Professional Workplace Dilemma Essay Example | Topics and Well Written Essays - 1000 words

Professional Workplace Dilemma - Essay Example Johnson; the cashier identified my local police department badge and concluded that we were police officers. She could not have known our identities if it were not for the badge since we were dressed in civilian clothes. The cashier, Ms. Swansea, told me that I did not have to pay because I was from the local police department. This was a difficult situation because the courtesy would have meant money in my pocket, but due to the police department code of ethics for all personnel, I could not accept the gratuity. I paid the waitress the total amount for the food in a tip so that I would not be breaking company policy regarding gratuity and I did not want to offend the cashier. Analysis of the dilemma This scenario challenged my virtues as a human being and my loyalty to the Ethics that govern the operations of the law enforcement officers. There was a distinct difference between me as a law enforcement officer and the cashier. As a law enforcement officer, I am endowed with powers an d authority that come with holding such an office. Such powers can only be necessary in circumstances that the law allows. For instance, as a law enforcement officer, I have the power to interrogate and interview suspects in connection to their alleged crimes (Clark, 1970). I have powers and authority to use legal means to make suspects confess their crimes in order to advance the promotion of Justice to victims of the alleged crime, for instance, applying detention laws to confine suspects in accordance to the law. On the other hand, the cashier has no authority and power in comparison with the law enforcement officers. The cashier, Ms. Swansea, is an employee with the duty of serving clients and receiving cash from them. She has no authority outside her cafe. The ethics in question are: As a law enforcement officer, it is my duty to serve the community and to protect lives and property of innocent people against dishonest acts, and protect the weak against oppression and/or intimi dation (Scheb and Scheb, 2011). In the above scenario, the nature of the office I held intimidated the cashier who, thus, offered me the free meal. It is my responsibility as a law enforcement officer to protect the weak against intimidation, and Ms. Swansea as well. If I had accepted the offer, I would have gone against the codes of conduct and ethics that guide law enforcement officers. As law enforcement officers, it is our duty not to permit personal prejudices, personal feelings and political beliefs to influence our decisions and never to accept gratuities due to the office I am holding (H.M.S.O, 1985). Ms. Swansea offered a gratuity to me in the form of not paying for the meal. Had I accepted the offer, I would have betrayed the law enforcement officer’s code of conducts. As law enforcement officers, it is our duty to take the badge of the office as a symbol of faith from the public. It is a public trust that law enforcement officers hold (Scheb and Scheb, 2011). Thus, it is unacceptable for police officers to accept bribes or engage in corruption due to the opportunities that the office they hold presents. In this case, had I

