One must understand morality from an objective standpoint and consider the pros and cons of having a moral code without regarding it s abuse by others. Thinking in

Crude Oil Price Fluctuations between 1998-2018-Free-Samples

Question: Write a report on Crude Oil Price Fluctuations between 1998-2018. Answer: Crude Oil Price Fluctuations between 1998-2018 Crude is an important natural resource that keeps the world economy running. Today, the resource is recognized as the engine of every economy of the world. Basically, crude oil is an energy source that is integral to the production processes in various industries. Therefore, stability in the supply and prices of the natural resource is most desirable because any fluctuations in the price of crude oil affect the prices of all other goods and services within the country (Oils Wild Ride, n.d.). However, over the last two decades, the prices of the commodity have fluctuated significantly in all economies of the world (Crude Oil Prices, 2018). For this reason, this study seeks to conduct an economic analysis of the market of crude oil. Additionally, the paper will discuss the various welfare implications that arise due to changes in the prices of crude oil within the economy. History of crude oil price fluctuations As noted earlier, the prices of crude oil are very volatile and have been subject to fluctuations over the past 10 years a as shown in the graph below. Source: (Trading Economics, 2018). In the period between 1998 and 2018, the price of crude oil globally has been rising significantly with slight drops occasionally. For purposes of this assignment, the nominal prices of crude oil shall be utilized. In 1998, the price of crude oil was $11.91. In the year that followed, the price rose by $4.65 to a price of $16.56. The trend continued in the following year, as the price of oil rose sharply in 2000 to $27.39 (Trading economics, 2018). The year of 2001, experienced a slight drop in the price of the commodity and was recorded at $23.0. The decrease in price continued in the following year as the price of oil in the country was recorded at 22.81 (Crude Oil Prices, 2018). Unfortunately in 2003, the process picked up again and rose by a significantly large amount to $27.69. Afterwards, in the years that followed, the prices of oil rose significantly. For instance, in 2004, the price of oil was recorded at 37.66 (Trading economics, 2018). In the following years, the prices ch anged from $50.04 to $58.30 and then 64.20 in 2005, 2006 and 2007 respectively. In 2008, the price rose sharply to $91.48 before decreasing sharply to 53.48 dollars in 2009 (McMahon, 2017).. In the year that followed, the prices picked up again and was recorded at $71.21 in 2010. Between 2011 and 2014, the oil prices were recorded at $71.21, $87, $86.46, $91.17 and $85.60 consecutively. In 2015, there was a significant drop in the prices of oil and was recorded at $41.85. Likewise, the prices dropped in 2016 to $36.34 before rising to $42.74 in 2017. Currently the average price of crude is at $67.70 (Tradig Economics, 2018). Reasons why the prices have fluctuated in the last 20 years It is imperative to note that the prices of crude oil in the world economy are mainly influenced and driven by forces of demand and supply of the commodity in the global market. These influencing factors comprise of: Influences by OPEC The Organization of Petroleum Exporting Countries (OPEC) is a major influencer and a contributing factor in the fluctuation of global oil prices. Today, the organization controls approximately 40 percent of the total world oil supply. As a result, it sets the production levels of oil by its members to meet the demand for oil in the global economy. In turn, it has the power to influence the prices of oil by shifting the production levels. As such, an order by OPEC to reduce production of oil would result in a decrease in the overall supply of oil in the world economy thereby pushing the prices of crude oil to rise. In the same way, it can influence the prices downwards by permitting an increase in the production level thereby increasing the overall supply of oil in the world economy, thereby pulling the price of the commodity downwards. Political stability in oil producing countries It is imperative to note that political instability in oil producing countries significantly affects the supply of oil in the world market, thereby affecting prices. For instance, the continued political instability in the Middle East causes oil prices to fluctuate due to the fact that the region produces a significant share of the total world oil supply. In July 2008, the prices of a barrel of oil rose to $136 following the political unrest in the region and the fears of war in Iraq and Afghanistan (Desjardins, 2016). Global economic growth and the recovery of Chinese economy Today, China is the largest consumer of oil in the world. Thus, the demand for oil and oil products by the Chinese economy plays an important role in influencing the prices of oil in the world economy (What Actually Drives, n.d.). Despite producing its own crude, the country largely depends on oil imports to meet the demands of its industries. Other major importers of oil include India and Japan. Noteworthy is the fact that oil demand is a function of economic growth. Therefore, when the economic growth of these net oil importers