The eNotes Blog 5 Things to Avoid While TeachingShakespeare

5 Things to Avoid While TeachingShakespeare Introducing Shakespeare to high school students is daunting. Getting them to care about Shakespeare is even more intimidating. Though we often have the best intentions, many of us fall into the following teaching traps when we turn to the Bard. Im certainly guilty of doing this, and Ive tried to make up for these transgressions by doing things a little differently. Lets look at these five (extremely common) things  to  avoid  doing while teaching Shakespeare to high school students as well as how Ive tried doing things instead.   1. Force Students to Read the Play Aloud as if They Were Actors The theater lover in me opens Shakespeare and wants my  students to experience the magic firsthand. Have students  read it aloud; have them perform it! They will make  it their own and fall in love with the characters the way I did in the theater.This seems like such a good idea. But, its actually an easy way to make your students cringe at the mention of Shakespeares name and fake sore throats to get out of reading.What I love about seeing Shakespeare performed in a theater is how well the actors  perform  the  lines and make them easy to understand using the right inflection. Students approaching the material for the first time have a hard enough time working through what the text is saying, let alone performing in a way that  is entertaining and  meaningful to everyone else in the room. (Not to mention it generally embarrasses the more introverted students and makes them feel quite negatively towards the play.) Instead, I try  to  let professionals, like Branagh, take the stage: Find a recording of the play and have students follow along while the tape reads. Youll be surprised to find how much better the students are able to understand the language  in the play when it is performed properly. Stop the tape frequently to discuss the metaphors and ask them questions about the text. If you want students to perform the lines, assign them a particular scene to learn and memorize. This will help them fully understand how the language works  and  make the material their own. Win win! 2. Consider  (or call)  Shakespeares Language  Old English All of my students start off calling Shakespeare Old English because it seems so alien to them. However, Old English is actually an entirely different language. Beowulf  was written in Old English. It looks like this: HWÆT, WE GAR-DEna in geardagum, à ¾eodcyninga à ¾rym gefrunon, hu à °a à ¦Ãƒ ¾elingas ellen fremedon! Shakespeare is written in  Early Modern English. Arbitrary, technical, and unnecessary distinction, you might say? Think again! Telling your students that Shakespeare is not Old English but  Modern  English can help make the text more accessible. He does  use some archaic puns, metaphors, and vocabulary, but what students are calling old is his syntax and poetic phrasing, not so much his language. They dont have to learn a whole different language to understand the play- they just have to figure out how  he plays with the language they already speak (which is so much easier!). I  try to dust off the old language with the following: Do a lesson on iambic pentameter and poetic phrasing (Shakespeares weird syntax). If students know why the language sounds so strange, they will feel more competent  approaching  it, instead of dismissing it as something old that they dont think they can  understand. Analyze  something like hip-hop or lyric syntax to help students understand how Shakespeare played with the language. In other words, people in Shakespeares time didnt necessarily talk like this, but they  understood his language  the way we understand songs today. For a fun way to help them play with Shakespeares syntax and form, have students try to write a Shakespearian sonnet in iambic pentameter. Proposing they write about particularly absurd topics (Sonnet to a Squirrel) makes this exercise informative and entertaining. 3. Read the Play  for Its Plot The  best  part of a Shakespeare play in the theater is watching the characters and plot unfold on the stage. But whats even better is being able to break down all of the metaphors, irony, allusions, and off-the-wall metaphors. And there is no better place to do that than an English classroom! While spoilers  for  Game of Thrones may be blasphemy, spoilers in Shakespeare allow students to get into the really fun bits of these plays. Shakespeare borrowed most of his plots from historical events, mythology, or other playwrights. The fun of Early Modern Drama was not what was depicted, but  how  it was depicted. I try  to  indulge in spoilers: Encourage students to look up a synopsis of the play online before reading it as a class. Create a plot outline and post it somewhere in the classroom (or online) so that students know exactly what they are reading about when they get lost in the language. Spend class time focusing on the specific metaphors, irony, characters, etc. This  will help students remember the play and its themes long after the class is over. 4. Treat Shakespeare Like the Almighty Bard and Master  of the English Language This one was really hard for me to accept. As an English teacher, theater lover, and metaphor enthusiast, Shakespeare  is  the almighty master of the English language.  