Value Chain At Siemens Wind Power Commerce Essay

Value Chain At Siemens Wind Power Commerce Essay Siemens is a world-class service provider with over 30 years of experience in providing high quality services with superior safety principles. Based on this significant knowledge, a flexible range of service solutions have been designed for both onshore and offshore projects, to optimize the output of wind turbines throughout their lifetime. The purpose of the Service Department is to repair damaged main shafts of the wind mills. The range of operations in the service department can be divided into two main categories: On-site repairmen and substitutions of the damaged or broken main shafts. At Siemens Wind Power the service department in many cases is prioritized down in the organization because it is costing the company money, and not really generating any money. The service department it just building up inventory, and havent run since January 2009. So we decided to take a look and make a analysis of their value chain to have a overview of the current situation and to see if there are any problems which need solving. A value chain is a chain of activities for a firm operating in a specific industry. A value chain typically consists of inbound distribution or logistics, manufacturing operations, outbound distribution or logistics, marketing and selling, and after-sales service. These activities are supported by purchasing or procurement, research and development, human resource development, and corporate infrastructure. We used the Value Chain framework of Michael Porter from the strategic management book because it breaks down the activities of the organisation into its many parts. Contribution of each part can be analysed for its contribution to the total value added by the organisation. Afterwards this can be used to see where to put in the effort and make improvements. The goal of these activities is to offer the customer a level of value that exceeds the cost of the activities, thereby resulting in a profit margin. Primary Activities: Inbound Logistics : Includes receiving, storing , inventory control , transportation scheduling They have a safety stock in Denmark in Tinglev that consist 5 pieces of each component and in USA they have the safety stock in Huston and consists 10 pieces of each component. The safety stocks are enough to cover demand of 35 days according to their forecast. Production capacity is 30 turbines a week of the 2.3 and 4 a week of 3.6 and they have 60.000 components. Process when a part is broken: Demounting the defect shaft and then can be transported directly to Brande, or through the regional Headquarter and then mount it. Then it is send back to Fabriksvej and repaired and then to Tinglev, where it fills up a container, which consists of 2 main shafts. Lead time of one year of main bearings from the assembly department. Operations: Includes machining, assembly, equipment maintenance. The Costumers have to make the foundation, electricity and have the infrastructure. They are only buying turbines, costumers has to know for themselves the weather conditions etc. A wind mill costs approx. 18 mio. DKK for turbine without SLA. Siemens promises in the SLA that the windmill is running 95 % of the time. But it is actually running 97% of the time. Siemens fulfill the customers service contracts through the SLA (service level agreements) which is made in corporation with the customers. They have a Monitoring department that can see if the main bearing gets too hot and then switch it off and in the UK have their own monitoring departments but sometimes it brakes when it is turned on again. Siemens can monitor the costumer without the SLA, but dont, because they didnt pay for the service. Only if the customers want it later, they can start monitoring them. Outbound Logistics The activities required to get the finished product to the customers: warehousing, order fulfillment, transportation, distribution management In the past Siemens faced a problems with higher demand than expected and couldnt deliver spare parts to the customer because of low safety stock levels there were a demand for 10 in UK because they were broken down, but Siemens only have the safety stock of 5, which is not sufficient but also keeping a high level of safety stock is also not good because it takes lots of money to keep components in the stock. Siemens is not prioritizing the service department regarding the suppliers when they need to share capacity on old components, broken components or new components. When it is new components, the service department forecast a year ahead, to meet the demand. Siemens in order to reduce variability in demand and increase flexibility in order to meet the demand they try to build a corporation with the service regions; USA, Germany Uk to get a forecast from them at least 4 months ahead. Further they ask the regions to have service materials on stock, so they dont get to many urgent orders. There is also a safety-stock in USA, which covers the demand for 35 days. From this they are making forecasts to their suppliers, for them to be able to plan their capacity, they use Delta forecasting and using Delphi method compared with failure rates. The forecasts are updated every month by the demand management department. Marketing and Sales: The activities associated with getting buyers to purchase the product. The Siemens service headquarters is located in Brande, Denmark for both onshore and offshore services. In order to optimize knowledge transfer and customer value globally,  regional service centers have been established. These  main offices are  located in: The United States of America Singapore and Germany. In an effort to stay close to the customer in the  complex European region, the heart of the wind industry, smaller offices  are also  set up  in: The United Kingdom Spain, Germany and Denmark. They get the most revenue of selling turbines .The markets are Europe, USA and Asia Pacific . Onshore is not growing in Europe, but in the USA and New Zealand it is expanding. Siemens are the best wind turbine manufacturers they offer high quality and good service for the ones who are willing to pay for it. Their windmills are running 97% of the time, compared with Vestas ´ windmills, which are running under 95 % of the time. Brand name Siemens and with the history of bonus they are adding value to their product. The service department crew is adding value when there is a problem with the customers windmills. The service department has a monitoring department which monitors the windmills all the time. Service The activities that maintain and enhance the products value, including customer support, repair services, installation, training, spare parts management. The Costumers have to make the foundation, electricity and have the infrastructure. They are only buying turbines, costumers has to know for themselves the weather conditions etc. A wind mill costs approx. 18 mio. DKK, for turbine without SLA. Siemens promises in the SLA that the windmill is running 95 % of the time. But it is actually running 97% of the time. Siemens fulfill the customers service contracts through the SLA (service level agreements) which is made in corporation with the customers. They have different types of SLA ´s to meet the costumers needs. When a windmill breaks down, Siemens takes the part back and replaces it with a new one. Siemens Service department repairs the broken part, and then sell it again to another customer, 40 % of the sights (customers) are buying the long term SLA. Only in the service department; the costumers who pay more for SLA, get service first. 70 % want service, only pays 40 % for the quick lead time. 30 % dont want service, but can buy spare parts. In the service department there are two main categories of operations: The first type of repairment is taking place on-site by service teams, send out by the service department in Brande, or by one of the regional headquarters in Houston, Germany or in the UK. On-site repairmens are taking place when the detected problem is a minor damage that can be fixed without removing the main shaft, and when the repairment can be done within the scope of the service level agreement. This means that the turbine has to be up and running again within one week. The second type of repairment is when Siemens is facing a more serious damage that cannot be fixed on-site then the service department calls for a repaired main shaft from the safety stock, to use as a substitute for the operating and damaged main shaft. The regional headquarters are responsible for planning and execution of the arrangements needed to do a successful changeover of the main shaft. The teams which are send are trained especially for this operation, and the dissembled shafts are then transported to Denmark, where the repairment is taking place. Technicians and monitor regions are responsible for telling if they have the new shafts. They communicate to the service department to supply new parts. When it comes to repairing the wind mills Siemens has to face a seasonality. In the winter is not possible to fix any problems in the field thats why Siemens is trying to fix as much mills as they can before winter in October and November. The second pick period is after the winter when mills not repaired before winter need to be fixes as soon as possible in March and April. Support Activities. Procurement Procurement of raw materials, servicing, spare parts, buildings, machines. When a part breaks down within the 2 years; first it is sent from supplier to Siemens in Tinglev, and sold, then to the suppliers when it is broken, where it is renovated, then back to Tinglev and then to the new costumer who buys it. First when it goes to the supplier it is seen if it is better to scrap or renovate. After two years, you evaluate if it should be send to suppliers or renovate it yourself? They sell them as renovated parts for 80 % of the price.The supplier is out of the corporation with Siemens after 6 months if there are problems with the supplier. They have good suppliers which are flexible. At least 2 suppliers on each part. Suppliers have to pay if the turbine is down, if it is their fault. Many suppliers are owned by Siemens, on the main parts. Blades, gearboxes etc. They have stock in USA and in Tinglev, to supply with a new component, when broken down. Suppliers: Spain for main bearing. Normark are for shafts. Stockgos Germany, bearing houses Most parts from Europe are from suppliers but they dont have that many suppliers in the USA. So have to build up a supplier network. Siemens has the most expensive turbines and best quality. They are selling service in the US and they have a service facility but no repair.If the parts are under guaranty the supplier will supply a new part or a renovated part. The hours the technicians use will be paid by the supplier. For the most parts Siemens are able to renovate themselves. Technology Development Includes technology development to support the value chain activities, such as Research and Development, Process automation, design and redesign. Thanks to process technology developed by Dr. Gerald Hohenbichler (44), steel manufacturers can now save energy by processing metal in continuous strands. Hohenbichlers groundbreaking solution enables molten raw steel to be rolled immediately after casting, reducing a mills energy requirements by as much as 45 percent. Siemens Energy has installed