is high, the demand for oil also rises. Consequently, an increase in the demand of oil in world economy pushes the prices upwards, forcing them to rise. However, over the past years, most global economies have been experiencing weak economic growth amidst an overproduction of oil in the global economy. In turn, this has brought a downward shift in the price of the commodity. Global Shift to environmental friendly practices Today, the issue of climate change has become a major challenge for nations as fossil fuels are considered to be the biggest polluters of the environment. As a result, nations have been forced to adopt safer and greener practices to reduce the damage to the natural environment. The Paris Climate Accord clearly stipulates a clear timetable for nations to shift from inefficient power production and reduce their dependence on fossil fuels for cars. Today, many nations have taken the directive seriously and are shifting to more environmentally sustainable fuels. In turn, this reduces the overall global demand for crude oil and related products. Consequently, a significant drop in oil demand would result in an oversupply of the commodity, thereby forcing its prices downwards. Innovation of electric cars and fuel efficient motor vehicles It is worth pointing out that over the past few decades, car producers have developed more fuel efficient cars. As a result, the days of fuel-guzzling American motorcars are over as more people purchase fuel efficient Japanese, European and Korean cars. In turn, this has brought about a significant decrease in the overall global demand for oil over the years. Additionally, there has been a consistent production of electric cars by companies such as Tesla. Therefore, this will reduce the overall demand for oil in the global market. By and large, a decline in demand of crude oil in the world economy would result in a drop in the prices of the commodity. Welfare Implications of Oil Price Fluctuations By and large, changes and fluctuations in the prices of oil has a significant effect on the social welfare of not only oil importing countries but also oil producing economies (Kumar and Pathak, 2017). Firstly, unexpected increases in the price of oil bring about an increase in the production of goods and services in the local economies. As such, the supply chain is affected and, thus, the increased oil prices shift to production costs and producers transfer the additional cost to the end consumer (Sanchez, 2011). Thus, the prices of goods and services in the economy increase significantly due to unexpected changes in the price of oil. In addition, any unexpected rise in the price of oil may render refined energy prices more expensive and, thus, result to households income loss. This is known as the demand channel. Consequently, it brings about a reduction of demand of other services and goods by households in the economy (Svensson, 1984). Also, it may force a reallocation of the available income towards commodities that are energy efficient. Conclusion All in all, all factors taken into consideration, crude oil is an important resource and the engine of world economy. Over the past twenty years, the prices of oil have been experiencing fluctuations from time to time. Mainly, these fluctuations in the price of the commodity can be attributed to various factors in the world economy. Fundamentally, these influencing factors include the political stability of oil producing countries, production influences by the OPEC, and a global shift from fossil fuels to environmental friendly fuels. Furthermore, the continued innovation in car technologies such as electric cars by Tesla and fuel efficient motor vehicles affects the demand, and therefore, the price of oil in the world market. Lastly, the economic growth of major oil importers may influence the price of oil globally. It is also worth noting that rises in the prices of oil have significant social welfare implications in the local economy since it results in increases in the price of o ther commodities. Reference List Brent crude oil. (2018). [Online] Trading Economics . Available at: https://tradingeconomics.com/commodity/brent-crude-oil [Accessed 25 Apr. 2018]. Crude Oil Prices - 70 Year Historical Chart. [Online] Macrotrends. Available at: https://www.macrotrends.net/1369/crude-oil-price-history-chart [Accessed 25 Apr. 2018] Desjardins, J. (2016). Why Oil Prices Fluctuate. [Online] Visual Capitalist . Available at: https://www.visualcapitalist.com/oil-prices-fluctuate/ [Accessed 25 Apr. 2018]. Kumar, S., Pathak, Y (2017). The impact on major oil-exporting countries in the Middle East. [Online] Oil Gas Financial Journal . Available at: https://www.ogfj.com/articles/print/volume-14/issue-4/features/oil-price-fluctuations.html [Accessed 25 Apr. 2018]. McMahon, T. (2017). Consumer Price Index- CPI. [Online] Inflation Data . Available at: https://inflationdata.com/Inflation/Consumer_Price_Index/CPI.asp [Accessed 25 Apr. 2018]. Oils wild ride: What causes oil prices to fluctuate. [Online] Financial Post. Available at: https://business.financialpost.com/commodities/energy/oils-wild-ride-what-causes-oil-prices-to-fluctuate [Accessed 25 Apr. 2018] Oil-importing developing countries. The Developing Economies, 49(3), pp.321-333. Sanchez, M. (2014). Welfare effects of rising oil prices in Svensson, L. E. O. (1984). Oil Prices, Welfare, and the Trade Balance. The Quarterly Journal of Economics, 99(4), pp.649-660. What actually drives the price of crude oil in the global market. (2018). [Online] Motilal Oswal . Available at: https://www.motilaloswal.com/article.aspx/1312/What-actually-drives-the-price-of-crude-oil-in-global-markets? [Accessed 25 Apr. 2018]

