...how they get it is almost like a race. Many people; not all, have a different mindset than others but that does not necessarily mean one is better than the other. Human nature is based on three things; competitiveness, selfishness, and aggression. The basis of human nature is people not caring about their consequences because they are too focused on getting ahead. It's no secret that when people want something, they'll get it, the only problem with that is the matter of how they got it. People might brand this society as competitive, and that represents it almost perfectly. This quote shows us how self-worth is something everybody lacks and how people judge others on where they're at in life, “Your value is defined by what you’ve done.”(Kohn) Competition means that one person can succeed, but only if others fail. Something that should be learned throughout the years is to always put yourself first but not to hurt others while doing it, and somehow that concept is long gone in society. Many studies have shown that the way people view themselves is based upon other people's opinions. Society doesn't care if people are left behind, as long as they're ahead then that's all that matters. ”This competitive drive built into us has caused humans to go to war with one another—killing each other in the process. In the modern era, competition has been significantly tempered in its lethality.”(Kovis) For example, let's say two people are applying for a job, but they only need one person...
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...Versus: Competition is a Child’s Best Competitor Life is not fair. One of the most overused phrases still to this day. That phrase is overused for a reason. Life really is not fair. During early adolescence we are taught to share your things, be fair, and that everyone is equal. How nice this American society would be if those virtues of being equal were true, but sadly it is not. As someone’s cognitive abilities develop and they start to assess their abilities, they automatically compare them to others, sometimes not even on purpose. As we grow up we learn that this society is a “dog-eat-dog” world, and if people do not possess the necessary skills and characteristics that one needs to get ahead or be on top, other people who are equipped with those essential skills will not even think twice about surpassing those who are lacking. By the time some people realize that America is dog-eat-dog society, they haven’t been prepared to handle competition correctly. The mere thought of a little competition scares the hell out of most people. That first loss that is handed to them during adolescence where their winning classmate throws up the “L” shape on their forehead and yells out “loser!” is almost unbearable. They completely bomb that group interview and are outshined by others in the same room where they have to openly compete for a spot in a company. Almost your entire life you have to compete either with yourself or others. Competition is very beneficial for adolescents and...
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...THE EFFECTS OF CAMPUS STRESS On campuses across this country, college students are under an abundance of pressure. From parental stress to, academic stress, to social stress, students are pulled in a never-ending maze pursuing their education to do whatever is necessary in order to graduate from college. Generations of today-- teenagers, young adults, and senior citizens alike, face challenges that are dramatically different from the past. Today we have sophisticated technology equipment, interactive strategies and the World Wide Web, just to name a few. For instance, now you have application tablets such as iPads, e-readers, Kindles and Nooks. Students find themselves constantly worrying about trying to keep up with every new device that is put on the market for sale. There is the stress of not having the money or being able to afford all these devices. Additionally, students are faced with the hassle if their gadget is stolen or worse if a hacker breaks into their system. For college students, the anxiety of it all comes from a multitude of different directions. There is constant pressure to pass this class, participate in that forum, excel in this sport, ace this exam or give the presentation of your life. With all of these mounting demands, the hustling, frustrations and academic decisions, the result to this chaos is stress. One important reason why college students are stressed is the weight of expectations being placed upon them from their parents. Sam...
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...example to substantiate his hypothesis. Encountering Alisa at the very beginning of the essay was indeed a refreshing way to initiate thought into a subject not often considered. Today not everyone ponders the real relevance behind education nor does anyone contemplate just how much of education is needed to be considered well-educated. Alisa has a doctorate in anthropology and is an excellent physician yet her lack of knowledge in basic math and English leads her husband to question the implications behind what true education is all about (Kohn, 2003, pars. 1-4). My first response to this startling line of thought was that something like this had never occurred to me before. One is either educated or not. But where does one cross over from educated into well-educated and what does the latter term encompass? These were interesting premises that galvanized me into Kohn’s text, rapidly seeking a resolution for my questions. The first question that Kohn tackles involves the purpose of education. Is education meant to create better individuals or introduce better professionals? (2003, par. 7) Although difficult to decide between the two I still felt at this point of my reading that education must create a good combination of the two. Successful education would indeed cause a person to evolve into a better-natured, more productive individual. Kohn’s next question on whether education or learning held more relevance set me thinking on a completely...