the first prototype of a newly designed direct-drive wind turbine. The new SWT-3.0-101 DD is a gearless turbine with a power rating of three megawatts (MW). Its rotor has a diameter of 101 meters. The prototype was installed near the Danish town of Brande, where Siemens Wind Power headquarters is located. The intelligent, straightforward design of the turbine makes gearboxes unnecessary. The new turbine will officially be launched in 2010. Human Resource Management The activities associated with recruiting, development (education), retention and compensation of employees and managers. They have a new strategy; they are now finding the costumers themselves, because of the financial crisis. Siemens has already fired 400 workers in Brande and 200 in Ã…lborg. Siemens training centers offer thorough training programs to ensure that all service personnel are trained to our stringent safety and quality standards. Training centers are located in: Brande, Denmark Bremen, Germany Newcastle, UK Houston, United States. Firm Infrastructure Includes general management, planning management, legal, finance, accounting, public affairs, quality management, etc. Peter Là ¶scher, President and CEO of Siemens AG. The firms margin or profit then depends on its effectiveness in performing these activities efficiently, so that the amount that the customer is willing to pay for the products exceeds the cost of the activities in the value chain. It is in these activities that a firm has the opportunity to generate superior value. A competitive advantage may be achieved by reconfiguring the value chain to provide lower cost or better differentiation. Now that we have an overview of Siemens Supply chain we observe that they are facing some problems. We have received information regarding the possibility of investing into a new regional service department in the states which in our opinion might prove to be a very good answer to the problems that they are facing now and since the USA market is expanding for Siemens, a local risk hedging service department may indeed benefit the company. A service department who would communicate with the current service regions and the new found production plant in the USA. Having a repair department in the U.S would cut down the transportation and handling lead times and costs. The profitability for the service department and Siemens as a whole would be to reduction of inventory costs, because the inventory will be reduced in the service department of broken shafts, when it starts running again. There would be a reduction in transportation costs; severely if they implement a service department in the US, and namely if they optimize the flow in Denmark. It will also reduce the capital bindings in defect components which are in the service departments inventory. Also a good idea would be built up a supplier network in the USA because most of the parts come from the European suppliers. Choosing the right supply chain strategy Once the production plant and service department are build they need to have a right supply chain strategy which prepares them for the new business challenges and opportunities. A simple but powerful way to characterize a product when seeking to devise the right supply chain strategy are the two key uncertainties faced by the product which are demand and supply. Demand uncertainty is linked to the predictability of the demand for the product. In order for Siemens to choose the right strategy they have to follow some steps in order to understand what is going on with their supply chain. A first step would be to figure out what time of product are they selling functional products or innovative products .Functional products are ones that have long product life cycles and there for stable demand, while innovative products are products that have short life cycles with high innovation and fashion contents as we can see clearly, different supply chain strategies are required for functional versus innovative products. Functional products tend to have less product variety than innovative products, where variety is introduced due to the fashion-oriented nature of the product or the rapid introduction of new product options due to product technology advancements. Demand for functional products is much easier to forecast, while demand for innovative products is highly unpredictable due to the differences in product life cycle and the nature of the product, functional products tend to have lower product profit margins, but the cost of obsolescence is low; whereas innovative pro ducts tend to have higher product profit margins, but the cost of obsolescence is high. A second step would be to choose their supply chain characteristics. A stable supply process is one where the manufacturing process and the underlying technology are mature and the supply base is well established. An evolving supply process is where the manufacturing process and the underlying technology are still under early development and are rapidly changing, and as a result the supply base may be limited in both size and experience. In a stable supply process, manufacturing complexity tends to be low or manageable. Stable manufacturing processes tend to be highly automated, and long-term supply contracts are prevalent. In an evolving supply process, the manufacturing process requires a lot of fine-tuning and is often subject to breakdowns and uncertain yields. The supply base may not be as reliable, as the suppliers themselves are going through process innovations. While functional products tend to have more mature and stable supply process, that is not always the case. There ar e also innovative products with a stable supply process. Demand Uncertainty Reduction Strategies Only through information sharing and tight coordination can one regain control of supply chain efficiency. Sharing of demand information and synchronized planning across the supply chain are crucial for this purpose. Supply Uncertainty Reduction Strategies Free exchanges of information starting with the product development stage and continuing with the mature and end-of-life phases of the product life cycle has been found to be highly effective in reducing the risks of supplier failure. So a good idea for Siemens would be to form a supplier hub in the USA operated by a third-party logistics company which would manage the replenishment and inbound logistics of the parts and materials to a warehouse (known as the supplier hub) which would be in close proximity to the Siemens plant. The inventory at the hub would be owned by the suppliers. The use of the hub will allow the suppliers to have much better information about Siemens needs and consumption patterns of their parts as well as about the inventory in transit. This will result in a more effective management of inventory replenishment and inbound logistics by the suppliers thereby reducing the supply uncertainties for Siemens. Supply Chain Strategies Some uncertainty characteristics require supply chain strategies with initiatives and innovations that can provide a competitive edge to companies. These strategies can be classified into four types: Efficient Supply Chains: these are supply chains that utilize strategies aimed at creating the highest cost efficiencies in the supply chain. For such efficiencies to be achieved, non-value-added activities should be eliminated, scale economies should be pursued, optimization techniques should be deployed to get the best capacity utilization in production and distribution, and information linkages should be established to ensure the most efficient, accurate, and cost-effective transmission of information across the supply chain. The role of the Internet in this case is that it enables the supply chain to have tight and effortless information integration, as well as enabling production and distribution schedules to be optimized once the demand, inventory, and capacity information throughout the supply chain are made transparent. à ¢Ã¢â€š ¬Ã‚ ¢ Risk-Hedging Supply Chains: these are supply chains that utilize strategies aimed at pooling and sharing resources in a supply chain so that the risks in supply disruption can also be shared. It is therefore a risk-hedging strategy. A single entity in a supply chain can be vulnerable to supply disruptions, but if there is more than one supply source or if alternative supply resources are available, then the risk of disruption would be reduced. A company may want to increase the safety stock of its key component to hedge against the risk of supply disruption, and by sharing the safety stock with other companies who also need this key component, the cost of maintaining this safety stock can be shared. Such inventory pooling strategies are quite common in retailing, where different retail stores or dealerships share inventory. The Internet plays a key role in providing information transparency among the members of the supply chain that are sharing inventory. Having real time information on inventory and demand allows the most cost-effective transshipment of goods from one site (with excess inventory) to another site (in need). Responsive Supply Chains: these are supply chains that utilize strategies aimed at being responsive and flexible to the changing and diverse needs of the customers. To be responsive, companies use build-to-order and mass customization processes as a means to meet the specific requirements of customers. The customization processes are designed to be flexible. Order accuracy (i.e., accurate specification of customer requirements) is the key to the success of mass customization. Again, the Internet has enabled very accurate and timely capturing of highly personalized requirements of customers as well as fast transfer of order information to the factory or customization centers for the final configuration of the product. à ¢Ã¢â€š ¬Ã‚ ¢ Agile Supply Chain: these are supply chains that utilize strategies aimed at being responsive and flexible to customer needs, while the risks of supply shortages or disruptions are hedged by pooling inventory or other capacity resources. These supply chains essentially have strategies in place that combine the strengths of hedged and responsive supply chains. They are agile because they have the capability to be responsive to the changing, diverse, and unpredictable demands of customers on the front end, while minimizing the back-end risks of supply disruptions. Given the different nature of demand and supply uncertainties of different products, different supply chain strategies are needed for different products. The Right Supply Chain Strategy Innovative Products with Evolving Supply Processes Companies with innovative products and evolving and unstable supply processes have to utilize the combination of risk-hedging and responsive strategies. The appropriate strategy here is to establish agile supply chains. Demand and supply uncertainties can be used as a framework to devise the right supply chain strategy. Innovative products with unpredictable demand and an evolving supply process face a major challenge. Because of shorter and shorter product life cycles, the pressure for dynamically adjusting and adapting a companys supply chain strategy is mounting. Using the Internet to develop agile supply chains with information sharing, coordination, and postponement has enabled companies to compete successfully in their market places. The challenges are great, but so are the opportunities. To be continued today