St. Thomas Aquinas Essays - Philosophy Of Religion,

St. Thomas Aquinas What is the Best Way to Prove God? A Comparison of St. Thomas Aquinas St. Thomas Aquinas is one of the greatest theologians that has ever been. He recognized that there were some people who doubted the existence of God because, to them, logic did not allow for or explain God's existence. Being a devout Christian, he naturally believed in God, but he wanted to prove God's existence to those who could not accept things on faith alone. As a result, we have five proofs of the existence of God by St. Thomas Aquinas, all of which are based on logic and observation of nature. One of his proofs is based on the idea of a first mover and another is based on the idea that intelligence is necessary to direct non-intelligent objects. I believe that this fifth argument is better that the first. St. Thomas Aquinas' first argument tries to prove that there must be a first mover. He calls this first mover God. He proves this by saying that whatever is in motion must have been put in motion by something else. He then defines one type of motion as the reduction of something from potentiality to actuality, and says that nothing can make this movement except by something that is already in actuality in the same respect as the first object is in potentiality. He goes on to say that no thing can be both actual and potential in respect to the same aspect and, thus, that nothing can be both moved and mover. In this, he means that nothing can move itself. Therefore, if something is in motion, it must have been put in motion by something else, which must have been put in motion by yet another thing, and so on. However, this cannot go on to infinity, as St. Thomas Aquinas explains, because there would never have been a fist mover and, thus, no subsequent movers. This leads to the conclusion that there is a first mover, and this first mover is what is called God. His fifth argument is actually much more simple. Just by observing the world, we see the non-intelligent things always act toward an end. (It is this observation of the universe that is the basis for the sciences, especially the science of physics.) We also see that non-intelligent things cannot move toward their end unless directed by an intelligent being. As an example, St. Thomas Aquinas uses an arrow. An arrow will not achieve its purpose (that of reaching its mark) unless directed to do so by an archer. Obviously, humans are the intelligent beings that direct the small objects of our world, but there must be a greater intelligence that directs the larger bodies of the universe, such as the stars and the planets, since we obviously have no control over them. This higher intelligence is what we call God. These two arguments approach the problem of proving God's existence in two completely different ways. One goes the route of saying there must be something that started everything, and the other says there must be something that controls the things that are here, even if it did not create them. Both of these arguments seem, at first, to be good and valid in their separate approaches. However, the first on does have one major flaw as I see it. St. Thomas Aquinas says that the line of movers cannot go on to infinity, which common sense would tell you to be true. He thus establishes the arbitrary endpoint of God. The problem I see is that this argument could always be tested to be false by asking the question, What Moved God? St. Thomas Aquinas would probably answer that nothing mover God because God has always existed. I personally believe this to be true, but, to prove his first argument, St. Thomas Aquinas must accompany it by another argument that proves God has existed forever. Then, God would not need to have been moved since He would have always been. This would make for a kind of circular flaw in logic or paradox, in that he could not prove God existed until he proved God has existed forever, and he obviously cannot prove that God has existed forever until he proves that God exists at all. Because of this, I do not believe God can be proved by means of St. Thomas Aquinas' first argument or by any similar means. In St. Thomas Aquinas' fifth argument, however, I do not see any flaws in logic and I do not thing it needs to

Science Lab Report Template - Fill in the Blanks