However, my tendency to nerd out over Shakespeares brilliance before my students even got to the text tended to make them less open to reading (or loving)  it. Why? Because Shakespeare already comes with a lot of baggage. Chances are, your students have associations that align Shakespeare with high-class, complicated, and unquestionably brilliant literature. When in reality, Shakespeare was the low, popular entertainment of his time. Shakespearian theater was performed outside the city walls near bear-baiting pits and whore houses. Treating Shakespeare texts like they contain all of lifes answers will dissuade students from engaging in, questioning, and appreciating the text for what it is. Shakespeare is full of body humor, insults, innuendos, and, yes, flaws. If you introduce Shakespeare as undeniably great, your students will miss all of this (or worse, think they cant talk about it). I try  to put Shakespeare back in the bear pit: Introduce Shakespeare in his Early Modern context. Bring in modern  books, short stories, or play adaptations by authors with ethnically diverse backgrounds to show students how authors have taken up the same themes as Shakespeare (many even doing it better). Fun Fact: The Bodleian Library (one of the most famous libraries and the site where  they filmed Harry Potters library scenes) originally  rejected  Shakespeares plays. Sir Thomas Bodley claimed that he had built the library as an ark to save learning from the deluge and had to keep out  very unworthy matters such as Shakespeares plays. 5. Lecture About What the Play  Meant to Say Many of Shakespeares plays are extremely controversial (see  The Merchant of Venice) or extremely cryptic (see  King Lear). When I first started teaching, I thought offering a resolution to these problems would help students better understand and connect to the story. It did not. Resolving textual problems only solidified the idea that the text was perfect rather than helping the student learn. Grappling with these controversies and inconsistencies can be one of the most rewarding and empowering exercises a student can do in an English class. I tried to get cozy with ambiguity: Hold a classroom discussion or debate about what is going on in the text and why. Rather than offering solutions, ask students  a lot of questions and never resolve the problems.  The question is often better than the answer anyway. Even if you avoid all of the donts and do all of the dos, some students will never get happy feet when you pull out a Shakespeare play. But, if you give the students the space to engage with  the plays, they will  leave the class with something even more valuable: critical eyes and confidence. Ultimately, the best thing you can do to teach Shakespeare is to make it fun for your students and yourself. Who knows, you might even  create another anglophile.

Robert E Lees Civil War Battles

Robert E Lee's Civil War Battles Robert E. Lee was the commander of the Army of Northern Virginia from 1862 to the Civil Wars end. In this role, he was arguably the most significant general of the Civil War. His ability to gain the most from his commanders and men allowed the Confederacy to maintain its defiance of the north against increasing odds. Lee was the principal commander in several Civil War battles. Battle of Cheat Mountain, September 12-15, 1861 This was the first battle where General Lee led Confederate troops in the Civil War, serving under Brigadier General Albert Rust. He fought against Brigadier General Joseph Reynolds entrenchments at the top of Cheat Mountain in western Virginia. Federal resistance was fierce, and Lee eventually called off the attack. He was recalled to Richmond on October 30, achieving few results in western Virginia. This was a Union victory. Battles of Seven Days, June 25-July 1, 1862 On June 1, 1862, Lee was given command of the Army of Northern Virginia. Between  June 25th to July 1st, 1862, he led his troops into seven battles, collectively called the Battles of Seven Days.   Oak Grove: The Union army attacked in a swampy area. When darkness descended, the Union army retreated. The results of this battle were inconclusive.Beaver Dam Creek or Mechanicsville: Robert E. Lee pushed against General McClellans right flank. The Union army was able to hold back the attackers with heavy casualties. However, the arrival of Stonewall Jacksons troops meant that the Union position was pushed back. Nonetheless, this was a Union victory.  