Cuban Film Industry Essay examples -- Cuba Movies Films Cinema Essays

Cuban Film Industry Bennito Mussolini constructed Cinecitta in 1938, the most significant film studio in Europe. Stalin had hi own Private projection. Juan Peron and Mao Zedong shared the fascination, they both married actresses. Francisco Franco was said to have a fantasy of being a movie writer. The leader of the Cuban Revolution follows their footsteps. In 1979 he created, ?The International Film Festival of Havana? and also inaugurates a school for the Cuban youth to follow on their prestigious film makers rule of the screen. The Cuban revolution had a great impact on future Cuban filmmakers and the Cuban film industry. Before the revolution, during Batista?s dictatorship, cinema only existed in the capital and major cities; only Hollywood videos would be shown. When Fidel Castro took over the filmmaker?s goal was to create democracy in the production and distribution of films. Their desire to acquire films from all over the world almost exceded their patriotism. Cuba developed mobile cinemas for the rural areas. Since the revolution it has been possible to create a film industry in Cuba although the fight to show the industry view of the revolution has been hard. Unfortunately there are limitations to money so productions have decreased. This creates a problem for the younger generation who are struggling to become film makers. Now a days its almost impossible to create a film without co-producing it with another country. Other problems exist for example, in Cuba there is a shortage in gasoline, gas is r eceived from other countries to film motion films. From the very beginning the cinema was the only sector of Cuban society openly in the hands of the communists, and they control each and every piece of film shown in the... ... of independent directors and producers? For Cubans the art of movie making is truly an art. Their desire is more to entertain the public than to make money . The war against capitalism is very notable in Cubans, sometimes there is just too much pride to admit that one is wrong. But when Cubans are all that Cubans have, pride might be the only thing to protect them from the outside world. Films are a part of Cuba, the youth is a part of Cuba, ?machismo? is a part of Cuba. All these little pieces integrate to form a great country which fights to entertain their people without betraying their leader and Cuba Bibliography 1.http://web.lexis-nexis.com/universe/ a. Copyright 1995 UNESCO (France) b. Copyright 1991 The Economist Newspaper Ltd. c. Copyright 1988 The New Republic Inc. 2.http://www.stg.brown.edu/projects/classes/mc166k/espinoza.html Cuban Film Industry Essay examples -- Cuba Movies Films Cinema Essays Cuban Film Industry Bennito Mussolini constructed Cinecitta in 1938, the most significant film studio in Europe. Stalin had hi own Private projection. Juan Peron and Mao Zedong shared the fascination, they both married actresses. Francisco Franco was said to have a fantasy of being a movie writer. The leader of the Cuban Revolution follows their footsteps. In 1979 he created, ?The International Film Festival of Havana? and also inaugurates a school for the Cuban youth to follow on their prestigious film makers rule of the screen. The Cuban revolution had a great impact on future Cuban filmmakers and the Cuban film industry. Before the revolution, during Batista?s dictatorship, cinema only existed in the capital and major cities; only Hollywood videos would be shown. When Fidel Castro took over the filmmaker?s goal was to create democracy in the production and distribution of films. Their desire to acquire films from all over the world almost exceded their patriotism. Cuba developed mobile cinemas for the rural areas. Since the revolution it has been possible to create a film industry in Cuba although the fight to show the industry view of the revolution has been hard. Unfortunately there are limitations to money so productions have decreased. This creates a problem for the younger generation who are struggling to become film makers. Now a days its almost impossible to create a film without co-producing it with another country. Other problems exist for example, in Cuba there is a shortage in gasoline, gas is r eceived from other countries to film motion films. From the very beginning the cinema was the only sector of Cuban society openly in the hands of the communists, and they control each and every piece of film shown in the... ... of independent directors and producers? For Cubans the art of movie making is truly an art. Their desire is more to entertain the public than to make money . The war against capitalism is very notable in Cubans, sometimes there is just too much pride to admit that one is wrong. But when Cubans are all that Cubans have, pride might be the only thing to protect them from the outside world. Films are a part of Cuba, the youth is a part of Cuba, ?machismo? is a part of Cuba. All these little pieces integrate to form a great country which fights to entertain their people without betraying their leader and Cuba Bibliography 1.http://web.lexis-nexis.com/universe/ a. Copyright 1995 UNESCO (France) b. Copyright 1991 The Economist Newspaper Ltd. c. Copyright 1988 The New Republic Inc. 2.http://www.stg.brown.edu/projects/classes/mc166k/espinoza.html

Characteristics of the effective counselor Essay

I ‘d like to acknowledge the wonderful help that I received from one of the finest professors at Liberty University Online. I am very grateful to you, Dr. McCarthy, who provided me with the much needed suggested improvements and gave me the tools to complete this research paper. Thanks! Abstract The characteristics that make up an effective counselor are the personality traits that really define the counselor. Several leaders in the field of counseling have listed many of these personality qualities; self confidence, high energy level, optimistic, sense of humor, neutrality, flexibility, emotional stability, risk-taking experience, analytic thinking, creativity, enthusiasm, honesty, sensitivity, hope, self control, awareness, and knowledge. The research compiled in this paper confirm that it’s the richness of the personality that builds the effectiveness of the counselor. Being an effective counselor requires forming not just a solid relationship with your client, but an emotional experience, where the counselor works with the client in a supportive role to recognize and move through challenges as the goals are achieved. It’s the counselors and not the psychotherapists that must allow an emotional alliance and empathetic responses to their client’s issues. Overall, the most important personality qualities in any effective counselor seem to center on warmth, genuineness, compassion and empathy. These are the traits that will be addressed the most in this paper. These four traits seem to provide the purest motivation and seemingly guide the direction of the moral compass within the most effective counselors. The biggest obstacle is identifying how to increase these ideal qualities in oneself as a counselor. The answer seems to lie in a consistent daily practice of mind-body-medicine and self-care. Characteristics of the Effective Counselor Overall it’s the relationship that influences the therapeutic outcome and it’s the counselor’s personality and character that determine the depth and effectiveness of the therapeutic alliance with the client. Counselors that know themselves benefit their clients the most â€Å"†¦the single most important factor in effective counseling is the person-hood of the counselor, regardless of education, training, theoretical orientation, or counseling technique.† (as cited by Clinton, 2002). The personality and character of the counselor is the single most important variable, more important than the therapeutic techniques applied. Effective counselors possess a myriad of personal qualities that transcend their theoretical orientation and therapeutic techniques (Clinton, 2002, p. 185). In order to cultivate the best personhood, or personality of an effective counselor, the issue of identifying what these attractive characteristics or qualities are and how to increase and expand upon them becomes paramount. The combination of qualitative and quantitative measurement tools reflects the overall measure of effectiveness of a counselor. Body Effective Characteristics The classic works of Carl Rogers (1957) identified the need for presence, congruence, empathetic understanding and unconditional positive regard. Above all, he stated the importance of congruence by means of compliance between ideal self and actual self in his personality theory. The third condition is that the therapist should be, within the confines of this relationship, a congruent, genuine, integrated person. It means that within the relationship he is freely and deeply himself, with his actual experience accurately represented by his awareness of himself. It is the opposite of presenting a facade, either knowingly of unknowingly (Rogers, 1957, p. 97). The idea is to bridge the gaps in all directions, to include the therapeutic alliance gaps that separate the counselor from the client. The idea is to remove all disconnect and just experience each experience as a true and  authentic experience, without judgment and without preconceptions. Present moment awareness requires the therapist to take note of the elements that make up each experience, such as sensations, thoughts and feelings. Acknowledgment of these experiences without feeling the need to react or fix anything is critical. The Golden Triad The Golden Triad, or â€Å"therapeutic triad†, is one invaluable concept of effective counseling characteristics and lays down a solid benchmark for counselor’s to emulate and implement. The Golden Triad consists of the high display of warmth, genuineness, and empathy that effective counselors exude with their clients. The therapist’s persuasiveness, level of attention, understanding, support and encouragement all impact the results of the therapy with the client. It’s not just therapist’s ability to foster a positive relationship with the client, but specific needs and expectations for improvement must be met for the client (Clinton, 2002, p. 185). Frequently, genuine responses require more self-reflection and mindful attention. Self-reflection promotes awareness of feelings and knowing the appropriate moment to convey them to a client. Cultivating Empathy and Compassion The majority of counselors who ascribe to the values of holistic humanistic or existential approaches are less likely to avoid experiencing compassion and empathy as they enter and experience their client’s worldview, so that they can become vulnerable and understand how he/she experiences their world (Bowen & Moore, 2014, p. 18). Although the ability to be vulnerable with clients can yield both negative effects such as compassion fatigue or positive effects such as compassion satisfaction, it’s critical that the qualities of compassion and empathy are made readily available to the client in a balanced and careful manner. Being in a state of mindfulness helps to produce more balanced responses of empathy and compassion, without minimizing therapeutic presence (Campbell & Christopher, 2012, pg. 221). In order to help cultivate the many beneficial characteristics of an effective counselor, such as compassion and empathy, certain practices  should be implemented daily. Mind-body practices such as Yoga, Mediation, Qi Gong, etc. bring awareness and acceptance and help to foster a therapeutic and empathetic presence. The ability for a therapist to be present enhances the therapeutic relationship and promotes healing. The mindfulness presence increases the awareness and acceptance of their own inner experience as well as for the experience of the client (Campbell, 2012, pg. 222). Awareness and Acceptance This combination of awareness and acceptance seem to encourage less reactive behavior, by nonreactively recognizing thoughts, emotions and sensations as they arise. This practice also helps to communicate experiences and to be more present to their client’s inner experiences and sufferings in the same moment-to-moment awareness, which additionally helps clients express their body sensations and feelings. Mindfulness practicing therapists learn how to take their minds less seriously and not feel as though they needed to do something when feelings such as anxiety emerge. These mindfulness practicing therapists could also maintain a therapeutic connection with their client and become less reactive to their struggling client’s experiences, rather than sensing their own inadequacy and need to be in control (Campbell, 2012, pg. 221). The counselors freely chose if or how they were to respond to counter-transference. One choice is by acting as observers and just notice without judgment and without trying to suppress reactions to what was happening in the present moment. This mindfulness seems connected to an ability to tolerate silence and wait through it, allowing new experiences to emerge and genuine encounters to occur. This mindfulness presence allows clients to begin to experience their therapist as individual witness in the midst of their own vulnerability (Campbell, 2012, pg. 223). The Essence of Therapeutic Presence According to Rogers, three components exist in attempting to capture the essence of therapeutic presence: being open and available to all aspects of the client’s experience, being open to one’s own experience in being with the client, and having the capacity to respond to the client from the  experience. This therapeutic presence is more of a state of being rather than of doing and the beneficial influence of mindfulness extends to all participants in the therapeutic relationship (Rogers, 1957, p. 98-99). Two elements related to therapeutic presence that deserve repeating are attention and empathy, which have been shown to increase through mindfulness practice. Many practitioners of mindfulness report increases not only in attention and empathy, but in awareness, patience, focus, compassion, responsiveness, the ability to handle strong emotions, and less defensive, judgmental and reactive. (Campbell, 2012, pg. 213) One last concept to point out is that being in present moment awareness with the client occurs on four main levels; spiritually, emotionally, physically and cognitively and requires a deep knowledge of oneself, which can usually be attained through a consistent life-long commitment of integrating a daily exercise routine of mindfulness practices into a demanding schedule. These daily practices may not only induce relaxation states, but can profoundly alter our relationship to ourselves and our minds (Campbell, 2012, pg. 217). Conclusion To summarize, the most important tool that an effective counselor has is themselves. The characteristics of an effective counselor are directly related to the counselor’s personality and client relationship. Some key personality traits of an effective counselor are compassion, empathy, awareness, acceptance, warmth, genuineness as well as a congruent and fully integrated individual. One of the most effective approaches in which counselors can cultivate and nurture those qualities can be found in a daily mindfulness practice, which helps to maintain a more solid moment-to-moment awareness as the client experiences the world and the counselor maintains the role of present, nonjudgmental witness. With a consistent and daily practice of mindfulness exercises, the therapist begins to live more in the moment and less in a reactive state. By working continuously towards self-mastery and self-actualization, counselors can provide the therapeutic presence that positively impacts their clients’ growth and well-being. References Bowen, N., & Moore, J. (2014). Common Characteristics of Compassionate Counselors: A Qualitative Study. International Journal for the Advancement of Counselling, 36(1), 17-29. Clinton, Timothy, and George Ohlschlager. Competent Christian Counseling. Vol. 1. Colorado Springs: Waterbrook, 2002. 184-186, 570-574. Print. Campbell, J. C., & Christopher, J. C. (2012, July). Teaching mindfulness to create effective counselors. Journal of Mental Health Counseling, 34(3), 213+. Retrieved from http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE%7CA297915507&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w&asid=dc53ce42d985ee78066b8600c33ca82c Rogers, C.R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21,95-103. doi:10.1037/h0045357