Science Lab Report Template - Fill in the Blanks If you are preparing a lab report, it may help to have a template to work from. This science fair project lab report template allows you to fill in the blanks, making the write-up process easier. Use the template with the instructions for writing a science lab report to ensure success. The PDF version of this form  may be downloaded to save or to print. Lab Report Headings Generally, these are the headings youll use in a lab report, in this order: TitleDateLab PartnersPurposeIntroductionMaterialsProcedureDataResultsConclusionReferences Overview of the Parts of a Lab Report Heres a quick look at the types of information you should put in the parts of the lab report and a gauge of how long each section should be. Its a good idea to consult other lab reports, submitted by a different group that received a good grade or is well-respected. Read a sample report to know what a reviewer or grader is looking for. In a classroom setting, lab reports take a long time to grade. You dont want to keep repeating a mistake if you can avoid it from the start! Title: This should accurately describe the experiment. Dont try to be cute or funny.Date: This can be the date you did the experiment or the day you completed the report.Lab Partners: Who helped you with the experiment? List their full names. If they represent other schools or institutions, credit this too.Purpose: Sometimes this is called the objective. It is either a single sentence summary of why the experiment or product was performed or else a single paragraph.Introduction: Describe why the topic is of interest. The introduction is other one paragraph or a single page. Usually the last sentence is a statement of the hypothesis that was tested.Materials: List chemicals and special equipment used for this experiment. Ideally, you want this section to be sufficiently detailed another person could repeat the experiment.Procedure: Describe what you did. This can be a single paragraph or one or more pages.Data: List the data you obtained, before calculations. Tables and graphs are goo d. Results: If you performed calculations on the data, these are your results. An error analysis is usually here, although it may be its own section.Conclusion: State whether the hypothesis was accepted or the project was a success. Its a good idea to suggest avenues for further study.References: Cite any resources or publications you used. Did you consult a paper that somehow related to the project? Give credit. References are needed for all facts except those that are readily available to the intended audience of the report. Why Write a Lab Report? Lab reports are time-consuming for both students and graders, so why are they so important? There are two key reasons. First, a lab report is an orderly method of reporting the purpose, procedure, data, and outcome of an experiment. Essentially, it follows the scientific method. Second, lab reports are easily adapted to become papers for peer-reviewed publication. For students serious about pursuing a career in science, a lab report is a stepping-stone for submitting work for review. Even if results arent published, the report is a record of how an experiment was conducted, which can be valuable for follow-up research.

Experiential Learning Theory The WritePass Journal

Experiential Learning Theory Experiential Learning Theory IntroductionDescription of a case from my teachingLearning theory applicable to my teaching caseExperiential Learning Theory (Kolb)Principles of Experiential Learning:Four Stages of Kolb’s Learning CycleConcrete experience:Reflective observation:Abstract conceptualization:Active experimentation:Four Types of Learning Styles (Kolb, 1976)AssimilatorsConvergers   AccommodatorsDivergersRelevance of KOLB Learning theorY TO MY CASEConcrete Experience:Reflection: Abstract Conceptualisation:Active Experimentation:Some Practical Difficulties and Potential ImprovementsReferencesRelated Introduction It is difficult to define learning but I understand from my teachers that it is the acquisition of knowledge and skills from instructions or studies. The teachers have an inclination and desire to help our learners acquire, maintain or develop the knowledge, skills and attitudes that they need in the context of their everyday work (Mann 2002). According to Knowles, learning is broadly defined as the occurrence of change in a person with regards to behaviour, skills, knowledge and attitude. (Knowles 2005).    Description of a case from my teaching This was an intra-operative training for a Core Medical Trainee doctor (CT Doctor) in the reconstruction of tissue defect using a local skin flap. The trainee had never done this procedure before independently but had seen similar procedures being done and is regularly seeing the postoperative results of cases operated by me and other colleagues in the out patient follow up clinics. The aim of this teaching was a one to one surgical skill teaching of how to do a rhomboid flap, which is a transposition flap to reconstruct the defect following excision of a lesion. Though it was a teaching of an operative technique, it involved three stages namely pre-operative planning, per-operative practical procedure and post-operative documentation and reflection on the performance. The student usually is required to have preliminary prior knowledge about the skin anatomy including the components of flaps, blood circulation and different types of flap configurations based on the design (transposition, rotation and advancement flaps). The student is taught about the preparation on the operating table, draping the operation site, observing all aseptic precautions, removal of the skin lesion (this part is done me in this teaching session), planning of the flap, raising the flap, insetting the flap to fill the defect, suturing the flap and donor site, applying the dressing, documentation of operation notes, reflection on the performance and agreeing on what changes needed to improve the performance next time. Learning theory applicable to my teaching case Experiential