Group Observation Essay

The group I observed was a teen dating violence prevention group. It was held at A High School. The purpose of this group was to educate adolescents about domestic violence. The facilitator’s goal was to teach the adolescents about healthy relationships, unhealthy relationships, types of abuses, various red flags of an abuser, and provide important resources for those who may be going through a domestic violence relationship. In the group, there were about ten members. They were all males and sophomores in high school. Their age ranged from 15 to 17 years old. The population in the group was primarily Hispanics. The group was held in a classroom during 5th period, which lasts about 50 minutes. Every Tuesdays, two facilitators from X Agency would go to the high school and teach two different class sessions. One facilitator would take all the females in one room and the other facilitator would take the males in another room. In the male group that I observed, the teacher was always present in the classroom. This was the facilitator’s first session with a new group of students. The facilitator, Kim, first started off introducing herself to the class. She spoke briefly about the types of services that were provided at X Agency. She discussed about the different topics that the students would be learning throughout the 8-week session in the program. Then, Kim asked the group if they had any rules that should be applied within the group. Many students were very responsive to Kim’s question. She then talked a little bit about confidentiality. She discussed about how everything the group talked about stays within the group, unless the person disclosed that he or she was going to hurt someone, someone was hurting him or her, or he or she is being abused. Kim told the students that she would be mandated to report those three things. Kim did an activity with the students where the students would have to come up with a food name that had the same letter as their first name. Kim brought in a variety of colored paper and the students were to choose one colored paper of their choice. On the paper, the students were to write their food names along with their real name and draw some things that represented themselves. Kim walked around the room and created conversations with some of the students. Some of the students were unable to come up with a food name. When this happened, Kim would ask the student what his name was and then ask the rest of the class for any ideas. The students were very approachable and helpful. This activity took about 20 minutes. Everyone participated in the activity and seemed to really enjoy it. After the students were finished with their project, they had to tape it on a large butcher paper that was placed on the chalkboard. Kim explained to the students that the reason she wanted them to come up with a food name was because it would be easier for her to remember their names. After that activity, Kim asked the group some questions about what they would like to learn during these sessions. She wanted to know some of the things that the students would be interested in or may have learned already. She told the students that this group was all about them, and she would do the best she can to take in their ideas. Some of the students asked if they could talk more about girls and understanding some of the traits girls have. Kim had a question box, where students would write down any questions, ideas, thoughts, or comments they have that sometimes they may feel uncomfortable saying in front of the group. It would be completely anonymous, and the facilitator would normally discuss about it the following week. Afterwards, it was time for the students to go to their next class. Kim had all the students drop in their index cards for the question box. Throughout my observation, I felt that the facilitator’s leadership style was in between authoritarian style and democratic style. In the beginning of the session, Kim’s leadership style was more authoritarian because she was discussing about the program and the agency. I noticed that when other people were talking, she would stop talking and asked the students if they wanted to share something to the class. Other times, if other students were talking amongst themselves, Kim would stop and let them know that she was not going to talk over them. As the session went on, Kim started to have more of a democratic style. She already had a whole agenda planned out for the session. After going over the classroom rules, she started becoming more interactive with the students. Within the group members, I’ve noticed that there were subgroups in the classroom. There would be a group of friends who would be having conversations with each other. Some other students were quieter and did what was told. Some of the members would shout out comments, and other members would start laughing. Some of the strengths of the group was that overall, it seemed like everyone got along. Also, since all the group members were male, they probably felt more comfortable talking about certain topics and issues. Another strength was that these students were already familiar with each other, since they were in the same class. Most of them seemed to be very interactive with each other. The area the group needs to improve on is learning how to have side conversations with their friends. Even though the group is for the students, the students should learn and respect others who are talking. They could try to have fewer interruptions while others are speaking. The facilitator’s strength was that she had everything planned out. She went with her agenda and everything seemed to flow smoothly for the most part. When the students were doing the food activity, the facilitator was very engaging with the students. She showed a lot of interest with what the students had to say. She also did a lot of active listening when the students gave her some suggestions and ideas. An area that might need improvement is the way she talks to the students. Sometimes I felt that she sounded more of a teacher rather than understanding the group members. Since there was a teacher already in the classroom, maybe the teacher should be responsible for the disciplinary and not the facilitator. My concerns for this group is that some of the group members may have taken a similar program before and might end up being disruptive to the rest of the members. Most of the students seem to know a lot about domestic violence, and they may feel that the program is useless to them. I thought it was a great idea for the facilitator to ask the group members about what sort of things they would want to discuss about in the program. The facilitator acknowledged the group members’ thoughts and ideas, which I thought was very important. Group work seems to be more effective than individual work in certain ways. In one study, a researcher wanted to find out about the creativity between small groups and individuals (Moore, 2000). He had small groups working together and individuals working alone. Within the study, groups and individuals were given the same two paintings to examine. They were also given a questionnaire, which had questions about the paintings. The researcher wanted to see which one would produce more ideas and creativity for the paintings. Results showed that the groups came up with more ideas and details about the paintings than the individuals. Since there were more people in the group, more brainstorming were involved (Moore, 2000). Martell and Borg conducted a study on individuals versus groups on behavioral rating accuracy (1993). Researchers were interested in seeing if groups working together would remember more than individuals do. The groups had an advantage over the individuals because more members were involved, which means they can compare notes. Also, another advantage for doing group work was critically analyzing a situation, and in this case, a behavior. Results indicated that the groups had a higher accuracy in answering the questions than the individuals. The main reason was because the group members were able to discuss about it and compare their thoughts, whereas an individual only had one idea (Martell & Borg, 1993). These are one of the great benefits of group work. More ideas would be brought upon and could also have other people think about a certain idea or situation in a different way.