History And Perspectives Of Cooperative Learning Education Essay

Three theoretical positions have guided research on co-op acquisition which is societal mutuality, cognitive-developmental, and behavioural. Social Interdependence Theory is the interaction with other people is indispensable for human endurance. In an instruction scene, societal mutuality refers to pupils ‘ attempts to accomplish, develop positive relationships, adjust psychologically, and show societal competency. The societal mutuality position of concerted acquisition presupposes that the manner societal mutuality is structured determines the manner individuals interact with each other. Furthermore, results are the effect of individuals ‘ interactions. Therefore, one of the concerted elements that have to be structured in the schoolroom is positive mutuality or cooperation. When this is done, cooperation consequences in promotive interaction as group members encourage and ease each other ‘s attempts to larn ( Johnson, Johnson, & A ; Holubec, 1998 ) .A A History of Theory and Research: Social Interdependence Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: The manner in which societal mutuality is structured determines who persons interact with and determines results. Early on 1900s Kurt Koffka: Groups are dynamic wholes having member mutuality 1920-1940 Kurt Lewin: Mutuality among members, common ends 1940s-1970s Morton Deutsch: Positive, negative, and no end mutuality ( concerted, competitory, individualistic attempts ) ; two mediating variables ( trust & A ; struggle ) ; distributive justness sixtiess David and Roger Johnson: Impact of societal mutuality on accomplishment, relationships, psychological wellness and societal development, interceding variables ( positive mutuality, single answerability, promotive interaction, societal accomplishments, group processing ) seventiess Dean Tjosvold: Research in concern and industry scene Premises of societal mutuality theory: Concerted attempts are based on intrinsic motive generated by interpersonal factors in working together and joint aspirations to accomplish a important end Focus on relational constructs covering with what happens among persons The other one is the cognitive developmental position where it is grounded in the work of Jean Piaget and Lev Vygotsky. Piagetian positions suggest that when persons work together, sociocognitive struggle occurs and creates cognitive disequilibrium that stimulates perspective-taking ability and logical thinking. Vygotsky ‘s theories present cognition as a social merchandise ( Johnson, Johnson, & A ; Holubec, 1998 ) .A A History of Theory and Research: Cognitive Development Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: When persons cooperate on the environment, sociocognitive struggle occurs, therefore making cognitive disequilibrium, which in bend stimulates perspective-taking ability and cognitive development. Subscribers: Piaget, Vygotsky, Kohlberg, Murray, contention theoreticians ( Johnsons & A ; Tjosvold ) , cognitive restructuring theoreticians Premises: Focus on what happens within a individual individual ( e.g. , disequilibrium, cognitive reorganisation ) Last, the behavioral-social position presupposes that cooperative attempts are fueled by extrinsic motive to accomplish group wagess ( academic and/or nonacademic ) ( Johnson, Johnson, & A ; Holubec, 1998 ) .A A History of Theory and Research: Behavioral Learning Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: Actions followed by extrinsic wagess ( group eventualities ) are repeated. Subscribers: Skinner ( group eventualities ) ; Bandura ( imitation ) ; Homans, Thibaut & A ; Kelley ( balance of wagess and costs ) ; Mesch-Lew-Nevin ( specific application to cooperative acquisition ) Premises: Concerted attempts are powered by extrinsic motive to accomplish group wagess.DEFINITIONS OF COOPERATIVE LEARNINGConcerted Learning is a learning agreement that refers to little, heterogenous groups of pupils working together to accomplish a common end. Students work together to larn and are responsible for their teammates ‘ acquisition every bit good as their ain. Concerted acquisition is a successful instruction scheme in which little squads, each with pupils of different degrees of ability, utilize a assortment of larning activities to better their apprehension of a topic. Each member of a squad is responsible non merely for larning what is taught but besides for assisting teammates learn, therefore making an ambiance of accomplishment. Students work through the assignment until all group members successfully understand and complete it. In other words, Cooperative Learning besides is a relationship in a group of pupils that requires positive mutuality ( a sense of sink or swim together ) , single answerability ( each of us has to lend and larn ) , interpersonal accomplishments ( communicating, trust, leading, determination devising, and conflict declaration ) , face-to-face promotive interaction, and processing ( reflecting on how good the squad is working and how to work even better ) . Some definitions of concerted acquisition ( besides known as collaborative acquisition ) are the instructional usage of little groups so that pupils work together to maximise their ain and each other ‘s larning the rules and techniques for assisting pupils work together more efficaciously ( Jacobs, Power, & A ; Loh, 2002, p. 1 ) . The point is that concerted larning involves more than merely inquiring pupils to work together in groups. Alternatively, witting idea goes in to assisting pupils make the experience every bit succes sful as possible. There is a difference between merely holding pupils work in a group and structuring groups of pupils to work hand in glove. A group of pupils sitting at the same tabular array making their ain work, but free to speak with each other as they work, is non structured to be a concerted group, as there is no positive mutuality. Possibly it could be called individualistic acquisition with speaking. For this to be a concerted acquisition state of affairs, there needs to be an recognized common end on which the group is rewarded for its attempts. If a group of pupils has been assigned to make a study, but merely one pupil does all the work and the others go along for a free drive, it is non a concerted group. A concerted group has a sense of single answerability that means that all pupils need to cognize the stuff or enchantment good for the whole group to be successful. Puting pupils into groups does non needfully derive a concerted relationship, it has to be structured and managed by the i nstructor or professor. Concerted attempts consequence in participants endeavoring for common benefit so that all group members gain from each other ‘s attempts, acknowledge that all group members portion a common destiny and cognize that one ‘s public presentation is reciprocally caused by oneself and one ‘s squad members and besides experience proud and jointly observe when a group member is recognized for accomplishment.THE COOPERATIVE LEARNING MODEL – THE FIVE KEY ELEMENTSPositive MutualityThe first demand for an efficaciously structured concerted lesson is that pupils believe that they â€Å" sink or swim together. † Within concerted acquisition state of affairss, pupils have two duties which are learn the assigned stuff and guarantee that all members of the group learn the assigned stuff. The proficient term for that double duty is positive mutuality. Positive mutuality exists when pupils perceive that they are linked with group couples in such a manner that they can no n win unless their group couples do ( and frailty versa ) and/or that they must organize their attempts with the attempts of their group mates to finish a undertaking. Positive mutuality promotes a state of affairs in which pupils see that their work benefits group couples and their group couples ‘ work benefits them and work together in little groups to maximise the acquisition of all members by sharing their resources to supply common support and encouragement and to observe their joint success. When positive mutuality is clearly understood, it establishes that each group member ‘s attempts are required and indispensable for group success and each group member has a alone part to do to the joint attempt because of his or her resources and/or function and undertaking duties. There are a figure of ways of structuring positive mutuality within a larning group. Positive Goal Interdependence Students perceive that they can accomplish their acquisition ends if ‘ and merely if all the members of their group besides attain their ends. The group is united around a common end — a concrete ground for being. To guarantee that pupils believe they â€Å" sink or swim together † and care about how much each other learns, the instructor has to construction a clear group or common end, such as â€Å" learn the assigned stuff and do certain that all members of the group learn the assigned stuff. † The group end ever has to be a portion of the lesson. Positive Reward — Celebrate Interdependence Each group member receives the same wages when the group achieves its ends. To supplement end mutuality, instructors may wish to add joint wagess ( e.g. , if all members of the group score 90 % correct or better on the trial, each receives 5 fillip points ) . Sometimes instructors give pupils: 1 ) a group class for the overall production of their group, 2 ) an single class ensuing from trials, and 3 ) fillip points if all members of the group achieve the standard on trials. Regular jubilations of group attempts and success enhance the quality of cooperation. Positive Resource Interdependence Each group member has merely a part of the resources, information, or stuffs necessary for the undertaking to be completed ; the members ‘ resources have to be combined for the group to accomplish its ends. Teachers may wish to foreground the concerted relationships by giving pupils limited resources that must be shared ( one transcript of the job or undertaking per group ) or giving each pupil portion of the needed resources that the group must so suit together ( the Jigsaw process ) . Positive Role Mutuality Each member is assigned complementary and interrelated functions that specify duties that the group needs in order to finish the joint undertaking. Teachers create function mutuality among pupils when they assign them complementary functions such as reader, recording equipment, checker of apprehension, encourager of engagement, and elaborator of cognition. Such functions are critical to high-quality acquisition. The function of checker, for illustration, focuses on sporadically inquiring each group mate to explicate what is being learned. Rosenshine and Stevens ( 1986 ) reviewed a big organic structure of well-controlled research on learning effectivity at the pre-collegiate degree and found â€Å" look intoing for comprehension † to be one specific learning behaviour that was significantly associated with higher degrees of pupil acquisition and accomplishment. Although the instructor can non continually look into the apprehension of every pupil, the instructor can engineer su ch checking by holding pupils work in concerted groups and delegating one member the function of checker. There are other types of positive mutuality. Positive undertaking mutuality exists when a division of labour is created so that the actions of one group member have to be completed if the following member is to finish his or her duty. Positive individuality mutuality exists when a common individuality is established through a name or slogan. Outside menace mutuality exists when groups are placed in competition with each other. Fantasy mutuality exists when a undertaking is given that requires group members to conceive of that they are in a conjectural state of affairs.Face-to-Face Promotive Interactionâ€Å" In an industrial organisation, it ‘s the group attempt that counts. There ‘s truly no room for stars in an industrial organisation. You need gifted people, but they ca n't make it entirely. They have to hold aid. † ( John F. Donnelly, President, Donnelly Mirrors ) Positive mutuality consequences in promotive interaction. Promotive interaction may be defined as persons promoting and easing each other ‘s attempts to accomplish, complete undertakings, and bring forth in order to make the group ‘s ends. Although positive mutuality in and of itself may hold some consequence on results, it is the face-to-face promotive interaction among persons fostered by the positive inter-relationships, and psychological accommodation and societal competency. Promotive interaction is characterized by persons supplying each other with efficient and effectual aid and aid ; interchanging needful resources, such as information and stuffs, and treating information more expeditiously and efficaciously ; supplying each other with feedback in order to better their subsequent public presentation ; disputing each other ‘s decisions and concluding in order to advance higher quality determination devising and greater penetration into the jobs being consider ed ; recommending the effort of attempt to accomplish common ends ; act uponing each other ‘s attempts to accomplish the group ‘s ends ; moving in swearing and trusty ways ; being motivated to endeavor for common benefit ; and keeping a moderate degree of arousal characterized by low anxiousness and stress.AIndividual Accountability/Personal Responsibilityâ€Å" What kids can make together today, they can make entirely tomorrow. † ( Let Vygotsky, 1962 ) Among the early colonists of Massachusetts there was a expression, â€Å" If you do non work, you do non eat. † Everyone had to make their just portion of the work. The 3rd indispensable component of concerted acquisition is single answerability, which exists when the public presentation of single pupils is assessed, the consequences are