Learning Theory (Kolb) The experiential learning theory was developed by Kolb emphasizing the importance of experience in the learning process and based his theory on the work of Dewey, Lewin and Piaget (Kolb 1984). Kolb offers a working definition of learning as â€Å"a process whereby knowledge is created through the transformation of experience† and emphasizes the importance of adaptation, as knowledge is not static but changing, as we learn and relearn through the process of ongoing experience which changes the practice. Kolb built this upon six propositions (Kolb 1984): Learning is best conceived as a process, not in terms of outcomes    Learning is a continuous process grounded in experience    The process of learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world    Learning is an holistic process of adaptation to the world    Learning results from synergistic transactions between the person and the environment    Learning is a process of creating knowledge Principles of Experiential Learning: Learning occurs best when people learn through their own experiences and from the reflections of their own experiences rather than through lectures and theories to generate knowledge and skills. In learning what the learners do is more important rather than what they know Experiential learning makes the learners’ behaviour and attitudes explicit so that they can be assessed to construct it better for the future experiences. It is not just sufficient to teach the learner what to do but they need to be actually shown how to do and also how to improve it. The cyclical learning offers the learners continuous improvement by repeating the learning wheel over and over. Continuous use of the experiential learning cycle guides individuals and groups or teams towards improved performance and high quality outcomes. Experiential learning is not just about acquiring knowledge and skills but generating experience in the learner to discover what it is like, how it made them feel and what it meant to them, which in turn is the key to generating greater skills. The new experiences not only generate new ideas but also dispose of or modify the old ones. Experiential learning gives importance to the key aspect of learning which is to achieve change in behaviour and attitude by the holistic approach of addressing cognitive, emotional and the physical aspect of the learner. Many learners feel experiential learning process gives a sense of satisfaction, reward or gift because of its value is appreciated by the learner as a vital learning tool Kolb developed a cyclical learning process consisting of four stages (abilities): Concrete experience (abilities)    â€Å"Doing something† Reflective observation (abilities)    â€Å"Observing and reflecting on the action† Abstract conceptualization (abilities) â€Å"Thinking and finding where the action fits in with theory† Active experimentation (abilities) â€Å"Planning to implement the idea to solve actual problems The learning can begin at any of the four stages (Kolb Fry 1975) but needs to go through all four stages to complete and progress further for learning to continue. Kolb and Fry developed four types of learning styles people use and they can be placed between concrete experience and abstract conceptualization; and active experimentation and reflective observation as shown below: Four Stages of Kolb’s Learning Cycle Concrete experience: The learner performs an activity and gains experience. The activity can be a demonstration, a case study or learning a skill such as assisting an operation or performing an operation under supervision. The learner links this awareness or experience with his prior knowledge or experience resulting in a new experience or knowledge and this forms a basis for future experience. Reflective observation: The learner reflects upon the performance as a self-reflection, with that of the observer who is usually the teacher or from a small group in the form of discussion or constructive criticism. This is very important for the learner to link in with his prior knowledge and experience and move forward.    Abstract conceptualization: The learner develops a concept or theory from the knowledge gained through this experience and makes some plans to alter or change his future practice. Active experimentation: At this stage the learner puts into practice of the lessons learnt from this experience to experiment the solutions to improve the new experiential cycle. Four Types of Learning Styles (Kolb, 1976) Assimilators (Abstract conceptualisation reflective observation): This group has a strong ability to learn better when provided with sound logical theories to practice and reflect. They are concerned with abstract concepts than people. Convergers   (Abstract conceptualisation active experimentation): This group learn better when exposed to practical applications of concepts and theories. They are focussed on solving specific problems by reasoning. Accommodators (Concrete experience active experimentation): Their greatest strength is doing things and learn better when given opportunity to have â€Å"hands-on† experiences. They perform well when required to react to immediate circumstances Divergers (Concrete experience reflective observation): This group is strong in imaginative ability and are good at generating ideas and seeing things from different perspectives. They