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...FDENG 201 Analysis 11/24/2013 What’s Wrong with the Grading System? In “From Degrading to De-grading” by Alfie Kohn, he introduces the idea that the traditional grading system is detrimental to how kids learn. In his article, Kohn gives many different reasons of how the grading system negatively impacts students. Kohn believes that the grading system encourages students to care more about their grades than what they are actually learning. Students get caught up thinking “is this going to be on a test” instead of thinking “how can this be applied in the real world.” Kohn also believes that students will choose easier assignments over harder ones, if given the choice, keeping their grade in mind. This causes students to not challenge themselves, or think as deeply as they could. Kohn’s article is effective because he provides many reasons to switch from the traditional grading system, he cites many studies that support his ideas, and he gives ways of how we can make the transition from grade oriented education to learning oriented education. Many Reasons His three main reasons for switching from the traditional grading system are that grades tend to reduce students’ interest in learning, grades tend to reduce students’ preferences for challenging tasks, and grades tend to reduce the quality of students’ thinking. As if these three reasons are not enough, Kohn gives six more reasons: grades are not reliable, grades distort the curriculum, grades waste a lot of time, grades...
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...response to reading 'Design Juries on Trial, The Renaissance of the Design Studio, (1999) by Katherine H. Anthony. I am firstly sharing my best design experience at Harvard University School of Design, in a class 'Presentation Skills, and Getting Published', taught by Eugene Kohn, KPF Architects. When attending the presentation skills class, we were broken into small groups and given projects to attend to. When we pursued gathering information for this topic, we were guided by an attorney working for KPF who introduced us to a procedure called 'throwing the long ball'. Mr. Kohn's attorney shared several pages of a method where 3 students could sequentially gather a very large amount of information about a client, and that client's needs. When presenting our project, he used video cameras to record our body language, as we were practicing, like a mock jury, to package our best practiced presentation to our client. Eugene Kohn. ( property of Harvard University) Edward Larrabee Barnes would pull out a piece of paper with a doodle on it from a jacket pocket, then another sketch from another pocket, and so on. And he'd get the job. (Note from E. Kohn) My worst jury, being hesitantly upfront, dealt with chemical dependency. In my efforts to do well in design, I was up many evenings without sleep. To to get ahead, I foolishly indulged in Cocaine use. I thought nothing of using another student's work as being my own, ANC...
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...What Does It Mean To Be Well-Educated? Greg Bonner Abstract To be well-educated mean more than the quality of the schools and colleges I attend. My education began with the sovereignty of God, the Creator. At birth my training and education began with my parents and care-givers. Throughout my life I was taught by those whom God had predestined for me as stewards, mentors and teachers. God created me in His image in every way. Divine wisdom, knowledge, and understanding are gifts inclusive of His image. I was and am increased in His knowledge through the nurturing and discipline of the Holy Spirit, our parents, teachers, and professors. To be well-educated expands further than the class rooms and curriculum of studies. My God given knowledge is released in “precept upon precept, and line upon line” in all that I do personally, academically, and otherwise (Isaiah 28:9-10 ESV). The best schools do not merit one to be well-educated. To be well-educated is forever learning, never ceasing to learn the knowledge of God in one’s self and others. What Does It Mean To Be Well-Educated? Reading Alfie Kohn’s article, “What Does it Mean to Be Well-Educated?” compelled me to answer the question. His article caused me to reflect and assess my own meaning of one being well-educated. My initial thought was that of academic and scholastic achievement. Being well-educated entails greater experiences than academic success. Life lessons, discipline, and...
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...Book Review The Homework Myth: Why Our Kids Get Too Much of a Bad Thing by Alfie Kohn University of Montevallo EDF561: Evaluations in Education Susan Scott Alfie Kohn’s (2006) book, The Homework Myth: Why Our Kids Get Too Much of a Bad Thing, gave me food for thought. Kohn opposes homework of any kind in any form for any grade level. He explores each commonly given, pro-homework argument in an attempt to persuade his readers, both parents and teachers, of the uselessness and possibly detrimental effects of the long-standing educational tradition. The first claim Kohn (2006) makes is that our children are “missing out on their childhoods” (p. 3). His opinion is that children spend seven hours in school everyday; that should be enough. He argues that kids need more time to be kids. Such time would include family time, friend time, time spent in extracurricular activities such as sports, music and art lessons, and play groups for younger kids. I agree. Kids do need time to enjoy their childhood. It is the most carefree time of their lives, relatively speaking. Does that mean they should have no homework at all? I am not yet ready to agree completely with that attitude. “Does homework improve learning?” Kohn (2006, p. 25) asks. The most significant issue he raises, in an attempt to answer that question, is regarding the kind of homework about which we are talking. Assignments can range from useless, fill-in-the-blank worksheets to extended projects that...