given back to the person and the group, and the pupil is held responsible by group couples for lending his or her just portion to the group ‘s success. It is of import that the group-knows who needs more aid, support, and encouragement in finishing the assignment. It is besides of import that group members know they can non â€Å" hitchhike † on the work of others. When it is hard to place members ‘ parts, when members ‘ parts are excess, and when members are non responsible for the concluding group result, they may be seeking a free drive. This is called societal idleness. The intent of concerted acquisition groups is to do each member a stronger single in his or her ain right. Individual answerability is the key to guaranting that all group members are, in fact, strengthened by larning hand in glove. After take parting in a concerted lesson, group members should be better prepared to finish similar undertakings by themselves. To guarantee that each pupil is separately accountable to make his or her just portion of the group ‘s work, instructors need to measure how much attempt each member is lending to the group ‘s work, supply feedback to groups and single pupils, aid groups avoid excess attempts by members, and guarantee that every member is responsible for the concluding result. There are common ways to construction single answerability include: Keeping the size of the group little. The smaller the size of the group, the greater the single answerability may be. Giving an single trial to each pupil. Randomly analyzing pupils orally by naming on one pupil to show his or her group ‘s work to the instructor ( in the presence of the group ) or to the full category. Detecting each group and entering the frequence with which each member-contributes to the group ‘s work. Delegating one pupil in each group the function of checker. The checker asks other group members to explicate the logical thinking and rationale underlying group replies. Having pupils teach what they learned to person else. When all pupils do this, it is called coincident explaining. There is a form to classroom acquisition. First, pupils learn cognition, accomplishments, schemes, or processs in a concerted group. Second, pupils apply the cognition or execute the accomplishment, scheme, or procedure entirely to show their personal command of the stuff. Students learn it together and so execute it entirely.Interpersonal and Small-Group Skillsâ€Å" I will pay more for the ability to cover with people than any other ability under the Sun. † ( John D. Rockefeller ) The 4th indispensable component of concerted acquisition is the appropriate usage of interpersonal and small-group accomplishments. In order to organize attempts to accomplish common ends, pupils must acquire to cognize and swear each other, pass on accurately and unequivocally, accept and support each other, and decide struggle constructively. Puting socially unskilled pupils in a group and stating them to collaborate does non vouch that they have the ability to make so efficaciously. We are non born instinctively cognizing how to interact efficaciously with others. Interpersonal and small-group accomplishments do non as if by magic appear when they are needed. Students must be taught the societal accomplishments required for high quality coaction and be motivated to utilize them if concerted groups are to be productive. The whole field of group kineticss is based on the premiss that societal accomplishments are the cardinal to group productiveness. The more socially adept pupils are and the more attending instructors pay-to instruction and honoring the usage of societal accomplishments, the higher the accomplishment that can be expected within concerted larning groups. In the concerted accomplishments conditions, pupils were trained hebdomadal in four societal accomplishments and each member of a concerted group was given two fillip points toward the quiz class if all group members were observed by the instructor to show three out of four concerted accomplishments. The consequences indicated that the combination of positive mutuality, an academic eventuality for high public presentation by all group members, and a societal accomplishments eventuality promoted the highest accomplishment.Group Processingâ€Å" Take attention of each other. Share your energies with the group. No 1 must experience enti rely, cut off, for that is when you do non do it. † ( Willi Unsoeld, Renowned Mountain Climber ) The 5th indispensable component of concerted acquisition is group treating. Effective group work is influenced by whether or non groups reflect on how good they are working. A procedure is an identifiable sequence of events taking topographic point over clip, and procedure ends refer to the sequence of events instrumental in accomplishing outcome ends. Group processing may be defined as reflecting on a group session to depict what member actions were helpful and unhelpful, and do determinations about what actions to go on or alter. The intent of group processing is to clear up and better the effectivity of the members in lending to the collaborative attempts to accomplish the group ‘s ends. While the instructor consistently observes the concerted acquisition groups, he or she attains a â€Å" window † into what pupils do and make non understand as they explain to each other how to finish the assignment. Listening in on the pupils ‘ accounts provides valuable inform ation about bow good the pupils understand the instructions, the major constructs and schemes being learned, and the basic elements of concerted acquisition. There are two degrees of processing which are little group and whole category. In order to guarantee that small-group processing takes topographic point, instructors allocate some clip at the terminal of each category session for each concerted group to treat how effectively members worked together. Groups need to depict what member actions were helpful and non helpful in finishing the group ‘s work and do determinations about what behaviours to go on or alter. Some of the keys to successful small-group processing are leting sufficient clip for it to take topographic point, supplying a construction for processing, stressing positive feedback, doing the processing particular instead than general, keeping pupil engagement in processing, reminding pupils to utilize their concerted accomplishments while they process, and pass oning clear outlooks as to the intent of processing. In add-on to small-group processing, the instructor should sporadically prosecute in whole-class processing. When concerted acquisition groups are used, the instructor observes the groups, analyzes the jobs they have working together, and gives feedback to each group on how good they are working together. The instructor consistently moves from group to group and observes them at work. A formal observation sheet may be used to garner specific informations on each group. At the terminal of the category period the instructor can so carry on a whole-class processing session by sharing with the category the consequences of his or her observations. If each group has a equal perceiver, the consequences of their observations may be added together to acquire overall category information. An of import facet of both small-group and whole-class processing is group and category jubilations. It is experiencing successful, appreciated, and respected that physiques commitment to acquisition, enthusi asm about working in concerted groups, and a sense of self-efficacy in footings of subject-matter command and working hand in glove with schoolmates.Specific COOPERATIVE MODELSThe Jigsaw ModelDefined loosely, Jigsaw is a grouping scheme in which the members of the category are organized into â€Å" saber saw † groups. The pupils are so reorganized into â€Å" adept † groups incorporating one member from each saber saw group. The members of the expert group work together to larn the stuff or work out the job, so return to their â€Å" saber saw † groups to portion their acquisition. In this manner, the work of the expert groups is rapidly disseminated throughout the category, with each individual taking duty for sharing a piece of the mystifier.Jigsaw Groups:Group OneGroup TwoGroup ThreeGroup FourNucleus ( Kathy ) Nucleus ( Susan ) Nucleus ( Jose ) Nucleus ( Jim ) Mitochondria ( Jorge ) Mitochondria ( Randy ) Mitochondria ( Gail ) Mitochondria ( Tan ) Cell Wall ( Sara ) Cell Wall ( Andy ) Cell Wall ( Chris ) Cell Wall ( Julie ) Protoplasm ( Heather ) Protoplasm ( Jessenia ) Protoplasm ( Phu ) Protoplasm ( Karen )Adept Groups:Group OneGroup TwoGroup ThreeGroup FourNucleus ( Kathy ) Mitochondria ( Jorge ) Cell Wall ( Sara ) Protoplasm ( Heather ) Nucleus ( Susan ) Mitochondria ( Randy ) Cell Wall ( Andy ) Protoplasm ( Jessenia ) Nucleus ( Jose ) Mitochondria ( Gail ) Cell Wall ( Chris ) Protoplasm ( Phu ) Nucleus ( Jim ) Mitochondria ( Tan ) Cell Wall ( Julie ) Protoplasm ( Karen ) Jigsaw can be used for sharing different solutions to the same job or for spliting up research duties. For illustration, if the category is analyzing populating cells, one group of pupils learns about the karyon, another learns about the chondriosome, another learns about the cell wall, and so on. The groups are so reconfigured into saber saw groups ; the experts take bends learning their forte to their saber saw group so that each group learns about every subject. Jigsaw is an efficient manner for pupils to go engaged in their acquisition, learn a batch of material rapidly, portion information with other groups, minimise hearing clip, and be separately accountable for their acquisition. Since each group needs its members to make good in order for the whole group to make good, Jigsaw maximizes interaction and establishes an ambiance of cooperation and regard for other pupils. Teachers who listen in to the sharing of one of the saber saw groups can rapidly hear what each of the original groups has been making. Jigsaw II is an alternate scheme, developed by Robert Slavin ( 1990 ) . The procedure is as described above, with the exclusion that pupils in saber saw groups read the full assignment or all of the stuffs to get the information. Group members so take an single trial on the stuff, the consequences of which contribute to a squad mark. There a few stairss on how to implement the Jigsaw Model. First, split the twenty-four hours ‘s lesson into sections, and organize pupil groups. The groups should be diverse in footings of ability. Then, form impermanent expert groups in which pupils are assigned to the same section. Give pupils in these adept groups clip to discourse the chief points of their section and to practise the presentations they will do to their saber saw group. After that, convey the pupils into saber saw groups that are composed of one pupil from each expert group. Have each pupil present her or his section to the group. At the terminal of the session, you may give a quiz so that pupils are held accountable for larning all the stuff. The instructor ‘s function in the saber saw is to ease acquisition. When pupils are in adept groups, the instructor can back up pupils by promoting them to happen ways to set information they learned into their ain words, to associate the stuff to their ain lives, and to give illustrations that help them explicate the stuff to their group. Students should be encouraged to assist each other and to do certain everyone in their group understands the stuff and will be confident showing it to his or her group. If a pupil finds it hard to explicate his or her subject to the saber saw group, a instructor foremost might partner off that pupil with a spouse who will assist research and present the information to the saber saw group and so hold the brace travel together to the expert group and to the saber saw group. This will assist both pupils develop interpersonal accomplishments, communicating accomplishments, and collaborating. To ease this spouse coaching, have both pupils tell you if this is assisting them learn the stuff. Promote both pupils to do suggestions that would assist them larn more expeditiously. The Jigsaw scheme is cardinal to all sorts of work in little groups. Use it often to maximise answerability and interactivity. As pupils become accustomed to sharing their apprehension and thoughts with others, you will happen that they become more responsible scholars. Faced with the demand to joint their acquisition to others, they will get the hang the stuff at a deeper degree than they would otherwise. As you give pupils more and more complex stuffs to discourse, maestro, and present to their equals, you will be supplying them with chances to spread out their thought and apprehension. You can increase answerability by giving single pupils a quiz on the stuff after the saber saw sharing is complete. The scheme can be used in many different ways. Jigsaw can be used during an writer survey. Have each expert group read the books of an writer, and have each pupil present the writer to his or her saber saw group. For younger pupils, each little group can be given a different storybook to read. Students take bends reading parts of the narrative. Then they take bends reading the whole narrative aloud once more in their saber saw groups. Essaies or studies can be divided into subdivisions, and adept groups can research together and so convey their cognition to their saber saw groups to compose the essay or study. Students can be asked to review the same piece of composing in little groups and so portion and compare their reviews in the saber saw group. Give pupils the same multi-step job to work on in little groups ( for illustration, gauge the figure of supermarkets in the United States. Then reorganise pupils into saber saw groups and have them portion and discourse each original group ‘s solution. Chapters or articles can be divided and studied by pupil groups and