are interested in people. Though there are different predominant styles of learning in each learner, there is considerable overlap and mixture of different situations that is likely to complement the learning. Kolb’s model provides an invaluable practical framework for designing experiential learning for adults. Relevance of KOLB Learning theorY TO MY CASE Concrete Experience: The CT doctor started from the stage of concrete experience when the flap procedure was planned. He has seen me doing the flap procedure before and he has also assisted me to perform this procedure before. We had discussion pre-operatively, which triggered his pre-existing knowledge about the flap and his prior knowledge of anatomy, technique of flap elevation, insetting, and suturing in place. This is followed by the operative procedure done by him and I assisted him. This practical experience imparted new level of understanding to him and assimilated with his prior knowledge. Reflection: After the completion of the operation and documentation, we had time to reflect on this new experience and consolidate the experience with the prior knowledge to form a new knowledge.   During the discussion, I have acknowledged the good points and both have agreed the importance of tissue handling, suture placements in relation to tissue planes and the need to trim off the excess bulky tissues in the flap to fill the defect better. Abstract Conceptualisation: As a result of above discussion and feedback, we have identified areas for improvement as mentioned above for the transposition flap. We have agreed that I will assist him again in another similar case when he can apply those principles during the procedure. I also introduced the concept of rotation flap and advancement flap as in some cases, after removal of lesion and creating the defect, it is not always possible to perform transposition flap. The learner has some prior theoretical knowledge about the configuration and surgical technique of rotation and advancement flaps. I gave further guidance regarding reading materials – flap books and specific articles. This fine-tuning has helped in preparing the learner for active experimentation in a new cycle. Active Experimentation: After two weeks, the learner developed further reading related to the new concepts following the above discussion and attended my skin cancer clinics. We selected two cases needing operation to remove the lesion and reconstruction using local flaps. We applied his knowledge and prior experience to formulate the new treatment plan to carry out very soon. This has prepared him for the new encounter of active experimentation stage described by Kolb. Some Practical Difficulties and Potential Improvements I have come across problems and difficulties during the flap teaching sessions and I have enumerated them with the possible solutions, which I hope will improve my future teaching and make it more beneficial to the trainee and safer to the patients. Reflection of the learners with that of teachers’ observation is an important part of this learning cycle. Problem: The operative technique teaching of the flap to cover a tissue defect is mostly done under local anaesthesia with the patient awake. It is not always easy to talk all the aspects explicitly during the procedure. How to overcome it: One of the options would be to plan the first cycle of operative learning in patient who wanted the procedure under general anaesthesia. Problem: In some instances we have missed out this session of reflection due to lack of time, busy operating list and the learner had to attend ward patients or dressing clinic patients. How to overcome it: I need to plan this teaching session when the learner has a protected time to attend my appropriate theatre session. In cases of unforeseen circumstances causing this, I instruct the learner to write down his thoughts of reflection of the session and send it by email which will enable me give my impressions to him personally at a mutually agreeable time to move forward with an agreed plan for future experiences. The other option is to hand over the further continuity of learning to another colleague. Problem: Quite often Core Trainees in Plastic Surgery do not attend the Dressing Clinic to see the post-operative results when the patient returns for the suture removal and they also miss the opportunity when the patient returns to out patient clinic subsequently for pathology results. Reviewing the patients on these two occasions is equally important to complete the learning process. How to overcome it: I have started including in the post-operative instruction to call that particular Trainee doctor (for specific cases) when the patient returns for suture removal. Another option is to book the patient into my dressing clinic session and encourage the learner to attend. I also inform the trainee that the assessment form will be completed after he has seen the patients’ post-operative result. This is an incentive for them to attend the clinic. Problem: Kolb cycle may be difficult to apply to all trainees and there are some cultural differences the way the trainees are trained, for example trainees from Indian subcontinent or from Europe. How to overcome it: I will use spiral method of learning proposed by Dewey in this type of surgical technique teaching so that the learner follows it through the spirals