Ugolino and His Sons

He won the Prix de Rome in 1854 which enabled him to live in Rome (1856 – 1862). During that time he was influenced by the works of Italian sculptors of the Renaissance period such as Michelangelo, Donatello, and Andrea Del Verrocchio. He also started to increase his focus of studies on complex sculptures and bas-reliefs. His passion led him to start carving several pieces on marble before the famous work of art â€Å"Ugolino and His Sons†. Carpeaux was considered as one of the mainstream artists in Eclecticism.This movement wanted to exceed Neoclassicism and Romanticism and also described the ombination, in a single work, of elements from different historical styles. Carpeaux received many honors during his lifetime until two months before he died prematurely of cancer at the age of 48 in Courbevoie in 1875 CE. The sculpture snows (Figure 1 a man sitting on a stone cu tted witn chains in his legs. The man's facial expressions seemed as grief while biting the tip of som e of his fingers. The wrinkles on top of his eyes with his curled toes on each other gave the sense of a clueless situation the man was put in.Surrounding him, there're four ifferent-aged kids; two of them on the left side of their father's position, as they gave the emotion of looking at their father begging. And on the right side, there're the two other kids where the smallest kid fell on the ground looking dead. The sculpture depicts the tale of a traitor who was the Count of Donoratico and was imprisoned by the archbishop Ruggieri degli Ubaldini in the late thirteenth century Oune 1288). The archbishop imprisoned Ugolino with his sons and grandsons in the â€Å"Tower of Hunger†.Also, the archbishop ordered the soldiers to throw the keys of Ugolinds rison in the Arno River so that there's no way for them to be set free. They were sentenced to be left to starve in February 1289. Ugolino had this prophetic dream of the archbishop and his soldiers as the lord and huntsman kil ling the wolf the wolf cubs (Ugolino and his offspring). Ugolino had his heart-broken for hearing his sons sobbing in their sleep asking for bread. He also kept his feelings inside, he had never wept, and he used to watch his kids weeping but him feeling clueless paralyzed- thinking.Yet his offspring dreams couldn't fill their stomach. Ugolinds kids started to ook at him, wondered why he turned out to look like a stone, biting his fingers and curling his toes of one leg on top of the other one. For them, they thought that their father is starving Just like them or maybe more but for Ugolino himself, he was biting his fingers in anguish, weeping inside for not being able to feed his offspring. Therefore, they started to offer their bodies to their father so he can eat and survive.After few days, his offspring started to fall down dead one by another till the last one died on the sixth day. This part is quoted from â€Å"The Divine Comedy, Vol. l: Inferno Canto 33) – Dante Ali ghieri†. It illustrates moments of death of Ugolinds offspring and the mystery behind the possibility of Cannibalism: â€Å"l calmed myself to make them less unhappy. That day we sat in silence, and the next day. O pitiless Earth! You should have swallowed us! The fourth day came, and it was on that day My Gaddo fell prostrate before my feet, Crying: Why dont you help me?