so shared. Small groups can be asked to develop a solution to the same job ; solutions so can be shared and discussed in saber saw groups. Small groups can carry on the same experiment and so portion and comparison consequences with a saber saw group. Ask little groups to go experts in peculiar spheres and so hold them portion their sphere cognition with the saber saw group.Think, Pair, Share ModelThe think, brace, portion scheme is a concerted acquisition technique that encourages single engagement and is applicable across all class degrees and category sizes. Students think through inquiries utilizing three distinguishable stairss: Think: Students think independently about the inquiry that has been posed, organizing thoughts of their ain. Pair: Students are grouped in braces to discourse their ideas. This measure allows pupils to joint their thoughts and to see those of others. Share: Student braces portion their thoughts with a larger group, such as the whole category. Often, pupils are more comfy showing thoughts to a group with the support of a spouse. In add-on, pupils ‘ thoughts have become more refined through this three-step procedure. Students need many chances to speak in a linguistically rich environment. Research workers have found that pupils ‘ acquisition is enhanced when they have many chances to lucubrate on thoughts through talk. The think, brace, portion scheme increases the sorts of personal communications that are necessary for pupils to internally treat, form, and retain thoughts. In sharing their thoughts, pupils take ownership of their acquisition and negotiate significances instead than rely entirely on the instructor ‘s authorization. Extra benefits of utilizing the think, brace, portion scheme include the positive alterations in pupils ‘ self-pride that occur when they listen to one another and regard others ‘ thoughts. Students have the chance to larn higher-level believing accomplishments from their equals, gain the excess clip or motivating they may necessitate, and addition assurance when describing thoughts to the whole category. In add-on, the â€Å" brace † measure of the scheme ensures that no pupil is left out of the treatment. Even a pupil who is uncomfortable discoursing his or her thoughts with the whole category still has an audience in this measure. Finally, while the scheme may look to be time-consuming, it makes schoolroom treatments more productive, as pupils have already had an chance to believe about their thoughts before immersing into whole-class conversations. The think, brace, portion scheme is ideal for instructors and pupils who are new to collaborative acquisition. It can be used in a assortment of contexts. However, to be effectual, pupils must see a inquiry or issue. It could be a complex inquiry, such as, â€Å" What do you believe were the cardinal issues that led to World War I? † It could be a more straightforward petition, such as, â€Å" Make a form that could be described as ‘a, B, a, B. ‘ † As pupils consider the inquiry or issue, they should deduce some benefit from believing about it further with spouses, such as when there are multiple right replies to a inquiry. For case, in the old illustration, pupils could supply many illustrations of â€Å" a, B, a, B † forms and seeing multiple replies will reenforce this construct. On the other manus, supplying pupils with inquiries that have merely one right response, such as, â€Å" What is 5 + 2? † shortly becomes boring to pupils, as there is non much to portion with spouses or the whole category. The â€Å" think † measure may necessitate pupils simply to be quiet for a few minutes and chew over their ideas about the inquiry. They may compose some ideas in response to the inquiry. Some instructors find it helpful to put a clip bound for the â€Å" think † and â€Å" brace † stairss of the scheme. If you choose to make this, be certain to give pupils an thought of how much clip they will hold. Remember to let sufficient clip during the â€Å" brace † measure to let both pupils to speak about their ideas. In the â€Å" portion † measure of the scheme, pupils can portion their thoughts in several ways. One manner is to hold all pupils stand, and after each pupil responds, he or she sits down, as does any pupil with a similar response. This continues until everyone is seated. Another manner is to travel rapidly through the category, holding pupils respond rapidly, one after the other, or to hold a category ballot. Responses can be recorded on an overhead projector or on a in writing organiser for future treatments. Another fluctuation is to halt after the â€Å" brace † measure, and have pupils write their thoughts. Collect pupils ‘ responses and measure any jobs in understanding. This scheme frequently stretches pupils ‘ believing simply by its execution. Some pupils consider it a challenge to joint their ideas to another individual. However, one time pupils become comfy with this facet, there are ways to spread out the scheme ‘s range. One manner to be certain that pupils have chances is to partner off with a assortment of spouses. Pairing pupils who sit closest to each other is convenient but does n't supply the same rational or societal challenge as suiting the acquisition and treatment manners of a assortment of schoolmates. Another method for changing the scheme is to let two â€Å" brace † stairss before continuing to â€Å" portion. † Students can either take part in two back-to-back couplings or can partner off with one pupil and so the first brace can be grouped with another brace to discourse their ideas before fall ining a whole-class treatment. This double-pair method is peculiarly helpful if you have a really big category or are covering with an particularly complex inquiry. The think, brace, portion scheme can be used to heighten treatments about specific characters in books. For case, a group that is reading The Great Gilly Hopkins by Katherine Paterson might be asked to believe, brace, portion in response to the inquiries, â€Å" Would you be able to be friends with Gilly? Why or why non? † The think, brace, portion scheme can assist pupils larn about the authorship procedure. Students who are asked to take a subject of their ain to compose approximately frequently become stuck. Teachers can do this procedure easier by inquiring early in the twelvemonth, â€Å" Where make narrative thoughts come from? † As pupils think about the inquiry and discourse their thoughts with a spouse, they normally come up with a long and valuable list of thoughts that can take them through an full twelvemonth ‘s worth of authorship. The think, brace, portion scheme works good when there are multiple right replies to a given job. This makes the scheme perfect for inquiries that involve appraisal, forms, logic, and so on. This scheme can besides be used when pupils are make up one's minding how to near a job instead than when they are settling on a specific reply to one. Social surveies content provides many chances to implement this scheme, particularly when presenting new subjects. Use the think, brace, portion scheme by inquiring a inquiry such as, â€Å" What do you already know about the Revolutionary War? † As pupils grapple with ethical subjects, you might inquire inquiries such as, â€Å" Would you hold agreed to be a ‘stop ‘ on the Underground Railroad? Why or why non? † As pupils are carry oning experiments, the think, brace, portion scheme can be a manner for them to organize hypotheses or to discourse their readings of a given experiment. For case, before an experiment on dens eness, pupils might be asked to utilize the think, brace, portion scheme when make up one's minding which of a given set of points will drift when placed in a bath of H2O.Numbered Heads TogetherNumbered Heads Together is a concerted acquisition scheme that holds each pupil accountable for larning the stuff. Students are placed in groups and each individual is given a figure ( from one to the maximal figure in each group ) . The instructor poses a inquiry and pupils â€Å" set their caputs together † to calculate out the reply. The instructor calls a specific figure to react as interpreter for the group. By holding pupils work together in a group, this scheme ensures that each member knows the reply to jobs or inquiries asked by the instructor. Because no 1 knows which figure will be called, all squad members must be prepared. This concerted acquisition scheme promotes treatment and both single and group answerability. This scheme is good for reexamining and incorporating capable affair. Students with particular demands frequently benefit when this scheme is used. After direct direction of the stuff, the group supports each member and provides chances for pattern, dry run, and treatment of content stuff. Group larning methods encourage pupils to take greater duty for their ain acquisition and to larn from one another, every bit good as from the teacher. There are several stairss on how to implement the Numbered Head Together Model. First of all, split the pupils into groups of four and give each one a figure from one to four. Then present a inquiry or a job to the category. Have pupils gather to believe about the inquiry and to do certain everyone in their group understands and can give an reply. Ask the inquiry and name out a figure indiscriminately. Finally the pupils with that figure raise their custodies, and when called on, the pupil replies for his or her squad. This is a flexible scheme that can be used at a assortment of degrees. The instructor may get down with factual information inquiries, and as pupils become more familiar with the scheme, inquire inquiries that require analysis or synthesis of information. Student groups can be given statements such as, â€Å" School uniforms help to maintain pupils focused on faculty members. † Students ‘ undertaking is to come to consensus on whether they agree or disagree, giving an account of their logical thinking. After the pupils respond, have the other groups agree or disagree with the reply by demoing hitchhike up or hitchhike down, and so explicate their logical thinking. Or, if the reply needs clarifying, inquire another pupil to spread out on the reply. This scheme can be used when comprehension inquiries have been posed to groups, and pupils can work together to happen the replies. For illustration, when reading a narrative, pupils can be given the undertaking of analysing one of the characters. They can be asked inquiries such as, â€Å" Which character traits are stated straight, and which are implied by the writer? † and â€Å" What information do you acquire from the character ‘s address and actions? † On the other manus, pupils can measure the quality of a piece of composing utilizing a rubric. Have pupils review the authorship as a group and assign tonss as a group. Ask them to react with their tonss and principle utilizing the numbered caputs together scheme. Furthermore, numbered caputs together can be used when work outing math jobs. Ask inquiries such as â€Å" What are the facts in this job? † â€Å" Which scheme would be most appropriate? † and â€Å" What solution did your group hold on? † This scheme besides can be used after reading a chapter in a text, or after stuff has been presented. Ask clear uping inquiries about the text and have pupils find and discuss the replies. When groups are ready, reexamine the replies utilizing this scheme. Otherwise, this scheme can be used in readying for a trial or quiz. Allow clip for pupils to analyze together in their groups and possibly make inquiries that might be on the trial or quiz. Using the numbered caputs together scheme, inquire inquiries about the stuff that will be on the trial or quiz.THE EFFECTIVE USE OF COOPERATIVE LEARNINGThe effectual usage of concerted acquisition in the schoolroom is frequently built upon a four-step procedure. There are four elements ne ed to be considered as the initial start to plan and implement concerted acquisition into the instruction modus operandis. The first component is presentation of content. In Lesson Methodologies, I talked about the ways in which you can show information to your pupils. These instructional activities must be done prior to any concerted acquisition activity. Concerted acquisition is non a self-instruction theoretical account, but instead a manner for pupils to â€Å" mess around † with antecedently presented stuff. In short, concerted acquisition comes after you ‘ve taught something to your pupils. The 2nd component is teamwork where this is the clip after the new stuff been taught and when pupils are engaged in a concerted acquisition activity. The concerted acquisition scheme ( Jigsaw, Think-pair-share, Numbered caputs ) is selected and explained to the full category. Students are divided into assorted squads and provided sufficient clip to finish their assigned responsibilities. The 3rd component that should be considered is single appraisal. In concerted acquisition, the aim is non the production of a individual set of right replies for the full group but instead the development and sweetening of each member ‘s accomplishment. Although members of the squad work together to get the hang information, each single member must be assessed in relation to her or his command of the content. In short, everybody is tested in line with her or his achievement potency. The last component is team acknowledgment. It is most appropriate to acknowledge and observe the attempts of the squad as a whole. It is every bit of import to observe the attempts of the squad to help single members in larning a specific organic structure of cognition. These ceremonials can be either public or private. Teachers have rewarded squads with an excess deferral, a â€Å" prep base on balls, † a bite, a certification or award, or some other appropriate wages. In many instances, the wages can be every bit simple as a schoolroom cheer or drawn-out series of high fives.