Gaines  Mill: Lee led his troops against a fortified Union position north of the Chickahominy River. The Confederates were eventually able to push the Union soldiers back across the river, resulting in a Confederate victory.  Garnetts and Goldings Farms: Confederate Major General John B. Magruder under Lees command fought against the Union line that was stationed south of the Chickahominy River while Lee was fighting at Gaines Mill. The results of this fighting were inconclusive.  Savages Station and Allens Farm: Both these bat tles occurred on June 29, 1862, the fourth day of fighting during the Seven Days Battles. The Union was  retreating after deciding not to advance on Richmond. Robert E. Lee sent his forces after the Union troops,  and they met in battle. However, the results of both of these battles were inconclusive. Glendale/White Oak Swamp: These two battles occurred as the Union troops were retreating. Stonewall Jacksons troops were kept tied up in the battle at White Oak Swamp, while the rest of the army tried to stop the retreat at Glendale. In the end, the battle was inconclusive.  Malvern Hill: The Confederates under Lee tried unsuccessfully to attack the Unions fortified position on top of Malvern Hill. Confederate losses were high.  McClellan withdrew to the James River, ending the Peninsula Campaign. This was a Union victory. Second Battle of Bull Run, Manassas, August 25-27, 1862 The most decisive battle of the Northern Virginia Campaign, troops led by Lee, Jackson, and Longstreet were able to score a huge win for the Confederacy.   Battle of  South Mountain, September 14, 1862 This battle occurred as part of the Maryland Campaign. The Union army was able to take over Lees position on South Mountain. However, McClellan failed to pursue Lees devastated army on the 15th, which meant Lee had time to regroup at Sharpsburg.   Battle of Antietam, September 16-18, 1862 McClellan finally met with Lees troops on the 16th. The bloodiest day of battle during the Civil War occurred on September 17th. The Federal troops had a huge advantage in numbers, but  Lee continued to fight with all his forces. He was able to hold off the federal advance while his troops retreated across the Potomac to Virginia. The results were inconclusive, though strategically important for the Union army.   Battle of  Fredericksburg, December 11-15, 1862 Union Major General Ambrose Burnside tried to take Fredericksburg. The Confederates occupied the surrounding heights. They repelled numerous attacks. Burnside decided in the end to retreat. This was a Confederate victory.   Battle of Chancellorsville, April 30-May 6, 1863 Considered by many to be Lees greatest victory, he marched his troops to meet the federal troops who were trying to advance on the Confederate position. The Union force led by Major General Joseph Hooker decided to form a defense at Chancellorsville. Stonewall Jackson led his troops against the exposed Federal left flank, decisively crushing the enemy. In the end, the Union line broke and they retreated. Lee lost one of his most able generals when Jackson was killed by friendly fire. This was a Confederate victory. Battle of Gettysburg, July 1-3, 1863 In the Battle of Gettysburg, Lee attempted a full assault against the Union forces led by Major General George Meade. Fighting was fierce on both sides. However, the Union army was able to repulse the Confederates. This was a key Union victory. Battle of the Wilderness, May 5, 1864 The Battle of the Wilderness was the first of  General Ulysses S. Grants offensive into Northern Virginia during the Overland Campaign. Fighting was fierce,  but the results were inconclusive. Grant, however, did not retreat.   Battle of Spotsylvania Courthouse, May 8-21, 1864 Grant and Meade tried to continue their march to Richmond in the Overland Campaign but were stopped at Spotsylvania Courthouse. Over the next two weeks, a number of battles occurred, resulting in 30,000 total casualties. The results were inconclusive, but Grant was able to continue his march to Richmond. Overland Campaign, May 31-June 12, 1864 The Union Army under Grant continued to make their advance in the Overland Campaign. They made headway to Cold Harbor. However, on June 2, both armies were on the field of battle stretching seven miles. Grant ordered an attack that resulted in a rout for his men. He eventually left the field of battle, choosing to approach Richmond through the less well-defended town of  Petersburg. This was a Confederate victory. Battle of  Deep Bottom, August 13-20, 1864 The Union Army crossed the James River at Deep Bottom to start threatening Richmond. They were unsuccessful, however, as Confederate counterattacks drove them out. They eventually retreated back to the other side of the James River. Battle of Appomattox Court House, April 9, 1865 General Robert E. Lee attempted at Appomattox Court House to escape the Union troops and head towards Lynchburg, where supplies were waiting. However, Union reinforcements made this impossible. Lee surrendered to Grant.