What is the view of mission presented by the Book of Acts Essay

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Response Essay Example | Topics and Well Written Essays - 500 words - 10

Response - Essay Example nt is the HR team and they should stick around for long, retaining them is extremely important and it is always important to have the core of the company stick around for long so that they can help the company achieve short term and long term goals. The HR team forms the core of the acquisition engine and there are no two ways about this. 3. Outcome demand and performance retention is crucial to any business, it includes important factors like the actual needs of the staff, fluctuation risk of the staff, motivation and de-motivation, targeted measures, implementation of the targeted measures and lastly evaluating these measures and analyzing the results. It is crucial to any business because without these it would be very hard to assess the needs and what requires to be done to take the business forward and this is exactly why it is extremely important to every business. 4. Six key areas in support of the Critical Success Factors for how to find and hire top talent leading to improved retention are developing an employment brand by this it means promoting a brand image and it is extremely important because it usually decides the pool of talent which comes for recruitment. The next important factor is a robust pipeline, it means having qualified employees in the pipeline who are ready to work at the drop of a hat, the next factor is an ongoing dialogue with the candidates, it is very important to let them know what is expected of them and also to let them know about the targets of the company both long term and short term. The last few factors include training, compensation and an open line of communication with the

Is nature a synonym for natural resources (in social anthropology) Essay

Is nature a synonym for natural resources (in social anthropology) - Essay Example It is under Cultural anthropology that the issue of dualism falls. Dualism is the postulation that two opposing ideas mutually exist in nature. It epitomises the dichotomy of issues that characterise any analysis of culture. As stated, this dichotomy usually pits two issues that are diametrically opposed to each other. Such issues include reason versus passion; masculine versus feminine; and good versus evil (Layton, 1998, 11). This paper endeavours to delve into the issue of Cultural Anthropology with specific reference to the notion of dualism. It analyzes the divide between the natural and cultural as a dualist issue deeply rooted in the western thoughts on anthropology in society. Dualism in religion is also analyzed in addition to the universal feature of strained relations between males and females in society. The Natural and Cultural in Anthropology In anthropological terms, nature denotes physically occurring and existing phenomena that shape the environment in which man live s. Such physical things in many cases predate man and are used by him to shape his existence (Rosaldo, 1993, 150). However, nature is also viewed as the state in which man is born or created. The nature of man is therefore that which constitutes man in his entirety including behaviour and beliefs (Bridgeman, 1983, 11). On of the long enduring anthropological controversies involve the role of the male versus that of the female in human society. This is one of the human universals since females are discriminated against in all human societies (Ortner, 1974, 67). In most analyses, women are seen as closer to nature while males are seen in terms of culture. There are a number of reasons for this universal divide. Chief of these is the fact that females are regarded in terms of their role of child bearing and the bulk of the work of rearing (Ortner, 1974, 68). As a result of this perception women are seen as being there mainly to play this biological role regarded in many parts of the wo rld as inferior to that of males. The perception of females as inferior beings are further perpetuated in three main ways. These are cultural, symbolic and social-structural devaluation (Ortner, 1974, 69). Cultural devaluation is achieved in the form of equating natural biological processes that only females go through such as menstruation, pregnancy, child birth and lactation with nature. The woman is therefore seen as closer to nature simply because she undergoes these processes. The bond between woman and child is therefore seen as natural since in the early stages of life, the baby depends so much on the mother for its survival (Ortner, 1974, 74). This results in the degrading of the woman’s role into that of a domestic servant and home keeper who has to stay closer to the offspring while the man roams about. This liberal roaming of the man enables him to formulate the rules of culture which at times involve the prescription of do’s and don’t s for the women . For instance in some cultures women have to undergo exclusion after menstruation before they can be allowed back to play their normal social roles in the society. One example of such a culture is that of the Crow tribe in Montana (Ortner, 1974, 70). Among them, females played a fairly predominant role in social activities such as the Sun Dance, but their role automatically