History Of Baseball Essays - Origins Of Baseball, Town Ball

History Of Baseball Essays - Origins Of Baseball, Town Ball History Of Baseball The History of Baseball Deeply embedded in the folklore of American sports is the story of baseball's supposed invention by a young West Point cadet, Abner Doubleday, in the summer of 1839 at the village of Cooperstown, New York. Because of the numerous types of baseball, or rather games similar to it, the origin of the game has been disputed for decades by sports historians all over the world. In 1839, in Cooperstown, New York, Doubleday supposedly started the great game of baseball. Doubleday, also a famous Union general in the Civil War, was said to be the inventor of baseball by Abner Graves, an elderly miner from New York. In response to the question of where baseball first originated, major league owners summoned a committee in 1907. Abner Graves stepped before the committee and gave his testimony. In Graves' account of the first game, the Otsego Academy and Cooperstown's Green's Select School played against one another in 1839. Committeeman Albert G. Spalding, the founder of Spalding's Sporting Goods , favored Graves' declaration and convinced the other committeemen that Graves' account was true. As a result, in 1939, the committee and the State of New York named Cooperstown and Abner Doubleday as the birthplace and inventor of baseball, respectively. Today, many baseball historians still doubt the testimony of Abner Graves. Historians say the story came from the creative memory of one very old man and was spread by a superpatriotic sporting goods manufacturer, determined to prove that baseball was a wholly American invention. According to Doubleday's diary, he was not playing baseball in Cooperstown, but attending school at West Point on that day in 1839. Also, historians have found that nowhere in Doubleday's diary has he ever claimed to have had anything to do with baseball, and may never have even seen a game. This leads many to the conclusion that Abner Doubleday did not invent baseball, but it is still a disputed and provocative issue. Sports historians have presented impressive evidence showing that American baseball, far from being an independent invention, evolved out of various ball-and-stick games that had been played in many areas of the world since the beginnings of recorded history. But in early America, precursors of baseball included informal games of English origin such as paddleball, trap ball, rounders, and town ball. The latter was a popular game in colonial New England and was played by adults and children with a bat and ball on an open field. Printed references to base ball in America date back to the eighteenth century. Among these accounts is one of Albigence Waldo, a surgeon with Washington's troops at Valley Forge who poetically told of soldiers batting balls and running bases in their free time. Similarly in 1834 Robin Carver's Book of Sports related that an American version of rounders called base or goal ball was rivaling cricket in popularity among Americans. Indeed, cricket played a role in the evolution of organized baseball. From this British game came umpires and innings, and early baseball writers like Henry Chadwick used cricket terminology such as batsman, playing for the side, and excellent field in describing early baseball games. Likewise, the pioneer baseball innovator Harry Wright, a cricket professional turned baseball manager, drew heavily on his cricket background in promoting baseball as a professional team sport in the United States. By the 1840s various forms of baseball vied for acceptance, including the popular Massachusetts and New York versions of the game. The Massachusetts game utilized an irregular four-sided field of play, with the four bases located at fixed, asymmetrical distances from each other and the striker's, or batter's position away from the home base. Scouts, or fielders, put men out by fielding a batted ball on the fly or on the first bounce, or by hitting a runner with a thrown ball. But this lively version of the game was overshadowed in the late 1840s by the New York game, a popular version of which was devised by the members of the New York Knickerbocker Club. Organized in 1845 by a band of aspiring gentlemen and baseball enthusiasts, the Knickerbocker version was devised by one of their members, Alexander J. Cartwright. Cartwright prescribed a diamond-shaped

The Georgia Colony was one of the 13 original colo Essays

The Georgia Colony was one of the 13 original colo Essays The Georgia Colony was one of the 13 original colonies in America. The 13 original colonies were divided up into three regions including the New England Colonies, the Middle Colonies, and the Southern Colonies. The Georgia Colony was one of the Southern Colonies which also included the Maryland Colony, the Virginia Colony, the North Carolina Colony and the South Carolina Colony. The Georgia Colony was the last of the 13 original colonies to be established. It was founded in 1732 by several colonists including James Oglethorpe. The Georgia Colony was named after King George II of England, as specified by the king himself in the charter granting the colony . Some of the struggles colonists faced were shortages of food, adjusting to the new climate, and in the first summer many people died of yellow fever . Most people in colonial Georgia were small farmers. Each family was given a small farm, which descended to the male heir. The people were somewhat isolated from the rest of the colonies, and mail hardly reached Georgia, especially farther from the coast. There weren't roads to connect settlers, and the only town was the small village of Savannah. I n colonial Georgia, women worked hard cooking, cleaning, raising vegetables, spinning wool and yarn and raising children. They also knitted clothing, like stockings and sweaters, and they made their own soap and candles. Women were also tasked with milking cows, churning milk to make butter and gathering berries and nuts as additional food sources. Some fun facts about colonial Georgia are that Georgia's original name was Province of Georgia. Georgia was the last American colony founded , nearly 50 years after the other 12. Georgia's capital has moved four times since it was founded. Georgia went through many hardships. Colonist struggled with the summer heat, and did not have much land to work with. Women had it especially hard because they had to raise their children while doing many different tasks. This last American colony to be founded has managed to survive after all their hardships and isolation from the other colonies.

4 Advantages Internal Candidates Have Over You -The JobNetwork

4 Advantages Internal Candidates Have Over You -The JobNetwork Applying for your dream job? You’ve finally found it, and you’re perfect for it. You fit the qualifications, and then some. This job is absolutely made for you! So, what’s the catch? There might be internal candidates vying for the same job–and they have a leg up. Here are 4 things internal candidates have going for them that will net them your dream job almost every time, unless you learn how to preempt the situation.1. They know the company.Internal candidates, whether they’ve worked at a place for two months or 20  years, know the mission, goals, culture, hierarchy, values, etc. of the company inside and out. They also might have an understanding of the interior politics involved in this particular job opening. You do not.What you can do is research the company. Do your homework. And make sure that if you get asked in an interview about the company, you’re spouting information off as naturally as if you’d been working there ten ye ars. Act like you already do!2. The company knows them.Better the devil you know? Also better the angels. If a company knows an inside candidate can get the job done well, then they’re more likely to hire them again. They also have a good sense of their work ethic, their social skills, their strengths and weaknesses.What you need to do is articulate your value. Go ahead and be upfront about this- and use it as an asset. After all, not being a known entity has its advantages. Remind them you bring a fresh perspective with you. Don’t be shy to share some of your new ideas in the interview. Show yourself as the most qualified person for the job, and show them they don’t need to worry about your delivering on your promises.3. Personal relationships are already established.Internal candidates have a bunch of people on the inside- coworkers, contacts, friends- who are loyal and will vouch for them. That goes a long way. They’ve made inroads, and have developed relationships with their team and other teams that make lots of people in the company comfortable working with them.Your only shot here is to network. Find an â€Å"in† in the company, someone who could refer you or offer a personal recommendation. Or even someone you’ve developed a relationship with who could give you some advice from the inside on how to best prepare your application.4. They’re already a fit.You’re still trying to figure out what the company culture is, and the internal candidate is already in it. Unless they’re not doing well or fitting in, they’ve got a huge leg up on you because their bosses will already be comfortable with them, even like them. This might be the number one reason internal candidates win out in the end- they already fit.The way you prepare can go a long way towards giving the hiring manager the same sense. Do a bit of research to figure out what you can about the company culture, then- particularly if t here are values you share- go ahead and emphasize the ways in which you fit. Talk the talk, walk the walk, etc. Show them you’re one of them. Put them at ease. If you can do all that and prove that you’d be an asset to the team, you’ll have a good chance of beating out your competition from within.

Special Business Forms Essay Example | Topics and Well Written Essays - 250 words

Special Business Forms - Essay Example This involves the issue of how risks can be accommodated between and amongst the coalescing parties. Moreover, the person needs to come to familiarize with the terms and conditions governing such a form of partnership (Emerson, 2009). However, in the case of Bateson Corp, it is very challenging to join the other two companies. Any move to partner with either of the two companies is poised to result to big losses to Bateson Corp. this follows that Bateson Corp is not familiar with the way such businesses operate. In addition, Bateson Corp is not familiar with some of the terms and conditions that may govern their partnerships. In such a case, forming a partnership with such business ventures may most likely result to losses on the side of Bateson. For instance, such business corporations may breach the contracts of the partnership. In case such happens, it is most likely that such corporations may even fail to pay for the equipment that may have been supplied by Bateson Corp. This is likely to result to big losses on the side of Bateson

Stem Cell Therapy Essay Example | Topics and Well Written Essays - 1000 words

Stem Cell Therapy - Essay Example Stem cells are capable of self regeneration and replicating itself, therefore giving birth to new generations with varying traits. The replication capabilities of these cells have the potential to replace the degraded areas of the body where diseases and injuries are located. The method of this new treatment is foreseen to be very effective due to the body’s tendencies to reject and experience side effects. One of the many forms of stem cell treatment is the Allogeneic Hematopietic Stem Cell Transplantation used as the main therapy practiced in hematologic malignancies. One of the more specific forms is the Myeloablative Hematopietic Stem Cell Transplantation found to be cure children with sickle cell disease. However, the same method proves to be disproportionately toxic to adults. (Naganska, 2009)2 Stem cell therapies are also used to treat myotrophic lateral sclerosis, which is a neurodegenerative disease. The characteristics of this disease is the loss of motor neurons fou nd in the spinal column, motor cortex as well as the brain stem which results to the dramatic reduction of a patient’s life span. It usually leads to the death of the patient, caused ultimately by respiratory failure that can happen between two to five years into the disease. This is one of the major challenges in the field of medicine, despite the vast researches in neurobiological sciences, as well as molecular and genetic researches. The introduction of stem cell therapy was accepted with optimism to regenerate the cells of patients in order to not only prolong the lives of the patients, but also to cure the disease altogether. One of the most common diseases known to us as a leading cause of death all over the world is heart failure. Though medicinal methods have been able to sustain and prolong the lives of the patients, no actual cure has been introduced to totally remove the cause of the problem. Researchers are optimistic with the results of some laboratory experiment s together with some clinical tests that cellular intervention can possibly improve the cardiac functions, by regenerating the cardiac itself. (NIH, 2009)3 It has been found that progenitor cells derived from the bone marrow as well as other similar progenitor cells that may be found in various parts of the body can make the distinction into vascular types of cells that would result to restoration of the blood flows. Recent findings proved that local cardiac stem cells exhibited differentiation, transforming into multiple cell types that are found in the heart. This recent finding is indicative that the heart is not that different. Stems cells are unique from the other cell found in the body. They have three common characteristics, and the source as to where the stem cells were harvested will not affect thes characteristics. Stems cells are capable of self renewal and dividing for over long periods of time. Secondly, stem cells are not specialized and lastly, they are capable of yie lding specialized cells types. (Naganska, 2009)4 Initially, when researchers conceptualized the experiments, they tried it with an adult mouse by injecting stems cells into the muscle of the left ventricular wall of the mouse’ heart. They also tried injecting a human adult’s bone marrow stem cells into the tail vasculature of the mouse. They discovered that stem cells aid in the