Critical Thinking and Values Essays

Critical Thinking and Values Essays Critical Thinking and Values Essay Critical Thinking and Values Essay it is self-directed, self-disciplined , self-monitored ,and self-corrective thinking . It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our limited outlook. This document will explain the difference between, beliefs, attitudes and values.It will show in depth critical assessment to evaluate how someone with different beliefs, attitudes and values might interpret the theory differently. The difference between beliefs, attitudes and values. Beliefs are the assumptions we make about ourselves, about others in the world and about how we expect things to be. Beliefs are about how we think things really are, and a firmly held opinion. A belief is an internal feeling that something is true, even though that belief may be unproven or irrational. eg I believe that crossing a black cat brings bad luck, or I believ e that there is life after death.Beliefs tend to be deep set and our values stem from our beliefs. Values are about how we have learnt to think things ought to be or people ought to behave, especially in terms of qualities such as honesty, integrity and openness which when people are asked what are their values tend to be the main values. Generally speaking, values are much more stable (and difficult to influence) than beliefs and attitudes Values usually stem from the way we have been raised and guided by our peers. Attitudes are the established ways of responding to people and situations that we have learned, based on the beliefs, values and assumptions we hold.How we respond to situation and our behaviour can reflect our attitude. However we can control our behaviour in the away that does not reflect our beliefs and values. Which in order to embrace a diverse culture and behaviours as a successful manager we have to adapt out behaviour in a positive manner. Attitudes will differ depending on the situation, mood and who we are responding to . For example if a colleague and a friend have the same problem then attitude to the same problem will change as relationships are not the same.