Soft Systems Methodology Essay Example | Topics and Well Written Essays - 3500 words

Soft Systems Methodology - Essay Example This action research-based, interpretive approach is strongly influenced by Vickers' (1968, pp.59,176) description of the importance of appreciative systems in dealing with human complexity. Checkland (1981), and Checkland and Scholes (1990) have attempted to transform these ideas from systems theory into a practical methodology that is called Soft Systems Methodology (SSM). Soft Systems Methodology developed by Professor Peter Checkland is a way of dealing with problem situations in which there is a high social, political and human activity component. (Checkland, 1981) This distinguishes SSM from other methodologies that deal with hard problems which are more technologically oriented. Thus, SSM can be a useful research tool for understanding problematic ELT situations. (Holliday, 1990) Hard problems are problems characterized by the fact that they can be well defined. The assumption is that there is a definite solution and we can define a number of specific goals that must be accomplished. Soft problems, on the other hand, are difficult to define.When we think of soft problems, we don't think of problems but of problem situations. It is the classic situation of it not being a "problem" but an "opportunity". Soft Systems methodology was developed for the express purpose of dealing with problems of this type.His "Soft Systems Methodology" was created through a number of research projects in industry and its application and refinement over a number of years. A leading SSM specialist in Japan, suggests that SSM can be a useful research tool in the educational context, and argues that it can be applied to any messy, problematic human situation that requires decision-making aimed at improvement (Kijima, 1999) The most important feature of this analysis of data, informat ion and knowledge is that the act of creating information is a human act, not one which a machine can accomplish. It is the human being who can attribute meaning to the selected data. (Checkland, Holwell, 1998)SSM is divided into seven distinct stages. These are; 1. Finding out about the problem situation. This is basic research into the problem area. Who are the key players How does the process work now etc. 2. Expressing the problem situation through Rich Pictures. As with any type of diagram, more knowledge can be communicated visually. A picture is worth a 1000 words. 3. Selecting how to view the situation and producing root definitions. From what different perspectives can we look at this problem situation. 4. Building conceptual models of what the system must do for each root definitions. You have basic "Whats" from the root definitions. Now begin to define "Hows". 5. Comparison of the conceptual models with the real world. Compare the results from steps 4 and 2 and see where they differ and are similar. 6. Identify feasible and desirable changes. Are there ways of improving the situation. 7. Recommendations for taking action to improve the problem situation. How would you implement the changes from step 6. Step 1: Problem situation unstructured The initial stage consists simply of managers and/or employees (problem owner) deciding that a review or change of tasks and the way they are performed is required, and an analyst (problem solver) is called in to review and provide recommendations. Step 2: Problem situation expressed Step 1 is basically that people of the organization think there

Asian Philosophy Essay Example | Topics and Well Written Essays - 500 words

Asian Philosophy - Essay Example Even though his writing is not to a certain extent vibrant and colorful that of Zhuangzi, his approach is much well-designed and powerful, sometimes bursting into poetry that influentially expresses his infatuation for the Confucian way of life (ibid). A great part of Xunzi’s attempt is committed to passionately defending Confucianism against different challenges. For instance, he fervently expresses disapproval of Mozi’s denouncement of ritual and music and claims forcefully that these cultural types are completely indispensable. He also rejects Laozi and Zhuangzi for supporting that people accept the perspective of Heaven and leave out traditional virtues in favor of submitting to the natural torrent of things (Ivanhoe, 2001). For Xunzi, the hazards to Confucianism originate not merely external to the tradition, but as well as from within it, in the appearance of Mengzi’s principle that human nature is good. In Xunzi’s judgment, such an argument weakens the power of ritual as a practical guideline to behavior, ruins the essentiality of acquiring knowledge, and merely flies in front of the facts. Xunzi makes the contradictory assertion that human nature is bad, but this should not be interpreted as claiming that people in nature take pleasure in evil deeds (ibid). Rather, his emphasis is that people lack any innate path to right behavior and conduct, and that without the outside control of ritual they will resort into bad behavior and be reduced to a disordered, impoverished condition strongly suggestive of the state of nature portrayed by Thomas Hobbes (Ivanhoe, 2001). On the other hand, Mengzi contends that humans have a nature, which they should go after. Indeed, he contradicts Xunzi’s philosophy for suggesting that ethical nurturing must integrate transgressing one’s nature. Nevertheless, Mengzi argues against the idea that there are developing righteous predispositions in