to modify and improve the quality of outcome performance. I would also incorporate four-stage process of teaching in theatre (Walker Peyton, 1998) as part of the Kolb cycle depending on the pre-existing experience of the learner. Stage I involves my demonstration of the normal procedure at normal speed. In stage II, I will carry out the procedure again with full explanation and trainee is encouraged to ask questions. I perform the procedure for a third time during the III stage with trainee describing the steps, being questioned on key issues and providing any necessary correction. This stage continues until I am satisfied that the trainee fully understands the procedure. Now we move on to the final stage when the trainee carries out the procedure under close supervision, describing each step before it is undertaken . Thus this drilling of four-stage surgical skill development is followed by repetition to increase the confidence and further practicing of the skills to master it to apply in different situations. I will employ flexibility as to where to start the training depending on the individual trainees’ abilities and their prior knowledge and experience. Here is a framework I plan to use for the future flap teaching sessions:       References    Mann K V. (2002) Thinking about learning: Implications for Principle-Based Professional Education, The Journal of Continuing Education in the Health Professions, 22: 69-76 Knowles M S, Holton E F, Swanson R A. (2005) What is Learning, The Adult Learner, Elsevier, Burlington, MA Kolb D A. (1984) Experiential Learning, Experience as the source of Learning and Development, Prentice Hall, Englewood Cliffs, New Jersey Kolb D A. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma.: McBer. Kolb D A. (1981) Learning styles and disciplinary differences. in A. W. Chickering (ed.) The Modern American College, San Francisco: Jossey-Bass. Kolb D A, Fry R. (1975) Toward an applied theory of experiential learning;, in C. Cooper (ed.) Theories of Group Process, London: John Wiley. Walker M, Peyton R. (1998) Teaching in the Theatre, Teaching and learning in medical practice, Manticore Europe, Pages 171-180

An Analysis of employee involvement on American Water Company Essay

An Analysis of employee involvement on American Water Company - Essay Example An Analysis of employee involvement on American Water Company Staw & Ross stated that employees know better what is expected of them, and they commit better on the organization’s decision (1978). [Employee]Participation may lower the disutility of effort, by providing intrinsic motivation (Staw, 1980). Also, participation may suit non-financial needs such as achievement, creativity and the longing for respect. This may also develop cooperation and communication; employees discuss with each other instead of allowing all discussions only to the management, saving management time. When employees are participative, they tend to supervise themselves, therefore reducing the need for a lot of managerial positions and lessening costs of labor. Involvement teaches employees new skills and helps identify and train leaders. Strauss emphasized that â€Å"participation increases loyalty and identification with the organization†. He also argued that â€Å"If participation and rewards take place in a group setting, the group may pressure indivi duals to conform to decisions† (1977).When management leaders and union participate cooperatively to resolve problems on a non adversarial basis; it improves union management relationship. Involvement often results in the setting of goals and according to Latham, Gary â€Å"goal setting is often an effective motivational technique, particularly when workers set their own goals (1988). Disadvantages of Employee Involvement However, employee involvement had been evaluated as disadvantageous in some ways. Among the disadvantages cited are: Employees may be less knowledgeable than managers, and the understanding upon the decisions they made may be different. Aside from this, Jensen and William stated that "the rewards motivating workers to share their ideas may be larger than the value of the ideas themselves" (1979). Employees may be unenthusiastic to change, once they commit to a decision. Employee Involvement is time consuming, and if the groups decided, response to changing environments may be mainly slow. Another concern is the possibility that when a precedent of employee involvement is established, it is difficult to withdraw this right to participate. Organized, participative groups may unite against the management to limit production and avoid change. Sharing information with unions raises their bargaining power, so companies may lose. If the management and union are unified, working together wit h management may lower unions' legitimacy with members. Goals employees set for themselves may be low. In order to better understand employee involvement, it is better if we take a closer look on an organization that allows/promotes employee involvement. One of these organizations is "American Water". Employee Involvement in American Water Company As cited in the World Wide Web American Water Works & Guarantee Company was founded in 1886 and was restructured in 1947 as American Water Works Company, Inc., and locally operates in New Jersey. Its major mission is to become a trusted water resource company dedicated to