Nature Versus Nurture

Nature Versus Nurture You got your green eyes from your mother and your freckles from your father- but where did you get your thrill-seeking personality and talent for singing? Did you learn these things from your parents or was it predetermined by your genes? While its clear that physical characteristics are hereditary, the genetic waters get a bit murkier when it comes to an individuals behavior, intelligence, and personality. Ultimately, the old argument of nature versus nurture has never really had a clear winner. While we dont really know how much of our personality is determined by our DNA and how much by our life experience, we do know that both play a part. The Nature vs. Nurture Debate The use of the terms nature and nurture as convenient catch-phrases for the roles of heredity and environment in human development can be traced back to 13th-century France. In simplest terms, some scientists believe people behave as they do according to genetic predispositions or even animal instincts, which is known as the nature theory of human behavior, while others believe people think and behave in certain ways because they are taught to do so. This is known as the nurture theory of human behavior. Fast-growing understanding of the human genome has made it clear that both sides of the debate have merit. Nature endows us with inborn abilities and traits. Nurture takes these genetic tendencies and molds them as we learn and mature. End of story, right? Nope. The nature vs. nurture argument rages on as scientists debate how much of who we are is shaped by genetic factors and how much is a result of environmental factors. The Nature Theory: Heredity Scientists have known for years that traits such as eye color and hair color are determined by specific genes encoded in each human cell. The nature theory takes things a step further by suggesting that abstract traits such as intelligence, personality, aggression, and sexual orientation can also be encoded in an individuals DNA. The search for behavioral genes is the source of constant dispute as some fear that genetic arguments will be used to excuse criminal acts or justify antisocial behavior. Perhaps the most controversial topic up for debate is whether or not theres such a thing as a gay gene. Some argue that if such genetic coding does indeed exist, that would mean genes play at least some role in our sexual orientation. In an April 1998 LIFE magazine article titled, Were You Born That Way? author George Howe Colt claimed that new studies show its mostly in your genes. However, the issue was far from settled. Critics pointed out that the studies on which the author and like-minded theorists based their findings used insufficient data and too narrow a definition of same-sex orientation. Later research, based on a more conclusive study of a broader population sample reached different conclusions, including a 2018 groundbreaking study (the largest of its kind do date) co-conducted by the Broad Institute in Cambridge, Massachusetts, and Harvard Medical School in Boston that looked at the possible links of DNA and homosexual behavior. This study determined that there were four genetic variables located on chromosomes seven, 11, 12, and 15, that do seem to have some correlation in same-sex attraction (two of these factors are specific only to males). However, in an October 2018 interview with Science, the study’s chief author, Andrea Ganna, denied the existence of a â€Å"gay gene† per se, explaining: â€Å"Rather, ‘nonheterosexuality’ is in part influenced by many tiny genetic effects.† Ganna went to say that researchers had yet to establish the correlation between the variants they’d identified and actual genes. â€Å"It’s an intriguing signal. We know almost nothing about the genetics of sexual behavior, so anywhere is a good place to start,† he admitted, however, the final takeaway was that the four genetic variants could not be relied on as predictors of sexual orientation. The Nurture Theory: Environment While not totally discounting that genetic tendency may exist, supporters of the nurture theory conclude that, ultimately, they dont matter. They believe our behavioral traits are defined solely by the environmental factors that affect our upbringing. Studies on infant and child temperament have revealed the most compelling arguments for the nurture theory. American psychologist John Watson, a strong proponent of environmental learning, demonstrated that the acquisition of a phobia could be explained by classical conditioning. While at Johns Hopkins University, Watson conducted a series of experiments on a nine-month-old orphaned infant named Albert. Using methods similar to those employed by Russian physiologist Ivan Pavlov with dogs, Watson conditioned the baby to make certain associations based on paired stimuli. Every time the child was given a certain object, it was accompanied by a loud, frightening noise. Eventually, the child learned to associate the object with fear, whether the noise was present or not. The results of Watsons study were published in the February 1920 edition of the Journal of Experimental Psychology. Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and Ill guarantee to take any one at random and train him to become any type of specialist I might select ... regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. Harvard psychologist B. F. Skinners early experiments produced pigeons that could dance, do figure-eights, and play tennis. Today Skinner is known as the father of behavioral science. Skinner eventually went on to prove that human behavior could be conditioned in much the same way as animals. Nature vs. Nurture in Twins If genetics didnt play a part in the development of our personalities, then it follows that fraternal twins reared under the same conditions would be alike regardless of differences in their genes. Studies show, however, that while fraternal twins do more closely resemble one another than non-twin siblings, they also exhibit striking similarities when reared apart from the twin sibling, much in the same way that identical twins raised separately often grow up with many (but not all) similar personality traits. If the environment doesnt play a part in determining an individuals traits and behaviors, then identical twins should, theoretically, be the same in all respects, even if reared separately. However, while studies show that identical twins are never exactly alike, they are remarkably similar in most respects. That said, in Happy Families: A Twin Study of Humour, a 2000 study published by faculty at the Twin Research and Genetic Epidemiology Unit at St. Thomas Hospital in London, researchers concluded that a sense of humor is a learned trait influenced by family and cultural environment, rather than any genetic predetermination. Its Not Versus, Its And So, is the way we behave ingrained before were born, or does it develop over time in response to our experiences? Researchers on both sides of the nature versus nurture debate agree that the link between a gene and behavior is not the same as cause and effect. While a gene may increase the likelihood that youll behave in a particular way, it does not ultimately predetermine behavior. So, rather than being a case of either/or, its likely that whatever personality we develop is due to a combination of both nature and nurture. Sources Price, Michael. Giant Study Links DNA Variants to Same-Sex Behavior. Science. October 20, 2018