Panama Canal Essay -- American History

In 1885, due to the tremendous problems encountered in trying to excavate a sea-level canal, the plan was changed to include a single, temporary lock and other adjustments in order to speed up the availability of the canal for traffic. Still, it was of no use : in 1889, Lesseps' company was liquidated in order to pay back investors and banks from which the company had borrowed. The appraisal of the company's belongings - including equipment, maps, and the value of the land already excavated - was very high, and in 1894, a new company, the Compagnie Nouvelle du Canal de Panama, was created in France to attempt to finish the canal. All involved thought of this as an impossible feat by the French, and ideas ran strong to sell the canal zone - possibly to the United States. France resented the loss of millions of francs (the estimated cost of the company's pursuit of the canal, including publicity and possibly a little bribery, is almost 1.5 billion francs), and subsequent trials of the heads of Lesseps' company, including Lesseps himself, began in 1893. Lesseps was condemned by the court, but never fined nor jailed. Charles de Lesseps, Ferdinand's son, and others were eventually charged with bribery, only one being sent to prison. Charles was forced to pay the fine of another defendant, but could not raise the money so fled to London until his government accepted a partial payment, nearly 5 years later. France had determined that she could not possibly complete the canal. With a lease on land in Colombia until 1903, the search was on for a buyer. Eventually, France found a friend in the United States of America. At the time, a canal in the Latin American isthmus was not a new idea to America, either. In 1887, the government sent ... ...he Hay-Bunau-Varilla treaty - which was ratified by the new Panamanian Government in 1903, and by the American Senate in early 1904. Before any work could begin, the most deadly of the problems on the isthmus had to be overcome - disease. The government wasn't going to allow mortality rates like had been seen during the French reign - somewhere between ten and twenty thousand were estimated to have died at the canal zone between 1882 and 1888. For this purpose, American doctor William Gorgas was called to examine the area. The most troublesome diseases were the mosquito-carried malaria and yellow fever - the same diseases that had kept Napoleon Bonaparte from putting down the uprising in Hati in 1801 - but almost all diseases known to man were endemic. Tuberculosis, cholera, diphtheria, smallpox, bubonic plague - all were cases on file at Panama hospitals in 1904. Panama Canal Essay -- American History In 1885, due to the tremendous problems encountered in trying to excavate a sea-level canal, the plan was changed to include a single, temporary lock and other adjustments in order to speed up the availability of the canal for traffic. Still, it was of no use : in 1889, Lesseps' company was liquidated in order to pay back investors and banks from which the company had borrowed. The appraisal of the company's belongings - including equipment, maps, and the value of the land already excavated - was very high, and in 1894, a new company, the Compagnie Nouvelle du Canal de Panama, was created in France to attempt to finish the canal. All involved thought of this as an impossible feat by the French, and ideas ran strong to sell the canal zone - possibly to the United States. France resented the loss of millions of francs (the estimated cost of the company's pursuit of the canal, including publicity and possibly a little bribery, is almost 1.5 billion francs), and subsequent trials of the heads of Lesseps' company, including Lesseps himself, began in 1893. Lesseps was condemned by the court, but never fined nor jailed. Charles de Lesseps, Ferdinand's son, and others were eventually charged with bribery, only one being sent to prison. Charles was forced to pay the fine of another defendant, but could not raise the money so fled to London until his government accepted a partial payment, nearly 5 years later. France had determined that she could not possibly complete the canal. With a lease on land in Colombia until 1903, the search was on for a buyer. Eventually, France found a friend in the United States of America. At the time, a canal in the Latin American isthmus was not a new idea to America, either. In 1887, the government sent ... ...he Hay-Bunau-Varilla treaty - which was ratified by the new Panamanian Government in 1903, and by the American Senate in early 1904. Before any work could begin, the most deadly of the problems on the isthmus had to be overcome - disease. The government wasn't going to allow mortality rates like had been seen during the French reign - somewhere between ten and twenty thousand were estimated to have died at the canal zone between 1882 and 1888. For this purpose, American doctor William Gorgas was called to examine the area. The most troublesome diseases were the mosquito-carried malaria and yellow fever - the same diseases that had kept Napoleon Bonaparte from putting down the uprising in Hati in 1801 - but almost all diseases known to man were endemic. Tuberculosis, cholera, diphtheria, smallpox, bubonic plague - all were cases on file at Panama hospitals in 1904.