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...experienced this in my life as well. In my younger years, when my friends and I spent the majority of our days and nights playing Call of Duty, we dreamed of becoming pro gamers. However, such a reality is not realistic. Maybe, if we dedicated enough time, eventually one of us could make it, but not all of us. It is just not reasonable. In life, the person best suited for a position is the one who outperforms the rest. We are driven by competition, and therefore, it is irresponsible and unjust for society to paint an unrealistic perception of reality. There are many critics who propose directions our education system can go in to better serve students and society as a whole. One such commentator is the well known author and lecturer, Alfie Kohn. Kohn argues grades are counterproductive to the academic development of students. He claims grades tend to reduce students’ interest in the learning itself, and states “One of the most well-researched findings in the field of motivational psychology is that the more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward” (1). He suggests getting rid of grades all together and placing a focus moreso on the learning. Interestingly, I find many instances in my life in which a lack of grades would have made me a better learner. One such example is the way I took Spanish quizzes. I would memorize the required material the day before, so it would be fresh on my mind; however, after...
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...SRM UNIVERSITY (Under section 3 of UGC Act, 1956) FACULTY OF MANAGEMENT SCHOOL OF MANAGEMENT MBA FULL TIME CURRICULUM AND SYLLABUS - 2013-14 1 Code MB 13101 MB 13102 MB 13103 MB 13104 MB 13105 MB 13106 SRM University MBA - Revised Curriculum - 2013-14 Semester –I Thinking and Communication Skills (Practical) Accounting for Decision Making Philosophy for Management Economics for Managers Managerial Statistics Managerial Skills (Practical) Semester-II Financial Management Management Information System Marketing Human Resource Management Production And Operation Management Legal Aspects of Business Semester- III Summer Internship (8 weeks)(Practical) Entrepreneurship Strategic Management Business Analytics (Practical) Elective-1 Elective-2 Elective-3 Elective-4 Semester- IV Elective-5 Elective-6 Industrial Elective (Practical) Total Credit L 0 2 3 2 2 0 T 0 4 0 2 4 0 P 4 0 0 0 0 6 C 2 4 3 3 4 3 19 4 3 4 2 4 3 20 2 3 3 2 3 3 3 3 22 3 3 5 11 72 MB 13207 MB 13208 MB 13209 MB 13210 MB 13211 MB 13212 MB 13313 MB 13314 MB 13315 MB 13316 2 2 3 2 3 2 0 2 2 0 2 2 2 2 2 2 0 4 2 2 0 2 2 0 2 2 0 2 2 2 2 2 2 0 0 0 0 0 0 0 4 0 0 4 0 0 0 0 0 0 10 MB 13417 Functional Electives Marketing Finance Systems Human Resource Operations Vertical Electives Pharma Hospitality Enterprise Resource Planning Agriculture Hospital and Health Care Retailing Auto Industry Project Management Media and Communication Banking Financial Service Insurance 2 MB...
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...TRANSLATION QUALITY ASSESSMENT Translation quality assessment has become one of the key issues in translation studies. This comprehensive and up-to-date treatment of translation evaluation makes explicit the grounds of judging the worth of a translation and emphasizes that translation is, at its core, a linguistic operation. Written by the author of the world’s best known model of translation quality assessment, Juliane House, this book provides an overview of relevant contemporary interdisciplinary research on translation, intercultural communication and globalization, and corpus and psycho- and neuro-linguistic studies. House acknowledges the importance of the socio-cultural and situational contexts in which texts are embedded, and which need to be analysed when they are transferred through space and time in acts of translation, at the same time highlighting the linguistic nature of translation. The text includes a newly revised and presented model of translation quality assessment which, like its predecessors, relies on detailed textual and culturally informed contextual analysis and comparison. The test cases also show that there are two steps in translation evaluation: firstly, analysis, description and explanation; secondly, judgements of value, socio-cultural relevance and appropriateness. The second is futile without the first: to judge is easy, to understand less so. Translation Quality Assessment is an invaluable resource for students and researchers...
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...2012 Doing business in a more transparent world C O M PA R I N G R E G U L AT I O N F O R D O M E S T I C F I R M S I N 1 8 3 E C O N O M I E S © 2012 The International Bank for Reconstruction and Development / The World Bank 1818 H Street NW Washington, DC 20433 Telephone 202-473-1000 Internet www.worldbank.org All rights reserved. 1 2 3 4 08 07 06 05 A copublication of The World Bank and the International Finance Corporation. This volume is a product of the staff of the World Bank Group. The findings, interpretations and conclusions expressed in this volume do not necessarily reflect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. Rights and Permissions The material in this publication is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The World Bank encourages dissemination of its work and will normally grant permission to reproduce portions of the work promptly. For permission to photocopy or reprint any part of this work, please send a request with complete information to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, USA; telephone: 978-750-8400; fax: 978-750-4470; Internet: www.copyright.com. All other queries on rights and licenses, including subsidiary rights, should be addressed to the Office of the Publisher, The World Bank, 1818...
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