Leadership in Teams and Decision Groups Research Paper

Leadership in Teams and Decision Groups - Research Paper Example There are various types of teams in an organization include functional work teams, self managed teams, top executive teams and cross-functional teams. The differences in the teams emanate from the autonomy in determining the team’s mission, authority of the team leader, stability of team members and diversity of the members. Cross-functional teams These teams are formed in an organization to enhance coordination of interdependent activities among the diverse units. Cross-functional teams are composed of representative from all the units and sometimes include representatives from outside the organization like suppliers and partners (McCallin, 2003). To ensure their smooth operations, the teams are given the role to plan and conduct complex work that demands high level of coordination and cooperation among the parties. This type of team is formed when an organization is involved in the development of new product or in the introduction of a new information system that affect the operations of the different units. The members of the cross-functional teams will always remain the same individuals from other particular units and most cross-functional teams are temporary i.e. they are formed to achieve specific organization mission. In order to benefit the organization, the teams must be flexible and efficient in deploying resources and personnel in order to unfold the solution to the problems and challenges. The representatives from the various units should be persons with expertise to help add value to the team’s decision. These teams have the potential to generate new and innovative ideas from the diverse members with differing backgrounds and improved coordination (McCallin, 2003). Moreover, the team have to view the problems in a wider perspective if the organization successes to be achieved. However, cross-functional teams are faced with challenges. The use of jargon creates communication barrier that might impair the realization of the team goals. Secondly, the loyalty of the members to their respective functions should not override the objectives of the team but rather focus on how their diversity can help in realizing the team’s objectives. Managing the disagreements and tight deadline is further essential in the successful operation of the team. A leader with good interpersonal skills and expert position power is needed. This will ensure he leads the people with conflicting interests and resolve the likely problems with the power that is vested on his position (2011). Additionally, the leader should have technical expertise, project management skills, and cognitive skills that will enable understanding of the complex problems. Finally, the leader of a cross functional team should also have political skills necessary in formation of coalitions and in gaining resources. Apart from the skills, a cross-functional leader needs to exhibit some leadership behaviors i.e. being visionary to help in formulating strategic obje ctives and generating ideas. The leader should also require to have the ability to organize and plan activities by creating deadlines and standards. Besides, the leader should be self-integrating i.e. promoting cooperation and equal participating on top of dealing with the external parties. A cross-functional leader should be one who can forecast emerging challenges and problems and influence outsiders. Self managed work teams As opposed to the cross

Organisational Behaviour Case Study Example | Topics and Well Written Essays - 1500 words - 1

Organisational Behaviour - Case Study Example ndividuals’ needs into two groups: needs arising from man’s nature to avoid pain from the surrounding and the need thought that comes from unique trait to grow psychologically. An organization’s main agenda is maximizing output at a minimum cost. To attain that, a manager must use motivators to achieve the goals of the business. Workers have difference characters thus attract different motivators. The company’s factors taken into consideration in an attempt to motivate employees are company policy and management, Supervision–technical relationship with supervisor, work conditions, and Salary. Other company’s factors are the relationship with peers, personal life relationship with subordinates among others. Most employees would like to grow in their jobs and develop their carriers more while doing their duties. Employees who are growth oriented get motivated if they feel that their respective workplaces are capable of advancing their specialization. Employers should take into account that some workers need only recognition to improve their productivity. The veterans prefer recognition as the best motivator to any other form of motivation. A good work would make some employees happier and motivated, and such people believe in the result as a motivator rather than anything else. Another group of persons has a philosophy of achievement and responsibility as their motivators (Frederick Herzberg theory). Organization culture refers to a particular pattern of shared assumptions values and beliefs that control workers in a given working environment about how they behave think and tackle their task (Bratton et al., 2010). Culture in an organization promotes work motivation. Senior management should abandon their bureaucratic control regimes to inculcate a common culture to unite and win the faith of employees. A high culture integrates several organizational values, which would stimulate corporation among workmates. A firm where people belief on a common