Personality Type Assessment

Personality Type Assessment (Week-2 Individual Assignment) CMGT/530 – IT Organizational Behavior July 1, 2012 Personality Type Assessment The first section of this paper details the elements that a personality type assessment typically measures. The second section contains discussion on the personality type assessment of the author of this paper. In the third and last section, the author shares how his personal assessment outcomes could affect his work relationships with his colleagues. Elements of Personality Type AssessmentA personality profile assessment is typically an objective test where an individual gives yes or no responses to a series of systematic and deeply constructed behavioral and situational questions. These objective questions at a fundamental level assesses the individual's cognitive mental process and orientations and based on the responses classifies the individual into one of the several personality types. Each of these personality types is associated with different sets of possible behaviors and tendencies that the individuals are most likely to exhibit.This classification of personality types is by a personality inventory framework called the Myers-Briggs Type Indicator (MBTI), created by Isabel Briggs Myers after extensive testing and research on the theory of psychological types introduced in the 1920s by Carl G. Jung. At the basic level, the MBTI differentiates people's cognitive functions in four ways, as defined by four mutually exclusive pairs of the dominant or likely mental preferences, and the combinations of these four pairs lead to a set of 16 personality types (MBTItoday. rg, n. d. ). The first pair of preferences, extroversion (E) and introversion (I), is for mental energy orientation. The extroverted individuals are expressive, assertive, outgoing, sociable, and draw their mental energy from the interactions with the outside world. The introverted individuals are reflective, reserved, quiet, and draw their mental ener gy from the dwelling in the inner world of thoughts and ideas (Center for Applications of Psychological Type, 2012).The second pair of preferences, sensing(S) and intuition (N), is for irrational mental cognitive process related to perception and receipt of information. The individuals with dominant sensing perception live in the present moment and are practical. They prefer simplicity, clarity, routine, and order in their daily lives. The individuals with dominant intuition perception are inspired by creativity and innovation, and imagine the possibilities for future. They are drawn to the big picture and abstract theoretical concepts (Center for Applications of Psychological Type, 2012).The third pair of preferences, thinking (T) and feeling (F), is for rational mental cognitive processes of forming judgments and making decisions. The individuals who primarily rely on their thinking for forming judgments are objective, analytical, and logical. They use logic, reason, and cause-eff ect analysis to handle any problems and tasks they face for achieving results. The individuals who primarily rely on their feelings for forming judgments rely on their personal emotions and value system.They are concerned about impact of their actions and decisions on other people (Center for Applications of Psychological Type, 2012). The fourth pair of preferences, judging (J) and perceiving (P), is for mental orientation while dealing with outside world. The individuals who prefer judging rely on the rational cognitive functions of thinking or feeling. They prefer the world around them to be structured, organized, and orderly. The individuals who prefer perceiving rely on the irrational cognitive functions of sensing and intuition.They typically are open, spontaneous, and flexible; and look forward to experiencing the world in its natural state (Center for Applications of Psychological Type, 2012). Personality Type Self-Assessment The writer used Jung typology test to complete the self assessment of his personal style and the results indicated that the writer belongs to personality type ISFP; that means the writer prefers introversion over extroversion, sensing over intuition, feeling over thinking, and perceiving over judging (HumanMetrics, 2012).The writer found himself taking the assessment test few more times to confirm the derived results. According to personality inventory of MBTI and the Myers and Briggs Foundation (n. d. ), the individuals with personality type of ISFP have tendency to seek a peaceful, easygoing life with a â€Å"live and let live† philosophy. They tend to enjoy life as it comes and define their own pace. They tend to be quiet, caring, considerate, and have a pleasant demeanor. They tend to be very devoted to their family and friends, and have a strong set of values that they cherish.They tend to dislike conflicts, disagreements, and imposing of their opinions on others (Myers and Briggs Foundation, n. d. a). After looking at the results, the writer understood some of his own tendencies and consoled himself that he did not have to good at everything. He opined that the knowledge of these personality types can help in developing a deeper understanding of people around him. Also while taking the assessment, for some of the questions the writer was forced to choose yes or no when he believed the answer was neither, and there were no in-between options to choose from.So the writer agrees with Robbins & Judge (2011) that the problem with these assessment tests is that they force a person into one type or another. According to Mccaulley (1990) every person uses all eight processes (E, I, S, N, T, F, J, and P) but intrinsically prefers one of each opposite pair. In the normal course of life, people develop preferences by doing what comes most naturally. As they grow older and wiser, they develop as well as use more of the lesser preferred processes (Mccaulley, 1990).Reflecting back on his life, the writer agree s the personality type ISFP correctly indicates his default tendencies. Moreover, the