Business submission Essay Example | Topics and Well Written Essays - 1000 words

Business submission - Essay Example ch activities include; shifting manufacturing techniques or method, adopting new, better input materials, re-utilizing materials on site, and adoption of new product changes as well. Note that this has no exclusion to other firms under the same industry (Leipziger 2010). Precautionary approach to environmental challenges on the other hand involves organized use of risk assessment through identification of hazardous features or characteristics, management, as well as risk communication. This is based on the degree of certainty as shown by scientific evaluation techniques which must be conducted prior. Under this principle, the following activities by the organization in question (Microsoft) and its competitors have been witnessed. Provision of better information to the clients, communicating possible risk to the customers, the surroundings, or even the public and obtaining prior permission before certain commodities, are thought to be potentially harmful (Akhtarkhavari 2010). My position is to encourage these organizations to continue with such practices since they are essential in the compliance with the two principles of Global Compact. Despite the fact that the above business practices aim at compliance with the two principles I mentioned earlier, they also come with little side effects which we must agree to take charge of. To begin with, there are positive lessons learnt from the activities of Microsoft as it aims to comply with the two principles under the Global Compact. These include; the implementation of environmental friendly technologies that help in reduction on the use of raw materials, which in turn result into increased efficiency. Secondly, innovations pertaining to technology create a new whole world of more superior business opportunities which in turn helps the business to remain or win competitive advantage over others in the same industry. Furthermore, such technologies that use input materials more efficiently and even cleanly may be applied

How to use a Gold in Wind Turbines Case Study Example | Topics and Well Written Essays - 1750 words

How to use a Gold in Wind Turbines - Case Study Example One of the ways of embracing the sustainable activities is through employing wind power in the production of electric energy instead of using fossil fuels to produce electricity (Jamieson 2012). The gadget that converts wind energy to electric energy is wind turbine. The use of wind turbine to produce electricity has been in existence for some time now. However, it was not until people realized that other sources of energy such as fossil fuel and nuclear energy among others degrade environment that wind turbine was widely used to produce electricity (Mathew & Philip 2011). Basically, wind turbine produces electric energy by conversion of the wind’s kinetic energy to electric energy. Wind turbine is made up of a number components which are made from various materials. These components include: turbine, hub, tower, generator, nacelle, gear box, yaw and control system among others (Ancona & McVeigh 2001). Just as mentioned earlier, the components are made from various materials d epending on the environment of operation of the components, and the use into which these components are put in the wind turbine. The materials from which these components are made include: gold, plastics, iron, copper, steel and rubber among others (Blaabjerg & Chen 2006). This paper, therefore, aims at identifying as well as discussing the various ways in which gold is currently used in wind turbine components. The paper will also identify the new ways in which gold can be used in wind turbines. The paper also discusses the various components of wind turbine. The main components of wind turbines Just as earlier mentioned, the main components of wind turbine are: turbine, rotor, tower, generator, nacelle, gear box, yaw and control system among others. These components play various specific roles in order to ensure that wind turbine functions perfectly. The descriptions as well as functions of these wind turbine components have been discussed in the preceding sections of the paper. R otor Rotor is amongst the most important components of wind turbine, and it includes: turbine spinner, turbine hub and blades (normally three in number). The blades of wind turbines also considered amongst the important parts of a wind turbine, and are normally fabricated from the following materials: balsa wood, fiber glass, composites, and carbon fiber among other components (Burton, Jenkins, & Sharpe 2011). The strength-to-weight ratio of these components is normally high, and that’s why they are used in the manufacture of these components. Typically the dimensions of these blades range between 34 meters to 55 meters (Jamieson 2012). When the blades are manufactured, the raw materials are moulded into shapes that resemble airfoils in order to generate lift effect which in turn makes the rotor to rotate. In order to avoid blades from being stricken by lightning, they are sufficiently earthed in addition to being made of materials that can protect them being stricken by ligh tning (Manwell, McGowan, & Rogers 2010). The blades are usually bolted on the hub in such way that the hub is able to rotate, and take advantage of the wind’s varying speeds. The hub of wind turbine is normally made from cast iron that is ductile in nature, and usually considered as one of components of wind turbine with the greatest weight (Mathew & Philip 2011). This component of the wind turbine is usually rigid, and is designed in such a way that it is able to absorb vibrational forces. The hub is further covered by a component known as