The Relationship Between Personal Values and Success Essay -- Ethics

Personal values and ethics govern personal success and have an impact on career success. Everyone has their own set of values and ethics that have been taught throughout life. Personal values and ethics are learned behaviors, hence, some are easy to understand and apply, some can be acquired, and each compliments the other. Values and ethics can carry consequences. Therefore, if one applies the practices, they can succeed. If one ignores or violates the practices, one will find themselves in the position of self loathing, stress, or in a bad situation. These values and ethics carry over into our professional lives as we go into our careers. Value is a term that expresses the concept of worth in general, according to Wordiq (2010) and it is thought to be connected to reasons for certain practices, policies or actions. According to (Lopper, 2008) value is, a principle, or quality intrinsically valuable or desirable. (Lopper, 2007) explained the following: Values are personal; a set of values is what's important to that individual. Values are so important that a person just doesn't feel right when what they are doing is in conflict with a value. Values conflicts can generate high levels of personal stress. There is no right or wrong set of personal values, though there are cultural norms embracing certain values as correct. Your personal code of values are what's important to you; not something you want or would like to have, but something you literally need in your life to be true to yourself. A value is a principle or quality intrinsically valuable or desirable to you. Values are personal. They are your convictions, your beliefs, and your ethics rolled into one. According to (Yourdictionary, 2010) ethics is: 1. the study of... ...he death of Edsel, his oldest son Henry Ford II became the president of the company. It took Ford II and the team of executives he had gathered two years to turn the company around. Ford II, being concerned about his position within the company began pitting the executives against each other, no doubt a learned behavior from his grandfather. His behaviors, professional values and ethics hindered the company from becoming the number one car company, again. Because of his own desire for job security, he would manipulate a way to rid the company of strong leaders in an attempt to retain his position at the expense of the company. Finally, there are many barriers to being successful and many degrees of success. Positive values and sound ethics build trust and exemplify competence of character. If you character is strong, the possibilities for success are endless.