writer also believes that over the years he has developed more shades to his personality and has become more balanced. Effect of Personal Assessment The assessment provided an opportunity for the writer to do some self-introspection and become more aware of self. Also the knowledge and understanding of 16 distinctive personality types helped the writer to appreciate others possessing different personality types.When employees can understand their type preferences, they can approach their work in a manner that best suits their style, including managing their time, problem solving, best approaches to decision making, and dealing with stress (Myers and Briggs Foundation, n. d. b) . The writer could analyze better the good and not-so-good relations he has experienced with his prior bosses and colleagues. The personality type assessment also helped the writer to reexamine his behavior with prior colleag ues and identify the scope for improving relationships with his colleagues at the workplace.As a software development manager in a leading health care organization, the writer will make use of the new understanding of his own personality to improve upon his managerial functions and his handling of the different situations. These functions includes managing others, developing leadership skills, organizing tasks, creating teams, training for management as well as staff, conflict resolution, motivation, coaching, diversity, recognition as well as rewards, and change management (Myers and Briggs Foundation, n. d. b) . References Center for Applications of Psychological Type. 2012). Mbti overview. Retrieved from http://www. capt. org/mbti-assessment/mbti-overview. htm HumanMetrics. (2012). Jung typology test. Retrieved from http://www. humanmetrics. com/cgi-win/jtypes1. htm MBTItoday. org. (n. d. ). History of the myers briggs type indicator. Retrieved from http://mbtitoday. org/about-th e-mbti-indicator/a-mini-history-of-the-myers-briggs-type-indicator/ Mccaulley, M. H. (1990). The myers-briggs type indicator: a measure for individuals.. Measurement & Evaluation In Counseling & Development (American Counseling Association), 22(4), 181.Retrieved from https://search. ebscohost. com/login. aspx? direct=true&db=f5h&AN=9705111082&site=eds-live Myers and Briggs Foundation. (n. d a). The 16 mbti types. Retrieved from http://www. myersbriggs. org/my-mbti-personality-type/mbti-basics/the-16-mbti-types. asp#ISFP Myers and Briggs Foundation. (n. d. b). Mbti type at work. Retrieved from http://www. myersbriggs. org/type-use-for-everyday-life/mbti-type-at-work/ Robbins, S. P. , & Judge, T. A. (2011). Organization behavior (14th ed. ). New York, NY: Prentice Hall.

Applying Problem Solving - Free Essay Example

Sample details Pages: 5 Words: 1402 Downloads: 2 Date added: 2017/09/17 Category Analytics Essay Type Argumentative essay Did you like this example? Running head: APPLYING PROBLEM SOLVING â€Å"Applying problem Solving† Critical Thinking/PHL251 University of Phoenix July 26, 2010 Applying Problem Solving-Problem Solver Successful problem solvers are individuals who are able to time after time recognize and make decision on the best judgment among multiple alternative. Their decisions are creative, rational, and justifiable based on their critical thinking skill via past experiences. Therefore, these individuals are provided with the acquire guidance and the necessary tools to develop into a resourceful, logical problem solver. They will investigate a well thought-out way to move toward and analysis for the best solution. These problem solvers will learn to illuminate problems in terms of objectives and see the issues with a view toward most favorable outcome. These individuals are open-minded thinkers for communicating with other individuals to base their decision on. Being open-minded in the thinking process allows for the individual to evaluate all reasonable conclusions, and to consider the many viewpoints and perspectives of others during these processes. Being a problem solver allows individuals to accept new explanations to become important information was based off of facts and not emotions. Being a problem solver while using critical thinking skills allows the individual to not reject disliked views from others, but again to look at facts, and make decisions based off the problem solving process. When a decision needs to be made, these individuals will stop to think of the cost or any outcome before taking action to a resolution. And another problem solving process that one needs to learn is how to apply his or her advantage or discipline in communicating with others before basing a decision on the know facts. These individuals will allow certain restriction to be applied before making a decision to avoid making judgments on an impulse. Problem solvers can make comprehensive decisions to avoid inducting personally thoughts as they are taught. These individuals will apply the method of critical thinking allows them to disassemble complex problems and to best understand the all the inputs, while providing suggestions using the thought processes to relay to others as needed. The knowledge allows the problem solvers to develop positions on the issues that are logical and explainable to other individuals to provide favorable solution to all. After completing the critical thinking process, these individuals will understand why nearly all decisions are of unfortunate value and will be able to impose valuable controls on the decisions if these choices are not apply correctly. These processes are defined as by developing evidence to sustain such results. Understanding Applying Problem Solving An important part of applying problem solving is to calculate both short-term and long-term conclusion for each alternative. The problem solvers will find an alternat ive solution over a longer time period. Everyone applies problem solving in their daily lives. For example: what to wear, what to eat and so on. It’s our nature to do so. But much of critical thinking process is based on