Action Research Project for Reading Essay

The problem stated in the Action Research Project was that 66% of third grade students lack the ability to draw conclusions and make inferences to answer comprehension questions correctly. This was evident by the state reading test scores, specifically the inference test given by their teacher. This indicated a need for increased student achievement in making inferences and drawing conclusions. Third grade students were not proficient at making inferences to gain a deeper understanding of the texts read and thus answer open ended questions correctly. Therefore, they did not get all the inference based comprehension questions correct based on the end of grade test scores that these third grade students are required to take. This indicated a need for additional support making inferences through direct instruction, peer discussion and independent practice in the classroom setting. Students had previously been taught how to make inferences through discussion and worksheets. B) Review of main strategies The basic strategies used in this project included interactive read aloud, a reading response journal, and making inferences with photographs. An important component used in the implementation plan was the integration of the read alouds with the reading response journal as well as a great deal of modeling. The teacher gave the students time before, after, and during reading to write responses in their journals. They were encouraged to make predictions, connections, share reactions, opinions, visualizations, ask questions and make inferences. By having the students use those various strategies, they were learning how to really think about what they were reading in order to get a deeper understanding of their texts. Using these various strategies would ultimately increase their understanding and thus improve their ability to make inferences about what they read. The students were given time before reading to make predictions about what they thought might happen and any reactions or opinions from the previous reading. While the teacher was reading, the students were encouraged to make connections and inferences. They also began a section of vocabulary words they found challenging or interesting. This list of words was ongoing and the students  had to find the definition that went along with their word. The teacher also listed those words on chart paper during the reading time. Once the teacher had ended the read aloud time, the students had time to reflect on what they read. They might make inferences based on what they had learned or share how they visualized the scene taking place. The teacher also modeled what she was thinking as she came to different parts of the story. C) Description of post implementation data collection tools Post implementation, the teacher used a variety of tools to test the effectiveness of the ARP. Students took a teacher created â€Å"Inference Assessment† (Appendix A, p. 7) that consisted of two reading passages and ten short answer questions. The students had to read each short story and then answer five questions based on each story. The questions to the answers had to be inferring from the short passages. Students needed to get eight of the ten questions correct to receive a passing score. The assessment was scored by hand and scores were recorded as a percentage. The class completed a â€Å"Charles Assessment† (Appendix B, p.8) Students had to read a short story by Shirley Jackson entitled â€Å"Charles,† and answer several questions and write a short essay based on their interpretation of the story. Their interpretation of what they read showed how well they were able to infer what the story was about. Students had to complete the various questions and tasks to the best of their ability based on their interpretation of the story. Students’ answers were scored based on their vocabulary answers, ability to create an appropriate book cover, set of classroom rules, a comic strip, or to follow the RAFT format in creating a short essay. Students’ work was scored based on their ability to follow the directions and their ability to infer what had happened in the story. The students used the Inferencing Rubric (Appendix C, p. 12) to guide them as they write a narrative. The rubric was had five columns and each column had the criteria to earn one to four points, totaling twenty points. This rubric was used to show the students what the expectations were before they began writing their paper. The rubric was also used by the teacher to score their final paper. Scores were tallied up and fifteen through twenty points would be passing scores. The students were required to take an Inferencing Post Test (Appendix D, p. 13) after they had been taught the lessons in the action research project. This is the same test they took before the implementation. It was administered during consists of several reading passages and multiple choice answers. There were fiction, non-fiction, and poetry selections the students read and then answered questions based on inferences created from the passages. Students answered the circled questions. These results were compared to the scores gathered prior to the implementation. The End of Grade Test (Appendix E, p. 21) was administered to all third grade students in Wake County are required to take at the end of each year. This is a multiple choice test that is given at the end of each school year. This assessment is given in a secure setting over three days. The first day is reading comprehension; the next two are for math calculator active and calculator inactive. The students record their responses by bubbling on an answer sheet that is electronically scored. These results were compared with the pretest scores to see how much progress the students made throughout the year. D) Results for each objective The first objective was for the students to be able to accurately identify and analyze inferences in context with a minimum of 80% accuracy as measured by the teacher created Inference Assessment (Appendix A, p. 7). After the students had been taught how to make inferences through various classroom activities, they took the assessment and the entire class met or exceeded the passing score. Two students scored 70%, four students scored 80%, five students scored 90%, and ten scored 100%. The scores show a vast improvement in the students’ ability to make inferences. The second objective was for seventeen of twenty one students to improve their ability to interpret inferences and comprehend reading passages by achieving a score of 80% or better on the Charles Assessment (Appendix B p. 8). Only thirteen students met that goal. Four students scored 60%, five scored 70%, nine scored 80%, two scored 90%, and one scored 100%. Although the students did not all meet the desired goal, they showed improvement based on their earlier assessments and the individual scores were higher. The third objective stated that the students would be able to accurately incorporate two or more inferences into their personal narrative writing pieces as measured by a teacher created Inferencing Rubric (Appendix C p. 12). The entire class was able to incorporate at least two inferences into their narrative based on the rubric. Before the implementation, most students could not interpret an inference, so being able to create two or more shows a vast improvement. The fourth objective stated that the students would increase their ability to identify and interpret inferences to increase their reading comprehension to 80% as measured by the teacher created Inferencing Pre/Post Test (Appendix D, p. 13). All but three students met the specified goal. Of the twelve questions posed, three students correctly answered nine questions, three answered ten, nine answered eleven, and six answered all twelve correctly. Based on the previous scores on this test, students’ scores greatly increased. The lowest score went from four questions correct up to nine, and all students grew, except for the one student who scored perfect on the pretest. Scores identify that the students were able to increase their comprehension and infer what they had read. The last objective was that the students would increase their ability to identify and create inferences to increase their reading comprehension to 52% as measured by the North Carolina End of Grade Test (Appendix E, p. 21). Eighteen of twenty one students met or exceeded that goal as opposed to only seven who passed the pretest. Three students scored a level one (3-20 percent), one scored a level two (31 percent), ten scored a level three (52-74 percent), and seven students scored a level four (87-99 percent). This shows a tremendous growth based on previous scores that showed many more students at the bottom range. Ten students scored a level one (11-35 percent), four scored a level two (48-69 percent), five scored a level three (74-89 percent), and two scored a level four (92-97 percent). E) Summary Based on the data collected from all the assessment tools, the teacher’s implementation plan was successful. Most goals were met and her students proved to be successful in their final assessments. Even though not all the students reached the set goal, each student showed improvement through the various assessment tools, especially in the state test . Appendix A Name/Number: Date: Inference assessment Read the passage carefully and then answer the questions that follow. One gloomy morning, Bailey woke up and stretched out in her bed. She jumped out of bed, walked to the kitchen and had a long drink of water. As she was drinking, Waleed came in the kitchen and gave her some breakfast. She quickly gobbled up her food and noticed that it was grey and dreary outside. There was a white blanket draped across the backyard. Waleed noticed the weather too, so he crawled back into his warm bed. Bailey followed him back in the bedroom and jumped up into bed so they could snuggle. She licked his face as she curled up at his feet. Her tail wagged until she peacefully fell back to sleep. 1. Who is Bailey? 2. What was the weather outside? 3. Did Bailey drink her water from a glass? 4. What did Bailey have for breakfast? 5. Who is Waleed? Sarah and Renee were enjoying the hot day at home. They were splashing around and having fun since they didn’t have to go to school. They had been outside all day and Renee’s skin was turning bright pink. All of a sudden, there was a roll of thunder and the sun was blocked by several clouds. The sky turned dark and the sun was no longer shining. Sarah and Renee quickly packed up their towels and beach balls and ran inside just as the sky opened up. 6. What season is it? 7. Where are Sarah and Renee? 8. What happened to Renee’s skin? 9. What time of day is it? 10. Why did Sarah and Renee have to run inside? Appendix B Charles Assessment [pic] [pic] [pic][pic] Appendix C. | |Inferences |Focus |Topic and conclusion|Elaboration |Spelling/grammar | | | | |sentences | | | |4 |Paper contains more|Paper maintains a |Paper has a strong |Paper has specific |Paper contains virtually no | | |than two detailed |specific focus |topic and |details that |spelling or grammar mistakes | | |inferences |throughout |conclusion sentence |elaborate on the | | | | | | |topic | | |3 |Paper contains two |Paper is focused on|Paper has a weak |Paper has vague |Paper contains fewer than 5 | | |detailed inferences|one event, but may |topic and conclusion|details that |spelling and/or grammar | | | |have minor lapses |sentence |elaborate on the |mistakes | | | | | |topic | | |2 |. Paper only contains|Paper may be |Paper may have a |Paper does not have |Paper contains more than 10 | | |one detailed |focused on one or |weak topic or |details that support |spelling and/or grammar | | |inference or two |more events, but |conclusion sentence |the topic |mistakes | | |that are not |has major lapses |that does not follow| | | | |detailed | |the topic | | | |1 |Paper does not have|Paper is not |Paper does not have |Paper has no |Paper contains more than 15 | | |any inferences in |focused and has |a topic or |supporting details |spelling and/or grammar | | |it |major lapses in |conclusion sentence | |mistakes | | | |time | | | | | | | | | | | |Total scores: | | | | | | Writing and Inferencing Rubric Student Name and Number:_____________________________________ Date:________________________________________________________ Appendix D [pic] [pic][pic][pic][pic][pic][pic][pic] Appendix E Since this assessment was administered to every third grade student in North Carolina in a secure setting, there are no available copies of the test. The Inferencing Pre/Post Test in Appendix D used sample End of Grade test questions that were posted by the North Carolina Department of Instruction. These sample articles have a very similar format to the passages and questions the students saw when they took the End of Grade Test.

Why Is It Important For Study Geography - 1227 Words

The attempts to visualize the world has been existed for a long time. From Ptolemy’s map to the Google Maps, we have experimented with, and improved the skill to track the physical features of the Earth that we live on, and human activities. Then, in modern society, it is required to study geography in many educational institutions. Why is it so important to study geography? There are few reasons why we should all learn geography. First of all, Technology alters relationships between places. As the technology developed through the years, many aspects of interrelationship changed. Communication is improving; you don’t have to wait for a month for your letter that is delivered by a train, you can call to a person all the way on the other side of the earth and speak right away. Also, transportation has advanced too. Before, people couldn’t even imagine going outside of country, but now it takes less than 12 hours go all the way across the Pacific Ocean. These kinds of rapid changes has brought some significant alterations in international relationship. To keep up with this hasty world, it is important for us to understand geography because geography studies not only physical features, but also human activities. Secondly, understanding places became more important than before. Due to the advancement of technology, the world became smaller than ever before; therefore, understanding different places has become a crucial value for future leaders. Compare to 50 years ago, ourShow MoreRelatedGeography : The Five Themes Of Geography740 Words   |  3 PagesWhat is geography, and why do we study it? Geography is the study of the physical features of the Earth and its atmosphere, and of human activity as it affects and is affected by these, including the distribution of populations and resources, land use, and industries. We study Geography to understand basic physical systems that affect everyday life. 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