non-biased, distorted, partial, uninformed, or downright narrow-minded opinions. Nevertheless, the quality of life and what is produced for building depends specifically on the value of problem solving thoughts. Poor thinking is costly to everyone while we are looking at money or the quality of lifestyle. Quality thinking will be methodically educated in producing a suitable conclusion. It’s important part of problem solving to predict both short-term and long-term outcomes for each option. This process will find an alternative will more desirable outcome for posing problems over a longer time period. There are a few processes that will need to be done for applying a suitable solution to any problem. Analyze all situations carefully before making a decision * Converse these problem in an organized way with others * Forecast the consequences of these decisions * Evaluate alternatives solutions this process * Generate and categorize thoughts in applying a probably solution * Structure and apply a model for evaluating a solution * Design organized plans of action Steps to Applying Problem Solving Strategy Applying problem solving skills will raises vital questions and problems for put together a clear and precise solution by applying these steps. In doing so, these solutions will allow these problem solvers to gather and assess vital information effectively to come up with a well-rounded conclusion. These problem solvers provide alternative systems of thoughts for recognizing and assessing as needed. Their assumptions, suggestion, and sensible consequences are part of making these feasible decisions. Communicates is key to providing a more valuable asset in dealing with others in figuring out a solutions to the problems. There are 5 Step to applying problem solving strategy. . Identify the problem a first step to solving a problem is to identify them. It entails assess the present condition and determining how it varies from the original goals. 2. Examine the problem examining the problem engages a learning process. It may be required to look beyond the understandable, exterior circumstances by broaden the imagination and reach for more resourceful alternatives. There are few ways to examine the problem more accurately. * Seek other viewpoints * Be bendable in the analysis process Think about various thread of risk * Come up with potential solutions and inferences * Examine problems for which are lacking vital information. 3. Put together potential solutions recognize a broad range of potential solutions. * Try to consider of all potential solutions * Be resourceful * Consider comparable problems and how they can solved 4. Assess potential solutions consider the rewards and drawbacks of each solution . Consider each solution and to achieve these goals. Consider the short-term and long-term outcomes. Record the solutions in stages. 5. Decide on a solution look at all the facts. * Determine the priorities * Weigh the risks * Reduce unnecessary decisions Primary Keys to Problem Solving * Consider the solution problem solving is a critical thinking process for a probably solution. Sometime talking yourself will engage a problem solving process and can be useful in organizing these solutions. Sometime, they like to hear our own thoughts to allow us to assist these processes. * Permitting time for ideas will it to become more solvable. If time permitting, they will give time for solutions to develop. Detachment from others will allow us to think clearly about new alternatives. * Meeting with others about the problem – sometime meeting with others can often other solutions to the problem at hand and become clearer so that a alter solution may surface. Decision Making Str ategies Decision making is a process for recognizing and assessing options for any solution. The processes will make various conclusions and the decisions may range from various types of decisions which will reach a vital solution. These types of decisions can be spontaneous and rational. Decision making has much in common with problem solving for providing a pursuable solution. In problem solving, these individuals will categorize and assess solutions for making a comparable breakthrough and assessment for other alternatives. There are many alternatives to any solution by providing critical thinking process as listed. * Judge all the conclusions for providing a produce, in both the short term and the long term. * Weigh against the alternatives based on the solutions. Assess and consider the risk of each solution. * Be original and creative with new ideas; dont do away with other alternatives because these ideas have not heard or used them before. Conclusion In conclusion, proble m solver is a way of an individual to provide a vital solution based on his or her conclusions in making the right choices for ensuring all schedules are made. To use and apply problem solving skills can overcome any obstacles. Problem solvers are by nature skeptical, and approach issues with an open-mined of other, while searching for the facts. These individuals are active in discovery a probable solution to any situation. Many solutions need to be analyzed and categorized with the information provided, and apply needed the critical thinking skills to assure their understanding of any matter at hand. To master problem solver it will enable individuals to recognize a wide range of information gathered, and to evaluate how well the information will meet the needs for a conclusion, while applying this information for making any decisions. References Consulting LLC, Authenticity (UNK). Problem Solving. Available at https://managementhelp. org/prsn_prd/prob_slv. htm Harris, Rober t (July 2, 1998). Introduction to Problem Solving. Available at https://www. virtualsalt. com/crebook3. htm Hall Inc. , Prentice (2007). Thinking: An Interdisciplinary Approach to Critical and Creative Thoughts 4e (Chapter 12). Available at https://ecampus. phoenix. edu/content/eBookLibrary2/content/eReader. aspx Don’t waste time! 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